Monthly Archives: June, 2016

#TCRWP Reading: Takeaways Day 3


And today’s theme across the day was:

fired up

Teachers,

Do what it takes to BUILD a community of Readers!

. . .

Amanda Hartman

Rev Up Your Teaching Muscles to Make Your Whole Group Instruction as Potent as Possible (Mini-lessons, Shared Reading, Read Aloud) (K-2)

Spending more time studying shared reading is definitely NOW on my “To Do” list for this summer as we heard (and experienced) the benefits of shared reading where the teacher has a large text (big book, chart, smart board, doc camera) that the teacher and students read chorally. The three basic purposes that we explored for shared reading were:  introduce a new text, reread a text, or as a warm-up text.  As with many reading components, the amount of time spent on shared reading can vary as long as students are ENGAGED!  And to learn that the time could be just five minutes here or there makes the plan to include shared reading so much easier!

The benefits for students are many.  The most obvious is that accuracy, fluency, and comprehension all improve with rereading so beginning approximations are celebrated.  Students are rereading with their friends so they have built in support from the teacher and fellow students. And shared reading helps build that sense of a community of readers in the classroom.

We participated in demonstrations and we demonstrated.  Just a few of the skills we considered:

  • guess the covered word
  • 1:1 correspondence
  • slide the word
  • the word begins with
  • the word ends with
  • rhyming word
  • clues from the picture
  • cross-checking print
  • retelling – comprehension
  • rereading for fluency – “let’s reread that together”
  • what do you predict next
  • look for patterns
  • build vocabulary

One book we used was Brown Bear, Brown Bear.  This shared reading could end with writing our own book.

______, _____ what do you see?

I see ______ looking at me.

 

If student names are on post its and the class practices reading this with their own names, they are also beginning to get in the repetitions needed for some sight words.  Will some be memorizing?  Of course!  It’s so important that auditory memory gets involved, but the teacher can, by pointing to the words, have students match her pacing!

Takeaways:

  1. Shared reading is a valuable use of readers’ time when students are reading!
  2. Interactions can include gestures and movements during shared reading.
  3. Text variety is important:  listening centers, You tube video with text or Raz kids.  You don’t have to wait until you have little copies of the text!
  4. Shared reading is a safe way for students to “join in” reading.  Not everyone’s voice will be heard the first time but the goal is to encourage student voices to become the voice heard in shared reading.
  5. Shared reading is fun, exciting, and joyful.  What a great way to sneak in a bit of content/holiday/fun that just doesn’t fit elsewhere!

 

Kathleen Tolan

Beyond Guided Reading: Expanding Your Repertoire of Small Group Work in Nonfiction (3-8)

I love that Kathleen starts a bit each day with the WHY we need to be doing this work.  And it’s all about “Just DO it”!  If instruction is responsive we need to have “way more conversations with our colleagues” in order to be more cohesive. “Responding to the needs of your students requires content knowledge and planning! (not showing off tools)”

For this reason, supervisors need to understand workshop and reading processes!  When they are in classrooms, they need to KNOW what they are seeing.  In repertoire teaching, the teachers also need to be specific.  You would hear the teacher say something like “I expect to see some of you doing . . . . and some of you will be doing the work of the lesson.”  Teachers need to be educating supervisors by setting up lessons for “repertoire” in connection and link.  “What’s one old way?  What’s one new way?  What are the two things you will do as a student?  (BRILLIANT!)

Two teaching methods that we worked with today were inquiry (fluency demo) and reminder – definitely coaching light!  We have to continue to know how to help students meet their goals and build the habits of readers.  Again this requires deep content knowledge.

Takeaways:

  1. Organize your small group materials. Have extra copies of all tools out for students with a student as “Tool Monitor”.
  2. Study the progressions with colleagues.  Develop the “cheat sheets” – four levels on a page to be cut apart.
  3. Reading notebooks have the evidence of work towards student goals.  That can be an index in the back.
  4. Make sure that a student does the work during small group time.  They have to be practicing and doing the work for it to transfer. And group time does mean LESS reading time!
  5. Celebrate what students CAN do!  Focus on the CANS! Celebrate all the things the readers CAN DO!  (They already know what they can’t do!)

Choice Session
Falling in Love with Close Reading in Nonfiction – Kate Roberts

Kate began with a bit of background about close reading. What it is. What it isn’t. How long we have been close reading – “since the monks were in caves with candle lights flickering trying to determine the meaning of the divine”.

Witty,

Articulate,

Planned,

Engaging,

Engaged . . .

Learning and

Laughing Together!

If you need background on Falling In Love with Close Reading, do go to Kate or Chris’s blog here.  It’s so NOT boring to do some close reading with Kate.

Process:

Lyrics for:  “Can’t Stop the Feeling” – Justin Timberlake  

Step 1. Listen to the song twice. What would my kids say the message or meaning is?            Listen again and make a vertical list of all the words or phrases in the song that speak to you and go with your current message.

Step 2. Sync up your list with a partner and look for patterns.  What words or phrases are the same?  Use this list of evidence to find patterns (This is the HARD work of close reading.)  Which words or phrases go together?  Color code!

Step 3. Think some more  – what is the message in this song?

Step 4. Transfer to written text.  Practice with nonfiction text.

falling in love

Takeaways:

  1. We do “close read” the things we love – pay attention and even “hyper attention” to those things we love. Let’s build upon that awareness/attention/attraction.
  2. Close reading should be fun and joyful.
  3. Close reading with a song or poem is a wonderful entry point.  It can’t be drudgery!
  4. Close reading is about beginning with the text for evidence.  Don’t leap to interpretation or “guessing” what someone / test writer wants!
  5. An act of close reading is taking the rough draft idea to a more interesting idea for  you!

Keynote  

Voice and Choice: Fostering Reading Ownership

Donalyn Miller

donalyn

This slide sums up much of what Donalyn Miller said to us.  I have so many responses to Donalyn’s presentation:  as a teacher, coach, mother, grandmother, and most of all, as a reader.

I listened to the heartbreak in her description of her daughter – an avid early reader – whose reading life diminished in middle school because “that’s just not so important here” to the joy of being at a Montana reading meeting when Sarah called her, “I just finished The Great Gatsby and I need to talk about it but Dad doesn’t remember it.”  

What harm is being done to students in the name of inappropriate actions, beliefs and practices?  Well-intentioned? Yes.  Mis-guided?  Yes.

To support you, go to Donalyn’s most popular posts.

“Guess My Lexile”

“No More Language Arts and Crafts”

 

“I’ve got research. Yes, I do. I’ve got research.  How about you?”

or to hear about books – The Nerdy Book Club!

