Strategies Rich, Text Rich,


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  • Strategies Rich, Text Rich,

    1. 1. Strategies-Rich, Text-Rich, Metacognitive Classrooms and Schools That Support All Learners (grades 6-12) Presented by: Leyton Schnellert, Faye Brownlie & Brenda Dewonck Richmond, British Columbia, Canada May 16, 2007 Toronto, Ontario
    2. 2. Big Ideas… As a school community we want to work together to meet the needs of all students. At the classroom and school level we want to have articulated, transparent goals. To best support student learning we need sustained attention to our instructional goals. Collaborative teaching and problem-solving result in new ideas, new products and a feeling of connection. Success for all students occurs when we build student engagement, collaboration and metacognition, Kids become better readers when they read, read, read. Brownlie & Schnellert, Collaborating to support reading in secondary schools: Modeling, using text sets & building student and teacher metacognition .
    3. 3. Assessment FOR Learning <ul><li>Purpose: guide instruction </li></ul><ul><li>Classroom reading assessment is used to set instructional goals, plan for instruction and monitor student progress </li></ul><ul><li>Performance-based assessment </li></ul><ul><ul><li>SRA (ie, Student Diversity, 2nd ed., Ministry Webcast, 2004) </li></ul></ul>
    4. 4. Standard Reading Assessment <ul><li>Students have one or more texts to read </li></ul><ul><li>Open-ended questions </li></ul><ul><li>Teachers conference with students: oral reading and interview </li></ul><ul><li>Scored collaboratively by teachers </li></ul><ul><li>Descriptive scoring linked to provincial performance standards </li></ul><ul><li>Class/grade profile of strengths and areas of need </li></ul><ul><li>Action plans developed - what’s next? </li></ul><ul><li>Individual students identified for further assessment </li></ul>
    5. 5. Standard Reading Assessment <ul><li>Use same grade level performance standard all year, 1 sheet/student </li></ul><ul><li>Change colours with each assessment </li></ul><ul><li>Build criteria with students from student samples for the area of focus </li></ul><ul><li>Encourage personal goal setting </li></ul>
    6. 6. Standard Reading Assessment: Dimensions Captured <ul><li>Strategies </li></ul><ul><ul><li>predictions </li></ul></ul><ul><ul><li>word skills </li></ul></ul><ul><ul><li>checks understanding </li></ul></ul><ul><ul><li>text features </li></ul></ul><ul><li>Comprehension </li></ul><ul><ul><li>main ideas </li></ul></ul><ul><ul><li>details </li></ul></ul><ul><ul><li>note-making </li></ul></ul><ul><ul><li>inferences </li></ul></ul><ul><li>Analysis </li></ul><ul><ul><li>connections to prior knowledge </li></ul></ul><ul><ul><li>evaluation/ reflection </li></ul></ul><ul><li>Overall Snapshot </li></ul>
    7. 7. SRA Oral Reading
    8. 8. <ul><li>Reading Assessment Hints </li></ul><ul><li>Inform the students of the topic BEFORE </li></ul><ul><li>they read. </li></ul><ul><li>Give the students time to think of what they already know about the topic. </li></ul><ul><li>Explain the coding system for miscue analysis to intermediate/middle and secondary students. </li></ul><ul><li>Plan a SHORT, practice oral reading sample. </li></ul><ul><li>Be sure to give students a CLEAN copy of the text to read. </li></ul><ul><li>Make sure students know it’s NOT for marks. </li></ul><ul><li>Begin the year assessing Informational reading </li></ul><ul><li>Response question could be: “Using your ideas, images and feelings, show me you understand… </li></ul>
    9. 9. <ul><li>Student Response Sheet </li></ul><ul><li>1. Connections </li></ul><ul><li>2. Summarizing </li></ul><ul><li>3. Inferring </li></ul><ul><li>4. Vocabulary </li></ul><ul><li>5. Reflecting </li></ul>
    10. 11. <ul><li>On-Grade Reading Passages </li></ul><ul><li>Sample reading passages: </li></ul><ul><ul><ul><li>Reading and Responding, 2nd ed., grade 4,5, & 6 (Brownlie & Jeroski) </li></ul></ul></ul><ul><ul><ul><li>Assessment and Instruction of ESL Learners (sample gr.9 passage) (Brownlie, Feniak, & McCarthy) </li></ul></ul></ul><ul><ul><ul><li>Classroom texts </li></ul></ul></ul>
    11. 13. Strengths - Humanities 9 -outgoing -self-aware -friendly -sense of humor -co-operative -enjoy reading -a positive atmosphere in the class
    12. 14. Stretches (needs) Humanities 9 -risk-taking -digging deeper to infer, make personal connections -showing what they know -organizing for learning (materials, time, ideas) -focusing, sustaining attention -writing
    13. 15. Humanities 9 - Decisions -Connect, process, transform lesson structure -Portfolio assessment with choices -Targeted, extended strategy instruction -Multimodal representation opportunities (differentiation) -Planning activities, metacognitive steps in lessons -Co-teach once a week - introduce new approach to strategy -Literature circles -Linda (CT) build text sets; Leyton (RT) adapt versions of strategies, different levels of complexity in activity choices
