Welcome to #G2great chat friends. We are so grateful that you’re joining us tonight and so honored that Julie Wright and Barry Hoonan are our guests. I love their new book so much that I wrote the forward. Please tell us who is here tonight
@juliewright4444@BarryHoonan
Hey #G2Great friends! This is Tori in Maine, catching up after a little time away. Excited to hang out with @juliewright4444 & @BarryHoonan this evening!
Hey, Friends! I’m Julie from NY. We are so grateful for the opportunity to learn with and from each of you tonight! A HUGE thank you to everyone for jumping in and sharing ideas! #G2Great
Hey #G2Great friends! This is Tori in Maine, catching up after a little time away. Excited to hang out with @juliewright4444 & @BarryHoonan this evening!
9:30 AM...I'm so excited to make it this week because once school is in full swing, I likely won't be able to. Getting the questions beforehand helped, too. 💗 #g2great
Ashley, Instructional Lit Coach for grades 3/4 from CT, but I am an elem classroom tchr (all subjects!) & lover of teaching at heart. Still peeling paint off my hands after working on my last summer painting project! Looking forward to a great chat about grouping! #g2great
Hey, Friends! I’m Julie from NY. We are so grateful for the opportunity to learn with and from each of you tonight! A HUGE thank you to everyone for jumping in and sharing ideas! #G2Great
A1. Assess learning = what know, what almost know, & where no clue! & What behaviors are also visible? Talking? Trying? Passively waiting? Leave room?
Are partners working?
So much info that helps planning!
#G2Great
A1 Kidwatching is the purest form of assessment. It requires us to collect data that go well beyond numbers, giving us insight into Ss curiosities, passions, habits, and needs. The more we know, the more likely our instructional decisions will have value for them. #G2Great
A1 I love this idea of “slowing down.” I think that as Ts we feel that we must be in constant motion but this slowing allows us to become more present in the heat of learning moments. So powerful. #G2Great
A1: The watching gives us a piece of their story. The silent things they do, the distractions. I feel like watching is the first step to learning their stories. #g2great
A1 Kidwatching is the purest form of assessment. It requires us to collect data that go well beyond numbers, giving us insight into Ss curiosities, passions, habits, and needs. The more we know, the more likely our instructional decisions will have value for them. #G2Great
A1: The watching gives us a piece of their story. The silent things they do, the distractions. I feel like watching is the first step to learning their stories. #g2great
A1 Academically – What do students know/are able to do in relation to the standards, learning targets, and success criteria. Kidwatching helps us take note of Ss understandings and misconceptions as we model, guide, and watch them try things. #G2Great
I get curious from my kid watching. I find questions I want to ask the readers. I often get more questions than answers and that is what makes it is exciting and fun. The journey with the kids. #g2great
A1. Assess learning = what know, what almost know, & where no clue! & What behaviors are also visible? Talking? Trying? Passively waiting? Leave room?
Are partners working?
So much info that helps planning!
#G2Great
A1 Great question! Love @juliewright4444@BarryHoonan commitment to slowing down observations of Ss. Every time I learn not only by observing products (Ss showing how they know), but even more important their processes. That tells me if they own (transfer) strategies yet.#g2great
Yes and this 👇🏻 Kidwatch tells us so much. How kids approach, how they figure things out, when they seek help. It’s all there, just need to watch #g2great
A1 Kidwatching is the purest form of assessment. It requires us to collect data that go well beyond numbers, giving us insight into Ss curiosities, passions, habits, and needs. The more we know, the more likely our instructional decisions will have value for them. #G2Great
And it can’t be something that we just schedule in the day. Rather it’s a mindset that is simply what we do… a habit that helps us to tune in to what we see hear notice and wonder! #G2Great
A1 One of many things I learned from Marie Clay is that he lesson plan is sitting right in front of us. Kids are “talking” to us and if we are very wise we will listen for those signs along the way. #G2Great
A 1 Learn so much! Level of engagement; Reading stamina; how Ss choose books; questions; interest in discussing; how the work in a team; likes, dislikes, relationships with others. Everything eyes and ears show us. #g2great
A1: everything! you can watch for attitude, content, behavior, skills, use of materials, how they respond to challenges, etc. I find I can learn just as much (if not more) abt my Ss by taking 1 min to scan room or dedicating time to just watching for one of those things
#g2great
A1 Socially – We kidwatch to understand how our students interact with others in the classroom, grade level, school, home, and greater community. We learn about their social stamina, when/how they lead & follow, whom do they lean on when they succeed or struggle. #G2Great
A1 Sometimes I capture kidwatching moments in my classroom with a photograph. This gives me the chance to talk to students from a visual cue and ask follow-up questions. #G2Great
A1 I also learn what my focus is on and what I am paying attention to and what I might be missing from what I tend to notice when kid watching. #G2Great
A1 Our day-to-day on-the-spot noticings help us to the patterns that begin to emerge. We can translate these into instructional moves that can be used to contemplate next step actions. #G2Great
A1 Kidwatching or ‘all eyes on deck” slows me down and helps me highlight what is going right in my classroom. Ending reading wrkshp with thank yous made from observations increases the chances that ss will see we are a community of celebration not critique. #G2Great
A1: The watching gives us a piece of their story. The silent things they do, the distractions. I feel like watching is the first step to learning their stories. #g2great
A1 As you listen in while kids work/meet in small groups, you may notice a need. Your intervention can be discovering Ss interests as a way to address needs. Kidwatching creates opportunities for needs & interests to overlap. #G2Great
A1 Perhaps one of the most profound things kidwatching teaches me is to take a moment to look around and not say anything. Call it a ‘poetic pause’ and jot.#G2Great
A1 Kidwatching for me is a form of celebration. Each Ss is a treasure and I'm confounded (in a good way) by the unique way each one of them approaches the task. On occasion if it's as if we get a glimpse inside their thinking. #g2great
A2. Use for Reading, Writing, Research, Talk, Singing, Art, & All content areas! Mix Ss up all the time. Have they worked with everyone in the class? Depends on whether short term or long term work!