Takeaways:

  1. To be better readers, kids need to read every day.
  2. Provide access to books that kids CAN and WANT to read.
  3. Access to books should not depend on teacher’s ability to fund his/her own library. “NO ONE asks the basketball coach to provide his own basketballs.”
  4. Books need to be mirror, windows, and doors to lead readers to connections.
  5. “We are in the hope business. Now more than ever there is a need for critical reading.  For a better world, send more readers out in the world.  It is never to be late to be a reader.”

How are you building communities of readers?  

What actions support your beliefs?  

What is your plan to build even stronger communities that love to read and choose to read?

 

 

 

 

 

 

 

 

 

#TCRWP Reading: Takeaways Day 2


The joy of Advanced Sessions is that you choose the topics you are interested in and then hope and pray that you get your first choice. I’m in my first choice sessions and they are exactly what I need for myself and for the teachers/buildings I work with.

However, my learning curve has been straight up this week.  And that intensity and upward knowledge increase has caused some mental confusion and had me thinking deeply about what I know, what I think I know and what I actually can DO myself!  Perfect learning . . . sometimes painful learning.

Amanda Hartman

What are the methods that we can use to teach our mini-lessons?

  • Demonstration
  • Guided Practice
  • Inquiry

And what details are most important?  It depends upon the purpose!  Inquiry can be the most engaging for the Teacher and also provide high engagement for students.  Guided practice works best when students need the practice and aren’t learning a “new – new” skill.

 

In two days, we have been reading, writing and teaching mini-lessons.  Some lessons we have read four times under Amanda’s directions.  We have, more than have half of us, taught our own mini-lesson to another table group in the room.  Our prep time has been minimal.  That’s been a good thing – we can’t obsess over perfection.

But we can quickly review our work through the lenses of Powerful Whole Group Instruction:

  1. Clarity and Concise Language
  2. Engaging and Engaged
  3. Assess and Give Feedback
  4. Links and Skills (Strategies) to Independent and Partner/Club Work
  5.  Opportunities for Oral Language Development

In two days, our teaching points are more explicit.  Our coaching is more specific.  On the spot feedback keeps us on track. Our mini-lessons are improving because of our partner work and our large group work!

Takeaways:

  1. A mini-lesson does not need to be fully scripted but it is helpful to have a plan that includes anticipating approximations.
  2. Why do my students need this lesson?  When I can list multiple reasons both the connections and the links are stronger.
  3. ONE, ONE, ONE teaching point.  Keep it simple silly!  ONE!
  4. What coaching can you plan for?
  5. Practice, practice, practice.  I loved that Molly’s lesson was like 5,000 times better than mine – such a great demonstration!   I need to see, hear, and teach MORE lessons!

 

 

Kathleen Tolan 

Kathleen began today with a story about playing cards in her family and then compared it to our small group work.

“Down and dirty”

Serious.

Take a risk.

Get in the game.

Do it!

Great words of advice for me!

We spent time on pacing.  Small groups often become bogged down when it’s about the teacher (which it isn’t)!  Teachers feel compelled to impart great wisdom and sometimes forget to listen and follow the lead of the students.  Again in this session, I had the privilege of coaching a demonstration lesson in a small group after four minutes of planning with a wonderful partner.  More than 4 minutes wouldn’t have made it better; I needed to teach it!  I envy friends who do teach more than one class in a day because, with practice, the lesson/coaching improves each time.  But sometimes you do just have to jump in and do it!

Kathleen challenged us to work smarter. If we meet in a grade level group or vertical groups with all the Units and a copier, we can create resources that will help us be prepared for small groups.

Example:

Perspective  – Where and what does this look like in first, second, third, fourth, fifth, and sixth grade?  Copy the charts, any prompts onto resource pages.  Add a text to practice – Voila!

Practice turning a chart into a cheat sheet for students.  How would this look?

Study a mini-lesson on vocabulary.  How does this go in all the other grades?  Copy those charts – shrink them down so charts from three or four grades can be on the same page.

Practice, practice, practice.  You will be better at “responding to students” by responding to students.

Takeaways:

  1. Practice teaching in a small group is like going to weekly Toastmasters meetings.  Frequent practice will increase your confidence.
  2.  There is no ONE right method for small group instruction. Focus on what your students need.  Follow up with partner work and a second or third group meeting on the same content to ensure more practice.
  3. Sometimes we notice something else and go off a tangent.  Use the cheat sheet / resources to stay focused.
  4. Check your prompts. Are they transferable?  Or are they too specific?  (borrow them from the progressions)
  5. Practice time means the students are doing the work. Set the conditions. Let them work!  They, too, must do the work in order to become better, stronger, and more confident readers.

Mary Ehrenworth – What Readers Need

May began by asking us several questions to have us think about what defines our strongest readers. Then she said to consider that, “Potential avid readers are EVERYWHERE.  Think of those who could become AVID readers. Not just the readers who are already reading at the highest levels in our classrooms.  It’s all about expectations.  Some kids are just waiting to be recognized.  What if we don’t see them?

Alligton’s “What Readers Need” supports this work by providing the conditions:

  1. Access to books they find fascinating 
  1. Protected time to read
  1. Expert instruction.

 

And then thinking about the structures that will help more readers be extraordinary readers:

  • Choose books more purposefully
  • Series, series, series
  • Strong reader partnerships and club
  • Start informal social clubs around reading

Takeaways:

  1. 400 million kids read 4,000 pages in the Harry Potter series. Those students may have worked on their synthesis skills – How did Harry Potter change?  How did others’ perceptions of him change? Have you studied a series?
  2. We need to study our classroom libraries.  If my 5th grade library looks almost identical to the fourth grade collections there may not be many choices for students.
  3. We need MUST teach students how to find books everywhere so that they can always be reading because extraordinary readers DON’T just read for 30 minutes each day in class.
  4. Our classrooms need to be where our students flourish!  They can’t flourish in spite of us – after our assigned readings, after a book that takes 3-4 weeks to read as a whole class novel . . .
  5. Of the three conditions, which one do you need to work on?   Access to books they find fascinating? Protected time to read?  Expert instruction?   When will you start?

Matt de La Pena – Keynote

To have an autographed and stickered book;  yes, it is worth having more than one copy of this book.  Especially now.  Matt closed his speech Tuesday to the rapt attention of hundreds of teachers, administrators and even authors in Cowan Auditorium, by reading this book to us.

last stop

Matt inspired us with his story and his humility. He talked about his beginnings in National City (even asking who was from that area) and sharing that his Mexican-American heritage is not reflected in books.  Matt connected his growing up with two completely different sets of families was like “code switching” and also the impetus for this book.

mexican whiteboy

His ticket out of his neighborhood was basketball.  His message of needing more books that reflect our students’ culture is critical.  But his story of hope and aspiration is also important.  I, too, know what it was like to be the first graduate from a four year university in my family.  Education is powerful and sometimes we get there through totally unexpected paths.

