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These are some of the slides we used while on our Great Canada Adventure (GCA!). Thanks to teachers in Edmonton, Red Deer, Lethbridge, Calgary, and Grande Prairie for smart thinking. These slides ...

These are some of the slides we used while on our Great Canada Adventure (GCA!). Thanks to teachers in Edmonton, Red Deer, Lethbridge, Calgary, and Grande Prairie for smart thinking. These slides were used with Possible Sentences, KWL, the Notice and Note Signposts, Dialogue with a Text, and Poster Activity.

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  • Structure of morningIntroTwo poll everywhereWe’ll be learning about CCSS and the shifts, but let’s begin by focusing on a need you identified: student apathyDo Possible Sentences/KWLBreakInfo on CCSS (history—brief history)Move to What is Rigor (Bob’s Beowulf/Boy with Text story)Letters to My Daughters (rereading/turn and talk)She Unnames Them (creating own questions)Lunch
  • Corandic/Blonke—this shows the text can be really hard, but if we can’t access it, then our reading wasn’t rigorous, merely hard.The best way to get kids to give them more energy to a text, is to get them back into it again and again…Do Genre Reformulaiton with CCThen do Really?End with their definition
  • The are the words we use for Possible Sentence for the text Hard at Work from Time for Kids, 2003.Choose 10-14 words and phrases. Tell students to use these words and phrases in 5 sentences. The sentences are the prediction that students are making about the text. After students read the text, return to the sentences and make any changes that need to be made.This is similar to Probable Passage which you can read about beginning on page 87 of When Kids Can’t Read.
  • This is what KWL can look like when we remember to connect column 2 to column 1. You can read more about how to do KWL so that it really does work well in When Kids Can’t Read/What Teachers Can Do pages 80-87.
  • The next set of slides explain briefly the signposts that are discussed in Notice and Note.
  • It’s best to teach the signposts with anchor charts such as this one. You can find lots of examples on Pinterest or on Facebook at the Notice and Note Book Club Page
  • The next 6 slides are comments from 3 students before and after they have learned Contrasts and Contradictions (the first 2) and Again and Again (the last one).

