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Grade 8 Overview
 

Grade 8 Overview

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Grade 8 Overview Grade 8 Overview Presentation Transcript

  • Intermediate Nelson Literacy Pilot Lambton Kent District School Board Grade 8 – Sept 2008
  • Comprehensive Strategy-based Supports Differentiated Instruction Grade 8 – Sept 2008
  • 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?
  • 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
  • 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
  • What are your objectives? Grade 8 – Sept 2008
  • Grade 8 – Sept 2008 Foundation for Nelson Literacy
  • Grade 8 – Sept 2008 Instructional Framework
  • Ontario Language Curriculum
    • Four Strands
      • Oral Communication (Speaking and Listening)
      • Reading
      • Writing
      • Media Literacy
    Grade 8 – Sept 2008
  • Grade 8 Units
    • Global Citizens
    • Tech Then and Now
    • Secrets
    • No Limits
    • Reality Check
    • Chasing a Dream
    Grade 8 – Sept 2008
  • 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)
    Grade 8 – Sept 2008
  • Transfer Your Learning
    • Geography
    • Math
    • Science
    • Health
    • History
    • Arts
    Grade 8 – Sept 2008
  • Instructional Framework Grade 8 – Sept 2008
  • Reading Strategies
    • Making Connections/ Accessing Prior Knowledge
    • Questioning
    • Making Inferences
    • Summarizing
    • Synthesizing
    • Evaluating
    Grade 8 – Sept 2008
  • Grade 8 – Sept 2008 Writing
    • Elements/Traits
      • Ideas
      • Organization
      • Voice
      • Word Choice
      • Sentence Fluency
      • Conventions
      • Publishing
  • Global Citizens Interconnected Strands Grade 8 – Sept 2008
  • 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)
    Grade 8 – Sept 2008
  • Global Citizens 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, article, poem, video-transcript and tape, magazine ad, magazine cover, photo essay, autobiography, diary
    • Word Study
      • Metaphor, irony, dialogue
      • Pronouns, idioms, dashes, ellipses
    • Writing
      • Develop a main idea with supporting details
    • Media Literacy
      • Analyze purpose and audience in media texts
    Grade 8 – Sept 2008
  • Gradual Release of Responsibility Grade 8 – Sept 2008
  • Gradual Release of Responsibility Grade 8 – Sept 2008 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
  • Components
    • Transparencies for Shared Reading and Modelling
    • Student Instruction Books and Teacher’s Resource
    • Guided and Independent Magazines
    • Audio/Video Package
    • Other Resources
    Grade 8 – Sept 2008
  • Differentiated Instruction Grade 8 – Sept 2008
  • Differentiating Instruction 2008 Grade 7-8
  • 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
  • Differentiating Instruction: Students
      • Extra support
      • Extra challenge
      • Instructional Approach
      • (Read Aloud, Shared,
      • Guided and Independent Reading)
      • Complexity of text
    Grade 8 – Sept 2008
  • Break Grade 8 – Sept 2008
  • Nelson Literacy & Lambton Kent Why bought? How it will be beneficial? A framework to teach from. Grade 8 – Sept 2008
  • Launching the Unit Grade 8 – Sept 2008
  • Teacher’s Resource Page 8 Unit at a Glance Grade 8 – Sept 2008
  • Teacher’s Resource Page 5 Planning: Gathering Resources Grade 8 – Sept 2008
  • Unit Flow Unit: ___________________________ Timeframe: ______________________ Modelling/ Shared How To Pages Understanding Strategies Applying Strategies Read-Aloud Focus Question Learning Goals Introductory Activity Assessment of Learning
  • 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
  • Sensory Chart How do global citizens feel? What do global citizens do? What do global citizens think? How do global citizens listen? What do global citizens say? Grade 8 – Sept 2008
    • Turn to page 10.
    • With a Grade 7 teacher look at the teachers guide.
    • Review the plan as it is written.
    Grade 8 – Sept 2008
  • Teacher’s Resource Page 10 Launching the Unit Grade 8 – Sept 2008
  • Introductory Activity Sensory Chart Grade 8 – Sept 2008 What do Global Citizens think? How do Global Citizens listen? What do Global Citizens say? What do Global Citizens do? What do Global Citizens feel?
  • Student Instruction Book Page 1 Unit Opener Grade 8 – Sept 2008
  • Learning Goals
    • Sets the purpose for learning
    • Provides the context for metacognition
    • Facilitates self-assessment
    • Informs instruction
    Grade 8 – Sept 2008
  • Ontario Language Curriculum Grade 8 – Sept 2008 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
  • Student Instruction Book Page 1 Grade 8 – Sept 2008
  • Grade 8 – Sept 2008 Focus Question
    • Ties the unit together
    • Accesses background knowledge
    • Provides opportunities for talk
  • Unit Flow Unit: ___________________________ Timeframe: ______________________ Modelling/ Shared How To Pages Understanding Strategies Applying Strategies Read-Aloud Focus Question Learning Goals Introductory Activity Assessment of Learning
  • BLM 3: Observation Tracking Sheet Grade 8 – Sept 2008
  • Diagnostic
    • DRA
      • Reading Level
      • Strategy
        • Prediction?
