This document summarizes literacy and science teaching strategies used at Campbell River Middle School. It discusses strengthening reading comprehension through 1:1 student conferences and whole group responses to readings. It also describes a science lesson on electricity where students work in groups to brainstorm characteristics of atoms before receiving direct instruction. Finally, it outlines a literature circle program where students read choice novels in small groups, guided by discussion questions to develop empathy and understanding of issues in other parts of the world.

1. Campbell River Middle School
plus 2
Changing Results for Readers
May 18, 2017
Faye Brownlie

2. Strengthening Choice Reading
• 1:1 conferences
– Book chat – Tell me about what you are reading.
– Read a small secDon to me.
– Response has a meaning and strategy focus
– Extend the thinking
• Whole group response
– Model the format you want from the class read aloud
– Students analyze your response
– Students complete their response
• Be a photographer with 2 lenses: telescopic and long range
• Sketch 2 pictures and explain why each is important in the story

3. Grade 9 Science – Starleigh Grass &
Mindy Casselman
Electricity
• The Challenge:
• Many of the students are disengaged and
dislike ‘book learning’. They acquire more
knowledge, concept and skill when they are
acDve, collaboraDve and reading in chunks.
• Starleigh and Mindy in It’s All about Thinking (Math and Science), 2011.

4. Essential Question
• If we understand how materials hold and
transfer electric charge, can we store and
move electric charge using common
materials?

5. • Individually, brainstorm what you can recall
about the characterisDcs of an atom.
• Meet in groups of 3 to add to and revise your
list.
• Compare this list to the master list.
• …(word derivaDons, label an atom…)
• Exit slip: 2 characterisDcs you want to
remember about atoms.

6. The Atom
• All maVer is made of atoms.
• Atoms have electrons, neutrons, and protons. Electrons
move, protons and neutrons do not move.
• Atoms have negaDve and posiDve charges.
• Electrons have a negaDve charge; protons have a posiDve
charge.
• Protons and neutrons are located at the centre of the atom,
in the nucleus.
• Electrons orbit around the outside of the nucleus, in energy
“shells.”
• An object can be negaDvely or posiDvely charged,
depending on the raDo of protons and neutrons.

7. Choice Novels &
Literature Circles
Entry points for
digging deeper
and developing
empathy.
Dave Giesbrecht, Richmond
Nancy Sharkey, Librarian

8. Learning Outcomes
• KNOW
– I can analyze ficDon for common elements and explain how they
help to develop the story and message of the novel.
• DO
– I can prepare for and parDcipate in small group discussions to
develop
• My understanding of the novel
• My ability to communicate my thinking
• UNDERSTAND
– I can demonstrate and deepen my understanding of
• The novel I read its context
• The issues facing children in other parts of the world
• Empathy – what it is and how it is developed

9. Guiding Questions
• How is the world where the story is set
different from your world?
• How do human development issues affect the
characters and society in your novel and how
does this relate to the world?
• How do discussion circles help you develop
your thinking?

10. “The danger of a single story”

11. The Plan: starting
• Introduced and selected books.
• Modeled the types of thinking to use while
reading with a shared text, “Thank You
Ma’am” by Langston Hughes. Created group
placemats:
– ConnecDons
– QuesDons
– Conclusions
– Judgments

12. ConnecDons QuesDons
Conclusions Judgments
Thank You, Ma’am –
Langston Hughes