Executive Director of Inquiry Schools Diana Laufenberg talks about how teachers can engage students in inquiry and make learning more student-centered without completely overhauling all that’s already working in their classrooms.
Sunset Middle School Instructional Librarian CeCe Balman talks about the road to transforming her school’s library and her continuing efforts to make the space the heart of the school.
1. The recommended extended texts in the curriculum resources are meant as one component of what students experience as readers over the course of a quarter. Think of this as a balanced reading diet. These extended texts are selected for students to be able to read them independently outside of class and then complete more complex tasks and conversations, ideally thematically-related to the other shorter pieces they are reading as a class. The expectation would be that students are reading at least 4 extended texts over the course of the year and 3-5 shorter texts each quarter. Again, at least.
Math Curriculum Coordinator Greg George helps think through how authentic writing can work in a math classroom. Hint, it’s not “explain how you got your answer.”
Keri Campbell, Brittany McKinsey, Amanda Ladoux
- What did you learn?
- How did the content of the episode shift or support your understanding of whole group?
- If we think of engagement as students doing the bulk of the work, talking, & learning; what might this mean how might this shift your thinking around whole group time?
- How can whole group instruction and small group instruction feed into one another?
- What curricular resources do you want to investigate further to help your instructional practice?
- Goal setting for lessons-what do you want your kids to learn and be able to do at the end of the lesson.
- Teachers are using Thinking Maps-bridge map used for making connections, cause and effect map-teachers using as well as GT teachers – Thinking Maps and Text Structure
- Mixed ability groups-primarily during whole group cooperative learning time.
- Routines – going back into the text and finding information – Scaffolded Strategies Handbook, write-turn-talk, turn-talk-write, “What did you hear your partner say?”
- Socratic Seminar approach during whole group.
- Nearpod-Interactive lessons/whole group/formative assessment/student engagement (District Nearpod Library access)
- Best practices for engagement – Marzano’s Best Practice Instructional Strategies
Technology Integration Resources:
- Padlet – (student engagement tool for responses, sharing ideas, etc)
- Clips – (can be used to video, voice record, take photos, create/choose filters, text bubbles-similar to iMovie. Clips is very user friendly for students. Is a great resource for adding creativity in learning vocabulary.
Ready Gen routines-think/pair/share, read aloud routine
- Scaffolded Strategies Handbook
- Leveled Readers
Flexible Seating Approach during whole group:
Mead Middle School Special Education Teacher Amanda White outlines how she approaches helping all students access complex, grade-level texts.
In August, the Elementary Literacy Show sat down with a tremendous panel of teachers from Timberline PK-8 to talk small group learning and purposeful collaboration. We also met with Jessica Evans at Thunder Valley k-8 to hear how she approaches her small groups.
Jessica Evans Video:
- i-Ready lessons for reading and math- Ceran, Educators
- W.I.N Time (What I Need time) – Grade level intervention/extension time
- Sounds and Letters by Jane Fell Greene (out of print)
- Leveled Literacy Intervention (LLI)
- Online resources: information to access
- WIDA Resources by Ruth Hanna
- SIOP- Contact Ruth Hanna for links to SIOP Modules
- Leveled Language Frames (English and Spanish)
Resources Mentioned by Sharon, Kathi and Travis:
- Travis’ Reading Rotations: Pict. 1; Pict. 2
- Agenda for collaboration
- Example of Google Doc collaboration topics for discussion
- Steps of Design Thinking model
- Lexia Core5- must communicate with school’s Lexia Contact for availability of licenses
- Gradual Release of Responsibility Model: Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, 2nd Edition by Douglas Fisher and Nancy Frey
- iReady class profile report and instructional grouping profile
- Dibels Next Benchmarks and Progress Monitoring
- Anecdotal notes
- CORE Phonics Survey
- English Core Phonics
- CORE Phonics Survey 2008 – New Format for Progress Monitoring
- Core Phonics Survey Record Form 2008 – New Format for Progress Monitoring
Elementary schools, if you have support and intervention teachers who could benefit from access to the teaching materials from ReadyGen, we’ve made the process a bit easier.
To get a teacher access, they will need to fill out this work ticket.
In the description box, they should copy, paste, and complete the following:
Within a few days of submission, these teachers will be able to log in to ReadyGen through Ceran, the same way as their general classroom peers.
If you have any questions, please email Shannon Stimack.
I sit down with Social Studies Curriculum Coordinator Jenny Pettit and talk about how primary sources can be much more than a document behind glass.