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PD Content: what is the proposed sequence of events?


Have teachers bring a book that they have not used for response, but which they would like to use. (These will be evaluated in relation to criteria that we will construct together;  they will either use this book in their planning, or, if they deem in not suitable after learning what makes a good response text, they will have the opportunity to use a text they select from ones I bring.)



Warm-up (community building & topic generating)

What do proficient, literate “talkers” do when they talk about a text?  Small group talk about an image (“live” a strategy that can be used in the classroom to promote talk; co-construct a list of talk “moves” that proficient “talkers” use)

How do we promote talk in our classrooms? (position participants as competent;  share strategies we know and use).  Video deconstruction of in-class example of exemplary practice

Reflect – draw representation of what we’ve learned (consolidate, conceptualize learning)

Enact a classroom model of “talk as response” that can be used in class.  Have small groups examine a page of a picture book closely and talk about it using some guiding questions/prompts to get to deeper meaning, read the whole story and re-examine the ideas that surfaced in the groups.  Deconstruct the process and the reasons for doing this. (“live” a strategy that can be directly applied to class with any response text – understand the concept in terms of classroom practice)

Co-plan:  co-construct a list of what makes a good response text.  With a partner, plan a response lesson, using talk, around a good response text.  Reflect, refine, share. (To create a “ready to go” activity so that each teacher can practice the learning and directly bring it into the classroom as part of their routine as school begins.) 

Goal setting:  share the draft of the continuum of teaching response.  Ask teachers to privately situate themselves and then set a “just right” goal for this year.  Offer support.  Exit cards (anonymous if they want) stating the goal to be handed in.


Follow up with individuals or school teams as requested.  Send a follow-up emails with a list of all the goals in a month or so, asking for feedback on progress they’ve made, what they’ve tried, and offering support.  Send another follow-up email later in the year.