#g2great
Yes so often it may feel that way. The teaching and our learning is often in the observation so we get the bigger picture of the whole child in front of us. #g2great
Yes! The key to effective kid watching is to look for the patterns. Then you know how to select strategies to move them along in their learning #G2Great
And the more we know the more we WANT to know. Once we become inspired kid watchers, it’s a habit impossible to break (in such a good way)
And hello my friend ❤️ #G2Great
A 1 Learn so much! Level of engagement; Reading stamina; how Ss choose books; questions; interest in discussing; how the work in a team; likes, dislikes, relationships with others. Everything eyes and ears show us. #g2great
A1 One of many things I learned from Marie Clay is that he lesson plan is sitting right in front of us. Kids are “talking” to us and if we are very wise we will listen for those signs along the way. #G2Great
A2 My “go to” depends on the instructional (or emotional) purpose of the group. But even if levels are considered (ie guided reading), the CHILD is the ultimate grouping “go to.” #G2Great
A2 Formative assessment looks, sounds and feels like many forms and formats – what kids read, write, make, create, talk about, perform, and do – counts as data. Using multiple data sources for creating small groups is key! #G2Great
A2: This one's for you, @franmcveigh : ASK THE KIDS. Alot of the time they can self-assess and be spot on. Then, they're more engaged because they own the goals! #g2great
That’s such a great visual paper trail Barry. I loved the way you started the book with photographs of kids engaged in reading. A picture really does say 1000 words! #G2Great
A1 Sometimes I capture kidwatching moments in my classroom with a photograph. This gives me the chance to talk to students from a visual cue and ask follow-up questions. #G2Great
A1 Kidwatching gives me insight into how a child handles time, problem-solves, interacts, and how they react to whatever they are engaged in doing at the moment of my observation. #g2great
A2 Find a “vehicle” that inspires and motivates Ss -- a topic, person, current event, story, or idea that sparks interest between and among a small group of learners. Then, launch small group work around reading all kinds of texts focused on the “vehicle”. #G2Great
A2 At the start of the year, I highly recommend creating hetrogeneous small group book clubs where the focus is entirely on talking books and choosing books. #G2Great
So important Bonnie and slowing down requires professional mindfulness. We can’t always be jumping to the next thing and be mindful so that slowing down in crucial (with big payoff) #G2Great
A2 LOVE watching our Ss who are newcomers to our country. They are the bravest and brightest. Their ability to persevere when you know it's incredibly challenging is always inspiring. #kidheroes#g2great
A2 Flip the model. Instead of outlining the content that needs to be taught, start with Ss interests and curiosities. Use what you know about Ss to design small group learning opportunities, using Ss interests and curiosities as a conduit for meeting curricular goals. #G2Great
Love this point @juliewright4444 - it all counts toward knowing your kids - what they can do, what they enjoy, what they may need a nudge toward #g2great
A2 Formative assessment looks, sounds and feels like many forms and formats – what kids read, write, make, create, talk about, perform, and do – counts as data. Using multiple data sources for creating small groups is key! #G2Great
A2: I've pushed myself to consider diff. lenses - behaviors, skills, content, etc. -& mix it up. Participants in groups could be mentors or need help themselves. Sometimes through their products, sometimes through observation, & sometimes kids creating groups themselves! #g2great
A2. I worry that some Ts have limited knowledge of types of groups and then there is "flexible"... Does that mean you can't be a blackbird all year?
