Saltspring.K 5.Differentiation


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A day of activity and exploration on ways to make differentiation come alive in K-5 classrooms. Writing, research, literature circles, journal responses, and classroom based strategies are included.

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Saltspring.K 5.Differentiation

  1. 1. It’s All about Thinking – differentiation in K-5 classes Saltspring Island Nov. 13, 2009 Faye Brownlie
  2. 2. Frameworks It’s All about Thinking – Brownlie & Schnellert, 2009
  3. 3. Universal Design for Learning Multiple means: -to tap into background knowledge, to activate prior knowledge, to increase engagement and motivation -to acquire the information and knowledge to process new ideas and information -to express what they know. Rose & Meyer, 2002
  4. 4. 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
  5. 5. My students need to learn to record notes when reading information text. Can I introduce the double-entry journal to my grade 2/3 class?
  6. 6. Students need: •  A model •  Guided practice in following the model •  An opportunity to practice the strategy, with support as needed •  Choice in the degree of complexity they use to complete the task
  7. 7. How can we best use our resource time together? Can we introduce writing in a playful way to a diverse group of K children?
  8. 8. Students need: •  To see themselves as writers •  To have fun •  To develop a sense of sound/ symbol relationships •  To find their stories •  To work with criteria
  9. 9. Learning Intentions – Kindergarten Think of ideas to write about “OLI (our learning intention) tells us what we have to learn” “He is there to make sure we are learning what we are supposed to” OLI
  10. 10. Criteria – K/1 Big, Bold, Bright Make a picture Tell some letters Try some sounds you know you know What’s Next for This Beginning Writer? – Reid, Schultz, Petersen
  11. 11. K- Writing: 1 Model - pictures & print Refer to criteria Kids draw & write Refer to criteria Pearson & Gallagher (1983)
  12. 12. How can we best use our resource time together? How can we help our students enhance their vocabulary use in their writing?
  13. 13. Students need: •  To see themselves as writers •  To work with criteria •  To have models of powerful language •  To practice over time •  To receive feedback while writing and after writing, 2 stars and 1 wish
  14. 14. Grade 2/3 Writing Criteria •  An opening sentence with a hook •  Details •  Distinguished words
  15. 15. Autumn Bear Author-Diane Culling Illustrator - Cindy Vincent Snowberry Books, 2007 ISBN 978-0-9736678-2-0
  16. 16. One September morning •a piece of fog touched me. As I looked out my window the gold leaves drifted out of the tree as I dragged my feet down the stairs to breakfreast, as I waited for the school bus I feel puffs of wind pick up my hair when the school bus came I slowley walk up the stairs as I bundled • in a seat as I went down the steps I saw birds migrating south as if leaves followed them it looked like they were air dancing.• -Allyson, gr.2
  17. 17. •  As the cool fall leafs fall the aniamails hide in thir hafertat an the people put worm fire on and they have hot chocolet with mashmao. If feel couze with the blaket on you. You feel like you want to stay home forever. The wind hits your face it feels like somebudys teeching except it’s the breeze. -by Jason, gr.3
  18. 18. Autumn Wind •  When the Autumn wind blows it makes me shiver. It really makes me quiver. The wind is cold and really bold, it feels refreshing on my face. I get to keep my own pace. My hair would blow I can be slow, I walk on the ground I don’t have a frown, it feels so good and it keeps me in a joyful mood it keeps me happy for the rest of the day and I want to play and play. After the Autumn wind blows on my face it is really cool, it almost feels as cold as my pool. By Samantha, gr.3
  19. 19. 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)
  20. 20. •  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
  21. 21. All alone, I stepped into my car. With my map in hand, I began to drive. At the lights I turned left, then the map said to turn right. “Oh, no!” The sign said, “Road closed”. “Help,” I thought. “What am I going to do?”
  22. 22. Notices…criteria •  Mystery •  Opening •  Detailed •  Sounds like you (Voice)
  23. 23. Browsing Bags– Lousesa Newman, Jennifer Hall Tait Elementary The Focus: Children need time to read independently and time to respond to their reading.
  24. 24. Browsing Bags
  25. 25. Lori Zawada & Faye Brownlie Grade 2/3 Tait Elementary Richmond Learning Intentions Questioning Descriptive Feedback Ownership
  26. 26. Learning Intention: •  I can examine a picture and infer what is happening •  I can provide ‘because’ reasoning (evidence) for my inference
  27. 27. •  Peter’s Poofect Pet - Tina Powell •
  28. 28. K-3 Collaborative Study •  Goal: to help students use their own questions to develop a real understanding about insects •  Teachers: •  Lisa Schwartz-K/1 •  Colleen Reimer - 1/2 •  Louesa Neuman - 2/3
  29. 29. The Process: Modelling •  Brainstorm-Categorize (know) •  Read (wonder and discover) •  “Insect Absolutes” - developed as a class (learned) •  Own flip books - content criteria
  30. 30. 3 classes, 3 insects K/1 - ants 1/2 - butterflies 2/3 - bees
  31. 31. Guided Practice •  Read •  Generate class questions •  Read in 3’s and 4’s to answer questions •  Take notes •  Class discussion •  A/B partners:explain and coach •  Write •  3 D model
  32. 32. Independent Practice •  Read •  Choose insect •  Choose 3 questions •  Multi-age groups, insect based •  Note-taking: MI and details •  Partner talk •  Write for poster •  Diorama and 3D model •  Present
  33. 33. Grand Conversations, Thoughtful Responses Faye Brownlie Portage and Main Press
  34. 34. Literature Circles •  no assigned roles •  no limits on amount of reading •  constantly changing discussion groups •  student choice of books •  journals •  bi-weekly comprehension strategies
  35. 35. The Storm In my bed all safe and warm I like to listen to the storm. The thunder rumbles loud and grand- The rain goes splash and whisper; and The lightning is so sharp and bright It sticks its fingers through the night. -Dorothy Aldis
  36. 36. Lit Circle Conversations •  begin with ‘say something’ •  each student responds in turn •  general conversation can follow •  teacher meets with each group •  other students are reading
  37. 37. Criteria for an effective group discussion: •all voices must be included •everyone must feel included •everyone’s ideas are respected •the discussion should move us to new understandings
  38. 38. Response Journals   double-entry journals   initially, written in class, together   develop criteria for powerful responses
  39. 39. Left Side Right Side Notes Early Stages: 1 Title of the Book One sentence I can read from the book. Writing is very limited in the 2 Title of the Book (After reading a pattern book) early stages. A sentence of my own following the pattern of the text. 3 Title of the Book My Opinion (e.g. The part I like best is ... My favourite character is …) End of Grade 1/Beginning of Grade 2: 4 S u m m a r y (What Happened?) My Thinking About What Happened Initially, expect a lot more writing on the left side than on the right at this stage. Later: 5 Two Events My Thinking About These Events Gradually expect the length of the writing to become more balanced on each side. 6 A Quotation from the Text My Interpretation/Thinking of the By Intermediate, expect 1 – Meaning of this Quotation 2 sentences about an event and a paragraph of personal response.