Nelson Literacy Pilot Day 4

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Nelson Literacy Pilot Day 4

  1. 1. Nelson Literacy Pilot Day 4 May 2009
  2. 2. Welcome
  3. 3. Inclusion <ul><li>Turn to a partner and discuss: </li></ul><ul><li>“ When you were a child, what did you want to be when you grew up?” </li></ul>
  4. 5. Inclusion <ul><li>Turn to a partner and discuss: </li></ul><ul><li>“ When you were a child, what did your parent(s) want to be when you grew up?” </li></ul>
  5. 6. Objectives <ul><li>Reflect and share on experiences during the ‘Send a Message & Reality Check’ units (including timelines). </li></ul><ul><li>Review components. </li></ul><ul><li>Reading / Writing connections. </li></ul><ul><li>Grouping students. </li></ul><ul><li>Planning the next unit. </li></ul><ul><li>Next year. </li></ul>
  6. 7. Norms <ul><li>Begin and end on time </li></ul><ul><li>Listen to each other with respect and trust </li></ul><ul><li>Be open to and be willing to share new ideas </li></ul><ul><li>Invest in your own learning and the learning of others </li></ul><ul><li>Honour the professionalism of your colleagues </li></ul>
  7. 8. Before we go forward: <ul><li>Reflect back on the previous unit experiences. </li></ul>
  8. 9. Share responses brought. <ul><li>How did students do? </li></ul><ul><li>How did you assess their progress? </li></ul><ul><ul><li>Observations (formative or evaluative) </li></ul></ul><ul><ul><li>Culminating Task </li></ul></ul><ul><ul><li>Report cards? </li></ul></ul>
  9. 10. Reflect on Experiences Meet within regional groups. Discuss. Chart. Share.
  10. 11. Consensus Timeline: <ul><li>Use the most recent unit to chart the major events. </li></ul><ul><li>Refer to how much time each component took in each of the previous units. </li></ul><ul><li>Chart a consensus of the time required for each element. (40 minute block, etc.) </li></ul>
  11. 12. Recapping Components
  12. 13. Recapping Units <ul><li>Grade 7 </li></ul><ul><li>Step Up </li></ul><ul><li>Tech Effects </li></ul><ul><li>Mysteries </li></ul><ul><li>Fears and Phobias </li></ul><ul><li>Send a Message </li></ul><ul><li>Make an Impression </li></ul><ul><li>Grade 8 </li></ul><ul><li>Global Citizens </li></ul><ul><li>Tech Then and Now </li></ul><ul><li>Secrets </li></ul><ul><li>No Limits </li></ul><ul><li>Reality Check </li></ul><ul><li>Chasing a Dream </li></ul>Meet in grade level group. Grade 7s here. Grade 8s there.
  13. 14. John Medina <ul><li>a developmental molecular biologist and research consultant. </li></ul><ul><li>an affiliate Professor of Bioengineering at the University of Washington. </li></ul><ul><li>the director of the Brain Center for Applied Learning Research at Seattle Pacific University. </li></ul>
  14. 15. Why do we need to keep a strategy focus? <ul><li>Memory: Rule 5 & 6 </li></ul><ul><ul><li>What does this mean for our classrooms? </li></ul></ul><ul><ul><li>What does this mean for cross-curriculum integration with literacy (oral, reading, writing, media)? </li></ul></ul>
  15. 16. Repeat to Remember <ul><li>Classroom Example… </li></ul><ul><ul><li>What does this mean for our classrooms? </li></ul></ul><ul><ul><li>What does this mean for cross-curriculum integration with literacy (oral, reading, writing, media)? </li></ul></ul>
  16. 17. Before selecting the next unit consider… … the Reading / Writing Connection
  17. 18. Consider the writing plan.
  18. 19. Recapping Organization Grade 7
  19. 20. Recapping Organization Grade 8
  20. 21. Using Nelson Literacy As A Mentor Text <ul><li>First Reading </li></ul><ul><li>Purpose: Reading </li></ul><ul><li>Strategy Content: Evaluate </li></ul><ul><li>Second Reading </li></ul><ul><li>Purpose: Writing Connection </li></ul><ul><li>Identify traits of Explanation. </li></ul>
  21. 22. Divide your group to look at different resources (i.e., Transparencies, Student Book, etc.). Open to Unit. Look for Persuasive Writing Connections.
  22. 23. Building a Foundation <ul><li>Schema Clip </li></ul><ul><ul><li>How do mentor texts help students build schema? </li></ul></ul><ul><ul><li>How do connections to student issues build schema? </li></ul></ul>
  23. 24. Grouping with a focus… … on what is needed.
  24. 25. 1 st Step: Parallel, Common Task, Different Passage
  25. 27. 1 st Step: Parallel, Common Task, Different Passage
  26. 28. Use the final task examples. Share a ‘low’, ‘medium’, and ‘high’ example with your group. Slot your students into this chart.
  27. 29. Move students based on observations and independent work.
  28. 31. Planning: <ul><li>In grade level groups. </li></ul><ul><li>Plan the next unit. </li></ul><ul><li>Will present the group the plan. </li></ul><ul><li>Do the introduction activity with the group today. </li></ul>
  29. 34. Planning: <ul><li>In grade level groups. </li></ul><ul><li>Plan the next unit. </li></ul><ul><li>Will present the group the plan. </li></ul><ul><li>Do the introduction activity with the group today. </li></ul>
  30. 35. Presenting.
  31. 36. Next Steps: <ul><li>Online Site </li></ul><ul><li>http://tinyurl.com/lkdsbnelsonlit </li></ul><ul><li>http://intermediatenelsonlit.ning.com/?xgi=fcS5ZmQ </li></ul>
  32. 37. Reflection <ul><li>Your thoughts on the: - process; - product; - professional experience. </li></ul>

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