#G2Great
A1 One of many things I learned from Marie Clay is that he lesson plan is sitting right in front of us. Kids are “talking” to us and if we are very wise we will listen for those signs along the way. #G2Great
A2: I gave up on grouping last year. Teaching JH the kids would actively try to figure out the "reason" for a group. So I let the kids group themselves by book interests leading to conversations. Intervention was individual. I am looking at reworking maybe. #g2great
A2 It is August and I am busy applying sml grps here in Brazil at the Ameri Internatl School of Brasilia. Every day in my mid school Eng class we start with independent reading while I collect with 6 ss. Grps are simple - student #s 1-6. then 7-12. Building rountines. #G2Great
Knowing your learning targets and where your students are working in relation to those targets helps you decide who needs support to move towards or move beyond what you’re wanting them to achieve. #g2great
A2 When we consider interest as a “go-to” for small groups, we widen the door to be more inclusive beyond reading levels & maximize the level of engagement that is possible. #G2Great
A2 Kidwatching keeps us tuned in to Ss ever-evolving interests and literacy habits. This information helps us in shaping small group learning opportunities #G2Great
A2: Truly seeing each reader in the present. What can I give this reader in THIS moment. Then, look for patterns—what can I give this group to empower them as readers? Often, then, groups are created around skills that Ss can use to approach their learning for life. #g2great
A2 During my observing/conferring stage, I notice what kids are able 2 do & where they could go next. I might make a small group & have certain Ss be there. And then I’ll open it up to anyone else interested in learning more about that strategy/topic/skill etc. #g2great
I’m going to focus on the responses to this question. An Important question to understand why we do what we do. #G2Great ( says this sub teacher who will be sharing all that she learns with colleagues)
A2 Choosing who is in a small group is strategic. This last week the class read “The Escape” by JBStamper. After a riveting class discussion, I invited a few ss who had not shared to meet me so i could hear their ideas. #G2Great
A2 Ask kids. What do you want to read? Who is going to nudge you to think differently or support you as your move toward reaching your goals? Our Ss deserve thinking partners (as do teachers!) because it helps them learn with others in unique and important ways. #G2Great
A2 One way of putting together a small group is by taking note of what kids are reading and then pulling ss together by genre. Talking about what makes their books work generates connections and curiosity. #G2Great
A2 There are many small group options, but choice should play a big a role in some of those options. When you include at least some semblance of choice in the small group mix, great things can happen #G2Great
A2: I like to determine groups by a combo of interest & level. Book talk some selections and be up front about what might make them challenging. Kids are pretty good at finding a good balance. #g2great
A 2 Groups are for students so it’s important to kid watch to observe feelings and level of participation. I find it’s important to group to help students talk about books and share their feelings. Be open to listening to students’ suggestions for forming a group.#g2great
A2 I noticed a half dozen kids reading graphic novels so I jumped on the chance to listen to them discuss what they loved about their books. Several were surprised I had given noteriety and credibility to their beloved texts. #G2Great
This is such a great idea to build a foundation of relationships from a broader perspective Barry. The tendency is to form homogeneous groups before we even really know kids from all sides. Love this #G2Great
A2 At the start of the year, I highly recommend creating hetrogeneous small group book clubs where the focus is entirely on talking books and choosing books. #G2Great
A2 Entrance and exit tickets (and mid-workshop tickets) help us gauge Ss knowledge, skills, and understandings. A 3x5 index card works great and can be done on the spot: Side 1 – what’s a big take-away or aha? Side 2 – what do you need next as a reader/learner? #G2Great
A2-Grouping depends on what students need. It also may be by interests, reading strategy groups, behavior conference to facilitate understanding, writing conference to support next steps in learning for a common skill. #g2great
After teaching a strategy lesson to Ss, I sometimes asked them to return to their partners or clubs and teach something they learned. S to S teaching and learning is fun & engaging and a real application opportunity!
#G2Great
A2 Ss choosing from a selection of short texts and forming small groups around these texts works magically. One of our favorite text sets was around common inventions. #G2Great
A3. Deeper understanding & more new and different ideas from Ss who talk about their reading.
More rehearsal time = more confidence in responses as well!
#g2great
A2 Kidwatching keeps us tuned in to Ss ever-evolving interests and literacy habits. This information helps us in shaping small group learning opportunities #G2Great
A2 I noticed a half dozen kids reading graphic novels so I jumped on the chance to listen to them discuss what they loved about their books. Several were surprised I had given noteriety and credibility to their beloved texts. #G2Great
A3 Talk is the instructional glue that brings us all together as a community of learner It. should play a big role in the process in all types of grouping experiences. #G2Great
A3 If students are holding their thinking in their Reader’s Notebooks, then giving them time to talk about their ideas and wonderings is a natural next step. You can listen in and mine student work/talk to find entry points for supporting them. #G2Great
Small groups have become a bit of a cattle call (next. next) it’s impossible to have responsive and thoughtful small groups with that flawed mindset. #G2Great
A2-Grouping depends on what students need. It also may be by interests, reading strategy groups, behavior conference to facilitate understanding, writing conference to support next steps in learning for a common skill. #g2great
A3 We often talk to surface our thnking. Talking materializes thinking. It puts ideas into the world that can be formed and reformed. And talking is efficient.#G2Great
A2 I have pages in my notebook set up with potential goals on stickie notes. That way, I can take those stickie notes and put them right on a chart paper. Who needs to work on this? Sign up here. #g2great
A2 Sometimes grouping for strategy use, other times grouping for text complexity (some need more scaffolding to come 2 deep meaning), sometimes grouping for a specific disposition (choosing books, staying with a book, learning to be a good listening partner in book club) #g2great
A3 We want kids to talk to make sense of things. And we want kids to listen. So if we can teach into these tandem skills, I think we all stand to gain a lot.
