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Arrow Lakes.K-12.Effective Literacy Strategies


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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.

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Arrow Lakes.K-12.Effective Literacy Strategies

  1. 1. K-­‐12  Literacy  Strategies  that   Work   May  24,  2011   SD  #10,  Arrow  Lakes   Faye  Brownlie  
  2. 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. 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. 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. 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. 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. 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. 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. 9. Assessment for LearningPurpose   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. 10. Assessment for Learning•  Learning  intenDons  •  Criteria  •  DescripDve  feedback  •  QuesDoning  •  Peer  and  self  assessment  •  Ownership  
  11. 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.  
  12. 12. Salmon  Creek  –  AnneHe  LeBox  &  Karen  Reczuch          2002,  Douglas  &  McIntyre  
  13. 13. 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.          
  14. 14. 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.  
  15. 15. •  proton  •  neutron  •  electron  •  ion  •  atom  •  nucleus  •  charge  •  posiDve  •  negaDve  •  neutral  
  16. 16. 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.
  17. 17. Human  OpDcs  Vocabulary  Before   During   A5er  pupil  iris  cornea  sclera  reDna  opDc  nerve  
  18. 18. 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)  
  19. 19. •  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
  20. 20. 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?”  
  21. 21. Notices…criteria•  Mystery•  Opening•  Detailed•  Sounds like you (Voice)
  22. 22. 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