Welcome #G2Great friends. Thursday night is our favorite night of the week since we have the honor to gather with all of you. TY for joining us tonight. Please introduce yourself!
It's always so exciting to see #G2Great friends gathering for the chat!
Some of us cannot keep our fingers off the keyboards.
:-) (Me included)
Welcome ALL!
Mollie from Columbus, Ohio. Tweeting from Perdido Key, Florida. Will be in and out as I juggle spring breaking with my niece and nephews and twitter chatting! #g2great
Mollie from Columbus, Ohio. Tweeting from Perdido Key, Florida. Will be in and out as I juggle spring breaking with my niece and nephews and twitter chatting! #g2great
A1: Instructional Design and Read Aloud
1. Consider needs of Ss when choose text
2. Consider needs of Ss when demo skill that many need
3. Add interactive (show me what "confused" looks like) based on S needs
#G2Great
A1: Instructional Design and Read Aloud
1. Consider needs of Ss when choose text
2. Consider needs of Ss when demo skill that many need
3. Add interactive (show me what "confused" looks like) based on S needs
#G2Great
A1 We could start by moving away from a basalized view of read-aloud. Few things can destroy the experience faster than doling out scripted questions. #G2Great
A1: Students are the center right from the start in the book selection process, to the responsive instruction and interactive discussion to the deeper engagement and possible extensions. We must ollow the lead of the learner. #g2great
A1 By keeping focus on our chief instructional goal: Enticing Ss to fall in love with reading...other skills and strategies are secondary #G2Great@BurkinsandYaris
I'm too busy "hearting" everyone who is here at the beginning of #g2great. This is one of the weeklies that I really look forward to. . .I've been counting down the minutes. Paul W. Hankins. Southern Indiana. Teach English. Okay. . .question one. . .go. . .(I'm a little "amped").
A1: I love Read Aloud, I try to keep the Ss at the centre by involving them in the process. From choice through my voice. How I read, when I pause, all based off their interaction with me. #G2Great
I'm too busy "hearting" everyone who is here at the beginning of #g2great. This is one of the weeklies that I really look forward to. . .I've been counting down the minutes. Paul W. Hankins. Southern Indiana. Teach English. Okay. . .question one. . .go. . .(I'm a little "amped").
A1: keep Ss at the center of read aloud by choosing books that will deepen their reading life as well as introduce them to new authors/illustrators with which to connect. #g2great
A1 I try to let students lead the read-aloud. As adults, we have preconceived notions of how things should flow. Let them guide, choose, speak, think, feel; then accompany them in their learning. #g2great
A1 We keep Ss at the center of RA when our choices mirror them. We do it when we include their voices and choices as part of that work. We do it when we seek their opinion about the experience. #G2Great
A1~ Ss are in close proximity to text, materials are relevant to diverse audience, shared ownership in flow, content& delivery~all stakeholders participate #G2Great
#G2Great Burkins & Yaris were just talking about using 60% of prep time for text selection. The beauty of a well chosen text is that it does much of the work for you! It hooks readers beckoning them in and leaves them thinking and hungry for more.
A1: keep Ss at the center of read aloud by choosing books that will deepen their reading life as well as introduce them to new authors/illustrators with which to connect. #g2great
A1: When choosing texts thinking of student interests and helping them focus on comprehension skills that are emerging & developing. Making sure the teacher provides fluency and engagement, allowing student to comprehend! #G2Great
A1: Terry 4th T from South AL. I allow Ss to make choices from a list of book choices for read aloud
we have lots of grand convos and turn and talking They're hooked and engaged #G2Great
A1: Being pre-rehearsed for read-aloud is a good way to keep students at center of not only text selection but text presentation as well. You ever hear someone read Cat in the Hat and NOT hit the rhythms? Painful. Students need to hear best reader in the room read well. #g2great
A1:I’ve started to give Ss choice w/ read aloud. I visit the public library once a week and pull a bag of fiction/nonfiction for the room. I have the kids help make decisions about what books to read and when. #G2Great
A1. I definitely agree with what a lot of you already said about book choice w/ Ss in mind. Also, I look for something engaging- allows Ss to voice opinions/feelings. #g2great
A1 I find stopping and asking students to pair - share and then continue the read aloud. Quick partner exchanges make the read aloud social and keep them engaged. At end students can share if they want to do it. #g2great
A1: Planning for a read-aloud by using formative assessment to choose the book, plan for think-alouds and skills/strategies to demonstrate and guide the turn and talks #G2Great
A1 Why would we choose to use basal anthology fake versions of picture books that have been cropped modified and adapted when we have the real deal? #G2Great
A1 Some book adventures remind me of things that I did as a kid and I love sharing that with kids and they love that in read aloud and they then are sparked to conversation- like I’m one of them for a min. We are in this together. #g2great
A1 Considering Ss choice when finding read-alouds, and I'm a big fan of readers' theatre (volunteer only), with Ss reading "parts"/ quotes in the read-aloud. #g2great
A1: RAs must have the Ss at the center. As rdrs we choose books to engage us and as Ts must choose books that engage our students to step into the magical world of reading. #g2great
A1b: Also I think it is all well and good to discover a book with the Ss but my most successful Read Alouds have been books I couldn't put down. Others not as much (Long Way Down I loved, Ss not as much :( but that is ok, it is not their experience at all) #G2Great
A1: let them have some choice in class read alouds; ensure a mixture of characters and topics to reach all students; get their feedback on books before and after #G2Great
So true. When I'm selecting excerpts for my graduate students, I have to think, "I can't read them this whole chapter (yes. . .I could). What part of this particular book is the most attractive "bait." What will have them fighting (begging) for this book? Or getting own? #g2great
A1 I find stopping and asking students to pair - share and then continue the read aloud. Quick partner exchanges make the read aloud social and keep them engaged. At end students can share if they want to do it. #g2great
#G2Great A1 balance enjoyment with intentional focus but for either purpose...be selective! Will students be engaged? Will they relate and see themselves and their experiences in it? Will it challenge them to think in new and different ways? Will it make a lasting impression?
