0
The Secondary Literacy
Challenge: closing the gap for all
students
Vancouver	
  
Faye	
  Brownlie	
  
Oct	
  23,	
  Nov	
 ...
The teeter totter

kids

kids

curriculum
Frameworks

It’s All about Thinking – Brownlie & Schnellert, 2009
Universal Design for Learning
Mul>ple	
  means:	
  
-­‐to	
  tap	
  into	
  background	
  knowledge,	
  to	
  ac>vate	
  
...
Choose a lesson
•  Think	
  of	
  all	
  the	
  users	
  at	
  the	
  point	
  of	
  design.	
  
•  Who	
  mighty	
  not	
...
Backwards Design
•  What	
  important	
  ideas	
  and	
  enduring	
  
understandings	
  do	
  you	
  want	
  the	
  studen...
Model
Guided practice
Independent practice
Independent application	
  
Pearson	
  &	
  Gallagher	
  (1983)	
  
“Achievement Now” Alfred Tatum, DeKalb, Illinois
•  Kids	
  could	
  travel	
  throughout	
  the	
  day	
  and	
  
read	
 ...
M	
  –	
  meaning	
  
Does	
  this	
  make	
  sense?	
  
S	
  –	
  language	
  structure	
  
Does	
  this	
  sound	
  righ...
•  …the	
  self-­‐percep>ons	
  of	
  students	
  as	
  readers	
  
and	
  their	
  feelings	
  about	
  reading	
  mediat...
Think Aloud
• 
• 
• 
• 
• 
• 

Gradual	
  release	
  
Builds	
  interest	
  and	
  background	
  knowledge	
  
Builds	
  o...
1975:	
  	
  Year	
  of	
  the	
  Cat	
  
Today	
  is	
  Tet,	
  
the	
  first	
  day	
  
of	
  the	
  lunar	
  calendar.	
...
Every	
  Tet	
  
we	
  eat	
  sugary	
  lotus	
  seeds	
  
and	
  lu>nous	
  rice	
  cakes.	
  
We	
  wear	
  all	
  new	
...
Mother	
  warns	
  
how	
  we	
  act	
  today	
  
foretells	
  the	
  whole	
  year.	
  
Everyone	
  must	
  smile	
  
No	
  maWer	
  how	
  we	
  feel.	
  
No	
  one	
  can	
  sweep,	
  
for	
  why	
  sweep	
  ...
•  Inside	
  Out	
  and	
  Back	
  Again	
  –	
  Thanhha	
  Lai	
  
Inquiry Circles
•  Choose	
  your	
  inquiry	
  ques>on	
  
•  Model	
  how	
  to	
  ask	
  ques>ons	
  from	
  an	
  imag...
Vocabulary/terms	
  

Images	
  

Ques3ons	
  

Key	
  ideas	
  
The	
  10	
  Greatest	
  Canadian	
  Environmentalists	
  –	
  Discovery	
  Series,	
  
Scholas>c	
  
Inquiry Circles
•  Select	
  4-­‐5	
  different	
  ar>cles,	
  focused	
  on	
  central	
  topic	
  or	
  
theme.	
  
•  Pr...
Vsb sec lit #1
Vsb sec lit #1
Vsb sec lit #1
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Vsb sec lit #1

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first of 2 sessions focusing on including and teaching struggling readers in the class with choice, open-ended strategies, and a focus on background knowledge.

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Transcript of "Vsb sec lit #1"

  1. 1. The Secondary Literacy Challenge: closing the gap for all students Vancouver   Faye  Brownlie   Oct  23,  Nov  12   www.slideshare.com  
  2. 2. The teeter totter kids kids curriculum
  3. 3. Frameworks It’s All about Thinking – Brownlie & Schnellert, 2009
  4. 4. Universal Design for Learning Mul>ple  means:   -­‐to  tap  into  background  knowledge,  to  ac>vate   prior  knowledge,  to  increase  engagement  and   mo>va>on   -­‐to  acquire  the  informa>on  and  knowledge  to   process  new  ideas  and  informa>on   -­‐to  express  what  they  know.                        Rose  &  Meyer,  2002  
  5. 5. Choose a lesson •  Think  of  all  the  users  at  the  point  of  design.   •  Who  mighty  not  be  able  to  do  this?   •  Think  of  the  goal,  not  the  ac>vity/method.   •  Accessibility  not  accommoda>on.  
  6. 6. Backwards Design •  What  important  ideas  and  enduring   understandings  do  you  want  the  students  to   know?   •  What  thinking  strategies  will  students  need  to   demonstrate  these  understandings?                      McTighe  &  Wiggins,  2001  
  7. 7. Model Guided practice Independent practice Independent application   Pearson  &  Gallagher  (1983)  
  8. 8. “Achievement Now” Alfred Tatum, DeKalb, Illinois •  Kids  could  travel  throughout  the  day  and   read  less  than  3  pages  of  text  -­‐  in  a  high   achieving  high  school   •  Kids  could  go  to  the  school  and  become   smarter,  but  not  become  beWer  readers  
  9. 9. M  –  meaning   Does  this  make  sense?   S  –  language  structure   Does  this  sound  right?   V  –  visual  informa>on   Does  this  look  right?  
  10. 10. •  …the  self-­‐percep>ons  of  students  as  readers   and  their  feelings  about  reading  mediate  the   effec>veness  of  experimental  interven>ons  to   improve  achievement   •  Reed  &  Vaughn,  2010,  cited  in  McGill-­‐Franzen  &  Lubke  
  11. 11. Think Aloud •  •  •  •  •  •  Gradual  release   Builds  interest  and  background  knowledge   Builds  oral  language   Introduces  key  concepts  and  vocabulary   Builds  ques>ons   Models  and  prac>ces  ‘close’  reading  
  12. 12. 1975:    Year  of  the  Cat   Today  is  Tet,   the  first  day   of  the  lunar  calendar.  
  13. 13. Every  Tet   we  eat  sugary  lotus  seeds   and  lu>nous  rice  cakes.   We  wear  all  new  clothes,   even  underneath.  
  14. 14. Mother  warns   how  we  act  today   foretells  the  whole  year.  
  15. 15. Everyone  must  smile   No  maWer  how  we  feel.   No  one  can  sweep,   for  why  sweep  away  hope?   No  one  can  splash  water,   for  why  splash  away  joy?  
  16. 16. •  Inside  Out  and  Back  Again  –  Thanhha  Lai  
  17. 17. Inquiry Circles •  Choose  your  inquiry  ques>on   •  Model  how  to  ask  ques>ons  from  an  image,   within  the  framework  of  the  ques>on   •  Fishbowl  an  inquiry  circle  conversa>on   •  Other  student  observe  for  ‘what  works’   •  Build  criteria  for  effec>ve  group  behaviour  
  18. 18. Vocabulary/terms   Images   Ques3ons   Key  ideas  
  19. 19. The  10  Greatest  Canadian  Environmentalists  –  Discovery  Series,   Scholas>c  
  20. 20. Inquiry Circles •  Select  4-­‐5  different  ar>cles,  focused  on  central  topic  or   theme.   •  Present  ar>cles  and  have  students  choose  the  one  they   wish  to  read.   •  Present  note-­‐taking  page.   •  Student  fill  in  all  boxes  EXCEPT  ‘key  ideas’  before   mee>ng  in  the  group.   •  Students  meet  in  ‘like’  groups  and  discuss  their  ar>cle,   deciding  together  on  ‘key  ideas’.   •  Students  meet  in  non-­‐alike  groups  and  present  their   informa>on  from  their  ar>cle.  
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