Professional Documents
Culture Documents
3/22/11
Calkins:
Observations:
- Staff developers come into schools and helps groups of
teachers at one or two grade levels plan and teach new units
of study
- Pages 22-25 A recommended curricular calendar
- It is important for each day’s workshop to have a clear, simple
structure. Children should know what to expect. This allows
them to carry on; it frees the teacher from choreographing
activities and allows time for listening.
- Room arrangements, page 31
- Materials, pages 32-33
- Often a teacher will pause in the midst of a minilesson and
ask children to try what the teacher has just taught.
- Teachers teach children how to switch from listening to the
teacher to interacting with a partner.
- We teach children that writing time is precious and that it’s
important that they do not waste one precious moment of it.
- It’s easy to lose a tremendous amount of time in transitions;
and therefore we need to teach children how to get started on
their writing.
- Page 41 – The Management The Makes One-to-One
Conferences Possible chart
- Try to avoid launching minilessons with questions, and above
all, avoid asking known-answer questions in which you’re
looking for a particular answer.
- Teachers probably need to spend as much time planning a
minilesson as we spend teaching it.
- Page 55 and Page 60 – Minilesson Teaching Info and Tip
charts
CONNECTIONS:
I frequently see invented spelling for words in my kindergarten
classroom, and I also did last year in my first grade classroom. At first,
to me, their writing just looks like random words and it’s hard to
decipher. But, when going over the student’s writing with them, it is
more clear what their invented spelling really says.
WONDERINGS:
- What age are children when they start using invented words and
stop drawing to tell stories? What age should children be when
they stop using invented words?
- When should teachers start keeping cumulative records? When
are they no longer necessary?