A1 Students remain at the center of read-aloud when we are willing to relinquish control by leaving room for student conversations to point us in the right direction. #G2Great
A1 Allow students to choose based on their needs, their passions. Read Alouds are there to support a love of learning, a passion for reading. Support kids no matter their choice. Walk down their learning journey with them. #g2great
A1 I find stopping and asking students to pair - share and then continue the read aloud. Quick partner exchanges make the read aloud social and keep them engaged. At end students can share if they want to do it. #g2great
Oh yes @DrMaryHoward We read aloud to hear the idea of our students. We already know our own thoughts. Open up the floor to your students. They won't fail you. #G2Great#LitBankStreet
A1 Students remain at the center of read-aloud when we are willing to relinquish control by leaving room for student conversations to point us in the right direction. #G2Great
A1 Why would we choose to use basal anthology fake versions of picture books that have been cropped modified and adapted when we have the real deal? #G2Great
Hello all sorry for my tardiness, but the train delays could not keep me away from this chat. Back for another week. Im Jimmy, a pre-k teacher and student from NYC. #LitBankStreet#g2great
A2. Teach Ss the format of the conference. Set Ss up to take lead. Ss need to talk at least 1 / 2 the time in the conference. When Ss sign up for conferences, they indicate topic. Gives T time to check in to know in advance if any other prep work is needed.
#G2Great
A1 (pt 2) Also, allow students to be excited about books - don't hush them while I'm reading! If they react, use it and encourage it! Let them give others a prompt or something to discuss instead of me coming up with all of them #G2Great
A1 When choosing a read aloud, you really need to know your students. I respect teachers who choose their own book instead of agreeing to use 1 book throughout a grade level. It requires extra planning, but keeps your kids 1st. #G2Great
Oh yes @DrMaryHoward We read aloud to hear the idea of our students. We already know our own thoughts. Open up the floor to your students. They won't fail you. #G2Great#LitBankStreet
A1 Students remain at the center of read-aloud when we are willing to relinquish control by leaving room for student conversations to point us in the right direction. #G2Great
When you are a reader the rhythm comes naturally. Plus, as lovers of books we naturally rehearse because we can't stop ourselves from reading the book as soon as we lay hands on it!! #g2great It's as if the book becomes one with us.
A1: Being pre-rehearsed for read-aloud is a good way to keep students at center of not only text selection but text presentation as well. You ever hear someone read Cat in the Hat and NOT hit the rhythms? Painful. Students need to hear best reader in the room read well. #g2great
A2 When we’re eyeball to eyeball w/a child holding tight to a book they love then we let the take the lead by listening more than we talk. Nudge don’t shove! #G2Great
Oh yes @DrMaryHoward We read aloud to hear the idea of our students. We already know our own thoughts. Open up the floor to your students. They won't fail you. #G2Great#LitBankStreet
A1 Students remain at the center of read-aloud when we are willing to relinquish control by leaving room for student conversations to point us in the right direction. #G2Great
#G2Great A2- my teachers always did a great job of asking me what I wanted to improve on! Then we worked together to create goals. I’ll definitely use this model in my classroom because it puts students in the center!
After hearing you in STL a few weeks ago, I've started using this! At first, Ss looked at me like, "you want me to THINK?" but it's starting to work now!! #g2great
#G2Great A1 must quote the eloquent Lester Laminack, “Let the 1st read be a gift 🎁!” We jeopardize the magic when we put skills vs students in the forefront.
A2: I know it frustrates students (and I don't mean for it to do this; I really don't), but we look for the "WRITE" answer and that is INSIDE the writer. Knowing that they are looking to me for a RIGHT answer helps me to keep the student thinking into a piece of writing. #g2great
A2 I think conferences are a great way to practice wait time. I lead w/ "How's it going?" and if they say "Good" I just don't respond. Eventually they start saying more when they learn they can't rely on me to run the convo (takes a while, but we get there!) #g2great
Boom! When I moved from secondary to elementary, my knee-jerk reaction was to shush them when they interrupted the story. Once I changed my mindset the S's convos enriched texts like I never imagined possible! #g2great
A2. The more we ‘listen to Learn’ as opposed to ‘evaluate’ gives kids the opportunity to take the lead while letting us understand their thinking #G2Great
A2 You need to learn to listen to understand. Let students talk, take the time to take cues, listen, write notes. Help them based on their needs, on what they share. Let them discover their needs, guide them. Let them reflect, choose objectives, surround them w/ support #g2great
A2: Be ok with silence for a few minutes. I think that is the scariest time of conferencing, the idea we need to fill the space. Some would say we need to use that time to TEACH but I think it is just as important to use that time to learn and to learn we need to listen #G2Great
A1 Students voices need to be heard during a read-aloud. I use @TodaysMeet when reading a book w/ my 8th graders so they can direct the discussions - online and out loud together #g2great
A2: start conference by asking Ss to tell you about their book. Let them do the talking. Be quiet for the first part of the conference and just listen.#g2great
A2 Conferences are really brand new to me this school yr. The opening line sets stage - for reading conf, I ask "How's it going?" or "What surprised you in your reading?" Both of those ?s let S know that they will be leading the discussion. Some flow better than others! #G2Great
A2: Really listening closely - ensures that you find the right entry point and give students the opportunity to direct their own learning which is so much more meaningful #G2Great
Love the trusting your students here @Mrs_J_of_EAMS Wait time is so powerful if you trust it. Give students the space and they will enter it in their own time. #G2Great#LitBankStreet
A2 I think conferences are a great way to practice wait time. I lead w/ "How's it going?" and if they say "Good" I just don't respond. Eventually they start saying more when they learn they can't rely on me to run the convo (takes a while, but we get there!) #g2great
A2. The more we ‘listen to Learn’ as opposed to ‘evaluate’ gives kids the opportunity to take the lead while letting us understand their thinking #G2Great
A2 I love the reminder by Dorothy Barnhouse that the whole point of conferring is “NOT KNOWING.” We have to leave room to follow the child’s thinking. #G2Great
A2. Starting with, "What have you been working on since the last time we met?" It lets you see what the student values. It's a great place to start. #g2great
A2. Teachers should step out of the drivers seat and become familiar with becoming facilitators. Asking critical thinking questions keeps the students searching for answers without them being given.
