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Vancouver.secondary.literacy #2
Vancouver.secondary.literacy #2
Vancouver.secondary.literacy #2
Vancouver.secondary.literacy #2
Vancouver.secondary.literacy #2
Vancouver.secondary.literacy #2
Vancouver.secondary.literacy #2
Vancouver.secondary.literacy #2
Vancouver.secondary.literacy #2
Vancouver.secondary.literacy #2
Vancouver.secondary.literacy #2
Vancouver.secondary.literacy #2
Vancouver.secondary.literacy #2
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Vancouver.secondary.literacy #2

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Second in an after school series of ways to support and encourage literacy with diverse groups of students, grades 6-12.

Second in an after school series of ways to support and encourage literacy with diverse groups of students, grades 6-12.

Published in: Education, Technology
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  • 1. The Secondary Literacy Challenge: closing the gap for all students Vancouver   Faye  Brownlie   Oct  23,  Nov  12   www.slideshare.com  
  • 2. Allington’s    T’s   •  •  •  •  •  •  Time   Texts   Teaching   Talk   Tasks   TesCng  aligned  with  teaching  
  • 3. Poetry Circles •  •  •  •  •  •  •  •  •  Present  a  poem  to  the  class   Model  how  to  surround  it  with  quesCons,  images,  feelings   Discuss  in  small  groups     Present  a  new  poem  –  surround  with  ?,  images,  feelings   Fishbowl  interpreCng  this  poem,  and  introduce  the  rubric  or   build  criteria  for  what  makes  the  discussion  work   Introduce  a  new  poem   Students  individually  surround  with  ?,  images,  feelings   Discuss  in  small  groups   Students  write  a  response  to  the  poem  
  • 4. As  I  traveled  from  the  city   Toward  the  country   Old  age  fell  off  my  shoulders  
  • 5. As  I  traveled  from  the  city   toward  the  country   old  age  fell  off  my  shoulders.   Salah  Fa’iq  
  • 6. As  I  traveled  from  the  city   to  the  country   old  age  fell  off  my  shoulders   Salah  Fa’iq   the  flag  of  childhood   poems  from  the  middle  east   selected  by  naomi  shihab  nye  
  • 7. “Every  Child,  Every  Day”  –  Richard  Allington  and   Rachael  Gabriel   In  EducaConal  Leadership,  March  2012   6  elements  of  instrucCon  for  ALL  students!  
  • 8. 1.  Every  child  reads  something  he  or  she  chooses.   2.  Every  child  reads  accurately.   3.  Every  child  reads  something  he  or  she   understands.   4.  Every  child  writes  about  something  personally   meaningful.   5.  Every  child  talks  with  peers  about  reading  and   wriCng.   6.  Every  child  listens  to  a  fluent  adult  read  aloud.  
  • 9. “The  most  powerful  single  influence  enhancing   achievement  is  feedback”-­‐Dylan  Wiliam   •  Quality  feedback  is  needed,  not  just  more  feedback   •  Students  with  a  Growth  Mindset  welcome  feedback   and  are  more  likely  to  use  it  to  improve  their   performance   •  Oral  feedback  is  much  more  effecCve  than  wriaen   •  The  most  powerful  feedback  is  provided  from  the   student  to  the  teacher  
  • 10. The Six Big AFL Strategies 1.  Learning intentions 2.  Criteria 3.  Descriptive feedback 4.  Questions 5.  Self and peer assessment 6.  Ownership How can I adapt this to my context?
  • 11. Will Barrow’s gr. 6 Math and Language Arts, Prince Rupert •  Math   –  Solving  problems  with  large  numbers.   –  I  can  solve  problems  with  large  numbers   •  Language  Arts   –  Readers  are  aware  of  and  use  strategies  when   reading  for  understanding.   –  I  can  idenCfy  my  reading  strategies.  
  • 12. Specks in Space Reading & Responding, 6 Besides  the  planets  and  their  moons,  billions  of   other  objects  whirl  around  the  sun.    Most  are   Cny  parCcles  of  dust,  but  there  are  also  lumps   of  rock  of  every  shape  and  many  sizes,  up  to   one  with  a  diameter  greater  than  that  of  the   BriCsh  Isles.    Giant  ‘snowballs’  several  km   across  also  speed  around  the  solar  system.     From  Cme  to  Cme,  scraps  of  ‘space  junk’  fall  to   Earth.    Some  hold  fascinaCng  clues  to  how  the   solar  system  started.  
  • 13. Asteroids   In  the  late  1700s,  astronomers  noCced  that  the   orbits  of  the  planets  seemed  to  be  spaced  out  in   a  definite  paaern.    But  with  one  excepCon:    a   great  gap  yawned  between  the  orbits  of  the   planets  Mars  and  Jupiter.    Astronomers  suggested   that  somewhere  in  this  gap  revolved  an   undiscovered  planet.    In  1801  the  Italian   astronomer,  Giuseppe  Piazzi,  discovered  Ceres,  a   ‘mini-­‐planet’  only  1000  km  across.    Ceres  is  far   smaller  than  any  of  the  nine  major  planets.  

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