#G2Great
A3 When Ss talk things out, they give one another a lift by making meaning together, modeling, wrestling with content, uncovering new words, taking hold of big ideas, etc. Talking about it moves ideas & understandings forward because we are smarter together. #G2Great
A3 Gain comprehension of vocabulary, insights into theme, characters, talk solidifies ideas and chance for teachers to clear up misconceptions #g2great
Giving kids a chance to talk about their reading is really an opportunity for a kid to talk about their thinking! And book talks can be the key to igniting the “book love” flame! #G2Great
After teaching a strategy lesson to Ss, I sometimes asked them to return to their partners or clubs and teach something they learned. S to S teaching and learning is fun & engaging and a real application opportunity!
#G2Great
A3 Those doing the talking are those doing the learning! That active engagement in conversation helps to ensure that learning is happening. Plus when they talk, the teacher listens - and only good things happen when the teacher sits back and listens 😄 #g2great
A3 After talking and listening abt the story “The Escape” one of my students said, “Joao changed my thinking! I had never thought abt him surviving.” Talking and listening can elevate new perspectives.#G2Great
A3 If we want to pump up reading volume, giving kids time and space to book talk and share texts that interest them is important. Kids’ recommendations have immediate “street cred” with other kids…talking about books they love makes reading them contagious. #G2Great
And based on what you notice they know, could be a group right there of Ss who would be more than willing to learn craft/techniques etc about a genre they already love. #g2great
A3: Oh the excitement that comes from kids talking about shared texts or work. I just love it. The different perspectives around the same thing is really eye opening and generates further talk. #g2great
I suspect that your grouping experiences haven’t been positive but we are talking about groups that are constantly changing, based on interest and are joyful in nature. It’s not the ability grouping of the past but a way to helps kids explore who they are as readers. #G2Great
A3: Verbal rehearsal is so important as it's easier to revise what you've said than what you've written. I talk through what I'm going to write ALL the time. #g2great
When Ss talk they become engaged and as a bi-product we the teacher, can listen for thinking patterns and use that thinking to figure out what to teach them next. #G2Great
A3 Not all talk is the same. Student led, authentic talk lets students develop and share their own thinking and lets teachers know what and how they really think. #G2Great
A3 Whoever is talking is probably doing the most thinking. Boost engagement, comprehension, and brand reading as an important part of the day by putting student talk at the center. #G2Great
A3 Student talk is a powerful comprehension informant. Analyzing the quality of shared dialogue can teach us so much about the thinking and learning process over time. #G2Great
Giving kids a chance to talk about their reading is really an opportunity for a kid to talk about their thinking! And book talks can be the key to igniting the “book love” flame! #G2Great
A2 Love to meet with kids based on common inquiry topics. We talk about what they discovered, where and how they've researched, what they still want to know and their plans for discovery. Also chatting about naive (mis)conceptions and what influenced their thinking. #G2Great
A3. Deeper understanding & more new and different ideas from Ss who talk about their reading.
More rehearsal time = more confidence in responses as well!
#g2great
A3: I like putting quiet kids with quiet kids and chattier ones with chattier ones. That way the quiet kids can't hibernate and the talkers have to learn to listen. #g2great
This is so important Julie. That also means that we take the time to teach kids how to have meaningful conversations that build off of the idea of self and others #G2Great
A3 Whoever is talking is probably doing the most thinking. Boost engagement, comprehension, and brand reading as an important part of the day by putting student talk at the center. #G2Great
A3 We gain engaged Ss. More conversation that enhances learning. Enjoyment. Natural conditions that exist outside of school. Readers talking about books in informal settings. #g2great
A3 Sometimes Ss write and talk to think. Sometimes they write and talk to process. And, sometimes they listen to others talk in order to better understand. Small groups give Ss a safe space to do all of that. #G2Great
A3 When we close our mouths we offer time & space for kids to open theirs. We can learn much when their voices to lift into the learning air and if we are wise, so make this a high priority goal.#G2Great
A3 If students are holding their thinking in their Reader’s Notebooks, then giving them time to talk about their ideas and wonderings is a natural next step. You can listen in and mine student work/talk to find entry points for supporting them. #G2Great
Giving kids a chance to talk about their reading is really an opportunity for a kid to talk about their thinking! And book talks can be the key to igniting the “book love” flame! #G2Great
A3 In our book, What Are You Grouping For? we offer up some troubleshooting moves to put student talk on the front burner. Here’s one suggestion. #G2Great
A2 Sometimes grouping for strategy use, other times grouping for text complexity (some need more scaffolding to come 2 deep meaning), sometimes grouping for a specific disposition (choosing books, staying with a book, learning to be a good listening partner in book club) #g2great
A3 We gain engaged Ss. More conversation that enhances learning. Enjoyment. Natural conditions that exist outside of school. Readers talking about books in informal settings. #g2great
A3 When we close our mouths we offer time & space for kids to open theirs. We can learn much when their voices to lift into the learning air and if we are wise, so make this a high priority goal.#G2Great
It can build relationships and engagement. Kids want to talk to each other about the good books they’re reading. They’ll hold each other accountable and keep coming back for more! #G2Great
A4. Use of Protocols and Routines makes it easier as well as more valid to compare data (Pre/post in Sept to Pre/post in May). Consistency across Ts and Content areas makes learning targets more similar for Ss as well.
