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Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
Brandon Lit Leaders Jan2010
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Brandon Lit Leaders Jan2010

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Building on the comprehension strategies for students at risk that were presented 2 years ago, this emphasis is on writing, connecting the writing to reading comprehension, supporting with organizing …

Building on the comprehension strategies for students at risk that were presented 2 years ago, this emphasis is on writing, connecting the writing to reading comprehension, supporting with organizing and viewing writing as thinking.

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  • Stephy – Oct 7/09Home sunny thinking of her mom in the thinking bubble.Sound/symbol and drawing knowledge!
  • Stephy – Nov 18/09 – first independent!I get the lunch for duck.
  • Stephy – Dec.7/09 It was a calm day…….can come? Yes said stephy. Lovely said shirley. Mom is in my home. She will …. Yes said yes. The end.
  • Vishal – oct 7/09 rabbit trees mountainsosNotice the letter/sound combinations!
  • Vishal – Nov 23/09 Once upon a time there was a boy. He ….and he was planning a birthday party.
  • Vishal – Dec. 11/09 The monster was playing basketball and the one with the spots scored and he wins the contest. He gets the medal.
  • Armann – Oct 7/09 fm for family.
  • Mika, Oct 7/09
  • Mika, Nov. 23/09The sharks in the water. They were going to school and picking out a new home reading and ‘bathrooms?’
  • Shirley Oct 07/09
  • Shirley Oct. 26/09
  • Shirley
  • Shirley on Dec. 11/09
  • Transcript

    • 1. Writing/Comprehending/Organizing/Thinking
      Brandon Literacy Support Teachers
      January 27th, 2010
      Presented by Faye Brownlie
      References:
      Grand Conversations, Thoughtful Responses
      Student Diversity, 2nd Ed
      It’s All about Thinking
    • 2. Managing the Writers Workshop
      Work with large chunks of time
      Build criteria with students
      Teach one specific criteria at a time, over time
      Model, model, model
      Focus on pre-writing
      Coach students as they are writing
      Goal-set with students
      Increase your silent writing time
    • 3. The Gradual Release Model
      Model
      Guided practice
      Independent practice
      Independent application
      Pearson & Gallagher (1983)
    • 4. How can we best use our resource time together? Can we introduce writing in a playful way to a diverse group of K children?
    • 5. Students need:
      To see themselves as writers
      To have fun
      To develop a sense of sound/symbol relationships
      To find their stories
      To work with criteria
      Teacher’s Need: What’s Next for This Beginning Writer? – Reid, Schultz, Peterson (Pembroke Pub)
    • 6. The Gradual Release Model
      K-1 Writing:
      Model - pictures & print
      Refer to criteria
      Kids draw & write
      Refer to criteria
      Pearson & Gallagher (1983)
    • 7.
    • 8.
    • 9.
    • 10.
    • 11.
    • 12.
    • 13.
    • 14.
    • 15.
    • 16.
    • 17.
    • 18.
    • 19.
    • 20.
    • 21.
    • 22.
    • 23.
    • 24.
    • 25.
    • 26.
    • 27.
    • 28. Power Paragraphs
      Create a power structure:
      Power 1 – the big idea
      Power 2 – 3 big details about the big idea
      Power 3 – 2 more precise details/examples about the 2nd powers
      Together, write the paragraph, 1 topic sentence (power 1), and 3 explanatory sentences (powers 2 and 3)
      Reread for fluency
      Do several together, then students can create their structure, get feedback before writing, then write independently
    • 29. power 1
      power 2 power 2 power 2
      2 details 2 details (power 3)
    • 30. Response Journals
       
      • double-entry journals
      • 31.  initially, written in class, together
      • 32.  develop criteria for powerful responses
    • 33.
    • 34.
    • 35.
    • 36.
    • 37.
    • 38.
    • 39.
    • 40.
    • 41.
    • 42. Online literacy videos
      www.sd72.bc.ca Literacy Videos
      Clustering from Text
      Squiggles
      It’s All in the Bag
    • 43. Learning Intention:
      I can examine a picture and infer what is happening
      I can provide ‘because’ reasoning (evidence) for my inference
    • 44.
    • 45.
    • 46.
    • 47.
    • 48. Peter’s Poofect Pet - Tina Powell
      www.bigfatpen.com
    • 49. Learning Intention: I can write and describe a small event from my morning.
      Gr. 3 Writing:
      Model – a small moment
      Establish criteria
      Kids write
      Descriptive feedback on
      criteria
      Pearson & Gallagher (1983)
    • 50. Choose a topic
      Write in front of the students
      Students describe ‘what works’ in your writing
      Students choose a ‘morning’ topic
      Students write
      Students self-assess
      Students meet with peers to share and provide feedback
    • 51. All alone, I stepped into my car. With my map in hand, I began to drive. At the lights I turned left, then the map said to turn right. “Oh, no!”
      The sign said, “Road closed”.
      “Help,” I thought. “What am I going to do?”
    • 52. Notices…criteria
      Mystery
      Opening
      Detailed
      Sounds like you (Voice)
    • 53.
    • 54.
    • 55.
    • 56. Lori Johnson
      Grade1
      ColdstreamElementary
      Richmond
      Learning Intentions
      Self Assessment
      Descriptive Feedback
      Ownership
    • 57.
    • 58.
    • 59. Browsing Bags– Lousesa Newman, Jennifer HallTait Elementary
    • 60. Browsing Bags
    • 61.
    • 62.
    • 63.
    • 64.
    • 65.
    • 66.
    • 67. Descriptive Feedback
      What’s working?
      What’s not?
      What’s next?
    • 68. Descriptive Feedback
      Give a specific compliment
      Set a goal
      Have an action plan
    • 69. Descriptive Feedback
      In guided reading groups
      In 1:1 reading conferences
      In whole class strategy sequences
      Choose a partner. What does descriptive feedback look like in this scenario?
      Report back to your table group.
    • 70. Formative assessment
      to determine students
      strengths and needs
      Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006
    • 71. My students need to learn to record notes when reading information text.
      Can I introduce the double-entry journal to my grade 2/3 class?
    • 72. Students need:
      A model
      Guided practice in following the model
      An opportunity to practice the strategy, with support as needed
      Choice in the degree of complexity they use to complete the task

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