#LitBankStreet#G2Great
A2: Don't talk so much! (I feel like most of my tweets in #G2Great world are about the T doing too much talking!) Also, having students goal set and reflect on their progress. Also, teaching the structure early on so students take the lead in conferences without my prompting!
Twice, as a principal, I did exactly that - it was beyond amazing! and .. YES - literacy achievement soared and most important, students LOVED books! #G2Great
A1 Why would we choose to use basal anthology fake versions of picture books that have been cropped modified and adapted when we have the real deal? #G2Great
A2: I've learned to just listen. Let the conversation unfold naturally. When they're passionate about their book, the conference is natural and spot on. #G2Great
A2: work on guiding them to develop an awareness about their reading life. Once self-awareness is strengthened they will naturally want to take the reins. #g2great
#G2Great A2 Keep your “agenda” flexible, know Ss strengths & opportunities for improvement but allow the context in the moment drive the conference so it is more meaningful and authentic, like a conversation between two readers.
I often use the "What surprised you?" question during reading conferences ... not only does it let them lead, I think that question really makes them think about what they are reading #g2great
.@mrbgilson I grew up as such a talker and now, in my adult life, I've grown to deeply appreciate listening. It's one of the greatest gifts that teaching has given me. We all want to be heard in life. We can give this to our students. #G2Great#LitBankStreet
A2: Be ok with silence for a few minutes. I think that is the scariest time of conferencing, the idea we need to fill the space. Some would say we need to use that time to TEACH but I think it is just as important to use that time to learn and to learn we need to listen #G2Great
A2 When we enter a conference filled with a sense of curiosity about student thinking in the heat of the moment, we allow the child to take the lead. #G2Great
A2: Watched Patch Adams again the other evening. The interactions that "Patch" has with Dr. Prack on the Psychiatric Ward? This is a mentor text for how NOT to do a conference with a student. . .or anyone. Attending behaviors first and foremost. Presence. Being there. #g2great
A2: I've learned to just listen. Let the conversation unfold naturally. When they're passionate about their book, the conference is natural and spot on. #G2Great
A2 Keeping in mind that the student sits in the big chair. No agenda until they make it clear which direction the discussion will lead. Ask a generic enough Q that kids agenda is paramount. "What's going on today as you're reading? What's worth talking about right now? #g2great
I think this is the key to Ts who are scared of/ nervous about conferencing. You just have to be curious to hear what the Ss are thinking! The convo goes naturally from that. #g2great
A2 When we enter a conference filled with a sense of curiosity about student thinking in the heat of the moment, we allow the child to take the lead. #G2Great
A2; Bringing in the B-H-H can help the student take over a conference. Give them the tools to engage with the book so that conferring will come naturally. They talk and we listen. #g2great
A3. Be flexible in SG structures.
Ts may set up small groups.
Ss may set up small groups.
Goal = more practice on previous learning. Not new learning. Chance for T to check 2 see what S did get from ML and what they need to move forward.
#g2great
Hi @JimmyCr83638135 so good to see you here tonight. We want students to search for answers, always. That's where the learning resides. #G2Great#LitBankStreet
A2. Teachers should step out of the drivers seat and become familiar with becoming facilitators. Asking critical thinking questions keeps the students searching for answers without them being given.
#LitBankStreet#G2Great
A2~ take lots of pictures of Ss engaged in reading in a variety of settings, share during conferencing as a way of opening up the dialogue~ they love seeing themselves in pictures & it ensures a positive start to the ongoing promotion of ❤️of reading #G2Great
I think flexibility is one of the hardest and yet most important things we consider as teachers. There is not always but what is right for these kids in this moment? #G2Great
A3. Be flexible in SG structures.
Ts may set up small groups.
Ss may set up small groups.
Goal = more practice on previous learning. Not new learning. Chance for T to check 2 see what S did get from ML and what they need to move forward.
#g2great
A3 First we refuse to name our groups. When we assign a name, we are willingly traveling back in time to ability grouping. Backwards is not a good direction. #G2Great
A3 By teaching Ss rather than texts, by focusing on reading process over reading level, & by connecting small group instruction 2 guided, shared, & ind reading #G2Great@BurkinsandYaris
A3: By varying the format: guided reading, strategy groups, independent circles and more all guided by the flexible use of student data from many angles. #g2great
A3: Be flexible in SG meetings.
Schedule a series but not ALL Ss will need ALL sessions.