#G2Great
A4 I truly believe that on-going small groups can only happen in a self-managing classroom. My ‘go to’ is creating independent or “I” charts ala The Daily Five. #G2Great
A 3 Our Ss become active listeners, develop empathy, learn to value ideas of others, hear about books peers love, become curious and ask questions. Reading is social and talking in small groups is safe. Expressing ideas to others requires deep thinking. #g2great
A4 Creating shared agreements is our way of getting clear about the ways in which we will work together – mutual understandings between/among Ss & teachers. When everyone is clear about our ways of being/working, we have a greater chance of reaching success together. #G2Great
A4 Routines or procedures can begin with an inquiry - What does it look like to start a small group independently? What materials do we need to start a small group quickly?#G2Great
A4 As a Reading Recovery teacher, we spent 2 two weeks “roaming in the known.” This intensive observation and reflection phase has long been a big part of my small group structure. #G2Great
The beginning of the year is a great time to host discussions about agreements for productive classrooms so that all voices in the community pitch in. Every year will be different, what a relief and very exciting! #G2Great
A4 in chapter two we show a great example of a student created protocol chart around the question - What makes a small grp work well? Kids energy and buy-in changes when they compose the agreements.#G2Great
It is pure JOY watching Barry and his students creating these charts together. And…amazing watching the students put them to use through daily routines of reading workshop. #g2great
A4 I truly believe that on-going small groups can only happen in a self-managing classroom. My ‘go to’ is creating independent or “I” charts ala The Daily Five. #G2Great
A3 "Language is how we think. It's how we process information and remember. It's our operating system." @DFISHERSDSU@NancyFrey Carol Rothenburg #G2Great
A4 We don’t go into the work with the list of criteria or shared agreements already created. Instead, gather kids and let them noodle around about what will make the work move forward, what’s our end goal, and how will we know we’ve reached success. #G2Great
A4: set expectations, attempt, reflect, attempt, reflect, attempt, reflect, etc. . . . Conversations around "what's working? what's not? what is our goal? what will better help us to meet our goal?" #g2great
A4 We establish routines and agreements throughout the yr. If something is interrupting our learning wrkshp time, we attend to it. Often ss start the year with simple behavior goals based on the class agreements.#G2Great
A3: As you begin a new year, discuss with Ss: What are our principles? What are our nonnegotiables? What are our hopes and dreams for this year? What do we expect from ourselves? What do we expect from each other? You don’t mandate these things; you build them together.💖#g2great
A4 If we are going to widen our view of flexible grouping we also have to widen our view of flexible structures. This means that our criteria is closely connected to the needs of kids. #G2Great
A4 Try this: Meet with a small group during reading workshop to jump start their thinking about how they will approach their reading work together. Ask: How many times this week will you meet? How long will you meet? How often do you want the teacher to join your group? #G2Great
A4 While I love charts, I also believe a photo can show ss what the ‘end goal’ looks like. Take a pic of a successful sm grp and then build the routine or protocol chart. Call it ‘a pic of success’.#G2Great
There’s so much goodness revolving around this small group discussion. We can do better than one size fits all groups that simply relegate kids to level readers. Julie and Barry help us to envision a wide range of flexible options. #G2Great
A4 Laying this foundation for small groups that follow will maximize our impact and allow us to gradually relinquish more and more responsibility to them. This ownership is critical. #G2Great
A4 Here is a quick list of assessment guidelines that might support your efforts in creating shared agreements. More information can be found in chapter 6 of What Are You Grouping For? #G2Great
A4: As you begin a new year, discuss with Ss: What are our principles? What are our nonnegotiables? What are our hopes and dreams for this year? What do we expect from ourselves? What do we expect from each other? You don’t mandate these things; you build them together.💖#g2great
Protocols:How do we transition from inde reading to a sm grp? How do we give everyone a chance to share in a small grp? How do we transition from small grp and reading to sharing time? #G2Great
A4 Try this: Meet with a small group during reading workshop to jump start their thinking about how they will approach their reading work together. Ask: How many times this week will you meet? How long will you meet? How often do you want the teacher to join your group? #G2Great
A5. Begin with "Is this the topic that we are digging into?" Need ranges from Easy to grade level. Wide range to start with. Then 2nd lens:
Interesting?