What book did Matt read 12 times during his public school career? (If it’s good, why not reread rather than starting a new book?)

The House on Mango Street

What book did he read in two days while on a basketball out of town trip,  upon invitation by a college instructor, before he graduated?

The Color Purple

More on his books and his background can be found on his website here. While autographing my copy of Market Street, Matt mentioned that he was headed to Iowa for appearances in Ames and Cedar Rapids so I was especially pleased to read about a previous trip (2014) to Cedar Falls, Iowa here.  If you have not yet read his Newbery acceptance speech, it is here.

Takeaways:

  1. “Teachers and authors don’t often immediately see the results of their work.  Patience  . . . you will!”
  2. “Books do not include the diversity that reflects our kids!” Help kids find themselves in books!
  3. “You need to consider the possibilities in your self-definition.”  Don’t let your background limit you.
  4. “Some of the best books you will read will start out uncomfortable!”  Readers need to know this!
  5. “Books make me feel emotional.”  Books need to connect.  Books can be a lifesaver.  Find the books that connect.

What book(s) have been the inspiration or possibilities for you?  

How do you help students find those books/stories?  

How do you continue to “outgrow yourself” as a reader, thinker, or writer?

 

 

 

 

#TCRWP Reading: Takeaways Day 1


And so it begins  . . . this week I am attending the #TCRWP June Reading Institute and it’s off to an amazing start! This is what my brain felt like about 2 pm on Monday . . . with an hour and a half YET to go.

Exploding head

08 May 2001 — Exploding head — Image by © John Lund/CORBIS

WHY?

Information Overload!

Just plug that CAT 6 cable directly into my brain and let me power on all the assistance I can.  It’s going to be an exhilarating experience!

Lucy Calkins Keynote

Why do we read?  How does reading benefit us as a community?  How does the community benefit when we are readers?  These questions weren’t posed by Lucy but so many questions ran through my mind today during her “Call to Action.”

“We come from 38 countries and 41 states . . . 1300 of you to learn about teaching reading . . . to learn about yourselves . . . to learn from each other . . . From places in the heart . . .To say no . . . To say yes”

TCRWP isn’t just an event. It’s not about attending for a week, soaking up knowledge, returning home, and regurgitating that knowledge to a welcome (or unwelcome) audience.  TCRWP is about the community – face to face this week –  on Facebook and Twitter in the future and even on blogs like this between institutes and Saturday reunions.  If you take risks, are vulnerable this week, you will never be the same reader or teacher of reading in the future.  You will grow. You will stretch. You will fly. Empathy is built day by day.  We can and we must learn and understand by thinking ourselves into other’s places.

Takeaway Questions:

  1. How will you support your reading community?
  2. Maybe we need a new educational story.  To reach, to dream, to grow strong . . What do you need in order to grow yourself?
  3. How can you grow your own version of #TCRWP?  Your own nest?
  4. There’s important work to be done.  It will be hard work.  We as educators are asked to outgrow our own work.  How will you outgrow your own work?
  5. It’s not just about naming the strategies, but inducting kids into the identities and values of READERS! How will you create a safe community for your readers?

 

Amanda Hartman

Rev Up Your Teaching Muscles to Make Your Whole Group Instruction as Potent as Possible (Mini lessons, Shared Reading, Read Aloud) (K-2)

Funny.

Fast-paced.

Articulate.

Explanation and Demonstration.

Powerful Whole Class Instruction for K-2 Students

  1. Clarity and Concise Language
  2. Engaging and Engaged
  3. Assess and Give Feedback
  4. Links and Skills (Strategies) to Independent and Partner/Club Work
  5.  Opportunities for Oral Language Development “

 

Read and Study Mini-lesson individually. (1st grade, lesson 10 – Readers learn new words as they read.) Mini-lesson Practice with Partners.  Mini-lesson planning table group. Mini-lesson Delivery. Debrief. Discuss Goals. Video of Mini-lesson. Discussion of how that was the same and how that was different. Mini-lesson Delivery. Discussion of Goals.

. . . and in all that “What were we studying in the Mini-lesson?

Teaching Point

Pacing – Vitality, Having students think alongside us, Student talk/listen/feedback

Assessment

Feedback

Takeaways:

  1. Whole class teaching – staying focused is critical! Don’t let student responses lead you down the rabbit hole!
  2. Knowing the Teaching Point is critical. Forward, backward, what comes next? What came before? What it looks and sounds like when a reader REALLY does this.
  3. Focus on one Teaching Point. Not a “Never ending Teaching Point”
  4. Growing students means lots of practice.  That lesson won’t have teacher demonstration but will instead have tons of student practice – PLAN.FOR.IT.
  5. Study lessons together. Discuss the work together.  Build your own community to support your learning about the teaching of reading!

Kathleen Tolan

Beyond Guided Reading: Expanding Your Repertoire of Small Group Work in Nonfiction (3-8)

“Small group work is hard.  Our goal this week is to open up our repertoire about different methodologies to deliver small group instruction.”

What is your vision of small group work?  I’m most familiar with guided reading groups but also like literature circles and book club work.

What’s preventing small group work?

Management – What are the rest of the kids doing?

Fear – I’m not good at it! (not enough practice)

Results – It doesn’t really work for my kids. Or took 40 minutes to “drag that group through the lesson.” There’s no time to do that every day!

Today, I saw, heard and was a part of . . .

  1.  Demonstration Small Group
  2. Read Aloud Small Group

We watched Kathleen in action and then “copycatted that exact same lesson” into our small groups with two different members as the teacher (not me, not me!)

Remember that brain on fire at the top of this blog . . . this was the first time I’d ever seen a Read Aloud Small Group. So new. So much to absorb and process.  My mind was swirling. . . Where would this happen?  When?  With which students?  Why?

I had to take a deep breath.  And then another one. The engagement of the students in the Read Aloud Small Group was intense.  No student could hide.  Everyone had to do the work – in order to contribute to the learning. What a way to know exactly what kids are thinking and to “get them unstuck” and moving!