Flexible when Ss show they can do the work and don't need the support. Give only the support that is necessary.
#G2Great
A3. Small groups for Strategies. Allows equitable access to grade level standards work and T can provide scaffold if/when needed so ALL Ss can work on skills. The thinking work is critical!
#G2Great
A3 Plan classroom learning around smaller groups and topics of interest. Avoid using whole group most of the time. Small groups will help differentiate. Make groups flexible, let the change. Allow kids to have more choice, trust their judgement, let them lead and learn. #g2great
A3 Ongoing formative assessment that is driven by a knowledgeable teacher. We need to plan; however, we also need to be responsive it's a delicate balance. #G2Great
A3. Considering these questions.. what do we want our kids to learn, how will we know if they have, what will we do if they don’t, what if they already know it? #G2Great#atplc
I love that Christine. Photographs of kids engaged in joyful literacy is the HEART visual that we are moving in the right direction. JOY is the ultimate goal! #G2Great
A2~ take lots of pictures of Ss engaged in reading in a variety of settings, share during conferencing as a way of opening up the dialogue~ they love seeing themselves in pictures & it ensures a positive start to the ongoing promotion of ❤️of reading #G2Great
A3 I am horrible at using small groups. I get nervous about the management aspect. I just finished reading @teachkate's new book, and I am convinced to give it a shot next nine weeks though! Hope to get some ideas from this great group! #g2great
Yes to this, Valinda. I know National Writing Project has three simple questions ready for the conference that puts the student in charge of the manner in which a piece will get response: Bless? Press? or Address? The student gets to choose here based upon what's needed. #g2great
A3: the purpose of the group determines its members. Strategy groups, book clubs, etc. Flexibility in groups happens naturally as learning grows. #g2great
A3 Do not group by abilities, focus on diversity. Let all students learn at their pace with help, with support. Focus on eliminating labels and giving the support that is needed. Always do what it takes. #g2great
A3: In elem I moved from levelled groups (forgive me for my ignorance at the time) to interest groups. In Junior High I do less in small groups because logistically I don't have as much flexibility. In the end I always reevaluate how things are going and working for Ss #G2Great
A3: gather as much information about the reader in order to drive small group instruction. Big fan of triangulating and messy sheets of @ClareandTammy#g2great
A3 Do not group by abilities, focus on diversity. Let all students learn at their pace with help, with support. Focus on eliminating labels and giving the support that is needed. Always do what it takes. #g2great
I love these questions because it's as if you were part of a coaching session I had with a teacher today. These are the essential questions that drive us. #G2Great
Hi, Tyler! A2: Agreed. Certainly mid-course corrections, but if you don't know where you're going, any road will get you there. We need a roadmap to success to start with! #G2Great
A3 More and more I want small group to be as compelling and creative as whole group instruction. Hook 'em, teach/model, highly engaging text (dear God no dry commercial texts--authentic texts, please) thought-provoking Qs, discussion, Ss and T knitting hearts together #g2great
A3 We should hear students’ voices in small groups more than Ts as we assume expert kidwatcher status & leave room to promote increasing independence. #G2Great
Me too! How many of us learned from @ConferringCarl ? And I keep learning each time I listen to him speak, go to his sessions at @TCRWP institutes/workshops, when he hosted our #G2Great chat & when I reread his books over & over. I wonder if he realizes his impact? #Tremendous
In reply to
@mollienye72, @ConferringCarl, @ConferringCarl, @TCRWP
I agree - I think the no agenda is key - and I know that is hard for some Ts! With no agenda, each conference happens naturally with each student - so they may all be different #g2great
A3 By teaching Ss rather than texts, by focusing on reading process over reading level, & by connecting small group instruction 2 guided, shared, & ind reading #G2Great@BurkinsandYaris
I think that the hallmark of keeping students in mind is considering what works (or doesn’t work) from year to year and day to day. Nothing ALWAYS works (practice OR structure!) #G2Great
A3: In elem I moved from levelled groups (forgive me for my ignorance at the time) to interest groups. In Junior High I do less in small groups because logistically I don't have as much flexibility. In the end I always reevaluate how things are going and working for Ss #G2Great
A3.We need to start by removing the leveled books and giving students the idea that they should only read at their level. We should provide them with different leveled books on topics that interest them. This will get conversations amongst themselves going #LitBankStreet#g2great
A3: In order to have effective, flexible small-groups, I must know my S's needs, personalities, and learning styles. I must KNOW my Ss in order to be effective in sgs. #G2Great
A3: In order to have flexible sm groups it’s important to be kid watchers and confer w/ students. Use the info to create small groups based on many, varied needs in the room. Also having lots of books, time to independent read, & balanced literacy to support the student. #G2Great
A3 Marie Clay taught me that the best lesson plan is sitting in front of us. Less fidelity to programs and more to children as we seize teachable moments. #G2Great
#G2Great A3 Avoid The compulsion towards the well oiled machine! If you can turn on autopilot and run your groups and classroom from a distance...you are not present, responsive, or flexible. Untether yourself and find balance based on needs as they ebb and flow.