Quality?
Learn something?
Interesting Framework?
#G2Great
A4 We don’t go into the work with the list of criteria or shared agreements already created. Instead, gather kids and let them noodle around about what will make the work move forward, what’s our end goal, and how will we know we’ve reached success. #G2Great
A5 If we want kids to read voluminously, we have to curate texts and text sets with their interests and curiosities at the forefront of our planning. In addition, kids need to curate collections for themselves and others. #G2Great
A5 Interest is one key to this curation process so we INVITE kids to follow the passion trail across varied small group settings. As interest increases so does our impact potential! #G2Great
A5 There are 3 parts to curation: t, s, t/s. After teaching for 30 years, I am learning to hand over this responsibility. Too often I do all the hard work up front forgetting to involve my ss.#G2Great
A5 Being able to curate for others means that you habitually listen to and learn from others; you know the kind of reading material that others might find interesting, so you are on the lookout for it. Modeling what that looks, sounds and feels like for our Ss is key! #G2Great
Yes Ashley and I’m afraid that thirty years later the squirrels are still alive and well in far too many classrooms. We have to do better and stop relegating kids to groups from which they have no escape. #G2Great
A5 Get ss involved from the start. I launched a bio unit by inviting ss to find and bring in biographies they would like to read. Sure got them thinking. #G2Great
A5 Curating for ourselves and others is like the food delivery companies that provide you with all of the ingredients to make a meal or the clothing companies that send you a complete outfit + accessories in one box. Invite Ss to curate texts just the same. #G2Great
A5 One option is to ultimately allow kids to select texts for peer collaboration and actually advertise for others interested in that text (with the text on display). #G2Great
A5 Get ss involved from the start. I launched a bio unit by inviting ss to find and bring in biographies they would like to read. Sure got them thinking. #G2Great
A5 Be nimble and watchful. in chapter 7, we write about ss starting a poetry small grp after spying a poem about fish farts. Curating evokes curiosity. #G2Great
And help kids to see that a group does not equal something bad! Everyone deserves to grow, so everyone deserves the support. Kids still have misguided understandings about what the purpose of small groups are. #g2great
A1 Julie, I have encouraged teachers to kidwatch because it allows for an instantaneous assessment of what needs to be done. Kidwatching leads to Teachable Moments!
#G2Great
A5 Think outside of the typical choices when curating texts & mentor texts with and for students. Discuss different types of texts to curate. Give extra time and space for Ss to explore, curate, share, discuss, celebrate…and READ texts that are of interest. #G2Great
A5 Involve ss in ‘curating’ your class library. Last year ss created a section called ‘great books with ugly covers’ and another called ‘for the serious spy reader’.#G2Great
A5: Build a community of readers. Book talk, read aloud, model, speed date books—but also speed date suggesting books to one another. Confer with Ss to truly know them. Provide agency at every opportunity. #g2great
A5 Early small group experiences is time to set the success stage w/modeling & teaching, but our ultimate goal is to put kids in the driver’s seat. We must know when to step back and let kids lead the way. #G2Great
In fact if we DON’T use kid watching as a central part of all we do, then we miss those potential opportunities to embrace the teachable moments that are all around us. Great message Carol (and hello my friend) #G2Great
A1 Julie, I have encouraged teachers to kidwatch because it allows for an instantaneous assessment of what needs to be done. Kidwatching leads to Teachable Moments!
#G2Great
Sometimes it’s that one book, with a title that grabs kiddos, that creates a bend in the literacy narrative! Barry and I have had fun studying kids and noodling around with how best to support them! #g2great
A5 Be nimble and watchful. in chapter 7, we write about ss starting a poetry small grp after spying a poem about fish farts. Curating evokes curiosity. #G2Great
A5 Curation can be as easy as asking ss to rec a bk for the library or giving space on a special shelf for readers to display covers of hot reads. #G2Great
A5 Being able to curate for others means that you habitually listen to and learn from others; you know the kind of reading material that others might find interesting, so you are on the lookout for it. Modeling what that looks, sounds and feels like for our Ss is key! #G2Great
A5 Create a “This is what I’ve been reading” share time during am/pm routine or the first 5 minutes of the class period in middle school. Or, time/space for Ss to advocate for themselves with a “I’m in need a something new to read so someone give me a recommendation” #G2Great
A5 we crowdsource book recs. We have students across district from three schools submit book recommendations into a google form and then students and teachers utilize the spreadsheet created to set up reading wish lists
#g2great
A3 When we let students talk we see -how they process information, -if they understood what was read or discussed, and -we give them an opportunity to actually learn more by generating ideas to contribute. #g2great
A5 Being able to curate for others means that you habitually listen to and learn from others; you know the kind of reading material that others might find interesting, so you are on the lookout for it. Modeling what that looks, sounds and feels like for our Ss is key! #G2Great
A6. Have that S that comes early or stays late help curate. Which S will really want to read this? Brilliant idea from @MisterMinor
Beyond that, MUST know the Ss!
