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  • 1. Intermediate Nelson Literacy Pilot Lambton Kent District School Board Grade 8 – Sept 2008
  • 2. Grade 7 Comprehensive Strategy-based Supports Differentiated Instruction 2008 Grade 7-8 Audio/ Video
  • 3. Number Please If you could change one thing about the world, what would it be? What two personal achievements are you proud of? What are three things that make you laugh? Name four things you do before you go to school in the morning. What are your five top movies of all time? What were your six favourite toys when you were a child? Name seven things you ate or drank today. What was your favourite T.V. show when you were eight ? What are you usually doing at nine o’clock in the evening? What is one thing you think you’ll be doing ten years from now?
  • 4. Norms
    • Begin and end on time
    • Listen to each other with respect and trust
    • Be open to and be willing to share new ideas
    • Invest in your own learning and the learning of others
    • Honour the professionalism of your colleagues
    Grade 8 – Sept 2008
  • 5. Objectives
    • Introduce and walk through Nelson Literacy resources
    • Discuss the styles of teaching in Comprehensive Literacy
    • Addressing student needs
    • Support the assessment process
    • Plan first steps for January implementation
    2008 Grade 7-8
  • 6. What are your objectives? Grade 8 – Sept 2008
  • 7. 2008 Grade 7-8 Foundation for Nelson Literacy
  • 8. 2008 Grade 7-8 Instructional Framework
  • 9. Ontario Language Curriculum
    • Four Strands
      • Oral Communication (Speaking and Listening)
      • Reading
      • Writing
      • Media Literacy
    Grade 8 – Sept 2008
  • 10. Grade 7 Units
    • Step Up
    • Tech Effects
    • Mysteries
    • Fears and Phobias
    • Send a Message
    • Make an Impression
    2008 Grade 7-8
  • 11. Framework
    • School Configurations
      • K-8, K-12
      • Grades 3-8, Grades 4-8
      • Grades 6,7,8
      • Grades 7-8
      • Grades 7,8,9
    • Instructional Configurations
      • Core + 1 or more content subjects (most common)
      • Language on rotary
      • Content subjects on rotary
      • All subjects (least common)
    2008 Grade 7-8
  • 12. 2008 Grade 7-8 Transfer Your Learning
    • Geography
    • Math
    • Science
    • Health
    • History
    • Arts
  • 13. Instructional Framework 2008 Grade 7-8
  • 14. Reading Strategies
    • Making Connections/ Accessing Prior Knowledge
    • Questioning
    • Making Inferences
    • Summarizing
    • Synthesizing
    • Evaluating
    2008 Grade 7-8
  • 15. Writing
    • Elements/Traits
      • Ideas
      • Organization
      • Voice
      • Word Choice
      • Sentence Fluency
      • Conventions
      • Publishing
    2008 Grade 7-8
  • 16. 2008 Grade 7-8 Step Up Interconnected Strands
  • 17. Ontario Curriculum
    • Reflecting on skills and strategies
      • Interconnected skills
        • Explain in conversation with the teacher and/or peers or in a reader’s notebook, how their skills in listening, speaking, writing, viewing and representing help them make sense of what they read .
          • Page 129, Ontario Language Curriculum, Grades 1-8 (2006)
    2008 Grade 7-8
  • 18. Step Up Interconnected Strands
    • Oral Language
      • Listen effectively using strategies such as making connections and questioning
    • Reading
      • Question to make personal, textual and world connections
    • Text Pattern
      • Sequence
    • Text Form
      • Story, non fiction article, song, poem, bumper sticker, script, fable, poster, picture book, graphic non-fiction, comic strip, textbook
    • Word Study
      • Personification, exaggeration
      • Contractions, possessives, pronouns, subordinate conjunctions
    • Writing
      • Develop a main idea with supporting details
    • Media Literacy
      • Recognize purpose and audience in media texts
      • (comic strip, song)
    2008 Grade 7-8
  • 19. Gradual Release of Responsibility 2008 Grade 7-8
  • 20. Gradual Release of Responsibility 2008 Grade 7-8 High Support Low Support Moderate/Low Support Direct I talk, you listen I do, you watch Shared I do, you help Guided You do, I help Independent You talk, I listen You do, I watch
  • 21. Components
    • Transparencies for Shared Reading and Modelling
    • Student Instruction Books
    • Guided and Independent Magazines
    • Audio/Video Package
    • Other Resources
    2008 Grade 7-8 Audio/ Video
  • 22. Differentiated Instruction 2008 Grade 7-8
  • 23. Differentiating Instruction 2008 Grade 7-8
  • 24. D.O.V.E. Brainstorm
    • In partners, on file cards:
    • Think about your reading program this fall.
