Standard Reading Assessment Ques.ons Student Diversity – Brownlie, Feniak, Schnellert, 2006 • Connec.ons: How does what you read connect with what you know? • Summarizing: Choose a way to show the main ideas and details of this text. • Vocabulary: Here are 2 challenging words ________ What do they mean? What strategies did you use to determine their meaning? • Inferring: Read between the lines to ﬁnd something that you believe to be true but that it not actually said. What is your evidence that it is true? • Reﬂec.on: What this easy or hard? Why?
Early Years – Belonging, Respect, Understanding Diﬀerences • Lile Beauty – Anthony Browne • Stellaluna – Janell Cannon • Scaredy Squirrel – Melanie Wa • Hunter’s Best Friend at School – Laura Malone Ellio • Wemberley Worried – Kevin Henkes • How Full Is Your Bucket? For Kids – Rath & Reckmeyer
• What’s Next for This Beginning Writer? – Reid, Schultz, Peterson 2005 (Pembroke Pub)
• sd72.bc.ca (Campbell River SD) • Literacy videos • It’s all in the bag • Squiggles • Clustering from text
Math Resource • LEAPS AND BOUNDS by Nelson (available in grade 3/4, 5/6 and coming in October, grade 7/8.) • hp://www.nelsonschoolcentral.com/cgi-‐bin/ lansaweb?webapp=WBOOKSITE +webrtn=booksite+F%28LW3ITEMCD %29=9780176351526 • Marian Small is the very very smart Canadian author.
Model Guided practice Independent practice Independent application Pearson & Gallagher (1983)
Universal Design for LearningMul.ple means: -‐to tap into background knowledge, to ac.vate prior knowledge, to increase engagement and mo.va.on -‐to acquire the informa.on and knowledge to process new ideas and informa.on -‐to express what they know. Rose & Meyer, 2002
Backwards Design• What important ideas and enduring understandings do you want the students to know? • What thinking strategies will students need to demonstrate these understandings? McTighe & Wiggins, 2001
Co-‐Teaching • Begin with a plan • Know your purpose, know your roles -‐1 teacher takes the strategic lead, the other provides support -‐working with diﬀerent groups -‐both teachers providing support/extension in small group work
Big Idea: Student Outcomes/Learning Inten.on/Essen.al Ques.on: Assessment Criteria: Stage Purpose Connec.ng Engage, ac.vate prior knowledge, predict content, focus on a big idea/purpose for learning Processing Connect meaning, monitor understanding, process ideas Transforming and Personalizing Process ideas, apply knowledge, reﬂect on thinking and learning
Math Centres – gr. 1/2 Michelle Hikada • 4 groups • 1 with Michelle, working on graphing (direct teaching, new material) • 1 making paerns with diﬀerent materials (prac.ce) • 1 making paerns with s.ckers (prac.ce) • 1 graphing in partners (prac.ce)
• With your partner, choose a bucket of materials and make a bar graph. • Ask (and answer) at least 3 ques.ons about your graph. • Make another graph with a diﬀerent material.
Ques.oning Goal: crea.ng real ques.ons, using ques.ons to link background knowledge with new informa.on, create curiosity • Present an image • Aqer each image, ask students to pose ques.ons about the image and to resist the urge to answer someone else’s ques.on • Repeat with 3-‐4 images
Caitlin. If you ever want to talk about what happened you just let me know, Mrs. Johnson says. That’s what Mrs. Brook is for, I tell her. Maybe we could all sit down together. Why? So we know where you’re coming from. I look around the living room. I come from here.
I’m sorry. I meant so we all know how you’re feeling. Oh. Mrs. Brook know how I’m feeling so you can ﬁnd out from her. I would be superﬂuous. My DicJonary says suPERﬂuous means exceeing what is suﬃcient or necessary. I just thought it would be nice to take some Jme to sit and chat. I shake my head. SuPERﬂuous also means marked by wastefulness. Well…okay then, she says. I suppose I can talk with Mrs. Brook.
Resources • Grand ConversaJons, ThoughQul Responses – a unique approach to literature circles – Brownlie, 2005 • Student Diversity, 2nd ed. – Brownlie, Feniak & Schnellert, 2006 • Reading and Responding, gr. 4,5,&6 – Brownlie & Jeroski, 2006 • It’s All about Thinking – collaboraJng to support all learners (in English, Social Studies and HumaniJes) – Brownlie & Schnellert, 2009 • It’s All about Thinking – collaboraJng to support all learners (in Math and Science) -‐ Brownlie, Fullerton & Schnellert, 2011 • Learning in Safe Schools, 2nd ed – Brownlie & King, Oct., 2011 • Assessment & InstrucJon of ESL Learners, 2nd ed – Brownlie, Feniak, & McCarthy, in press