Literacy Learning for All

2,042 views

Published on

The 3rd in a series of presentations for school groups in Coquitlam. This session reviews key elements of effective literacy programming in schools and continues the conversation of running literature circles without roles or restrictions on how much is read.

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
2,042
On SlideShare
0
From Embeds
0
Number of Embeds
184
Actions
Shares
0
Downloads
33
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Literacy Learning for All

  1. 1. Literacy Learning for All  Faye Brownlie and Leyton Schnellert  April 17th, 2009  Coquitlam 
  2. 2. Learning IntenGons  •I can reflect on something I have tried and  describe its impact on student learning  •I can idenGfy powerful literacy pracGces  •I can idenGfy the 6 AFL strategies in acGon  •I can make a plan to use a powerful literacy  pracGce and an AFL strategy 
  3. 3. It’s all about  Engagement &  Meaning Making 
  4. 4. Keys to Literacy:    A strategic focus  •connect  •process  •personalize &   transform 
  5. 5. Teach Content to All   Learning in Safe Schools - Brownlie, King
  6. 6. GRADUAL   RELEASE MODEL  Model  Guided pracGce  Independent pracGce  Independent applicaGon  Pearson & Gallagher (1983) 
  7. 7. ASSESSMENT FOR     L E A R N I N G   PURPOSE:  TO GUIDE  INSTRUCTION  AUDIENCE: TEACHER AND  STUDENT  TIMING: AT THE BEGINNING,  DAY BY DAY, MINUTE BY MINUTE  FORM: DESCRIPTIVE  FEEDBACK 
  8. 8. The 6 big AFL strategies  criteria  intenGons  self and peer  descripGve  assessment  feedback  quesGons  ownership 
  9. 9. Descriptive Feedback What’s working?  What’s not?  What’s next?
  10. 10. What have you tried? How did it go? Reflections and Questions SUCCESSFUL MEANING MAKING DEPENDS ON THE COMPLEX INTERACTION OF MANY OVERLAPPING DIMENSIONS
  11. 11. •  Literacy is about more than reading or wriGng –  it is about how we communicate in society.  It is  about social pracGces and relaGonships, about  knowledge, language, and culture.  •  Those who use literacy take it for granted – but  those who cannot use it are excluded from  much communicaGon in today’s world.  Indeed,  it is the excluded who can best appreciate the  noGon of ‘literacy as freedom.’  •  UNESCO, Statement for the UN Literacy Decade,  2003‐2012 
  12. 12. QuesGoning  •  Present a picture  •  Ask students to pose quesGons about the picture,  answering the quesGons in their head, but not out loud  •  Present a second picture  •  NoGce how quesGons change as students link the  pictures  •  Do a quick write – 5 min. or so – creaGng a text around  the thinking behind the pictures  •  Present one more picture, conGnuing to quesGon.  •  Do a 2nd quick write, adding on or starGng anew.  Student Diversity, 2nd ed. ‐ Brownlie, Feniak, Schnellert 
  13. 13. S Choose a about every 2 weeks class strategy T Based on a that will enhance their R group goal reading development A Character Real life Influences development applications of setting T Examples E G Modeled using a common text I E Tapping into multiple intelligences S
  14. 14. S Examples T Tableaus Characters R Talk shows A Composing Setting a rap T Comprehension Strategies E G Mini-dramas Reader’s Theatre I learning journeys Containers E for Venn characters diagrams S
  15. 15. Comprehension Strategies can include: Containers for Characters
  16. 16. Julianna – from Flipped Hen House – Even though their backyard is extremely dirty, still she goes out every day to feed and talk to the chickens. She didn’t abandon them after she finished with her project; she kept them and raised them like they were her own children. Just that alone tells you what kind of person she is. It’s a shame that there aren’t more people like her nowadays. Basket – Her thoughtfulness towards others really showed when she bided on the basket boy when no one else would. To further boost his confidence, she even got another person to help her increase the ‘going’ price. Now that’s something. Eggs – Into the egg carton, across the street, in Bryce’s hands, then chucked into the garbage. When she found that out…well, you could say that Bryce threw away a small part of a wonderful person with a big heart. Painting – She’s able to tell her father just about anything. And even if she doesn’t, he can sense it. This stands for how strong their father/daughter relationship really is. To add to that, he even painted a picture of one of the things she loves most, her sycamore tree.
  17. 17. Comprehension Strategies can include: •  Setting •  Venn Diagram •  Venn Diagram with 2 books •  Character Tree •  Hot Seat •  Tableau •  Readers’ Theatre
  18. 18. Character Tree  LiGle Willy  From Stone Fox  •  Brave  •  Liele Willy told Stone fox that he was  going to beat him in the race and Stone  Fox has never lost a race  •  Liele Willy went to Stone Fox’s house  because he wanted to pet the dogs  •  Polite  •  Liele Willy always says Mam instead of  Dr. Smith, and he always says Yes  instead of saying ya! 
  19. 19. Character Tree  3 characterisOcs  2 pieces of evidence for each  *what character says  *what character does  *what others say about the  character  *character’s inner voice 
  20. 20. Grand ConversaGons, Thoughiul Responses ‐ a unique approach  to literature circles ‐ Faye Brownlie     Portage and Main Press, 2004  Student Diversity, 2nd ed ‐ Brownlie, Feniak and Schnellert     Pembroke Publishers, 2005 
  21. 21. •  Webcast:  •  Literature Circles in the Middle Years  •  www.bced.gov.bc.ca/literacy  •  Webcast, part 2 

×