#G2Great
A6 In chap 7,we tlk abt Cameron stumbling on an article about Geckos frm Nati’l Geo Explor .He wouldn’t stop tlking about them … so we suggested he lead a sm grp on the topic. Win/win! #G2Great
A6 There is an art and science to curating. For adults, staying current by reading voluminously/widely, with Ss in mind, is a must! In that same spirit, giving Ss the time and space to read and then recommend texts with their peers in mind has the same positive impact. #G2Great
A6 We need a wide range of text curation options but always with student interest in mind. Our text choices make or break small group experience so we put a great deal of thought into this. #G2Great
Love this! #g2great I’ve sat and listened to our kinders talk with such entusiasm, laughter and energy about a book or series that they could read over and over again. A teacher moment of joy!
A6 In Chapter 7, we suggest that curation begins with kidwatching because knowing our Ss curiosities, passions, habits and needs helps us know what will fuel their reading. Check out these helpful steps for curating. #G2Great
While working with inferring, we invited as to bring in thought-provoking quotes. We met in sm grps and tlk abt our inferences and interpretations. #G2Great
A6: I think a big piece is in talking to our students. I think any text can be used to address learning goals, by organizing our texts by student interests and other categories we help to get past the biggest hurdle of engagement. #g2great
A6 Try this: Think about a small group of Ss that you want to pull together. What would they enjoy reading? Pull texts in a basket for them to explore/read? How can these texts pump up Ss reading volume and nudge skills and strategies at the same time? #G2Great
A6 We’ve become so hyper-focused on guided reading that we’ve missed opportunities to broaden our text view. We can organize small group texts by genre, topic, authors, or even style. #G2Great
Great message Brent. We do not have to have a book to fit every skill as publishers would have us believe. We can celebrate the opportunities that allow us to use those in-the-moment skills and strategies and there are MANY texts that can do that #G2Great
A6: I think a big piece is in talking to our students. I think any text can be used to address learning goals, by organizing our texts by student interests and other categories we help to get past the biggest hurdle of engagement. #g2great
A6 We’ve become so hyper-focused on guided reading that we’ve missed opportunities to broaden our text view. We can organize small group texts by genre, topic, authors, or even style. #G2Great
Such an inspiring conversation around flexible responsive and responsible small groups. We are so grateful for sharing your wisdom #G2great friends and to Barry and Julie for leading this conversation! #G2great
A6 We gotta know our kids! This is where kidwatching comes into play. What do they talk about with their peers? What are they drawn to read and write about? What did they do over the weekend? What gets them really engaged? All can help us curate. (cont'd)
#g2great
A6 but we also have to use each other. It is so hard for all teachers to know all books, but what a great use of collab time - "I have a student who loves ___, anyone know some books that might be great?" Twitter is an amazing resource there as well. #g2great
A 6 by tapping into their curiosities, passions, you can organize reading groups! Enlist librarian to order books around Ss interests & pull books for classes so students see how valued their ideas are. #g2great
A6 Author studies support text curation + interest. Small group can revolve around specific authors using varied texts. This allows for differentiation & initiates rich conversations. #G2Great
A6 Curate, curate, curate! You & Ss find texts you love. Use them for minilessons/shared reading. Find texts for small group & independent reading. What’s essential=finding the texts w/Ss interests & curiosities at forefront, then determine instructional implications. #G2Great
A6 By culling through what we need for instructional goals, and considering the students before us, we further refine and curate for our students. #G2Great
A6 We’ve become so hyper-focused on guided reading that we’ve missed opportunities to broaden our text view. We can organize small group texts by genre, topic, authors, or even style. #G2Great
And our readers don’t fit within those narrow confines. It makes think of Cinderall’s stepsisters ad trying to fit their feet in the shoes to no avail! #G2Great
A6 We’ve become so hyper-focused on guided reading that we’ve missed opportunities to broaden our text view. We can organize small group texts by genre, topic, authors, or even style. #G2Great
A6 We’ve become so hyper-focused on guided reading that we’ve missed opportunities to broaden our text view. We can organize small group texts by genre, topic, authors, or even style. #G2Great
A6 as a coach, I try to read and share as much as I can. do as many book talks as I can, ask kids A LOT what books they are loving - but I need a system to remember them all! #g2great
A7. Extend partnerships so partners stay together but 2nd set of partners will shift so not everyone in the group is new every time the group changes! Trios with 1 EL or 1 high absentee S so have a partner!