Takeaways:

  1.  On any given skill I could be the top, middle, or bottom. The goal of small groups is to grow and move ALL readers – not just the “struggling readers”.
  2. TC – Kathleen – said that they have been studying small group work for the last year and a half.  It’s okay that I don’t know this!
  3. Increase your accountability for small groups with a public, visible schedule.  That will push you as the teacher as well as the students.
  4. Teachers over plan small group work.  The small group work should be a continuation of the mini-lesson.  It’s not about going out and finding new, wonderful text to use. It’s about more practice – more student practice and way less “teacher talk”.
  5. Feedback is hard.  It is about tone.  It is about the length of the message.  It’s also about giving and receiving feedback.  So very complicated!

 

What new skill/strategy are you practicing?  

Have you found / created a safe community to practice?  

How does what you are learning from your own learning impact your planning for instruction for your students?

slice of life 2016

This is my story of learning.

Thank you, Betsy, Beth, Dana, Deb, Kathleen, Lisa, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.  Writing makes us all more human!

 

 

#TCRWP Reading Begins Today


On the schedule for today:

Registration

Keynote

Lucy Calkins @ Riverside Church

A Call to Action

AM  Advanced

Amanda Hartman

Rev Up Your Teaching Muscles to Make Your Whole Group Instruction as Potent as Possible (Mini-lessons, Shared Reading, Read Aloud) (K-2)

PM Advanced

Kathleen Tolan

Beyond Guided Reading: Expanding Your Repertoire of Small Group Work in Nonfiction (3-8)

Choice Session

???

So many great sessions to choose from with staff developers:

Kathleen Tolan

Cheryl Tyler

Kathy Collins

Jen DeSutter

Shanna Schwartz

Lindsay Barton

Brooke Geller

Jennifer Kean-Thompson

Natalie Louis

Pablo Wolfe

Audra Robb

Lucy Calkins

Shana Frazin

Katie Wears

Molly Picardi

Keynotes for the remainder of the week:

Matt De la Pena, Donalyn Miller, Freddy Hiebert, and Natalie Louis!

It’s Monday, June 27th!

So blessed to be learning for a second week at #tcrwp.

However, it’s 2:00 in the morning!

First-day excitement!

I can still sleep for hours and hours!

Anticipation!

Way toooooo early!

Post a blog!

Back to sleep!

Dreaming of life and learning in NYC!

NYC two

What will you be learning today?  

Will you be following the Booth Bay tweets?  #bblit16  

Or #ISTE16?  Or #NOTatISTE16?

What’s on your learning plan?

 

#TCRWP FUN


So what’s been on the “FUN agenda” while in New York City?

Dining out!  So many choices and so much visiting . . .

with Erika from Malaysia, Sandy from California, Allison from Arizona  . . .

Celebrating birthdays,

Riding the metro,

a Broadway show,

and spending time with friends from near and far!

Vicki, Allison, Catherine, and Colette

Screenshot 2016-06-25 17.45.13

fun home

Enjoying my #OneLittleWord – JOYFUL in New York City!!!

What is on your list  for “JOY” this summer?

*  *  *  *

And if you have not YET read enough about #TCRWP writing,

check out

Mrs. Yollis’ Classroom

Teachers and Students: Lifelong Learners

Past blogs about Writing Institutes:

2016 #TCWRP Writing Takeaways here, here, here, here, and here.

2015 #TCRWP Writing here, here, here, here, and here.

2014 #TCRWP Writing here, here, here, here, and here.

2013 Kate Roberts and Close Reading at Writing Institute  I did not blog daily.  I had Lucy Calkins for large group and Colleen Cruz for my small group with coaches and administrators and I felt totally lost . . . a non-writer adrift in a sea of writers!

#TCRWP Writing: Takeaways Day 5


On Friday the pace quickens, the sessions are shorter, goodbyes to session partners are bittersweet, the closing session is uplifting and motivating and then final farewells to friends who leave for home and other travels (Boothbay, ILA, Nerdy Book Camp).  New trail guides are perused.  Weekend planning begins.

But I must end the week with a smidgeon more.

Advanced AM Session

Celena Larkey

Ratchet up the level of your students’ writing by teaching them revision: Tapping into the power of mentor texts and checklists (K-2

Takeaways:

  1. Our ultimate goal:  Teach our students how to “mine” mentor text.  (published, teacher written, AND student written)  When students can mark up texts, they will truly know the strategies/skills. CL
  2. Our toolkits need a wide variety of pieces in a variety of process stages for examples. Some pages may even need to be in plastic sleeves for extra practice by students. CL
  3. Students need to talk more EVERY day.  Find little pockets of time (like snack time) and create little boards to rehearse the stuff on the checklist. CL  (Double, triple, quadruple the talk time to increase volume and stamina in writing.)
  4.   The Units of Study are not always specific about revision.  Maybe you will add a physical revision bend for three or four days as a mini-bend towards the beginning of the unit and then another day in bend 2, bend 3 and before the end of the unit with a revision club. C
  5. Have writing goals.  Make sure that the goals are clear.  Have you ever had revision goals like:

    Using tools to revise
    Revising to make ideas clearer
    Revising to make structure better

    Review revision in each unit and build the expectations across the year. CL

How will we know talk and rehearsal are important in your classroom?  

How will we know that students are working on revision every day?  Across the day?  And across the units?

Advanced PM Session

Colleen Cruz

Power Tools, Methods and Strategies:  Access and Support for English Language Learners and Kids with IEPs in the Writing Workshop (4-8)

We made some tools today that matched the needs of our case studies.  They were mini-charts, bookmarks, and choice tools for students.  Many were flexible so students could add or take away skills/strategies as needed.

Takeaways:

  1.  Use Smarter Charts or DIY Literacy for basic ideas for tools and tool development.
  2.   Consider whether some pictures/icons should be the same across the grade/building for increased access AND understanding for ALL students. (reading – same book, writing – same pencil/pen)
  3. Consider how color coding could increase access for students:  science = green, writing = blue, across the grade/building.
  4. Provide choices in writing tools for students.  Check the recommendations of OT/PT/SLPs.  (As I looked around our classroom, there were many variations in tools!)
  5. Build a plan for the year.  Think of it as menu planning for your entire family.  What dishes can everyone share?  And what dishes meet specific needs/diets?  Be planful in advance so that everyone has the sustenance that they need!!

Who ALWAYS asks the question:  “Is this good for ALL students?”

How can planning in advance for ALL students improve instruction across the board for ALL?

Lucy began our closing as she began the opening onMonday. . . “We came from 48 nations and 43 states . . . ”

We thanked everyone who made this week possible.

