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MRLC MY SYHigh Impact Literacy Strategies Jan 2017

Day 3, high impact literacy strategies for middle and senior years students. Sequence to deepen thinking with The Cello of Mr O, sequence to support on-line responses to novels, literature circles. Information circles work with Student Diversity, 3 rd edition.

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MRLC MY SYHigh Impact Literacy Strategies Jan 2017

  1. 1. High Impact Literacy Strategies and Assessments for Middle Years and Senior Years MRLC January 16 and 18, 2017 Faye Brownlie fayebrownlie.MRLC.MY.SR.Jan2017
  2. 2. Every student deserves a great teacher, not by chance, but by design. Thanks to Fisher, Frey & HaLe☺
  3. 3. People Search
  4. 4. Test Prep – Socials 11 Canada in the 1930’s with Melanie Mattson •  People Search – 12 boxes •  Students made notes for each quesSon •  Coached and listened to see if there were any challenging areas •  2 quesSons were most challenging •  Melanie explained her ‘answer’ to each, using a Smeline and associaSons •  2 addiSonal areas to study –  With a concept map –  With a chart
  5. 5. Canada in the 1930’s People Search Find someone who: …can describe 3 differences between life in the city and life in rural Canada during the Great Depression …can paint a vivid picture with words of relief camps …can tell the story of the beginning of the labour movement in Canada …understands the difference between totalitarism, socialism, communism, and fascism in the 1930’s
  6. 6. Learning Intentions •  I be]er understand what counts as effecSve literacy instrucSon. •  I can plan effecSve lessons and strategic sequences. •  I can have a plan to work with literature circles or choice text. •  I be]er use formaSve assessment informaSon to guide my teaching.
  7. 7. Effect Size – What makes a difference? John Hattie in Visible Learning (> .4 effect size) •  Student self-assessment/self-grading •  Response to intervenSon •  Teacher credibility •  Providing formaSve assessments •  Classroom discussion •  Teacher clarity •  Feedback •  Reciprocal teaching •  Teacher-student relaSonships fostered •  Spaced vs. mass pracSce
  8. 8. What Doesn’t Work: Literacy Practices We Should Abandon – Nell Duke, 2016 (Edutopia) •  ‘Look up the list’ vocabulary instrucSon •  Giving students prizes for reading •  Weekly spelling tests •  Unsupported independent reading •  Taking away recess as punishment
  9. 9. Scanning, Focusing: Whole Class Reviews – reading What are the strengths of the class? What are the needs of the class as a whole? What are your main goals for the class this term? Decisions
  10. 10. Structures and Strategies
  11. 11. Open-ended Strategies •  ConnecSng (acSvaSng) •  Processing (acquiring) •  Transforming and personalizing (applying)
  12. 12. Goal: deeper understanding, relationship among ideas, Gr 4/5 •  QuesSoning from pictures •  Sort and predict •  Quadrants of a thought •  Concept map
  13. 13. How can we support our learners in moving beyond the lines in their written response to text? •  Leslie Leitch, Nakusp •  Grade 6/7 •  In preparaSon for on-line response posts •  Text: A Monster Calls – Patrick Ness
  14. 14. •  What’s happening? •  Who cares? •  Why does it ma]er?
  15. 15. •  Big ideas •  DescripSve •  AdjecSves •  Word choice •  Supported inferences •  EmoSons – felt •  Touched hearts •  Clear examples of (emoSons, happenings) •  PersonificaSon •  Metaphor – simile •  Comparison •  Thinking like someone else •  Imagine
  16. 16. The Sequence •  Whip around – catch up on the story •  Explode the sentence •  Write to show you understand – move beyond a retelling, take a risk, go deep, explain why what happens ma]ers and to whom •  Share a phrase, a word, a sentence that is powerful in your wriSng •  Make a class list of what counts – beginning criteria •  Use those phrases to make a class found poem •  Reorganize twice to make the poem flow
  17. 17. Elias •  Conor seems to have been defeated. He has been overwhelmed with negaSve emoSons, fear, anger, sadness, and pain. He hides his feelings with flat emoSons, and pushes away all help. I think he is very Anxious, because of all the pressure put on him from the bullies, his mom’s sickness and possibly his mom and dad’s devorce. His posiSve emoSons are being stolen every Sme he has the nightmare. His grandmother doesn’t help either…
  18. 18. Riley •  I think the most important thing in the story right know is the words rissing and darkness. I think rissing means that he is beginning to figure out his truth and why it is important. I think the truth is that his mom will die and that is where the word darkness comes in …
  19. 19. Lucas •  What is going on in the last three chapters is that Conor’s mom is geLng worse and worse every single treatment. Conor is geLng more effected and anger from the scary storytelling monster that is going to tell Conor three different stories, Conor is also geLng bullied by a group of kids in school which is effecSng Conor the same way as the scary storytelling monster and his mothers treatments…
  20. 20. Phoenix •  I think conors feeling nothing. He dosent seem to feel very much. How would you now what he were feeling…
  21. 21. The next day… •  Review the criteria and reorganize into categories •  Read the next chapter •  Have students meet in small groups •  Provide a choice of 2-3 sentences for students to explode in small groups •  Students write a dral for their on-line post •  Students idenSfy, alone, then with a partner, where their wriSng has achieved the criteria •  What works? What’s next? •  Students edit for sentences, grammar, and post
  22. 22. Literature Circles •  Choice novels •  No comprehension quesSons •  Wide reading •  Lots of conversaSon
  23. 23. Choice Novels & Literature Circles Entry points for digging deeper and developing empathy. Dave Giesbrecht, Richmond Nancy Sharkey, Librarian
  24. 24. 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 discussions circles help you develop your thinking?
  25. 25. 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: – ConnecSons – QuesSons – Conclusions – Judgments
  26. 26. ConnecSons QuesSons Conclusions Judgments Thank You, Ma’am – Langston Hughes
  27. 27. The Plan: working in groups •  Students worked twice a week for 3 weeks. •  Groups created their own reading plan. •  Aler each 20 minute literature discussion, students completed one of: – Hot Seat – Double Entry Journal – CSI (colour, symbol, image – Making Thinking Visible – Richart)
  28. 28. Final Assessments •  Reading response based on a quesSon generated by the group and a personal response/recommendaSon of the novel. •  Group presentaSon on context of the novel and how this impacts their character. –  Research on real world context of novel –  Chose 3 most significant factors from the seLng that affected characters and their quality of life •  Ongoing feedback and addiSonal instrucSon based on conversaSons, observaSons, and products created during the 3 weeks.