A2 I have never had Kinders lead their conferences before. Curious to see how that works for others. I did use #flipgrid this year & the Ss made a video for their parents. #kinderchat#g2great
I want to point the credit for having learned these three questions/stances back to my development and growth as a writing teacher with @writingproject. I've been a TC with this professional organization since 2006 (feels like SI was just yesterday). #g2great
In reply to
@teachjanderson, @vrkimmel, @writingproject
Oh man, I got SSOOOO many great ideas from it. I was expecting to help revamp my WCN approach, but it really helped me reenvision my workshop too. Amazing read! #g2great
A3~utilize all support staff to facilitate groups, clear on goals of developing joyful lifelong readers, read, talk, read, practice, flexibility w/ size of groups is key ~ fluidity is important #G2Great
A3: Flexibility and purpose is key. Remember that variation in practice creates mastery so it is good to allow students a variety of opportunities to practice reading strategies and skills #G2Great
#g2great I love that Mary! I get stressed out when I try to be too overplanned. I love flexibility and creativity. More organic and more where the kids are.
A4 It gives Ts an opportunity to gather insights about how well their instruction is transferring, informing future instructional design #G2Great@BurkinsandYaris
A4. Workshop teaching maximizes S choice& voice during work time. T only teaches for 8-10 min.(15% of W time). Ss do not have to use the ML info today in this piece/ reading work. Choose where & how to use new learning. SG, Partner & Ind. work all provide choices for Ss.
#G2Great
A4 All students have different ways of learning. By using workshop teaching you can tailor Instructional design to best respond to student needs with diversity. It encourages teachers to vary their techniques, strategies, supports and do what it takes to help Ss learn. #g2great
A4 Workshop is the perfect blend of modeling, support and active engagement in independent application. It’s as close to student-centered and it gets. #G2Great
#g2great I love that Mary! I get stressed out when I try to be too overplanned. I love flexibility and creativity. More organic and more where the kids are.
A1 Why would we choose to use basal anthology fake versions of picture books that have been cropped modified and adapted when we have the real deal? #G2Great
A4: There is a flexibility to work to the groups needs and not a rigid plan. I think the planning is scary at first but the growth that can happen makes it worth it.
A1 Why would we choose to use basal anthology fake versions of picture books that have been cropped modified and adapted when we have the real deal? #G2Great
A4 I think the focus on "work" is so important. When I think of how little time my Ss were spending doing the actual work of being readers/writers before I went to workshop, I just cringe. It maximizes worktime w/ the watchful eye of a helper and coach. #g2great
Sorry to miss out in this conversation #g2great Wearing many hats, but this evenings it’s as “Bubbie” Just heard that my daughter and grandkids have a special shared “reading” time set aside. Proud me! The one on the phone also loves to read.
A4: Workshop is designed for Ss to maximize their learning. The very definition is working on what you need to succeed as a reader/learner. It frees up Ts to work individually or in small groups. #g2great
A4: When in workshop we are like the coach from a sports team making plans for the weekly practices based on what kids are doing, starting to do, and not yet doing. #G2Great
I understand your meaning. Yes, we teach readers not texts. However, text structures unlock potential pathways to develop readers.This is careful work and requires close analysis on our part. It's not the content it's revealing the writing process. Does that make sense? #G2Great
A4 Essential to workshop model is the idea of master and apprentice. Only a small amount of time is devoted to the master. The studio *workshop* is built around, designed for the apprentice and their work of approximation until they too become "master". #g2great
Sorry to miss out in this conversation #g2great Wearing many hats, but this evenings it’s as “Bubbie” Just heard that my daughter and grandkids have a special shared “reading” time set aside. Proud me! The one on the phone also loves to read.
A4 In a workshop model students are active participants rather than passive recipients. Our sights are always on promoting increasing independence. #G2Great
#G2Great A4 It connects knew to new, provides a tip or tool relevant to current work, allows for independent exploration and collaborative application, and celebrates approximations.
A4. Workshop teaching offers the opportunity for the students to learn from their mistakes and take control of their own learning.
#LitBankStreet#g2great
Every once in a while I just have to sit back and gaze proudly at the pure dedication flashing glorious across my #G2Great twitter screen. It makes me so proud to be part of this with Fran, Jenn & Amy! @franmcveigh@hayhurst3 and @brennanamy ❤️❤️❤️
A4 I can’t think of an approach more differentiated than workshop model. Children read books they can and want to read as we offer student centered support #G2Great
A4. Workshop allows me to tailor instruction to provide the amount of support a child needs in the moment while keeping the end goal in mind- independent & proficient reader. #g2great
A5. Differentiate by changing group sizes - SG, Partner, Indiv.
Diff. with type of paper, pen or tech for speech to text.
Diff by adding in more oral rehearsal.
Encourage Ss to determine which helps them best - gets them "unstuck".
#g2great
A5 As you reflect and plan with differentiation in mind, it is important to set high expectations and allow students to struggle. You don’t make learning easy. You make it engaging, fun and full of challenges. Sstudents need to find strategies to learn how to overcome. #g2great
A2: start each conference reflecting on what the S is choosing to work on and how they are progressing towards goals they have set for themselves #G2Great
What is shared here helps others learn with examples shared, terminology, and probing questions. We are all very fortunate to have this professional learning available! #G2Great
Every once in a while I just have to sit back and gaze proudly at the pure dedication flashing glorious across my #G2Great twitter screen. It makes me so proud to be part of this with Fran, Jenn & Amy! @franmcveigh@hayhurst3 and @brennanamy ❤️❤️❤️
A5 The first step is to be an expert ‘noticer’ with a finely tuned zoom lens. This informs us when to support and when to give kids room to problem solve. #G2Great
A4 I love how workshop takes on a personality of its own with Ss. We’ve been doing some book club work and they are so on it about making plans with their clubs and if I forget they make sure and remind me for club time planning. They are leaders! #g2great
A4. Workshop teaching offers the opportunity for the students to learn from their mistakes and take control of their own learning.