ALL the staff at TCRWP, Teachers College, and our beloved Staff Developers for the week.

celebration

Closing Celebration

Mary Ehrenworth

Celebrating Student Writing – and the Effect of Your Teaching

We looked at student work to celebrate the growth in writing where we could see huge growth from the beginning to the end of a unit.  But we also celebrated what wasn’t necessarily the attainment of a standard or items on rubrics and checklists.

Writers develop a deep passion for knowledge.

Writers cultivate their urge to teach others.

Writers making sense of themselves, exploring their identities.

Writers increasing their visibility.

Writers developing a deep sense of civic engagement.

Writers learning to correct social injustices.

Takeaways:

  1. Just as students celebrate their writing, teachers must regularly celebrate their writing instruction and feed their writing souls.
  2.  Writing improvement may seem like it’s gaining at a tortoise pace, but movement will vary across students.  Celebrate growth!
  3. What are your grade level expectations?  Are your goals concise?
  4. What is your grade level vision?  Is your vision broad enough?
  5. A la Katherine Bomer, what critical literacies do you encourage:Superheroes, Muscles, Politicians / leaders, Fantasy,  or Argument – that founding skill set of a democratic country?

What takeaways are going to linger with you?  

What and where do you need to consider “revising” in your instruction?

Ruth Ayers’ Celebrate This Week

#TCRWP Writing: Takeaways Day 4


New York City

NYC

This rural Iowa dweller says thanks for all the opportunities:

for face to face meet ups with friends from Twitter, Twitter chats, and Voxer,

to be able to chat excitedly with fellow Slicers, bloggers and authors,

to dine in all sorts of fabulous places,

and in such great company.

Attending the musical “Fun Home”in the Round was magical.

Ahh, the bookstores

Jazz at Smoke

So much to see and do

While in NYC

For #TCRWP’s Writing Institute

Because the learning does NOT stop when the sessions end!

The conversations, the questions, the talk about “What are you reading?” and “What are you writing?” continues into the night!

A glorious week long adventure!

Thanks to you, my friends

And Lucy and ALL at the Teachers College Reading and Writing Project.

 

And what about the learning on Day 4?

I begin, again, at the end,

the eloquence of Pam Nunoz Ryan

who brought us to tears with her harmonica rendition of “America the Beautiful”.

Thanks to  Fiona Liddell and Twitter for this picture.

pam

What an eloquent author and so nice to hear the backstory, see the grids of characters and plot, as well as the research that went into Echo – a MUST READ book for your #TBR (To Be Read) list.

Takeaways:

  1. Find your passion.
  2. Thank those who help you find your passion.
  3. Writing a novel is hard but rewarding work.
  4. Stories matter, stories matter, stories matter!
  5. Rereading stories is important!

Have you read Echo?

Please reserve it at your local public library NOW!

 

Choice Workshop – Colleen Cruz

Editing Does Matter:  Spelling, Grammar, and Vocabulary in a Writing Workshop

To think about when teaching Spelling, Grammar, and Vocabulary:

  1. Development

      Teach into developmental level so it will stick.  What do they know? What are they trying to approximate? We looked at a student piece of work.  What can this student do?

  1. Curriculum and standards                                                                                                              What should we teach?

    What do my standards say that the students need to learn by the end of the year?

  1. Process

           Just as revision is not taught only once in the writing process; editing is taught more than once in writing process.   First time – teach in editing (comma in clause) in order to lessen the cognitive load for the students.  Then the second time teach comma in clause during revision.  And for the third time, the student can focus on the comma when generating ideas in his/her notebook.  The repetition will be helpful for students!

  1. Methods 

Each time we revisit the skill, our methods may vary – or not!  The typical methods are:

a. Demonstration

b. Apprenticeship – Mentor author – Example

c. Inquiry- let’s see what we find in the world and then find patterns (bio, /er/ was/were)

  1. Tools 

        The tools can either be Teacher created or Student created.  For grammar it may be a series of books to cover the variations in journalism grammar, grammar for fiction writer, or  grammar for academic writing.  It may be fun grammar books,  vocabulary picture books, mentor texts, or student examples.  Or it may be editing pens, gel pens, or other irresistible editing tools. Quite literally, physical tools like Mini editing checklists with 2 or 3 things they are checking for!  Whatever they are into!  Students can make their own reminder sheets!   Work with grammar, spelling and vocabulary should be in the spirit of FUN and Exploration.  NO RULES for number of spaces after a period.  Talk about conventional understandings.  How do people expect it to go?

Takeaways:

  1. Perfection in writing is not the goal for 9 year old students.  The New York Times allows four errors per page with page writers and paid copyeditors.  No published piece of writing in the world has ever been 100% perfect.
  2. If you are writing with passion and focusing on content, writing will slip  when you are“letting it rip”.  Errors are a good sign because they indicate risk-taking. 
  3. Post “not perfect” student work on the hallway bulletin board.  Make a huge label and Celebrate – “Check out our capital letters and end punctuation.  We’ve been working hard on them and ALMOST have them!”
  4. Kids fall into automatic, manual, wrong – if kids aren’t automatic, it does not mean they are lazy , not trying, or don’t care.  It just means they haven’t mastered that skill YET.
  5. Conventions, spelling, grammar, and vocabulary work should be FUN and PLAYFUL!

How does your instruction in Spelling, Grammar and Vocabulary match up?

What’s one change that you would consider?

 

 

 

 

 

#TCRWP Writing: Takeaways Day 3


Jack Gantos was the featured keynote today during the TCRWP June 2016 Writing Institute. And he ended with

See the stories and be the person who can write the story.

          If they  can write them, YOU can write them, too!!!

What a challenge!  

If they (the students in your classrooms / your buildings) can write them,

YOU (all the adults in the auditorium – teachers, coaches, administrators) can write them (the stories), too!!!

Do you write?

Do you write on a regular basis?

The questions above were designed intentionally for you to think about your writerly life.  How do your students know that you are a writer?  Do you demonstrate your own writing?  Do you use your own writing in your explanations?   How do you “DO” these focused rewrites as Jack Gantos named them?  How do you teach them?

Screenshot 2016-06-23 05.32.51.png

Closing Keynote

Jack Gantos

The Writer’s Journal:  Content, Structure, Rewrites = Success

Takeaways:

  1. Elements from picture books are the SAME elements you find in short stories and that you will also use in setting up your writing journal so you can’t say, “Nothing interesting happens to you!” JG
  2. Your job when you sit down to write is to press the go button; you want to get words on the paper! JG
  3. Jack’s writing process:  2 hours 1st draft writing;  2 hours 2nd draft writing and then candy = 2 hours of reading! Another 2 hours of work after the scheduled reading. JG
  4. Don’t wait to read until the end of the day when you are too tired to remember what you read!
  5. If stop at physical ending, you will miss the emotional ending – what connects to the reader . . .JG

What Methods Do We Use with Mentor Texts?

