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 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
  • Brandon Lit Leaders Jan2010

    1. 1. Writing/Comprehending/Organizing/Thinking<br />Brandon Literacy Support Teachers<br />January 27th, 2010<br />Presented by Faye Brownlie<br />References:<br />Grand Conversations, Thoughtful Responses<br />Student Diversity, 2nd Ed<br />It’s All about Thinking<br />
    2. 2. Managing the Writers Workshop<br />Work with large chunks of time<br />Build criteria with students<br />Teach one specific criteria at a time, over time<br />Model, model, model<br />Focus on pre-writing <br />Coach students as they are writing<br />Goal-set with students<br />Increase your silent writing time<br />
    3. 3. The Gradual Release Model<br />Model<br />Guided practice<br />Independent practice<br />Independent application<br />Pearson & Gallagher (1983)<br />
    4. 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?<br />
    5. 5. Students need:<br />To see themselves as writers<br />To have fun<br />To develop a sense of sound/symbol relationships<br />To find their stories<br />To work with criteria<br />Teacher’s Need: What’s Next for This Beginning Writer? – Reid, Schultz, Peterson (Pembroke Pub)<br />
    6. 6. The Gradual Release Model<br />K-1 Writing:<br />Model - pictures & print<br />Refer to criteria<br />Kids draw & write<br />Refer to criteria<br />Pearson & Gallagher (1983)<br />
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    28. 28. Power Paragraphs<br />Create a power structure:<br />Power 1 – the big idea<br />Power 2 – 3 big details about the big idea<br />Power 3 – 2 more precise details/examples about the 2nd powers<br />Together, write the paragraph, 1 topic sentence (power 1), and 3 explanatory sentences (powers 2 and 3)<br />Reread for fluency<br />Do several together, then students can create their structure, get feedback before writing, then write independently <br />
    29. 29. power 1<br />power 2 power 2 power 2<br />2 details 2 details (power 3)<br />
    30. 30. Response Journals<br /> <br /><ul><li>double-entry journals
    31. 31.  initially, written in class, together
    32. 32.  develop criteria for powerful responses</li></li></ul><li>
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    42. 42. Online literacy videos<br />www.sd72.bc.ca Literacy Videos<br />Clustering from Text<br />Squiggles<br />It’s All in the Bag<br />
    43. 43. Learning Intention:<br />I can examine a picture and infer what is happening<br />I can provide ‘because’ reasoning (evidence) for my inference<br />
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    48. 48. Peter’s Poofect Pet - Tina Powell<br />www.bigfatpen.com<br />
    49. 49. Learning Intention: I can write and describe a small event from my morning.<br />Gr. 3 Writing:<br />Model – a small moment<br />Establish criteria<br />Kids write<br />Descriptive feedback on<br />criteria<br />Pearson & Gallagher (1983)<br />
    50. 50. Choose a topic<br />Write in front of the students<br />Students describe ‘what works’ in your writing<br />Students choose a ‘morning’ topic<br />Students write<br />Students self-assess<br />Students meet with peers to share and provide feedback<br />
    51. 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!”<br /> The sign said, “Road closed”. <br /> “Help,” I thought. “What am I going to do?”<br />
    52. 52. Notices…criteria<br />Mystery<br />Opening<br />Detailed<br />Sounds like you (Voice)<br />
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    56. 56. Lori Johnson<br />Grade1<br />ColdstreamElementary<br />Richmond<br />Learning Intentions<br />Self Assessment<br />Descriptive Feedback<br />Ownership<br />
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    59. 59. Browsing Bags– Lousesa Newman, Jennifer HallTait Elementary<br />
    60. 60. Browsing Bags<br />
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    67. 67. Descriptive Feedback<br />What’s working?<br />What’s not?<br />What’s next?<br />
    68. 68. Descriptive Feedback<br />Give a specific compliment<br />Set a goal<br />Have an action plan<br />
    69. 69. Descriptive Feedback<br />In guided reading groups<br />In 1:1 reading conferences<br />In whole class strategy sequences<br />Choose a partner. What does descriptive feedback look like in this scenario?<br />Report back to your table group.<br />
    70. 70. Formative assessment<br />to determine students <br />strengths and needs<br />Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006<br />
    71. 71. My students need to learn to record notes when reading information text.<br />Can I introduce the double-entry journal to my grade 2/3 class?<br />
    72. 72. Students need:<br />A model<br />Guided practice in following the model<br />An opportunity to practice the strategy, with support as needed<br />Choice in the degree of complexity they use to complete the task<br />

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