#LitBankStreet#g2great
A5 Workshop differentiates so naturally and effortlessly. Most important in pushing Ss toward productive struggle lies in reflection and goal-setting, in metacognition and forcing them to think about their own learning and how they can push themselves forward. #g2great
A5 As you reflect and plan with differentiation in mind, it is important to set high expectations and allow students to struggle. You don’t make learning easy. You make it engaging, fun and full of challenges. Sstudents need to find strategies to learn how to overcome. #g2great
Hi @JimmyCr83638135 so good to see you here tonight. We want students to search for answers, always. That's where the learning resides. #G2Great#LitBankStreet
A2. Teachers should step out of the drivers seat and become familiar with becoming facilitators. Asking critical thinking questions keeps the students searching for answers without them being given.
#LitBankStreet#G2Great
A5: A multigenre writing project builds in genres that are able to be quickly described so the students can move right into them after introduction. Other pieces require a little more thought/work. Students can work at own pace tackling the "big stuff" or working toward. #g2great
Me too @DrMaryHoward you said that so beautifully. I feel the same exact way. So many intelligent conversations so full of passion and promise. #G2Great is a fantastic community. Don't you think, @brennanamy@franmcveigh?
In reply to
@DrMaryHoward, @franmcveigh, @brennanamy, @DrMaryHoward, @brennanamy, @franmcveigh
Just spent time whole grp on the 5 big text structures so Ss can anticipate how to read the passages. This transfers to their own reading and writing, esp informational. Feel that there is value in exposing Ss to structure to help enhance understanding.
A5: knowing your Ss and their needs allows for differentiation. Teach Ss to be the little engine that could- struggle up that hill but know that you can do it. #g2great
The workshop model also highlights the individual interests w/ very little fanfare and lends itself to instruction that is flexible in content & rigor 👍 #G2Great
A5 We do kids a disservice when we rob them of opportunities to assume their place in the learning drivers seat. We wait in the wings to gently nudge as needed #G2Great
A5 The first step is to be an expert ‘noticer’ with a finely tuned zoom lens. This informs us when to support and when to give kids room to problem solve. #G2Great
Me too @DrMaryHoward you said that so beautifully. I feel the same exact way. So many intelligent conversations so full of passion and promise. #G2Great is a fantastic community. Don't you think, @brennanamy@franmcveigh?
In reply to
@DrMaryHoward, @franmcveigh, @brennanamy, @DrMaryHoward, @brennanamy, @franmcveigh
Love the addition of book clubs in my classroom over the past few years. Students are reading and discussing more than they ever would have with a whole-class novel. #G2Great
A5 Multi-level, same topic texts allow for differentiation, but doesn't postpone intellectual development. I hate it when differentiation means some Ss don't get the opportunity for thoughtful discussion on deep topics with the whole class. #g2great
Oh yes @DrMaryHoward We read aloud to hear the idea of our students. We already know our own thoughts. Open up the floor to your students. They won't fail you. #G2Great#LitBankStreet
A1 Students remain at the center of read-aloud when we are willing to relinquish control by leaving room for student conversations to point us in the right direction. #G2Great
Hi @JimmyCr83638135 so good to see you here tonight. We want students to search for answers, always. That's where the learning resides. #G2Great#LitBankStreet
A2. Teachers should step out of the drivers seat and become familiar with becoming facilitators. Asking critical thinking questions keeps the students searching for answers without them being given.
#LitBankStreet#G2Great
A5: I am finding more and more that differentiation for me in JH and HS is options, options for how much help they get and options for how to complete their tasks. Checking in/ offer a hand goes a long way in blding the relationship that leads Ss 2 ask when they need it. #G2Great
.@hayhurst3 I love this comment. Yes, I totally agree. This is constructivist literacy instruction. We know what we are aiming for AND we know the students in front of us. We have to be seeped in both to make instruction most powerful. #G2Great#LitBankStreet
I understand your meaning. Yes, we teach readers not texts. However, text structures unlock potential pathways to develop readers.This is careful work and requires close analysis on our part. It's not the content it's revealing the writing process. Does that make sense? #G2Great
A5: Workshop can be so personal
and personally driven . . .
when Ts give up own control and share the work & planning.
Could be more collaborative!
#g2great
A5: delicate balance between independence--instructional materials along with a possible risk. Need to allow students to see what they can do and reflect upon the learning, the process. what just happened? #g2great
#G2Great A5 Oh “Protective Effort” “Agency” Terms I first learned via Burkins & Yaris are game changers! Although it’s in our nature to prevent our kids from struggle we realize doing so also cheats them from the sweet success that comes from overcoming challenges Independently.
