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Port Alberni Feb 2017

Literacy for All. Second in a 3 part series. Implementation of 'Every Child, Every Day', working with the core competencies, engaging all learners. How do we best work to include all leaners? K-7.

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Port Alberni Feb 2017

  1. 1. Literacy for All Port Alberni Nov 1, Feb 21, Apr 26 Faye Brownlie
  2. 2. •  What are highly effec=ve literacy prac=ces for all learners? •  How can we best work together to plan, teach and assess? •  How does the redesigned curriculum help us shiF our prac=ce?
  3. 3. “Every Child, Every Day” – Richard Allington and Rachael Gabriel In Educa=onal Leadership, March 2012 6 elements of instruc=on for ALL students!
  4. 4. 1.  Every child reads something he or she chooses. 2.  Every child reads accurately. 3.  Every child reads something he or she understands. 4.  Every child writes about something personally meaningful. 5.  Every child talks with peers about reading and wri=ng. 6.  Every child listens to a fluent adult read aloud.
  5. 5. Core Competencies •  Communica=on •  Thinking – Crea=ve – Cri=cal •  Personal – Posi=ve personal & cultural iden=ty – Personal awareness & responsibility – Social responsibility
  6. 6. Creating a whole -Sharon Jeroksi • This is about the students – personaliza=on, inclusion, diversity. Its not about filling in a template or checking off aspects on a rubric – it’s about what students are becoming and how to support them • The competencies come from students – what they are doing, able to do, valuing, working on. • We don’t start with the competencies and find a student. We HAVE a student who has lots of competence. • We talk about a set of competencies, but it is really a whole--3 or 6 competencies don’t equal a whole person – its just a way of working. • We always reconstruct – put it together—we can’t ever stop in the deconstructed place.
  7. 7. Strengths-based!!! We are NOT searching for what kids are NOT good at. We build on strengths, not fill in holes.
  8. 8. •  No checklists •  No rubrics No=ce – Name - Nurture
  9. 9. Narrative Writing – Gr 2/3 with Marnie Manners, Burnaby •  Students have been reading and retelling Lars, the polar bear stories by Hans de Beer •  The story plot is that Lars, the polar bear, is bored/lonely in his home at the North Pole. Something unexpected happens (an iceberg floats away, he gets caught in a fishing net/trap and travels by boat/plane/train) and is taken to another place (jungle/city). He meets another animal in the new sehng. The new friend takes him to meet another animal who helps him to get home by some sort of transporta=on. Lars safely arrives home, is reunited with his family and tells them about his adventure.
  10. 10. •  Goal: move beyond retelling to create a story following his recipe •  Class had iden=fied the recipe •  Review recipe •  Introduce the ‘story necklace’ – 3-4 recipe cards, 1 for each chunk •  Model, with their help, the wri=ng •  Students leave the carpet, having iden=fied: –  The new animal –  The new sehng –  The method of transporta=on
  11. 11. •  AFer wri=ng: •  Voice: Provide evidence of how your wri=ng sounds like you •  PPCI: How did you keep on wri=ng? What did you say or do to show such stamina? •  Circle 2 words that are unique or specialized in your wri=ng
  12. 12. Demonstration Lesson: Grade 4/5 Goal: increased engagement & thinking Strengths of my class: -  Coopera=ve -  Eager and want to learn -  Suppor=ve of each other Stretches -  Communica=on and Cri=cal Thinking amongst my students
  13. 13. The Sequence •  Goal today – stretch your thinking and work like a detec=ve to use clues to figure things out •  Essen=al ques=on: How does where you live affect how you live? –  How can you answer this already? –  Partner talk, then group share •  Image: see – think – wonder •  Quick write •  Explode the sentence •  Reflect with core competencies
  14. 14. Explode the Sentence •  One day many years ago, children were playing in the village, learning to be good warriors and hunters.
  15. 15. Critical Thinking Core Competency •I am becoming an ac=ve listener; I ask ques=ons and make connec=ons. Evidence: •When I talk and work with peers, I express my ideas and encourage others to express theirs; I share roles and responsibili=es. Evidence: •I recount and comment on events and experiences. Evidence:
  16. 16. Unpacking the Lesson •  What struck you? –  Engagement of the kids –  1 hour, 40 minutes –  All could par=cipate –  Major shiFs in thinking –  Content woven into massive thinking –  All responses were accepted –  Your language: each child was honoured and liFed up ☺ –  I could do this!!