    • How did you get to know your students ?
    • What structures are in your reading program?
    • What strategies have you used to engage your students?
    Grade 8 – Sept 2008
  • 25. Differentiating Instruction: Students
      • Extra support
      • Extra challenge
      • Instructional Approach Read Aloud, Shared, Guided and Independent Reading
      • Complexity of text
    Grade 8 – Sept 2008 Learning Profile
  • 26. Break Grade 8 – Sept 2008
  • 27. Nelson Literacy & Lambton Kent Why bought? How it will be beneficial? A framework to teach from. Grade 8 – Sept 2008
  • 28. Launching the Unit 2008 Grade 7-8
  • 29. Teacher’s Resource Page 8 Unit at a Glance 2008 Grade 7-8
  • 30. Teacher’s Resource Page 5 Planning: Gathering Resources 2008 Grade 7-8
  • 31. Unit Flow Unit: ___________________________ Timeframe: ______________________ Modelling/ Shared How To Pages Understanding Strategies Applying Strategies Read-Aloud Focus Question Learning Goals Introductory Activity Assessment of Learning
  • 32. Unit Flow
    • Today
      • Fill out the plan (as we go)
        • Page numbers, ideas
    • January
      • Implement the plan and make notes on the Unit Flow Plan
    • Next Meeting
      • Begin by revisiting the Unit Flow Plan:
        • Group sharing
        • What worked?
        • What was a challenge?
    Grade 8 – Sept 2008
  • 33. Give One, Get One Grade 8 – Sept 2008
  • 34.
    • Turn to page 10.
    • With a Grade 8 teacher look at the teachers guide.
    • Review the plan as it is written.
    Grade 8 – Sept 2008
  • 35. BLM 5: Give One, Get One 2008 Grade 7-8
  • 36. Give One Get One Example 2008 Grade 7-8
  • 37. 2008 Grade 7-8 Student Instruction Book Page 1 Unit Opener
  • 38. Learning Goals
    • Sets the purpose for learning
    • Provides the context for metacognition
    • Facilitates self-assessment
    • Informs instruction
    2008 Grade 7-8
  • 39. Ontario Language Curriculum 2008 Grade 7-8 Real, purposeful talk is not only an essential component of the language curriculum; it needs to be threaded throughout every day and across the curriculum. - The Ontario Curriculum Grades 1 – 8: Language, 2006 Page 121
  • 40. Student Instruction Book Page 1 2008 Grade 7-8
  • 41. 2008 Grade 7-8 Focus Question
    • Ties the unit together
    • Accesses background knowledge
    • Provides opportunities for talk
  • 42. Unit Flow Unit: ___________________________ Timeframe: ______________________ Modelling/ Shared How To Pages Understanding Strategies Applying Strategies Read-Aloud Focus Question Learning Goals Introductory Activity Assessment of Learning
  • 43. BLM 3: Observation Tracking Sheet 2008 Grade 7-8
  • 44. Diagnostic
    • DRA
      • Reading Level
      • Strategy
        • Prediction?
