Preparing for #TCRWP

purpose

This week I have been preparing for my two weeks at Teachers College Writing and Reading Institutes for the third year in a row, a true honor and privilege to be so fortunate to be accepted when thousands apply!

What does my preparation look like?

  • Rereading my notes,
  • Rereading my previous blog posts from #TCRWP Writing and Reading Institutes,
  • Reading #tcrwp tweets to see the conversations and work from staff developers,
  • Collecting questions that my teachers want answers for,
  • And of course the never ending packing!

I’m stuck on these questions from Booke Geller last year during the reading institute. (whole post here)

Which students really need the structure and support of guided reading? Which students need more practice reading?  Are your students over taught and under practiced?  At what grade do you end guided reading for most students and move on to other structures with more student ownership?

“over taught and under practiced”

“more student ownership”

are  both phrases that are circling my brain . . .

If my goal is “evidence of students reading and applying skills and knowledge as they read”, how do I support that? What should my teaching look like?  What should student work look like?

Who is doing the work?

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What big questions are your current puzzles?

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What does your “learning preparation” look like when you are the “learner”?

What else should/ could I be doing for my own learning prep?

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