  17. 17. Next Steps •  Next day, begin with another image and another sentence to explode (should take half the =me) •  Move to groups of 2-3 and have each group of students explode a different sentence •  Share the sentences and an interpreta=ve comment about each •  Can the students, together, move to read their sentences in order? •  Retype the same 10 sentences – as 10, 7 and 5. Students choose which they want and re-order them BME •  Keep listening to the kids read •  Read the text, and reflect on how where you live affects how you live. •  Repeat process with 2 other Roy Henry Vickers books, highligh=ng content.
  18. 18. K – Core Competencies •  What is my job? •  Based on – Cri=cal thinking – Communica=on – Posi=ve personal and cultural iden=ty
  19. 19. Deeper Thinking with Visual Literacy - Joanna Fournier and Christy Rollo •  Very diverse classes •  Collaborate on almost everything •  Include in-class LA support as much as possible, working on in-class ELL •  Opening the curriculum to embed the core competencies
  20. 20. Japanese Internment ❖  What stories are inspired by war, fear, oceans, mountains, family, seeking a better life? ❖  Is it ever necessary to take away personal rights for the safety of all? ❖  How would you live and feel separated from your family? Your connection to home?
  21. 21. Japanese Internment
  22. 22. Feedback Frames From Brooke Douglas
  23. 23. Self Reflec=on
  24. 24. Features of High-Engagement Learning Environments •  available supply of appropriately difficult texts •  op=ons that allow students more control over the texts to be read and the work to be accomplished •  the collabora=ve nature of much of the work •  the opportunity to discuss what was read and writen •  the meaningfulness of the ac=vi=es •  Allington & Johnston, 2002; Presley, 2002; Wigfield, 1997; Almasi & McKeown, 1996; Turner, 1995
  25. 25. Background knowledge has a greater impact on being able to read a text than anything else. -Doug Fisher, Richard Allington
  26. 26. •  Universal Design for Learning •  Backwards Design •  Low floor, high ceiling
  27. 27. Belonging – grades 2/3 Michelle Hikida •  Structured Inquiry – All teacher ques=ons •  Essen=al ques=ons – What is the best part of you? – What are your giFs? – Who is the person you want to be?
  28. 28. •  Each day read a new book, collected characteris=cs of characters and made lists. •  Watched Utube videos, read music lyrics – collected characteris=cs of characters and added to the lists. •  Daily students chose a book from the basket and read. •  Sharing circle at end of reading – connec=ons to the characteris=cs of characters in the book – –  What is the best part of you? –  What are your giFs? –  Who is the person you want to be?
  29. 29. How can we support our learners in moving beyond the lines in their written response to text? •  Leslie Leitch, Nakusp •  Grade 6/7 •  In prepara=on for on-line response posts •  Text: A Monster Calls – Patrick Ness
  30. 30. •  What’s happening? •  Who cares? •  Why does it mater?
  31. 31. •  Big ideas •  Descrip=ve •  Adjec=ves •  Word choice •  Supported inferences •  Emo=ons – felt •  Touched hearts •  Clear examples of (emo=ons, happenings) •  Personifica=on •  Metaphor – simile •  Comparison •  Thinking like someone else •  Imagine
  32. 32. 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 maters and to whom •  Share a phrase, a word, a sentence that is powerful in your wri=ng •  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
  33. 33. Elias •  Conor seems to have been defeated. He has been overwhelmed with nega=ve emo=ons, fear, anger, sadness, and pain. He hides his feelings with flat emo=ons, 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 posi=ve emo=ons are being stolen every =me he has the nightmare. His grandmother doesn’t help either…
  34. 34. 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 …
  35. 35. Lucas •  What is going on in the last three chapters is that Conor’s mom is gehng worse and worse every single treatment. Conor is gehng more effected and anger from the scary storytelling monster that is going to tell Conor three different stories, Conor is also gehng bullied by a group of kids in school which is effec=ng Conor the same way as the scary storytelling monster and his mothers treatments…
  36. 36. Phoenix •  I think conors feeling nothing. He dosent seem to feel very much. How would you now what he were feeling…
  37. 37. 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 draF for their on-line post •  Students iden=fy, alone, then with a partner, where their wri=ng has achieved the criteria •  What works? What’s next? •  Students edit for sentences, grammar, and post
  38. 38. •  What is something in your prac=ce that affirms? •  What is something that you could refine? •  What is something that you could aspire to? •  What opportuni=es are there to let something go?

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Literacy for All. Second in a 3 part series. Implementation of 'Every Child, Every Day', working with the core competencies, engaging all learners. How do we best work to include all leaners? K-7.

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