Today, I heard Celena, Colleen, and Emily all talk the same language/consistent message about the instructional methods used with mentor texts depending on the purpose/needs of your students.

Demonstration Writing – How to do it step by step

  • Has voice over of “how to do it”
  • Might begin with a frame
  • Shared writing
  • Zero shame in using demonstration writing from the  Units of Study IF it fits!
  • Be aware that not all pieces work as well as others!

Explanation / Example

  • Here’s the text and the explanation
  • Example of how to take mentor text and put it into action
  • Not step by step

Inquiry (Colleen Cruz details)

  • Powerful in terms of agency and independence
  • Learning theory – What student discover on own sticks more!
  • Not everything is best taught with inquiry
    • Sometimes there is content you need to know
    • “Putting your hand in hot oven will burn it – don’t need to learn from inquiry
    • That would be irresponsible
    • No way to discover strategies – kids will not find boxes and bullets on their own
  • Don’t use inquiry if only ONE right answer = allow differences!!
  • 3 favorite things to teach during Inquiry
    • Craft
    • Structure
    • Conventions
  • Inquiry is good for ALL kids!

Centers (Emily)

  • Develop task cards
  • Combine inquiry with structure/small groups
  • Include discussion as rehearsal

Takeaways for Methods of Instruction:

  1. There is no one method of instruction that works ALL the time for all students!
  2. Match your Method of Instruction with the needs of your students.
  3. Check your methods for when you PLANFULLY teach/provide for “transfer work”.
  4. Consider when students are able to “Do the work themselves”.
  5. Always consider: “Would the students be better off writing?” Is “THIS” teacher talk time really more important than student writing time?

 

How do we demonstrate process with mentor texts?

I also heard Celena, Collen, and Emily talk about both the need for as well as how to demonstrate process with mentor texts.  This seems easiest with teacher or student texts. But you can also go to Melissa Stewart’s website for a behind the scenes look at the process involved in writing No Monkeys, No Chocolate here.  That book was not written overnight!

In Celena’s session today, we actually worked on making our own process mentor texts with a plan for writing, first draft, first draft with some revisions, and draft fancied up!

Takeaways for demonstrating process:

  1. Physical revision (flaps, post-its, cross-outs, different colored ink) clearly shows that revision has occurred.
  2. Having “process” pieces that literally show the progression of work is helpful for revision conferences.
  3. Process pieces that show revision – at all stages of the writing process – keep the focus on continual rereading and revision.
  4.  You need clear expectations for student writing – for yourself as the teacher and also for your students.
  5. You need a vision for your student writing.

What do you see as emerging themes for the week?

Day 1 link

Day 2 link

What have you learned this week?

(Internet difficulties again interfered with pictures and the structure of this piece!)

 

For further reading, writing, response, or reflection:

Jack Gantos

Remodeling the Workshop, Lucy Calkins on Writing Instruction Today

 Takeaways from TCRWP Writing Institute 2016  – Teachers and Students Lifelong Learners

TC Reading and Writing Project on Vimeo – 59 videos 

 

 

 

 

 

 

 

 

 

#TCRWP Writing: Takeaways Day 2


 

Celena Larkey

Ratchet up the level of your students’ writing by teaching them revision: Tapping into the power of mentor texts and checklists (K-2)

Our 30 minute writing workshop felt like heaven. Time to write, time to think, time to talk with our partners!

“When we revise for meaning, we ask, “What’s this piece for?”  Do I want the reader to feel a certain way? What do I want them to do?  After I figure out that meaning, I scan my writing piece quickly. Any part that doesn’t match, I cross it out with one line. Any part that matches the meaning, BLOW it up ad I make sure that I tell it bit by bit.”

With that, Celena demonstrated in her text, had us read our own pieces and we were off revising. And it felt very comfortable and very doable.

Meaning – Development / Elaboration Strategies

  • Jump into the moment & tuck into details later
  • Make time matter
  • Find heart of mater and add details, thoughts!
  • End in the moment
  • Stretch the moment across the pages!
  • Show don’t tell – use describing words.
  • Make characters talk.
  • Make the characters move – add action words
  • Add feelings
  • Add thinking
  • Find the important part – say more

SHARES

  1. Symphony share.

   Find one revision.

   Put your finger on it.

   Read just that revision for a single share.

 

  1. Museum share.

   Physical revision.

   Walk around and look at the revisions.

   Don’t take work to carpet. Quick.

   Works in primary.

   Can quickly see a variety of types of revisions.

Choosing a Mentor Text

choosing a mentor text

We are using this format to study our mentor text.

Title and Author of Mentor Text

What do we see?

What do we call it?

Why would we use it?

Takeaways:

  1. The standards (CCSS.W.5) can be a guide for revision with vertical teacher conversations about the expectations for each grade level. CL
  2. Revision is not like moving day where the big truck backs up to the door and EVERYTHING is loaded at one time. Choose one lens – meaning and revise. It will take practice. CL
  3. Use teacher written mentor texts to model how to “revise” so students can see the marked up copy. CL
  4. “A tool is only as good as the tinker’s hand in which it is!” CL
  5. Two ways of quickly sharing revisions are symphony or museum shares. CL

Consider: How do we make revision a part of every day’s work?

How and when do teachers study mentor text in order to really KNOW it?

Colleen Cruz

Power Tools, Methods and Strategies:  Access and Support for English Language Learners and Kids with IEPs in the Writing Workshop (4-8)

Tools:   What should students write with?

Is this teacher preference?  Student preference or both?

Write with Pencils Write with Marker / Gel Pen
First problem with volume

Hard to “push” a pencil – slows writer down

Great for sketching

“Are you writing volumes with #2 pencil?

Cannot erase

Edit/ Revise with one line through previous text

Cannot lose data

Flows when writing

What most adults use in real world

(Skills list – draft by genre – not all inclusive)

Narrative Skills (fiction, historical account, personal, etc.)

  • Generate story ideas
  • Structure plot (sequence)
  • Dramatize action
  • Summarize
  • Make meaning evident
  • Develop characters
  • Imbue voice

Information Skills (all about, lecture, article, etc.)

  • Generate topics
  • Structure content
  • Elaborate on information
  • Summarize
  • Develop central idea
  • Imbue voice

Persuasive/Opinion/Argument Skills (essay, lit. essay, speech, editorial, etc.)