#G2Great
A6 By culling through what we need for instructional goals, and considering the students before us, we further refine and curate for our students. #G2Great
A7 In chap 2, the launch, we suggest stability begins with predictability and familiarity. Begin with partner talks and short sm grps around ss interests. #G2Great
A7 Study Ss so that you know what makes them tick & what they need to grow. This gives us the know-how to group them in unique ways. It’s no longer about the Monday small group. Instead, we pivot, or switch things up, intuitively and instinctively to meet Ss needs. #G2Great
A7 Create a thread across groups so you can weave across grouping experiences. This flexibility accommodates both repeated reading opportunities as well as variety. #G2Great
A7 the more students understand their roles during ind rdg and sm grps, the more stability there will be. Also, I know growth mindset is a buzzword to a lot of people, but students and teachers need to see groups as a way for ALL to grow, not SOME #g2great
A6 but we also have to use each other. It is so hard for all teachers to know all books, but what a great use of collab time - "I have a student who loves ___, anyone know some books that might be great?" Twitter is an amazing resource there as well. #g2great
A7: keep procedures for group time stable even when group members change. This way they already know the basics for how to be a member of their new group #G2Great
A7 If kids know that they are the Wed. small group, what day do they need to “perform”? Always meeting with Ss on the same day/in response to reading level= missed opportunities. Switching groups up regularly keeps everyone, including teachers, interested in the work! #G2Great
A7 build predictable routines and processes. Also, have students think about their goals and how those are connected to their small group work #G2Great
A 6 by tapping into their curiosities, passions, you can organize reading groups! Enlist librarian to order books around Ss interests & pull books for classes so students see how valued their ideas are. #g2great
Don’t we al Abigail? We have to see the reading process through THEIR eyes and really think about how we approach reading in our own lives as well! Interest certainly drives my reading so why wouldn’t it for kids! #G2Great
A7 We can’t be afraid to incorporate more spontaneity into our grouping or grouping on the spot. Powerful small groups are not preplanned but rise from on-the-spot noticings. #G2Great
A7 In Ch 5 we discuss curriculum, social-emotional & individual reader reasons for switching up small groups. The Ts role can be recorder, reflector, modeler, advocate & mentor. Being present, but not always in charge, gives Ts intel needed to host/co-host small groups. #G2Great
A7: Earlier we talked about protocols. If we keep the structure of our group time consistent that "no surprise" approach should be flexible to any group, passion, interest or academic need. #G2Great
I had a teacher last year who did this, then went to the town library and got multiple books for each student around their interest in informational text. #g2Great
A7 Be creative in how you group Ss. As Ss how they want to be grouped. Some ideas: Inquiry groups, reading buddies, multi-age partnerships. Some will be sprint groups (short) while others may be marathon groups (longer) depending on timing, purpose, or Ss needs. #G2Great
A7 Groups are flexible & only last 4 short period of time. They are intentionally designed that way. The stability is from the few meeting times needed 2 accomplish goal & the not getting bogged down is because they are designed for between 2 & 5 meetings. No more. #g2great
A7. Extend partnerships so partners stay together but 2nd set of partners will shift so not everyone in the group is new every time the group changes! Trios with 1 EL or 1 high absentee S so have a partner!
#G2Great
A7 Be creative in how you group Ss. As Ss how they want to be grouped. Some ideas: Inquiry groups, reading buddies, multi-age partnerships. Some will be sprint groups (short) while others may be marathon groups (longer) depending on timing, purpose, or Ss needs. #G2Great
A7 Including not only flexible small groups but flexibility in how those groups are formed. Once we lay the frameworks, students can generate choice-based small groups based on shared interests. #G2Great
A7: You build stability by building a community. Ss know they can trust you and each other. So, small groups can change—but the supportive cultures of the groups does not. #g2great
...but we have to be flexible to the needs of our students. If they’re showing us that they need to change up a role, we need to be ready to let them #G2Great
A7: keep procedures for group time stable even when group members change. This way they already know the basics for how to be a member of their new group #G2Great
A7 Ss build more agency when they have opportunities to be in charge. Ask Ss what they can GIVE (assets) and what they want to GET (areas to grow). Create small groups based on Ss feedback. If Ss can name it, they are more likely to get what they need. #G2Great
A7 Be creative in how you group Ss. As Ss how they want to be grouped. Some ideas: Inquiry groups, reading buddies, multi-age partnerships. Some will be sprint groups (short) while others may be marathon groups (longer) depending on timing, purpose, or Ss needs. #G2Great
"Being Present But Not Always in Charge" is SO hard. Do you expect them to stop & give their attention to you? Do you immediately throw a Q out there w/out listening? Teach them it is abt their learning w/each other, not abt talking to you. #g2great
A7 In Ch 5 we discuss curriculum, social-emotional & individual reader reasons for switching up small groups. The Ts role can be recorder, reflector, modeler, advocate & mentor. Being present, but not always in charge, gives Ts intel needed to host/co-host small groups. #G2Great
I think for many this is the crux of the matter and the most challenging. Regrouping. Even with stability in routine moving kids around is a challenge. Doable with a different mindset. If flexibility and movement is ipunderstood from the onset.. #g2great
A7 Be creative in how you group Ss. As Ss how they want to be grouped. Some ideas: Inquiry groups, reading buddies, multi-age partnerships. Some will be sprint groups (short) while others may be marathon groups (longer) depending on timing, purpose, or Ss needs. #G2Great