    14. 16. A Model for Comprehension Instruction <ul><li>An explicit description of the strategy and when and how it should be used </li></ul><ul><li>2. Teacher and/or student modeling the strategy in action </li></ul><ul><li>Collaborative use of the strategy in action </li></ul><ul><li>Guided practice using the strategy with gradual release of responsibility </li></ul><ul><li>5. Independent use of the strategy </li></ul>Source: Duke and Pearson, 2001
    15. 17. ‘ Big ideas’ (key concepts/essential understandings) : Students will understand that… Student outcomes (important skills or processes) : Students will be able to… <ul><li>Connecting </li></ul><ul><li>Processing </li></ul><ul><li>Transforming </li></ul><ul><li>& </li></ul><ul><li>Personalizing </li></ul>Stage Purpose: Engage/Activate prior knowledge/ Predict content/Focus on a purpose: Purpose: Construct meaning/Monitor understanding/ Process ideas Purpose : Process ideas/Apply knowledge/Reflect on thinking and learning
    16. 18. Strengths - Science 6/7 -attentive -good listeners -ask for help -like real-life examples/applications -visual, hands-on learners -good with text features -positive towards each other
    17. 19. Stretches (needs) Science 6/7 - generating their own strategies -determining importance -discussion -self-monitoring -accessing prior knowledge
    18. 20. Goals -Science 6/7 <ul><li>Making connections </li></ul><ul><li>Determining Importance </li></ul><ul><li>Applying their learning across the curriculum </li></ul><ul><li>Help students develop planning and self-monitoring strategies </li></ul><ul><li>Be able to write a persuasive piece using research skills </li></ul>
    19. 21. Science 6/7- Decisions -Adapted for Nico (ADHD), Justin (LD), and Leo (LD), Patrick (ESL 1), Chris (ESL 3), David (ESL 3), and Angela (ESL 3) -Before, during, after lesson structure -Targeted, extended strategy instruction -Multimodal representation opportunities (differentiation) -Planning activities, metacognitive steps in lessons
    20. 24. Long term gains for struggling readers/learners… <ul><li>Deshler, Lenz, Bulgren, Schumaker, & Marquis (2004): </li></ul><ul><li>“ adolescents who lack literacy skills can learn these skills if they have intensive, focused and sustained instruction that helps them catch up with their peers; </li></ul><ul><li>these adolescents also need to participate in the general education curriculum so they do not fall behind their peers in content knowledge; and </li></ul><ul><li>a shared responsibility for literacy instruction is needed - deliberate steps must be taken to coordinate instruction across teachers and classes.” </li></ul>
    21. 25. Affect -confidence, ownership, enjoyment Metacognition -set and monitor performance related to goals Independence -in reading, academic work, text selection Fluency -word work, rate (and comprehension) Comprehension -use and develop cognitive strategies Application and Transfer -to various tasks, subject areas and places ‘ Second Shot’ Student Outcomes
    22. 26. Class Strengths - many are willing to share their thinking out loud - do best thinking/results after modeling - humor in the class - both French Immersion and English stream- variety of coping strategies - eclectic class (faiths, home life, learning challenges) - thrive on routine Class Review for: Reading Dynamics Teacher: Brenda Dewonck Class Stretches -some kids that really struggle with organization and attention -making connections -determining importance -summarizing -inferring -not really that metacognitive yet - deeper thinking, expanding thoughts Class Interests -anything sports related -social group into pop culture and fashion - the Hollywood scene - group games - music Class Goals -reading comprehension • main idea and details • predicting • inferring • visualizing -enjoyment of reading and learning -engagement (almost like someone found a switch and turned them off -want the kids to be more independent, know what they have to do and be able to determine or develop strategies to get the job done Class Decisions - using real life themes - making connections - strategies continued throughout the year - A/B partners - lots of modeling; gradual release
    23. 32. Resources <ul><li>Brownlie, Feniak & Schnellert (2006). Student Diversity, 2nd ed ., Pembroke </li></ul><ul><li>Publishers. </li></ul><ul><li>Brownlie & Jeroski (2006). Reading and Responding, gr. 4, 5, & 6, 2nd ed., </li></ul><ul><li>Thomson Nelson. </li></ul><ul><li>Brownlie - Grand Conversations, Thoughtful Responses . (2005). Portage </li></ul><ul><li>and Main Press. </li></ul><ul><li>Brownlie (2004). Literacy in the Middle Years . Webcasst, BC Ministry of </li></ul><ul><li>Education. and </li></ul><ul><li> </li></ul><ul><li>Brownlie, Feniak, & McCarthy (2004) Assessment and Instruction of ESL </li></ul><ul><li>Learners , Portage and Main Press. </li></ul><ul><li>BC Ministry of Education (2000). Performance Standards for Informational </li></ul><ul><li>Reading </li></ul>