          • Making Connections
    Grade 8 – Sept 2008
  • 45. Explicit Teaching 2008 Grade 7-8 “ Explicit teaching and modelling helps students to identify the skills and strategies they need in order to become proficient language users in a variety of contexts and to move towards achievement of the expectations.” -The Ontario Curriculum Grades 1 – 8: Language, 2006
  • 46. Model of Explicit Instruction
    • Modelling
      • Teacher explains and thinks aloud
    • Guided Practice
      • Practise together
      • Scaffold attempts and support student thinking
      • Share thinking processes
      • Paired/small group/large group
    • Independent Practice
      • Try to apply independently
      • Regular feedback
    • Application
      • New genre or format, more complex text, other contexts
    2008 Grade 7-8
  • 47. Read Aloud, Shared Reading and Modelling 2008 Grade 7-8
  • 48. Gradual Release of Responsibility 2008 Grade 7-8 High Support Low Support Moderate/Low Support Direct I talk, you listen I do, you watch Shared I do, you help Guided You do, I help Independent You talk, I listen You do, I watch
  • 49. Transparency Binder Read-Aloud 2008 Grade 7-8
  • 50. Unit Flow Unit: ___________________________ Timeframe: ______________________ Modelling/ Shared How To Pages Understanding Strategies Applying Strategies Read-Aloud Focus Question Learning Goals Introductory Activity Assessment of Learning
  • 51. Read-Aloud 2008 Grade 7-8
  • 52. Read Aloud 2008 Grade 7-8
  • 53. Gradual Release of Responsibility 2008 Grade 7-8 High Support Low Support Moderate/Low Support Direct I talk, you listen I do, you watch Shared I do, you help Guided You do, I help Independent You talk, I listen You do, I watch
  • 54. Unit Flow Unit: ___________________________ Timeframe: ______________________ Modelling/ Shared How To Pages Understanding Strategies Applying Strategies Read-Aloud Focus Question Learning Goals Introductory Activity Assessment of Learning
  • 55. Shared Reading Transparency 2008 Grade 7-8
  • 56. Teacher’s Notes for Transparency 2008 Grade 7-8
  • 57. Practising the Strategies 2008 Grade 7-8
  • 58. Unit Flow Unit: ___________________________ Timeframe: ______________________ Modelling/ Shared How To Pages Understanding Strategies Applying Strategies Read-Aloud Focus Question Learning Goals Introductory Activity Assessment of Learning
  • 59. 2008 Grade 7-8 Teacher’s Resource Page 12
  • 60. Student Instruction Book Page 2 How To Page - Reading 2008 Grade 7-8
  • 61. Teacher’s Resource Page 13 Planning 2008 Grade 7-8
  • 62. Student Instruction Book Page 3 Understanding Strategies 2008 Grade 7-8
  • 63. Sticky Notes Prompts 2008 Grade 7-8
  • 64. Sticky Note Prompts
    • Support use of the strategy
    • Connect to the How To page
    • Connect to the highlighting in the text
    • Transfer to other subject areas
    • Use to create anchor charts, bookmarks, etc.
    2008 Grade 7-8
  • 65. Teacher’s Resource Page 14 2008 Grade 7-8
  • 66. Teacher’s Resource Page 15 2008 Grade 7-8
  • 67. Student Instruction Book Page 9 Understanding Strategies 2008 Grade 7-8
  • 68. Reflecting
    • Metacognition
    • Strategy
    • Critical Literacy
    • Critical Thinking
    2008 Grade 7-8
  • 69. Teacher’s Resource Page 15 Reflecting 2008 Grade 7-8
  • 70. Teacher Resource Page 16 Discussing the Text 2008 Grade 7-8
  • 71. Assessment for Learning 2008 Grade 7-8
  • 72. Teacher’s Resource Page 17 2008 Grade 7-8
  • 73. Teacher’s Resource BLM 6 Assessment for Learning 2008 Grade 7-8
  • 74. Unit Flow Unit: ___________________________ Timeframe: ______________________ Observe Observe Key Questions & Rubric Modelling/ Shared How To Pages Understanding Strategies Applying Strategies Read-Aloud Focus Question Learning Goals Introductory Activity Assessment of Learning
  • 75. Assessment for Learning: Collecting Evidence
    • Observation
      • Read Aloud
      • Shared Reading/Modelling
      • How to Page
      • Understanding Strategies
    • Key Assessment Questions and/or Demonstration Task
    2008 Grade 7-8
  • 76. Assessment for Learning: Making Decisions 2008 Grade 7-8 Student Names Instruction Students who get it Students who need more scaffolding Students who don’t get it
  • 77. Teacher’s Resource Page 16 What are the other kids doing? 2008 Grade 7-8
  • 78. 2008 Grade 7-8 Teacher’s Resource Page 17 What are the other kids doing?