          • Making Connections
    Grade 8 – Sept 2008
  • Explicit Teaching Grade 8 – Sept 2008 “ 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
  • Grade 8 – Sept 2008 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
  • Read Aloud, Shared Reading and Modelling Grade 8 – Sept 2008
  • Transparency Binder Read-Aloud Grade 8 – Sept 2008
  • Unit Flow Unit: ___________________________ Timeframe: ______________________ Modelling/ Shared How To Pages Understanding Strategies Applying Strategies Read-Aloud Focus Question Learning Goals Introductory Activity Assessment of Learning
  • Gradual Release of Responsibility Grade 8 – Sept 2008 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
  • Read-Aloud Grade 8 – Sept 2008
  • Read-Aloud Grade 8 – Sept 2008
  • Gradual Release of Responsibility Grade 8 – Sept 2008 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
  • Unit Flow Unit: ___________________________ Timeframe: ______________________ Modelling/ Shared How To Pages Understanding Strategies Applying Strategies Read-Aloud Focus Question Learning Goals Introductory Activity Assessment of Learning
  • Shared Reading Transparency Grade 8 – Sept 2008
  • Teacher’s Notes for Transparency Grade 8 – Sept 2008
  • Practising the Strategies Grade 8 – Sept 2008
  • Unit Flow Unit: ___________________________ Timeframe: ______________________ Modelling/ Shared How To Pages Understanding Strategies Applying Strategies Read-Aloud Focus Question Learning Goals Introductory Activity Assessment of Learning
  • Teacher’s Resource Page 12 Grade 8 – Sept 2008
  • Student Instruction Book Page 2 Grade 8 – Sept 2008
  • Teacher’s Resource Page 13 Planning Grade 8 – Sept 2008
  • Student Instruction Book Page 3 Understanding Strategies Grade 8 – Sept 2008
  • Sticky Notes Prompts Grade 8 – Sept 2008
  • 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.
    Grade 8 – Sept 2008
  • Teacher’s Resource Page 14 Grade 8 – Sept 2008
  • Teacher’s Resource Page 16 Grade 8 – Sept 2008
  • Grade 8 – Sept 2008 Teacher’s Resource Page 17
  • Student Instruction Book Page 7 Understanding Strategies Grade 8 – Sept 2008
  • Reflecting
    • Metacognition
    • Strategy
    • Critical Literacy
    • Critical Thinking
    Grade 8 – Sept 2008
  • Teacher’s Resource Page 17 Discussing the Text Grade 8 – Sept 2008
  • Assessment for Learning Grade 8 – Sept 2008
  • Teacher’s Resource Page 19 Grade 8 – Sept 2008
  • Teacher’s Resource BLM 5 Assessment for Learning Grade 8 – Sept 2008
  • 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
  • Assessment for Learning: Collecting Evidence
    • Observation
      • Read Aloud: ( Six Billion of Us)
      • Shared Reading/Modelling: ( Now Playing Everywhere)
      • How to Page: ( Making Connection)
      • Understanding Strategies: ( A Global Citizen Is …)
    • Key Assessment Questions and/or Demonstration Task
    Grade 8 – Sept 2008
  • Assessment for Learning: Making Decisions Grade 8 – Sept 2008 Student Names Instruction Students who get it Students who need more scaffolding Students who don’t get it
  • Teacher’s Resource Page 18 What are the other kids doing? Grade 8 – Sept 2008
  • Teacher’s Resource Page 19 What are the other kids doing? Grade 8 – Sept 2008
  • 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
    Grade 8 – Sept 2008
  • Assessment for Learning: Making Decisions Grade 8 – Sept 2008 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)
  • Differentiating Instruction in Nelson Literacy
      • Extra support
      • Extra challenge
      • Instructional approach (Read Aloud, Shared, Guided and Independent Reading)
      • Complexity of text
    Grade 8 – Sept 2008 LEARNING STYLES
  • Teacher’s Resource Page 16 DI Readiness Grade 8 – Sept 2008
  • Teacher’s Resource Page 19 Next Steps Grade 8 – Sept 2008 “ It Takes A Village,” easy-average (poems) “ It Takes A Village,” easy-average (poems)
  • Guided and Independent Reading Grade 8 – Sept 2008 Applying the Strategies
  • Gradual Release of Responsibility Grade 8 – Sept 2008 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
  • Differentiating Instruction in Nelson Literacy
      • Extra support
      • Extra challenge
      • Instructional approach
      • (Read Aloud, Shared, Guided and Independent Reading)
      • Complexity of text
    Grade 8 – Sept 2008 LEARNING STYLES