  • Generate ideas/opinions/arguments
  • Structure piece
  • Support with evidence and reasons
  • Summarize
  • Prove thesis/idea/opinion
  • Imbue voice

Takeaways:

  1. A skill is cooking; a strategy is the way you do it (boil, bake, fry, sear, broil, etc.) CC
  2. Skill? Strategy? Leads could be both – just like a square can be a rectangle! CC
  3. “I have to write a novel.  Where is my #2 pencil?” says NO published author ever!  CC
  4. Consider the physical demands on writing when a student uses pencil vs. pen. CC
  5. Make decisions about organization of notebook based on what students need and less on what is neat and tidy for the teacher. (If the organization  of the notebook is a constant battle to get students to do it, are there more options / possibilities?) CC

To consider:  Is the big question – Is this a skill or a strategy? Or is the big question – What can the student do over time in multiple pieces and with multiple genres?

How do we teach for transfer?

Closing Session

Mary Ehrenworth – Studying Mentor Texts for Possible Small Group Lessons – Read like a teacher of writing, considering:

Structure

Craft

Conventions

What is the rationale for using mentor texts?

  1. Even in the Units of Study in 18-20 days, you can only teach about 6 new things.
  2. Mentor Texts – so you aren’t the only source of information about narrative writing.
  3. Mentor Text – opens up to 3-12 other things kids can be exposed to.
  4. Don’t wait until they are GOOD at it – not waiting for this work to be perfect!
  5. Mentor Text is important. Study.  Incubation period may be long. You may not get the benefit of student learning this year.

Mary began with a demonstration text, “Brave Irene” and showed us how to look at Structure  in terms of a movement of time. If it starts right away in one moment, when does time change? And then we did the same work in “Fly Away Home”.

Strong writers in small groups:

  • Find things.
  • Name them.
  • Are they repeated?
  • How would that work in our text?

Process that we used:

  1. Come to any text that we have and ask any questions by looking for most accessible text.
  2. Visual cues and language for a tool to help students. . . academic discourse.
  3. Sometimes I will do this work in video – engaging
  4. I try to demonstrate in my own writing – in the air.

 

Takeaways:

  1. Teacher “shows” mentor text but doesn’t try it out is often the biggest problem with mentor texts.
  2. The teacher must know the mentor text very well.
  3. Students can make decisions about what to look for in mentor texts when the author’s repetition of structure, craft, or conventions is used.
  4. Mentor texts are the best way to study grammar “like an author”.
  5. Use of mentor texts should be engaging – and that might be why you consider video.

To consider: What if students were in charge of more “noticing” and determining what can be found in mentor text?

Is this the reciprocity that you would get from reading workshop?

 

Closing Keynote

Ralph Fletcher

Rethinking Mentor Text

Ralph Fletcher began with sharing letters from students, quotes from authors and many “craft” moves in the mentor texts. He also had us write during his keynote speech.

Using Ralph Fletcher’s mentor text, “The Good Old Days”, (keeping first and last stanzas), here is what I wrote:

The Good Old Days

Sometimes I remember

the good old days

 

Riding bikes on Sundays

Playing baseball games in the evenings

 

A carefree family life

Living on the farm

 

I can’t imagine

Anything better than that.

10 Tips for Using Mentor Texts to Teach Writing

  1. Read what we love ourselves
  2. Take advantage of “micro-texts” that can be read in one sitting (Picture Books, Poems, Paragraphs)
  3. Talk about the author behind the book. What itch made them write that story?
  4. Don’t interrupt the first reading of a text
  5. Leave time for natural holistic responses
  6. Reread for craft
  7. Design a spiral of Mini-Lessons that cycle back to teach craft
  8. Use the Share to reinforce the craft lesson from the Teaching Point – showing students in the class who did the craft move in their writing
  9. Invite (don’t assign) students to experiment with craft element
  10. Be patient – The student may not be able to do the craft this year but instruction was not in vain.

Bonus Tip – Don’t kill the book!

Take Aways:

  1. Understand Means “To stand under”
  2. A writer MUST read!
  3. Mentor texts are available everywhere!
  4. There are many places to start but these institutes grow you personally and mentor texts will grow your classroom.
  5. Collect a lot of writing, including student writing, for mentor text use.

To consider:  What if more teachers were writing?  What supports do readers need in order to be better writers?

THANKS, Readers!

 

#TCRWP Writing: Takeaways Day 1


It’s majestic even when under construction (yes, still) when the Teachers College Reading and Writing Project keynote begins at  Riverside Church.

There was a “comfortable-ness” in the air in both the words and in Lucy’s delivery as she spoke of TCRWP days past, present and future.

lucy

We’ve come from 48 countries and 43 states.  Leaders of state-wide reform, scores of principals and literacy coaches. And teachers by the hundreds.”

We heard that the teaching of writing matters.   Lucy said she was blown away by the sheer miracle of our presence.  The teacher’s job is not to teach information but to teach how to access – writing is the best tool that we have for that work –  doing something with that information at our fingertips!  Writing comes from within us.

On day one of registration for this institute, 8,000 applied.

Writing Matters!

We, the 1600 seated in Riverside Church, heard stories of Donald Murray, Donald Graves, riding on the Patagonia interspersed with quotes and excerpts of writing.

Lucy 2

And then, “Artistry in the Teaching of Writing”.  Lucy spoke of teachers who know the Writing Units of Study forward and backwards and who can quote the bends  – and the work therein.  These same teachers, however, aren’t all writers and therefore don’t have the deep understanding of “the heart of writing”.

 

Lucy 3

Writing has been written about, talked about and studied at great length!  More time needs to be spent on the envisioning because our students will only be able to meet our expectations.  Our expectations will truly be their ceiling of learning.

Lucy spent time talking about these three stages of the writing process:

” * Rehearse

   * Draft

    * Revise and Edit”

The stories were many.  Sometimes Lucy raced through quotes and parts.  And yet at other times she lingered.

Takeaways:

  1. Revision is not just prettying up the page, adding detail, a new beginning or ending. It’s all about growing insights or realizations! LC
  2. Units of Study:  “I don’t know if they really highlight the depth that I know is necessary for rehearsal and revision.  After you write a draft (in a WHOOSH), cycle back to rehearsal.  That’s the cycle of life in the process.  Is that the push in the UoS?” LC
  3. “If you need to rethink your teaching, how does that make you feel? To embrace the writing life and outgrow yourself over time – there’s more I could have done, you want to have a glad feeling of possibility of a place to outgrow yourself to.” LC
  4. “How can we see beyond our best work?  If you embrace revision, if you embrace writerly life, you will need to learn from your writing!  Grow an image of what is essential!” LC
  5. “If you want to support a person’s growth, treat them as if they are already the person you want them to be.” LC

Which idea do you want to consider to ponder?

