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# April.Prince Rupert.gr.3 5

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An afternoon follow-up session after classroom demonstration. Strategies for all learners: power paragraphs, descriptive feedback and oral language with tesselations in math, questioning from pictures.

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### April.Prince Rupert.gr.3 5

1. 1. It’s All about Thinking – Collaborating to Support All LearnersReading, Writing, Thinking Strategies Grades 3-5   Prince  Rupert   April,  2013   Faye  Brownlie
2. 2. Learning  Inten<ons  •  I  have  a  plan  to  collaborate  with  someone  in   the  classroom.  •  I  have  a  plan  to  try  a  diﬀerent  strategy  or   sequence  that  focuses  on  literacy  and   engagement.  •  I  have  a  plan  to  con<nue  to  ask  the  ques<ons,   ”How  is  what  I  am  doing  suppor<ng  the   learning  of  all  my  students?”  and  “How  do  I   know?”
3. 3. Power Paragraphs•  Choose  a  topic  •  Choose  3  key  details  about  the  topic  •  Under  each  key  detail,  choose  2  further   details,  examples,  support  •  Write  one  introductory  sentence  (topic)  and   one  sentence  each  for  each  key  detail  and  its   suppor<ng  informa<on  •  With  Ken  Porter  and  Kelly  Zimmer,  Mundy   Road  –  in  class  support  for  students  at  risk
4. 4. How can I move from a text-driven stance in a math curriculum that is new to me?
5. 5. Essential Questions: What  is  a  tessella<on?      How  do  these  shapes  work   together?
6. 6. Learning Intentions:•  I  can  make  a  tessella<on.  •  I  know  what  polygons  will  tessellate.  •  I  know  why  some  polygons  will  tessellate  and   some  won’t.
7. 7. Criteria for a tessellation:•  Repeated  congruent  shape  •  No  gaps  •  No  overlaps  •  Vertex  of  any  tessella<ng  angle  is  360°
8. 8. We found out:•  Only  3  regular  polygons  will  tessellate:   –  Triangle   –  Square     –  Hexagon   Assessment: Be  prepared  to  explain  why  an  octagon  will  not…   I’m  listening  for  kids  who  use  the  words    -­‐polygon,  tessellate,  vertex,  line  segments
9. 9. Tessellations octagon   polygon   tessellate   vertex   Line  seg-­‐ ment  Beth  Dylan  Luca  Emma
10. 10. Ques<oning  –  gr.  3/4  Goal:    crea<ng  real  ques<ons,  using  ques<ons  to   link  background  knowledge  with  new   informa<on,  create  curiosity  •  Present  an  image.  •  Ager  each  image,  ask  students  to  pose   ques<ons  about  the  image  and  to  resist  the   urge  to  answer  someone  else’s  ques<on.  •  Repeat  with  3-­‐4  images.
11. 11. Salmon  Creek  –  Annehe  LeBox  &  Karen  Reczuch          2002,  Douglas  &  McIntyre
12. 12. Team Planning•  What  will  you  do?  •  Who  will  you  work  with?  •  What  ar<facts  will  you  collect  from  the  students   to  provide  evidence  of  how  they  are  learning  –   i.e,  student  samples  for  your  porkolio?  •  Reﬂect  on  the  ques<ons:   –  What  are  we  doing?   –  How  is  it  going?   –  What  next?
13. 13. PlanningWhat  are  you  going  to  try  ASAP?  Who  will  you  work  with?  How  will  this  support  student  engagement  and  increased  literacy?