https://www.linkedin.com/in/abigail-kasky-1b8a7b72/

Environment: Slowly combining materials to extend their play or story making, introduce loose parts slowly

Our main take away is that story workshop can be a flexible time to get students to tell stories

1. Wall stories

2. Flexibility in knowing where our kids are at

3. Nudging vs. Pushing

Two Things to try:

1. Partner retell

2. New materials

Wondering:

1. How does genre writing play into story workshop?

2(things you will try right away) - modelling, an ongoing story workshop table at the free flow area

1(wondering) - more options to support ELL students, keeping in mind their mixed age groups

What might you try, observe, or nudge tomorrow? (Extend)

What might be hard to let go of? (Challenge)

What might you try, observe, or nudge tomorrow? (Extend)

What might be hard to let go of? (Challenge)

Extend:

1. Seeing agency of our students and identifying the level of engagement, "noise", popularity, and happenings in each area.

2. Nudge or support wandering students to find something that interests them.

Challenge:

1. Number of students in the whole learning space vs. the number of learning centers/opportunities offered around the space.

2. Not enough TIME to set up the learning space and be intentional in planning and setting them out for students.

3. Balancing Provocations and Invitations

Lenses: time (sustained engagement), agency, popularity

Connect:

• Students have a lot of agency in the classroom during free flow.

  They also have agency in the pod during free flow.

• Students also have agency during story workshop.

  
  

  Extend :

• Introduce new materials for story workshop.

• Nudge students to come up with a story in different places : outdoor space, carpet..etc

• Encourage students to interact and share stories with partners/small groups.

  
  

Challenge:

• Students could have more agency in choosing which materials to use for their story.

• Shelves in our classrooms are not designed for agency.

• Focus Area: __________________________

• Goal Statement: We will strengthen our documentation by…

• Steps We’ll Take:

• What Success Looks Like: (observable indicators, e.g., “Children can explain what’s on the wall,” “Parents engage with documentation posts”)

• Timeline: __________________________

• Support Needed: (materials, time, peer collaboration, coaching, etc.)

Focus on strategies, language, relationships

How could the environment respond?

What adult role is needed next (observe, model, provoke, step back)?

Story Workshop

Wants:

Looking at examples of story workshop with 3 year olds. What does story workshop look like in Early Years? The structure? Ideas for provocations, etc.

-Agency because of a lot of SEL focused lessons

-PLC data points

-Literacy

Wants:

-Seeing math in play

-Sustainable documentation

-Intentional play