Oh yes @DrMaryHoward We read aloud to hear the idea of our students. We already know our own thoughts. Open up the floor to your students. They won't fail you. #G2Great#LitBankStreet
A1 Students remain at the center of read-aloud when we are willing to relinquish control by leaving room for student conversations to point us in the right direction. #G2Great
A5 The most important way to differentiate is to know kids and know research. Flawed numbers and flawed scripts will only thwart those efforts. #G2Great
Through conferring, I've learned how much my students like to have their own personal goals. This way the learning fits them, and they see that. #G2Great
So true @vrkimmel I have two daughters who have incredible difficulty reading (of course!) but who can think deeply. We MUST differentiate in ways that encourage ALL Students to think deeply. #G2Great#LitBankStreet
A5 Multi-level, same topic texts allow for differentiation, but doesn't postpone intellectual development. I hate it when differentiation means some Ss don't get the opportunity for thoughtful discussion on deep topics with the whole class. #g2great
A5: When our AP ENG LANG AND COMP students drafted an archetypal analysis this spring, they had five films (READING IN THE DARK) from which to choose. Some had archetypes on the surface. Others worked in a little more deeply into narrative. And I got reading variety. #g2great
Great idea Mary! Maybe I'll put up some chalkboard paper so that my husband can actually see himself when he shaves in the morning! #G2Great#LitBankStreet@pranikoff
Oh yes @DrMaryHoward We read aloud to hear the idea of our students. We already know our own thoughts. Open up the floor to your students. They won't fail you. #G2Great#LitBankStreet
A1 Students remain at the center of read-aloud when we are willing to relinquish control by leaving room for student conversations to point us in the right direction. #G2Great
A5: productive struggle comes when we stop spoon feeding our Ss! It’s so hard as Ts, but we train them to look for our approval, not confidence in themselves #G2Great
A5 The first step is to be an expert ‘noticer’ with a finely tuned zoom lens. This informs us when to support and when to give kids room to problem solve. #G2Great
A5~ relationships w/ your Ss first & foremost ~ you'll know their likes, dislikes, struggles and can coach them thru such~ differentiation is seamless when you have a strong foundation of trust among Ts&Ss ~ possibilities are endless #G2Great
A6: Have Ss build anchor charts.
Have Ss create own bookmark prompts off of charts.
Have Ss create own goal reminders.
Have Ss reflect w/ partner on
a) goal for today b) MWI -progress? c)share
Put Ss in charge of own learning.
#G2Great
It is so great when you are discussing a skill-- like theme-- and all Ss can chime in w/ personal reading experiences that were successful bc they were reading at their level! Great discussion, and built-in book recommendations! #g2great
Great idea Mary! Maybe I'll put up some chalkboard paper so that my husband can actually see himself when he shaves in the morning! #G2Great#LitBankStreet@pranikoff
Oh yes @DrMaryHoward We read aloud to hear the idea of our students. We already know our own thoughts. Open up the floor to your students. They won't fail you. #G2Great#LitBankStreet
A1 Students remain at the center of read-aloud when we are willing to relinquish control by leaving room for student conversations to point us in the right direction. #G2Great
Ladies, Ladies. I'm blushing....Don't you know I'm a listener! I just surround myself with really smart, kind, inspiring, excellent friends. Love you both. @DrMaryHoward@suzrolander#G2Great
Oh yes @DrMaryHoward We read aloud to hear the idea of our students. We already know our own thoughts. Open up the floor to your students. They won't fail you. #G2Great#LitBankStreet
A1 Students remain at the center of read-aloud when we are willing to relinquish control by leaving room for student conversations to point us in the right direction. #G2Great
Ladies, Ladies. I'm blushing....Don't you know I'm a listener! I just surround myself with really smart, kind, inspiring, excellent friends. Love you both. @DrMaryHoward@suzrolander#G2Great
Oh yes @DrMaryHoward We read aloud to hear the idea of our students. We already know our own thoughts. Open up the floor to your students. They won't fail you. #G2Great#LitBankStreet
A1 Students remain at the center of read-aloud when we are willing to relinquish control by leaving room for student conversations to point us in the right direction. #G2Great
A6 I love Sara Ahmed’s soft start as a ritual for independent reading 1st thing in the day. It turns our classroom library into an instructional welcome wagon. #G2Great
Ladies, Ladies. I'm blushing....Don't you know I'm a listener! I just surround myself with really smart, kind, inspiring, excellent friends. Love you both. @DrMaryHoward@suzrolander#G2Great
Oh yes @DrMaryHoward We read aloud to hear the idea of our students. We already know our own thoughts. Open up the floor to your students. They won't fail you. #G2Great#LitBankStreet
A1 Students remain at the center of read-aloud when we are willing to relinquish control by leaving room for student conversations to point us in the right direction. #G2Great
A6: I would say consistency. I am an elementary teacher by training now living in the land of JH and loving it. But I still to a visual schedule every morning and when I forget (today) I am reminded quickly. If we want students to know what to do we need to teach them. #G2Great
Ladies, Ladies. I'm blushing....Don't you know I'm a listener! I just surround myself with really smart, kind, inspiring, excellent friends. Love you both. @DrMaryHoward@suzrolander#G2Great
Oh yes @DrMaryHoward We read aloud to hear the idea of our students. We already know our own thoughts. Open up the floor to your students. They won't fail you. #G2Great#LitBankStreet
A1 Students remain at the center of read-aloud when we are willing to relinquish control by leaving room for student conversations to point us in the right direction. #G2Great
A5 The most important way to differentiate is to know kids and know research. Flawed numbers and flawed scripts will only thwart those efforts. #G2Great
A6 We start class every single day with at least 15 minutes of reading. That time is sacred and we never miss it, no matter what. It starts our day off right. Ss know what to expect, and that I won't curveball them. They need rituals. #g2great
A6 Use some predictable routines to help master independence. When you build structures that students know and expect, you can help each student go further with their learning. Time to time, shake it up, let kids lead how they see fit. Always make it about them. #g2great
A6: I like to teach a few short go-to protocols for kids to use when they are looking to get feedback from peers. This way they know how to initiate the convo, how to respond, and how to move back to work. #G2Great
Sara Ahmed first wrote about it in Upstanders w/Smokey Daniels. Kid walk in the room, get a book and read for ___ minutes (thus soft start to the day) Best way to begin day EVER! #G2Great@SaraKAhmed@smokeylit
