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Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
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Kootenay Columbia #3 gr.2-5.may

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Reading and Writing with Skill and Passion, grades 2-5. Third day in the series. Focus on primary lit circles, building shared understanding of immigration in social studies with a picture book, 2 …

Reading and Writing with Skill and Passion, grades 2-5. Third day in the series. Focus on primary lit circles, building shared understanding of immigration in social studies with a picture book, 2 writing strategies, graffiti walls.

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  • 1. Reading and Writing with Skill and Passion – grades 2-5 SD  20   May  13th  (3rd  of  3)   Faye  Brownlie   www.slideshare.net  
  • 2. What did you try? How did it impact on your students’ learning?
  • 3. Big Ideas of our work together – Teaching  counts!     •  Our  instrucBonal  choices  impact  significantly  on   student  learning   •  We  teach  responsively   – All  kids  can  learn  and  we  know  enough  collecBvely   to  teach  all  kids!   •  An  unwavering  belief  that  everyone  has  the  right  to  be   included  socially,  emoBonally,  and  intellectually   •  We  need  to  be  opening  our  doors  to  each  other  and   learning  from  each  other’s  strengths  
  • 4. Primary Literature Circles – Lisa Schwartz, Teacher Consultant, Richmond
  • 5. •  Book  choice   •  Time  to  talk   •  Read  at  own  pace   •  Focus  on  reading  and  talking  about  books   Literature  Circles    in  the  Primary  Grades  
  • 6. •  Have  choice  in  books  they  read   •  Read  at  own  pace   •  Gather  in  groups  to  talk  about  books   without  jobs  or  roles   •  Reflect  on  what  is  being  read  in  a  journal  or   leUer  wriBng  format  (not  daily)   •  PracBce  reading  strategies  (connecBons,   inferring  and  asking  quesBons)  in  the   context  of  real  reading   Students…….  
  • 7. •  Use  gradual  release  of  responsibility  to  teach,   model  and  pracBce  book  talks     •  Give  children  choice     •  Provide  mulBple  copies  of  a  variety  of  books   •  Give  students  Bme  to  read   •  Read  with  students  and  join  conversaBons  to  see   what’s  working,  what’s  not,  what’s  next….   •  Explicitly  teach  reading  and  response  strategies   Teachers……  
  • 8. Introducing  the  Format   •  SBcky  note  strategy   •  Whole  class  discussion   •  Small  group  discussion   •  Build  criteria  together   •  Response  
  • 9. •  Provide  a  raBng  for  their  book  on  a  scale  of  1   to  5  and  give  reasons  for  their  raBng   Strategies:   •  Rate  that  Book   •  Share  your  Five  Book   •  RecommendaBon  Chart   Focus  for  Discussion:  RaBngs  
  • 10. •  Students  share  their  connecBons  to  the  story.       •  Begin  with  text  to  self  and  work  towards  text   to  text  and  text  to  world   Strategies   SBcky  note  strategy   Quick  connecBons  vs  deep  connecBons   Focus  for  Discussion:    ConnecBons  
  • 11. Ms.  Fenn’s  Grade  2/3     Woodward  Elementary   Making  ConnecBons:   WriUen  Response  
  • 12. •  Begin  a`er  spring  break  (term  1  and  2  guided   reading)   •  Pre-­‐teaching,  modeling  and  pracBce  takes  Bme   •  Three  Bmes  a  week  for  45  minutes   •  Use  resource  support  to  support  emergent   readers   Set  Up  
  • 13. •  Teacher  reads  with  one  group  while  other   groups  read.   •  Students  use  sBcky  notes  to  mark  a  place  in   the  book  they  want  to  discuss.   •  Discussions  are  focused  on  quesBons,   connecBons  and  inferences.       •  Students  also  rate  the  book  and  give  reasons   why.   Possible  Format  1  
  • 14. •  Opening:    Review  criteria  for  discussion.   •  Everyone  reads  at  the  same  Bme  (20  minutes).   •  During  reading,  teacher  reads  with  students  to   give  feedback  and  noBce  areas  of  growth.   •  Everyone  discusses  books  at  the  same  Bme.   •  Closure:  How  did  it  go  today?  Reflect  on  our   discussions.   Possible  Format  2  
  • 15. •  Create  an  anchor  chart  about  literature  circles.   •  What  does  literature  circle  discussions  look  like?   •  What  does  literature  circle  discussions  sound   like?   •  Refer  to  chart  at  the  beginning  and  end  of   sessions.   Create  Criteria  Together  
  • 16. Making Deeper Connections in Social Studies •  Clinton  with  Diana  Sakic,  Grade  4/5   – Text:    Painted  Words  -­‐  Aliki   •  Whip  around  ‘immigraBon’   –  Confusion  with  immigraBon  vs  refugee   •  Post-­‐it:    record  a  connecBon  as  I  read,  place  on  page   •  Draw  your  connecBon  on  personal  whiteboard   •  Reread  text,  discussing  some  connecBons   •  Gallery  walk:    others’  connecBons   •  Quick  write:    how  your  connecBon  deepened  your   understanding  
  • 17. Writing •  Build  criteria  for  powerful  story   •  Model  with  partner,  1  minute  to  tell  your  story,   30  seconds  to  respond;  switch;  pracBce   •  Walk  and  talk  to  rehearse  story   •  Write   •  Code  your  wriBng  with  2-­‐3  aspects  of  the  criteria   With  Craig  Sung,  Birchland  
  • 18. A Primary Writing Prompt: the grab bag •  4  items  in  a  bag,  kids  with  a  paper  with  4   boxes   •  Pull  out  1  item  at  a  Bme,  explore  how  it  might   be  used  in  a  story   •  Kids  draw  how  the  item  might  be  used   •  Repeat  with  each  item  with  kids  drawing  both   items  in  2nd  box,  …   •  In  4th  box,  either  draw  all  4  items  or  begin  to   write  their  story  
  • 19. Both  lessons:    75  minutes,  a`er   lunch   •  Mundy  Road  with  KrisBne  Wong   – Focus  on  beginning,  middle,  end   •  9  EAL  students   •  1  very  young  student   •  Blakeburn  with  Lori  Clerkson   – Focus  on  story  starters,  moving  beyond  ‘I  did,  I   did,  I  did…”    
  • 20. Michelle Iacobucci Gr. 4/5 Walnut Grove, Smithers
  • 21. GraffiB  Wall  &  WriBng  with  Stone  Fox   •  Goal:    sharing  what  we  learned   •  Theme:    opBmism   – Group,  partner,  individual  reading  &  partner  talk   – Double  entry  journal:    story  events  and  thinking   – SBcky  notes:    exquisite  language,  meaningful   quotes,  strong  emoBon   – Class  whip  around   – Borrowing  1-­‐2  ideas  each  day   – Final  projects:    graffiB  wall  and  story  
  • 22. The teeter totter kids kids curriculum
  • 23. What is your take away? What will you do within the next month?

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