May, 2011 Staff spent the first hour in school groups discussing their reading and writing assessment data, then the remainder of the day as a group, focused on Reading Next, AFL and literacy strategies across the grades and curriculum.

1. K-­‐12
Literacy
Strategies
that
Work
May
24,
2011
SD
#10,
Arrow
Lakes
Faye
Brownlie
www.slideshare.net

2. • What
do
you
noDce
about
the
results?
What
paHern(s)
can
you
see?
• What
improvement
or
growth
is
shown
and
to
what
do
you
aHribute
this
growth?
• What
good
news
story
arises
from
this
data?
What
areas
are
sDll
in
need
of
work?
• Choose
one
area
that
you
believe
is
significant
to
work
on,
based
on
this
data.
• What
plans
may
you
have
next
year
in
your
Growth
Plan
based
on
this
data?

3. Learning
IntenDons
• I
can
name
and
describe
components
of
effecDve
literacy
teaching.
• I
can
idenDfy
AFL
strategies
and
effecDve
literacy
teaching
strategies
in
my
pracDce.
• I
have
idenDfied
a
less
effecDve
pracDce
to
replace
with
a
more
effecDve
literacy
pracDce.
• I
can
plan
a
next
step
–
“more
of,
more
oWen”.

4. Reading
Next
-­‐
Biancarosa
&
Snow,
2004
• Instruc(onal
Improvements
1. Direct,
explicit
comprehension
instrucDon
2. EffecDve
instrucDonal
principles
embedded
in
content
3. MoDvaDon
and
self-­‐directed
learning
4. Text-­‐based
collaboraDve
learning
5. Strategic
tutoring
6. Diverse
texts
7. Intensive
wriDng
8. A
technology
component
9. Ongoing
formaDve
assessment
of
students

5. Think
Aloud
• Read
the
text
or
the
picture
aloud
to
the
students.
• Slow
your
thinking
down
and
describe
to
them
what
is
happening
as
you
read.
• Focus
your
descripDon
on
what
THEY
need
to
know
–
connecDons,
quesDons,
figuring
out
unknown
words,
grammar
cues…
• Record
the
strategies.
• Have
students
pracDce
in
pairs
before
reading
independently.

6. THE
LUNGS
AND
CHEST
CAVITY
• To
understand
breathing,
it
helps
to
know
more
about
the
body
parts
you
use
to
move
air
in
and
out.
Your
lungs
are
spongy
organs
that
receive
the
air
you
inhale.

7. • The
lungs
are
made
up
of
clusters
of
Dny,
hollow
sacs
called
alveoli
(singular:
alveolus).
Each
alveolus
is
surrounded
by
blood
vessels.
Your
lungs
are
located
in
a
large
space
in
the
upper
part
of
your
body
called
the
chest
cavity
(Figure
8.6).

8. Carla’s
average
on
four
tests
in
math
was
89.5
percent,
but
her
percent
score
on
each
test
was
a
whole
number.
What
might
have
been
Carla’s
test
scores?

9. Assessment for Learning
Purpose
Guide
learning,
inform
instrucDon
Audience
Teachers
and
students
Timing
On-­‐going,
minute
by
minute,
day
by
day
Form
DescripDve
Feedback
¶what’s
working?
•what’s
not?
•what’s
next?
Black
&
Wiliam,
1998
Haoe
&
Timperley,
2007

10. Assessment for Learning
• Learning
intenDons
• Criteria
• DescripDve
feedback
• QuesDoning
• Peer
and
self
assessment
• Ownership

11. QuesDoning
–
gr.
2/3
Goal:
creaDng
real
quesDons,
using
quesDons
to
link
background
knowledge
with
new
informaDon,
create
curiosity
• Present
an
image.
• AWer
each
image,
ask
students
to
pose
quesDons
about
the
image
and
to
resist
the
urge
to
answer
someone
else’s
quesDon.
• Repeat
with
3-­‐4
images.

15. Salmon
Creek
–
AnneHe
LeBox
&
Karen
Reczuch
2002,
Douglas
&
McIntyre

16. Questioning – Joni Tsui
• IntroducDon
to
earthquakes
in
geology
12.
• Students
have
all
seen
earthquakes
in
previous
classes
(some
more
than
others).
• We
completed
the
acDvity
and
I
made
sure
every
student
in
class
wondered
at
least
one
thing.

19. Grade
9
Science,
Insulators
&
Conductors
• Learning
IntenDons:
– I
can
idenDfy
and
explain
the
key
vocabulary
necessary
to
understand
insulators
and
conductors
– I
can
read
to
determine
the
accuracy
of
key
statements
about
insulators
and
conductors
– I
can
provide
evidence
from
the
text
to
support
my
choices.

20. • proton
• neutron
• electron
• ion
• atom
• nucleus
• charge
• posiDve
• negaDve
• neutral

21. AnDcipaDon
Guide
Electrons
in
an
insulator
are
not
Dghtly
bound
to
the
atoms
making
up
the
material.
Pure
water
is
an
insulator;
tap
water
is
a
conductor.
A
maple-­‐leaf
electroscope
determines
the
presence
of
electric
charges.

22. Human
OpDcs
Vocabulary
Before
During
A5er
pupil
iris
cornea
sclera
reDna
opDc
nerve

23. Learning Intention: I can write and describe a
small event from my morning.
Gr. 3 Writing:
Model – a small moment
Establish criteria
Kids write
Descriptive feedback on
criteria
Pearson
&
Gallagher
(1983)

24. • Choose a topic
• Write in front of the students
• Students describe ‘what works’ in your writing
• Students choose a ‘morning’ topic
• Students write
• Students self-assess
• Students meet with peers to share and provide
feedback

25. All
alone,
I
stepped
into
my
car.
With
my
map
in
hand,
I
began
to
drive.
At
the
lights
I
turned
leW,
then
the
map
said
to
turn
right.
“Oh,
no!”
The
sign
said,
“Road
closed”.
“Help,”
I
thought.
“What
am
I
going
to
do?”

26. Notices…criteria
• Mystery
• Opening
• Detailed
• Sounds like you (Voice)

30. Resources
• Student
Diversity,
2nd
ed.
–
Brownlie,
Feniak
and
Schnellert,
2006
• It’s
All
about
Thinking
(in
English,
Social
Studies
and
HumaniDes)
–
Brownlie
and
Schnellert,
2009
• It’s
All
about
Thinking
(in
Math
and
Science)
-­‐
Brownlie,
Fullerton
&
Schnellert,
in
press