Best Practices PD Presentation

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A presentation for teachers about balanced literacy and the PYP

A presentation for teachers about balanced literacy and the PYP

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  • Allow about 10 minutes for sharing time. Brief sharing for whole group—commonalities? Recognizable features? Add artifacts & strategy cards to gallery. Will be compiled to be shared.
  • Discuss with table groups and write a definition. 10 minutes Share definitions.
  • All people with Number 1 article get together, number 2 get together and so on to article 5. Use the lined paper to make a summary. Key points if you had to teach someone about the important features of the strategy. Take break after completion of summary. Come back to do jigsaw session.
  • Samson & Jeffrey—partners, grade group partners with specialists.

Transcript

  • 1. Best Practices in Literacy Instruction Presenter: Jennifer Fenton Aga Khan Academy May 2006 Please write your name on your handout, you will need it for a later activity.
  • 2. Agenda
    • Scope and Sequence Review 1:15 - 1:20
    • Current Practice 1:25 – 1:45
    • The PYP and best literacy practices 1:45 – 2:15
    • Balanced Literacy 2:15 - 2:45
    • Break 2:45 – 3:00
    • Jigsaw Activity 3:00 – 3:25
    • Moving to Scope and Sequence 3:30 – 3:45
    • Reflection and beginning “Step Two” 3:45 – 4:30
  • 3. Developing Our Language Arts Scope & Sequence Document
    • Step One: What do we want students to learn?
      • Curricular Objectives/Outcomes 
    • Step Two: How will students best learn?
    • Step Three: How will we know what has been learned?
  • 4. How Will Students Best Learn?
    • Best Practices in Literacy Instruction
    • What are we currently doing at AKA,M?
  • 5. Strategy: Two Stars & a Wish Literacy Focus: Attentive Listening Grade Level: Grades 1-6
    • Procedure:
    • As the students listen to a presentation (usually a peer) they must find 2 things done well in the presentation and one thing the presenter could improve upon in future presentations. These ‘stars & wishes’ are usually based on a criteria that the students & teacher have established to assess the presentation.
    • Why this is an effective strategy:
    • It gives the students a purpose for their listening and also makes them accountable for their audience behaviour. It also helps them to focus on the pre-established criteria for class presentations and recognize what these items ‘look like’ & ‘sound-like’ and be able to apply them to their own presentations. It is also good for the student receiving the stars & wishes as they are praised by their peers in an authentic manner and are given one item to focus on developing before their next presentation. This assists them in becoming more reflective about their own learning as they can see the ‘good’ and develop learning targets to become more responsible for their own learning.
  • 6. Sharing Time!
    • Share your strategy with your table group.
    • Have you ever used one of your colleagues strategies?
    • Could you modify or adapt a strategy to suit your students’ needs?
  • 7. Good Language Practice
    • Language is the medium of inquiry. In an inquiry-based PYP classroom, teacher and students enjoy using language, appreciating it both aesthetically and functionally (p.75).
    • Making the PYP Happen , ©IBO 2000
  • 8. Good Language Practice
    • Language is a complex web of connections, transcending the artificial separations of schedules and disciplines. The language strands are interdependent, with listening, speaking, reading and writing being taught and learned simultaneously. Language is seen as involving learning language itself, learning about language and learning through language, and is the major connecting element across the curriculum… (p. 76).
    • Making the PYP Happen , ©IBO 2000
  • 9. Learning Language Through Inquiry
    • Learning Language
    • Fluency
      • Interactive reading
      • Process writing
      • Word recognition
      • Writing to learn
  • 10. Learning Language Through Inquiry
    • Learning Language
    • Learning About Language
    • Comprehension
    • Genre study
    • Language conventions
    • Vocabulary
    • Word study
  • 11. Learning Language Through Inquiry
    • Learning Language
    • Learning About Language
    • Learning Through Language
    • Content reading
    • Critical literacy
    • Inquiry/research
    • Integrated curriculum
    • Literature study
  • 12. Developing a Balanced Literacy Programme
    • What is balanced literacy?
  • 13. Taken from: Harcourt Canada Inc. <http://www.harcourtcanada.com/rigby/bal-lit.htm> 
  • 14. Balanced Literacy: Jigsaw
    • Read your article carefully, highlighting the key points.
    • Discuss the important features about your article and prepare a brief summary on your topic. Each member of your group needs a copy of the summary.
    • Be prepared to share your information with a new group.
    When you are finished, you may leave for the break. We will start again at 3:00.
  • 15. Balanced Literacy: Jigsaw
    • Form your new discussion group based on the colour at the top of your article. (All blues together, etc…)
    • Each member of the new group will share their summary of the article they have read.
    • Discuss what you have learned. Could you use any of these ideas in your class? Could they be adapted to meet the needs of your students?
  • 16. Putting It All Together: A Literacy Framework Language/Word Study Options: Interactive Edit Interactive Vocabulary Handwriting Minilesson Test Taking Skills Current Events Modeled or Shared Reading/Writing Readers’ Theatre/Process Drama Choral Reading Poetry Share/Response Word Study Interactive Read Aloud Reading Workshop (Book Talk/Minilesson) Independent Guided Literature Reading Reading Study Group Share And Evaluation Writing Workshop (Writer Talk/Minilesson) Independent Guided Investigations Writing Writing Group Share And Evaluation Oral, Visual, and Technological Communication Conversation Presentation Performance/Drama Visual Representation
  • 17. Step Two: How Will Students Best Learn?
    • List the strategies/structures you have in place to help students achieve the outcomes listed in our curriculum.
    • Are there new strategies/structures you could add?
    • Remember… Literacy development does not occur only during Language Arts!
  • 18. Step Two: How Will Students Best Learn?
    • Two Stars and a Wish
    • Round Table Discussion
    • Fishbowl
    • Interrupted Conversations
    • Consolidated Language for Learning
    • Language of Social Interaction
    • Communicates effectively by sharing ideas, offering advice, opinion and information and reacting to contributions of others
    • Participate in discussions, conversations, group and class meetings, group and individual presentations
    Oral Communication Listening & Speaking How will we best learn? What do we want to learn?
  • 19. Follow Up
    • Please complete the “How Will We Best Learn” section on the Scope & Sequence document for your grade group.
    • Specialists, please refer to the overall document and add your links where appropriate.
    • This section needs to be completed by Friday 26 th May . We will use next Thursday if need to be.
  • 20. Thank you!!
    • Please complete the feedback slip and return it to the basket before you leave.
    • And remember…
    • The more you read, the more things you will know. The more that you learn, the more places you'll go.
    • Dr. Seuss