  • 79. Word Study and Vocabulary Development
    • Vocabulary development is both an outcome of comprehension and a precursor to it, with word meanings making up as much as 70-80% of comprehension.
    • Direct instruction in vocabulary influences comprehension more than any other factor.
    • 70% of the most frequently used words have multiple meanings
    • Meanings of 60% of multi-syllabic words can be inferred by analyzing word parts.
    • - Journal of Adolescent and Adult Literacy, April 2007
    2008 Grade 7-8
  • 80. Assessment for Learning: Making Decisions 2008 Grade 7-8 Student Names Instruction Students who get it Literacy Activities Students who need more scaffolding Literacy Activities Students who don’t get it Differentiated instruction in each lesson plan (DI: Readiness)
  • 81. Differentiating Instruction in Nelson Literacy
      • Extra support
      • Extra challenge
      • Instructional approach (Read Aloud, Shared, Guided and Independent Reading)
      • Complexity of text
    2008 Grade 7-8 LEARNING STYLES
  • 82. Teacher’s Resource Page 15 DI Readiness 2008 Grade 7-8
  • 83. Teacher’s Resource Page 17 Next Steps 2008 Grade 7-8
  • 84. Applying the Strategies 2008 Grade 7-8 Guided or Independent Reading
  • 85. Gradual Release of Responsibility 2008 Grade 7-8 High Support Low Support Moderate/Low Support Direct I talk, you listen I do, you watch Shared I do, you help Guided You do, I help Independent You talk, I listen You do, I watch
  • 86. Differentiating Instruction in Nelson Literacy
      • Extra support
      • Extra challenge
      • Instructional Approach
      • (Read Aloud, Shared, Guided and Independent Reading)
      • Complexity of text
    2008 Grade 7-8 LEARNING STYLES
  • 87. Assessment for Learning: Making Decisions 2008 Grade 7-8 Student Names Instruction Students who get it Read Applying Strategies selection independently Students who need more scaffolding Use Applying Strategies selection in guided or shared reading group Students who don’t get it Literacy Activities Guided or Shared Reading
  • 88. Unit Flow Unit: ___________________________ Timeframe: ______________________ Modelling/ Shared How To Pages Understanding Strategies Applying Strategies Read-Aloud Focus Question Learning Goals Introductory Activity Assessment of Learning
  • 89. Student Instruction Book Page 10 Applying Strategies 2008 Grade 7-8
  • 90. Student Instruction Book Pages 11 Applying Strategies 2008 Grade 7-8
  • 91. Student Instruction Book Pages 12 Applying Strategies 2008 Grade 7-8
  • 92. Student Instruction Book Pages 16-17 Applying Strategies 2008 Grade 7-8
  • 93. Teacher’s Resource Page 18 Guided Reading Lesson 2008 Grade 7-8
  • 94. Teacher’s Resource Page 19 Guided Reading Lesson 2008 Grade 7-8
  • 95. 2008 Grade 7-8 Audio/ Video Audio/Video Package
  • 96. Teacher’s Resource Page 23 Assessment for Learning 2008 Grade 7-8
  • 97. Guided and Independent Reading 2008 Grade 7-8 Applying Strategies
  • 98. Gradual Release of Responsibility 2008 Grade 7-8 High Support Low Support Moderate/Low Support Direct I talk, you listen I do, you watch Shared I do, you help Guided You do, I help Independent You talk, I listen You do, I watch
  • 99. Differentiating Instruction in Nelson Literacy
      • Extra support
      • Extra challenge
      • Instructional approach
      • (Read Aloud, Shared, Guided and Independent Reading)
      • Complexity of text
    2008 Grade 7-8 LEARNING STYLES
  • 100. Guided & Independent Reading Magazines 2008 Grade 7-8
  • 101. Guided and Independent Reading Magazines
    • Well-Below
    • Below
    • Average
    • Challenging
    2008 Grade 7-8
  • 102. Teacher’s Notes Guided and Independent Reading Magazine 2008 Grade 7-8
  • 103. Connections to other Nelson Resources
    • Mainsails
    • BOLDPRINT
    • Power Zone
    • Literacy Power
    • Write Traits