Session 1. “Ratchet Up the Level of Your Students’ Writing by Teaching Them Revision: Tapping into the Power of Mentor Texts and Checklists (K-2)”  

Celena Larkey

Revision needs to happen A LOT across the day.  One place to add revision and allow practice at the primary grades is during Shared Writing.  With the teacher holding the pen and children dictating the possibilities, students can have A LOT of practice that increases their understanding!

literacy components

How do we revise?  Revision comes after every step of the writing process.  It may look different as in “Revise in the air – rehearsal all the time!!! EVERY part of workshop even in K, 1, 2. Get idea, revise, plan, revise. . . Revision is NOT one special day on the unit plan calendar! It’s every day!” CL

revision Celena

We had adult writer’s workshop in this session.  More to come on that in later days.  So nice to see and hear writing conferences as well.  Second time to write on the first morning of #TCRWP June 2016 Writing Institute!

Celena talked about turning points in memoirs.  “One little event, one little action that sets you up for change. Sketch those moments.   Rehearse. Revise in the air. Tell the story in the air! Talk to and/with a partner about those moments. Iron out that turning point.  It won’t sound like a story YET!  It won’t sound like writing YET!  It won’t sound like a memoir yet!”

Takeaways: 

  1. Revision is not a checklist. CL
  2. Revision occurs during and after each and every step of the writing process. CL
  3. As a writer, it is important to know HOW you define revision.  How do you revise?  Is it easy?  Is it difficult? CL
  4. If your story is “my kids don’t like to revise or my kids don’t want to revise”, you have to change that story line as Don Graves said, “If writing is 100%, revision is 85%.” Your expectations as Lucy said do matter!  CL
  5. In the beginning, you will want to see evidence of physical re-writing (flaps, post-its, revision pen), because those first revisions will develop volume, stamina, and risk-taking. Habits and behaviors will come from your philosophy of writing! CL

How have these takeaways and notes added to your K-2 writing knowledge base?  

What do you want to remember?

Session 2:  “Power Tools, Methods and Strategies:  Access and Support for English Language Learners and Kids with IEPs in the Writing Workshop (4-8)”

Colleen Cruz

When working with “Striving readers”, Colleen had us consider:  personality, expertise, strengths, needs – not just problem areas!  This positive, asset-building approach reminded us of the many things that a target student (one with an IEP, labeled EL, or both) could be viewed “as more than one way.”  In order to teach students who are struggling, we must know them!

Colleen challenged us to observe students in many ways (and this is in her wonderful book, The Unstoppable Writing Teacher).  Storytelling circles on the first day of school.  Ask students to bring an object that the student can tell a story off of!   English learning students can tell story in dominant language and then tell in English or with a partner as a scaffold.  And then consider collecting knowledge in these areas:

  • Social conversations
  • Whole-class conversation
  • Small-froup conversation
  • Pen grip
  • Feet placement
  • Closeness of face to paper (vision)
  • Legibility and size of writing
  • Pressure on pen
  • Eyes during workshop (on charts, on own work, on classmates’ work, wndering)
  • Posture
  • Patterns of geting started in writing
  • Patterns in topics
  • Patterns in strategies
  • Subject area of strength
  • Subject areas of struggle
  • When experiencing success . . .
  • When experiencing frustration . . .
  • Areas of expertise
  • Spelling
  • Grammar

Take Aways:

  1. Telling stories about students changes us from thinking about them as case studies to more personalized humans. CC
  2. Observation data is important so take at least once a month to truly observe – “First Friday of the month – take time to watch your class.What is it that this child does?” CC
  3. Only give feedback on one thing!!!  Make it be a BIG Ticket Thought where other things can be “tucked underneath!” CC
  4. When reviewing a student on demand piece, name what students are doing – helps with teaching purpose – without jargon and buzz words.  Keep your language simple. CC
  5. Go to understood.org – Look up a disability.  How can this add to your repertoire? CC

What themes are you beginning to see emerge from across the day?

Closing session:  “The TCRWP’s Latest and Best Thinking about Efficient, Powerful Small Group Work that Accelerates Students’ Progress in Dramatic Ways”

Amanda Hartman

Small groups might be for:

Demonstration

Explain/Example

Inquiry

Shared Writing & / or Interactive

Word Study

Don’t wait.

Use small groups NOW!

PLAN for three small group sessions in a row – And not the same sequence/type each time.  Not all students will need all three sessions! But some will when your goal is building independence and seeing evidence of transfer.  Students will be sitting there.  You need to have that specific learning target (AND YES, only one) that will move the writing across all kinds, all pieces.

What matters?

  • Crystal clear goals
  • MOSTLY the kids (Pacing)
  • NOT brand-new
  • Practice – Repetitive – Transfer
  • Scaffolding
  • Feedback
  • Create a series – use a mini-chart

What tools are you giving students?

 

  • Writing in the air
  • Lead in phrases or sentence starters
  • Refer back to a tool (shouldn’t be a NEW one when working on practice)

Take Aways:

  1. Use of Strategies to attain goals 80-85% of small group is practice. NOT NEW GOALS! AH
  2. A small group session of 10 minutes will have two minutes of teacher talk and eight minutes of student practice so that the teacher can check in with each student three times! AH
  3. If Ss struggle, how long do you wait? Who do you help? Help students who need quick nudge so that you then have 3 of 4 students working and can really spend more time with the one stuck student. AH
  4. Be prepared. What are my coaching moves? What are my scaffolds?   Demonstration, lean directions, teaching tool?  AH
  5. “How do I set up for two or three small group sessions in a row? How do I help Ss incorporate and use the strategies with more automaticity and independence?” AH

For me  . . .

I have homework tasks yet to do, but writing this post helped me think about what I HEARD today.

Where/ how/ when will I use this information?  

How is my learning helping me revise my thinking?  

Which comes first – the learning, the revision of thinking, or the openness to new thinking?

slice of life 2016

Thank you, Betsy, Beth, Dana, Deb, Kathleen, Lisa, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.  Writing makes us all more human!

 

 

 

 

 

 

 

 

 

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Just another WordPress.com site

Karen Gluskin

My Teaching Experiences and Qualifications

To Read To Write To Be

Thoughts on learning and teaching

Books and Bytes

Exploring the best of literature and edtech for the middle grades.

To Make a Prairie

A blog about reading, writing, teaching and the joys of a literate life

Raising Voices

Thoughts on Teaching, Learning, and Leading

chartchums

Smarter Charts from Marjorie Martinelli & Kristine Mraz