  • Assessment for Learning: Making Decisions Grade 8 – Sept 2008 Student Names Instruction Students who get it Read Applying Strategies selections independently Students who need more scaffolding Use Applying Strategies selections in guided or shared reading group Students who don’t get it Literacy Activities Guided or Shared Reading
  • Unit Flow Unit: ___________________________ Timeframe: ______________________ Modelling/ Shared How To Pages Understanding Strategies Applying Strategies Read-Aloud Focus Question Learning Goals Introductory Activity Assessment of Learning
  • Student Instruction Book Page 8 Applying Strategies Grade 8 – Sept 2008
  • Student Instruction Book Page 12 Applying Strategies Grade 8 – Sept 2008
  • Student Instruction Book Page 21 Applying Strategies Grade 8 – Sept 2008
  • Teacher’s Resource Page 20 Guided Reading Lesson Grade 8 – Sept 2008
  • Teacher’s Resource Page 21 Guided Reading Lesson Grade 8 – Sept 2008
  • Audio/Video Package Grade 8 – Sept 2008
  • Teacher’s Resource Page 25 Assessment for Learning Grade 8 – Sept 2008
  • Teacher’s Resource BLM 6 Grade 8 – Sept 2008
  • Grade 8 – Sept 2008 Guided and Independent Reading Applying Strategies
  • Gradual Release of Responsibility Grade 8 – Sept 2008 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
  • Differentiating Instruction in Nelson Literacy
      • Extra support
      • Extra challenge
      • Instructional approach
      • (Read Aloud, Shared, Guided and Independent Reading)
      • Complexity of text
    Grade 8 – Sept 2008
  • Guided & Independent Reading Magazines Grade 8 – Sept 2008
  • Guided and Independent Reading Magazines
    • Well-Below
    • Below
    • Average
    • Challenging
    Grade 8 – Sept 2008
  • Teacher’s Notes Guided and Independent Reading Magazine Grade 8 – Sept 2008
  • Connections to other Nelson Resources
    • Mainsails
    • BOLDPRINT
    • Power Zone
    • Literacy Power
    • Write Traits
    • Language and Writing
    Grade 8 – Sept 2008
  • Unit Flow Unit: ___________________________ Timeframe: ______________________ Modelling/ Shared How To Pages Understanding Strategies Applying Strategies Read-Aloud Focus Question Learning Goals Introductory Activity Assessment of Learning
  • Transfer Your Learning Grade 8 – Sept 2008
  • Grade 8 – Sept 2008 “ Language Arts is the boot camp where we learn the skills that are practised in other subjects.” - Dr. Heidi Hayes Jacobs
  • Transparency Transfer Your Learning Grade 8 – Sept 2008
  • Student Instruction Book Page 54-56 Transfer Your Learning Grade 8 – Sept 2008
  • Explicit Instruction Grade 8 – Sept 2008 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 Book
  • Assessment of Learning Putting It All Together Grade 8 – Sept 2008
  • 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
  • Teacher’s Resource Putting It All Together
    • Sight Unseen Reading Passage
    • Reading Response Questions
    • Performance Task
    • Assessment Rubrics
    Grade 8 – Sept 2008
  • Teacher’s Resource Page 115 Unit Assessment Grade 8 – Sept 2008
  • Teacher’s Resource BLM 16 (Page 1) Reading Passage Grade 8 – Sept 2008
  • Teacher’s Resource BLM 16 (Page 3) Reading Passage Grade 8 – Sept 2008
  • Teacher’s Resource BLM 17 Reading Response Rubric Grade 8 – Sept 2008
  • Teacher’s Resource BLM 18 (Page 2) Performance Task Grade 8 – Sept 2008
  • Teacher’s Resource BLM 19 Performance Task Rubric Grade 8 – Sept 2008
  • Assessment As Learning Grade 8 – Sept 2008
  • Assessment As Learning Grade 8 – Sept 2008
  • Components
    • Transparencies for Shared Reading and Modelling
    • Student Instruction Books and Teacher’s Resource
    • Guided and Independent Magazines
    • Audio/Video Package
    • Other Nelson Resources
    Grade 8 – Sept 2008
  • Grouping 2008 Grade 7-8
  • Unit Flow Unit: ___________________________ Timeframe: ______________________ Modelling/ Shared How To Pages Understanding Strategies Applying Strategies Read-Aloud Focus Question Learning Goals Introductory Activity Assessment of Learning
  • Grouping
    • How?
    • With what?
    • About what?
    • What do ‘they do”?
    2008 Grade 7-8
  • 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
  • Planning
    • Find same grade level teachers.
    • Plan your first steps on the “Unit Flow”.
    • Share your plans.
    Grade 8 – Sept 2008
  • 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
  • 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)
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