    • Language and Writing
    2008 Grade 7-8
  • 104. Unit Flow Unit: ___________________________ Timeframe: ______________________ Modelling/ Shared How To Pages Understanding Strategies Applying Strategies Read-Aloud Focus Question Learning Goals Introductory Activity Assessment of Learning
  • 105. Transfer Your Learning 2008 Grade 7-8
  • 106. 2008 Grade 7-8 “ Language Arts is the boot camp where we learn the skills that are practised in other subjects.” - Dr. Heidi Hayes Jacobs
  • 107. Transparency Transfer Your Learning 2008 Grade 7-8
  • 108. Student Instruction Book Page 54-56 Transfer Your Learning 2008 Grade 7-8
  • 109. Explicit Instruction 2008 Grade 7-8 Read-Aloud Shared Reading Modelling Applying Strategies: Guided and Independent Reading Student Instruction Book Guided and Independent Reading Kit Resources in Book Room or Classroom Library Guided Practice Transparency Binder Student Instruction Books
  • 110. Assessment of Learning Putting It All Together 2008 Grade 7-8
  • 111. Unit Flow Unit: ___________________________ Timeframe: ______________________ Observe Observe Key Questions & Rubric Modelling/ Shared How To Pages Understanding Strategies Applying Strategies Read-Aloud Focus Question Learning Goals Introductory Activity Assessment of Learning
  • 112. Teacher’s Resource Putting It All Together
    • Sight Unseen Reading Passage
    • Reading Response Questions
    • Reading Record
    • Performance Task
    • Assessment Rubrics
    2008 Grade 7-8
  • 113. Teacher’s Resource Page 114 Unit Assessment 2008 Grade 7-8
  • 114. Teacher’s Resource BLM 15 (Page 1) Reading Passage 2008 Grade 7-8
  • 115. Teacher’s Resource BLM 15 (Page 3) Reading Response Questions 2008 Grade 7-8
  • 116. Teacher’s Resource BLM 16 Reading Response Rubric 2008 Grade 7-8
  • 117. Teacher’s Resource BLM 17 (Page 2) Performance Task 2008 Grade 7-8
  • 118. Teacher’s Resource BLM 18 Performance Task Rubric 2008 Grade 7-8
  • 119. Assessment As Learning 2008 Grade 7-8
  • 120. Assessment As Learning 2008 Grade 7-8
  • 121. Components
    • Transparencies for Shared Reading and Modelling
    • Student Instruction Books
    • Guided and Independent Magazines
    • Audio/Video Package
    • Other Nelson Resources
    2008 Grade 7-8 Audio/ Video
  • 122. Grouping 2008 Grade 7-8
  • 123. Unit Flow Unit: ___________________________ Timeframe: ______________________ Modelling/ Shared How To Pages Understanding Strategies Applying Strategies Read-Aloud Focus Question Learning Goals Introductory Activity Assessment of Learning
  • 124. Grouping
    • How?
    • With what?
    • About what?
    • What do ‘they do”?
    2008 Grade 7-8
  • 125. Assessment for Learning: Making Decisions 2008 Grade 7-8 Student Names Instruction Students who get it Read Applying Strategies selection independently Students who need more scaffolding Use Applying Strategies selection in guided or shared reading group Students who don’t get it Literacy Activities Guided or Shared Reading
  • 126. Planning
    • Find same grade level teachers.
    • Plan your first steps on the “Unit Flow”.
    • Share your plans.
    Grade 8 – Sept 2008
  • 127. Planning
    • What is our next step?
      • January 27 th
      • February 19 th
      • March 24 th
      • April 16 th
      • May 5 th
    • Full Day or Half Day?
    • Where?
    Grade 8 – Sept 2008
  • 128. Mutual Support Activity Group Scavenger Hunt
    • Photos of family members (5 points each)
    • Buttons on clothing (2 points each)
    • Rings and earrings (5 points each)
    • Shoelaces (7 points each)
    • Zippers (10 points each)
    • Pieces of gum (8 points each)
    • Socks (10 points each)
    • Holes in socks (20 points each)
    • Electronic items (10 points each)
    • Watches (7 points each)
  • 129.  
  • 130.  
  • 131.  
  • 132.  
  • 133.  
  • 134.  
  • 135.  
  • 136.