Alberta canada for slideshare jan 2014 Presentation Transcript

  • 1. When Kids Can’t Read: Strategies to Improve Adolescent Literacy beers.probst@gmail.com  Follow us on Twitter: twitter.com/kylenebeers twitter.com/bobprobst contact michelle.flynn@ heinemann.com for work in districts beers.probst
  • 2. beers.probst@gmail.com
  • 3. beers.probst@gmail.com
  • 4. Goals for today Help you learn reading strategies that help students …develop as independent learners 0 -- Out of body experience 1 – Considering, not yet ready to try …learn to think critically 2 – Understand and can implement …generate solutions to complex problems 3 – Innovating and changing it to make it better fit my students …demonstrate good communication skills beers.probst@gmail.com
  • 5. Rigor resides in the energy and attention given to the text not in the text itself… beers.probst@gmail.com
  • 6. Ecuador 10-year-old banana trees sharp heavy knives poor country harmful chemicals 250 million kids beers.probst@gmail.com child labor laws 12-hour workdays as little as $27 a week no longer attend school forced to work
  • 7. What do you know about the oceans? K -- What do I Know? They are big There are 4 of them Pirates! Whales Hurricanes They have names They are salty W -- What do I Want to Know? Who decided where the boundaries are? What makes the boundary? Why just 4? Who decided there would be 4? Are there pirates in all the oceans? Who are the pirates? Do different kinds of whales talk to each other? Why are hurricanes called typhoons if they are on the other side of the US? Are the names the same if you are in China? Why does the salt in my tears not burn my eyes, but the salt in the Gulf of Mexico does? L -- What Did I Learn?
  • 8. beers.probst@gmail.com
  • 9.  The character acts in a way that is Contrasts and contradictory to how he has acted or that contrasts with how we would act or that reveals a difference among characters. Contradictions Text Clue: Author shows actions or feelings that we haven’t seen before. Question: Why would the character act (feel) this way?
  • 10.  The character realizes or comes to Ah-Ha understand something that therefore changes his thinking or his actions  Text Clues  I suddenly realized…  Now I understood why…  It hit me with a force…  I knew what I had to do… Question: How might this change things?
  • 11.  A character asks himself or a trusted Tough Questions friend a tough question or tough questions that reveal concerns (internal conflict) the character has.  Text Clue:   Questions, often asked of self, that can’t be answered Sometimes offered as statement, ―I wonder if…‖ Question: What does this question make me wonder about?
  • 12.  The author interrupts the flow of Memory Moment the story by letting the character remember something.  Text Clue:  ―I remember…‖  ―The memory flooded back…‖  ―It was a strange memory…‖  ―She suddenly remembered…‖ Question: Why might this memory be important?
  • 13.  An important life lesson is shared with the main character. Words of the Wiser  Text Clue:    A wiser and often older character shares sage advice It is often a quiet scene just between the two characters The advice might be one line or a longer ―lecture‖ Question:  What’s the advice and how might it affect the character?
  • 14.  A word or scene or image occurs repeatedly. Again and Again  Text Clue:  Some sort of repetition (a word, an image, a phrase, an event) which may or may not occur in same chapter Question:  Why does this keep happening again and again?
  • 15. beers.probst@gmail.com
  • 16. Erin—September ―Um, I think that, I think that next, well next. I think that well, I think more is going to happen with her being with them. And then she will probably go home. Because they don’t seem like forever kidnappers.‖
  • 17. Erin—January  Here, right when Luke, he decides to go to the house, so he had just been thinking about it, but here, he decided to go, well, I noticed that because he was doing something different, like a contradiction on how he had been acting, and so I noticed that. And that made me think that Luke, he’s like maybe getting braver some. But that’s going to be a problem because he needs to stay hidden. So, I think maybe that what’s going to happen is about him not wanting to stay hidden. Maybe like for the conflict.
  • 18. Mark—August  I guess I think that maybe, I guess that, that something else is going to happen.
  • 19. Mark—November  I stopped here because notice how it said that he had a sad smile. Smiles aren’t sad. I noticed that because it was really a contradiction and I wondered why he would be sad and smiling. I think that the Giver is smiling because he’s still trying to make Jonas feel good about this assignment but he also knows something that Jonas doesn’t know. This part made me think that something important is finally going to happen that’s about Jonas finding out something.
  • 20. Megan—October Megan: Miss—look! It’s that again and again. The story of the Denmark king. See, she’s remembering it again. Where was it first? Where was it? Can you find it? I don’t know where it was but this is like the, I don’t know, like it was a lot, that she keeps remembering this story, remember that her dad told her about the Denmark king and how anyone would fight for him?
  • 21. Megan Kylene: Why do you think this keeps coming up again and again? Megan: Because. Because. I think it is because, oh, I know, see how she keeps remembering that anyone would do anything to save him. Oh—this is that foreshadowing. Here it is! This is foreshadowing. Oh my God. It’s right here! Do you think Mrs. Lowry knows she did this?
  • 22. He saw the first tree shudder and fall, far of in the distance. Then he heard his mother call out the kitchen window: "Luke! Inside. Now." He had never disobeyed the order to hide. Even as a toddler, barely able to walk in the backyard's tall grass, he had somehow understood the fear in his mother's voice. But on this day, the day they began taking the woods away, he hesitated. He took one extra breath of the fresh air, scented with clover and honeysuckle and—coming from far away— pine smoke. He laid his hoe down gently, and savored one last moment of feeling warm soil beneath his bare feet. He reminded himself, "I will never be allowed outside again. Maybe never again as long as I live." He turned and walked into the house, as silently as a shadow. beers.probst@gmail.com
  • 23. Rationale for Dialogue Booklet  To enable teacher to withdraw from the center of      conversation. To gradually transfer responsibility for sustaining the talk to the students. To support that talk, from a distance, without controlling it. To give students the experience of coherent conversation. To respect the readers’ individual responses to a text. To encourage exploration of a text, of various responses to it, and of personal experiences called to mind.
  • 24. The point of Poster Activity: capture otherwise transient thoughts help kids find their own questions encourage talk (by forbidding it) encourage collaboration generate ideas for whole class discussion get kids to read a short passage with intense attention get kids to re-read and re-read again develop interest in an issue or theme to be pursued more fully (in novel, science text, social studies, math, art,?)