A6: establish routines and practice them right off the bat. Let the Ss have a say in how the classroom runs. Make anchor charts together that are visible/accessible. Create a classroom democracy, not a dictatorship #G2Great
Ladies, Ladies. I'm blushing....Don't you know I'm a listener! I just surround myself with really smart, kind, inspiring, excellent friends. Love you both. @DrMaryHoward@suzrolander#G2Great
Oh yes @DrMaryHoward We read aloud to hear the idea of our students. We already know our own thoughts. Open up the floor to your students. They won't fail you. #G2Great#LitBankStreet
A1 Students remain at the center of read-aloud when we are willing to relinquish control by leaving room for student conversations to point us in the right direction. #G2Great
A6 We can begin by creating a schedule that holds tight to our non-negotiables such as read aloud, independent reading and conferring. 1st things 1st. #G2Great
A6. Providing the students with routines and a visual schedule is the introduction into independence. These minor details are essential in any classroom and at any age in my opinion. #LitBankStreet#g2great
A6: most important component is Ss having choice during independent portion, which strategy are they choosing to work on and why? Ss need to know and work towards that expectation daily. #G2Great
A5 The most important way to differentiate is to know kids and know research. Flawed numbers and flawed scripts will only thwart those efforts. #G2Great
A6 I also use @pennykittle's "Read, Write, Study, Craft, Share" structure for my board agenda. They know we will do these things every day. Not always in the same order, but every day! #g2great
A6: Ts cannot be the gatekeepers of next steps for students. If we make available next step options (revise, start a new piece, etc.) and lots of paper choice in primary, engaged learners thrive. #G2Great
A5: productive struggle comes when we stop spoon feeding our Ss! It’s so hard as Ts, but we train them to look for our approval, not confidence in themselves #G2Great
So glad you mention adults here @palmeram & @teachjanderson We have to learn and model what we teach to our students. Many of us did not grow up with a notion of productive struggle, but that's where we learn. We have to be clear about this w/our students. #G2Great#LitBankStreet
A6 Peer collaboration and book centered dialogue shouldn’t be an afterthought but a central feature of daily rituals we offer. They must be business as usual #G2Great
Such a simple and yet powerful shift. I often hear, “But we have to…. “ We don’t HAVE to do anything but the right thing for kids. If our schedule is carved in stone, then we have a bigger problem to deal with first #G2Great
A7. Transfer = opportunities to use skill in other content areas/real life. Ask Ss where think it is feasible. Check in often.
Record on chart when transfers. Make a big deal out of meeting THIS goal of transfer!
#g2great
A6~use of student created visuals w/ classroom expectations/protocols...accessibility to a variety of resources to assist w/questioning techniques to keep learning flowing~like anchor charts, student notebooks w/helpful suggestions~#G2Great
A7: I plan for intentional transfer by responding to students’ interests and current levels of development while carefully sequencing skill and strategy instruction: the blending of teacher expertise and student curiosity to make learning targeted and authentic. #g2great
A7 I plan connections to learning as we discover the learning. Authentic connections should not be artificially made after but need to be part of the process with students. Take time to build on these connections with students. Let students lead in creating connections. #g2great
It originated in an English class, but I have a friend who also uses it to craft lessons in Social Studies. I think it is a strategy that could work for any content area. It's just a way of pulling all the strands of literacy into your lesson intentionally. #g2great
Agreed @NowakRo predictable structures allow for independence in the classroom. Students can take off on their own if they understand how things work in their space. Then, they can also handle shaking it up. Structure first. Then change. #G2Great#LitBankStreet
A6 Use some predictable routines to help master independence. When you build structures that students know and expect, you can help each student go further with their learning. Time to time, shake it up, let kids lead how they see fit. Always make it about them. #g2great
A6:don’t shortchange building community! Our hopes, dreams, routines and expectations are all an outgrowth from our day one. And I’ve never taken the same path twice. Certainly I have a map, but the route is determined by the Ss in front of me. #G2Great
A7: Plan with autonomy and purpose in mind. What is the expectation for learning? Why do Ss need to know this? Share the importance & purpose w/Ss. Let them know that application of learning is the goal. #G2Great
A6: Reflection is a big part of transfer. Taking the time to reflect on how one will use the skills and strategies learned in future learning. #G2Great
A7 This year I have focused on think-alouds. Kids need to learn how to think about the content. THINK, not THINGS. So lots of anchor charts, and lots of practice thinking about different types of text using the same processes. #g2great (I am hoping this makes sense LOL)
A7 We increase the potential for transfer when we create an invisible thread across the learning day rather than segmenting the day into discrete subject area. #G2Great
A7: I am working on a plan for students writing to all be choice driven. I have introduced multiple forms and not it is time for them to show what they like and build that. #G2Great
With this choice you have to be ready to have students get it wrong sometimes. Part of owning your learning is feeling when it is right on and when it is not. #G2Great#LitBankStreet
A6: most important component is Ss having choice during independent portion, which strategy are they choosing to work on and why? Ss need to know and work towards that expectation daily. #G2Great
A7: I am working on a plan for students writing to all be choice driven. I have introduced multiple forms and not it is time for them to show what they like and build that. #G2Great
No, but I just saw this the other day as I was looking at Corwin Press's site for something else! I thought then that I should get it. I will add it to my list! #g2great
I got stuck "inside" of "Look Inside" FEEDBACK THAT MOVES WRITERS FORWARD. I'm going to put this on my PD Read List (I'm over book budget right now. . .big time. . .). I like what you say about reflection here. We build in a lot of reflection within our MGP in #Room407#g2great
A7. In writing students should start without the rules of grammar and punctuation. These rules limit them and their ideas. It is not until their writing is complete that they begin revising and doing so on a topi of interest. #LitBankStreet#G2Great
