Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Sunshine coast literacy_jan_2015


Published on

Half day session, first of three, with intermediate and secondary teachers. Focus on making a difference in literacy: frameworks and strategies.

Published in: Education
  • Be the first to comment

  • Be the first to like this

Sunshine coast literacy_jan_2015

  1. 1. Evidence-Based Reading and Writing Sunshine  Coast,  gr.  4-­‐9   January  21,  2015   Faye  Brownlie sunshineintermediate/2015  
  2. 2. The teeter totter kids kids curriculum
  3. 3. Frameworks It’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009 It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011
  4. 4. Universal Design for Learning MulDple  means:   -­‐to  tap  into  background  knowledge,  to  acDvate   prior  knowledge,  to  increase  engagement  and   moDvaDon   -­‐to  acquire  the  informaDon  and  knowledge  to   process  new  ideas  and  informaDon   -­‐to  express  what  they  know.                        Rose  &  Meyer,  2002  
  5. 5. Choose a lesson •  Think  of  all  the  users  at  the  point  of  design.   •  Who  mighty  not  be  able  to  do  this?   •  Think  of  the  goal,  not  the  acDvity/method.   •  Accessibility  not  accommodaDon.  
  6. 6. 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  
  7. 7. Approaches •  Assessment  for  learning   •  Open-­‐ended  strategies   •  Gradual  release  of  responsibility   •  CooperaDve  learning   •  Literature  circles  and  informaDon  circles   •  Inquiry   It’s All about Thinking – Brownlie & Schnellert, 2009
  8. 8. Introduction to Mitosis •  Whip  around  –  what  do  you  remember  about   DNA?   •  QuesDoning  from  3  pictures   •  AnDcipaDon  guide  –  with  partner   •  Read  to  find  out  and  provide  evidence  for  your   answer     •  Sort  and  predict  –  groups  of  3   •  With  Ken  Asano,  Centennial  
  9. 9. Before                      A]er  
  10. 10. cancer        duplicate   cell  cycle      daughter  cells   cytokinesis      nucleus   interphase      proteins   mitosis        divide   replicaDon      replace   spindle  fibres    funcDon  for  survival   separate  
  11. 11. Gallery Walk – writing lesson •  In  groups,  3  things  that  count  in  wriDng   •  Made  class  list  and  categorized   •  Focus  on  meaning  and  thinking   –  DescripDon   –  ImaginaDon   –  Detail   –  Knowledge   –  Focus   –  Ideas   –  Passion   –  Intriguing   –  Understandable  
  12. 12. •  Place  a  series  of  pictures  around  the  room   •  Students  in  groups  of  3   •  3  minutes  per  picture   •  Chat  –  How  could  you  use  this  image  in  your   wriDng?   •  Build  on  one  another’s  thinking   •  View  4  pictures  
  13. 13. •  Eagle  Dreams  -­‐    Wri.en  by  Sheryl  McFarlane  ;   Illustra;ons  by  Ron  Lightburn;     •  ISBN:  1-­‐55143-­‐016-­‐9  
  14. 14. •  Task:    a  piece  of  wriDng,  choose  your  genre,   think  about  the  criteria   •  As  you  are  moving  to  your  desk,  keep  walking   unDl  you  have  your  first  line  in  your  head   •  12  minutes  to  write   •  As  students  are  wriDng,  move  about  the  room,   underlining  something  powerful  (criteria   connected)  in  each  person’s  wriDng  
  15. 15. •  Each  student  shares  what  was  underlined   •  Listen  to  hear  something  you  might  want  to   borrow   •  As  a  class,  decide  on  why  each  was  underlined   •  Create  the  criteria:   – Words  that  are  WOW   – Details  that  showed  emoDon  or  made  a  picture   – Hook  –  first  line  made  me  want  to  keep  reading  
  16. 16. Sample  1   One  cool  and  breezy  night,  in  a  prairie,  a  boy  sat   on  the  rim  of  his  open  window,  looking  out  at   the  moon,  hoping  for  something  to  happen.     A]er  a  few  minutes,  he  went  back  in  and  close   his  window.    Robin  sighed.  “I  wished  my  life   has  more  excitement  in  it,  “  he  thought,   before  he  turned  off  his  light  and  went  to  bed,     he  took  one  quick  look  at  his  kite  on  top  of  his   bed  that’s  shaped  like  an  eagle,  and  went  to   sleep.  
  17. 17. Next  morning,  Robin  went  outside  to  fly  his  kite   a]er  breakfast,  while  he  was  flying  his  kite,  he   noDced  the  wind  got  stronger,  he  tried  to  hold  on   to  the  string,  but  it  slipped,  the  kite  got  caught  in   the  wind  and  flew  towards  the  forest,  Robin  ran   a]er  it,  he  ran  and  ran  and  ran,  unDl  he  ran  into  a   clearing,  he  found  the  kite  there,  but  he  also   discovered  something  else  a  few  feet  away,  was  a   bunch  of  brown  feathers,  moving,    “Can  it  be?”   he  thought.    He  moved  a  likle  closer  and  he  saw   what  the  bunch  of…  
  18. 18. Sample  3   Once  upon  a  Dme  there  was  a  boy  that  was  facinated  by  eagles,  he   asked  his  father  to  get  one  for  him  but  he  couldn’t.    Then  the  boy   thought  about  a  way  to  catch  an  eagle  and  then  a  different  gender   one  for  more  eagles.    Delighted  with  his  idea  that  he  thought  of  last   night,  he  conDnued  his  plan.    He  put  3  fishes  in  the  open  with  a   trap,  and  went  to  bed.    Then  he  heard  a  noise  that  sounded  like  an   eagle.    When  he  had  checked  the  trap,  he  found  an  eagle  that  was   in  his  trap.    Happily  jumping  around,  the  eagle  made  him  inspired  to   make  a  home  for  the  eagle.    He  created  a  bond  with  the  eagle.    He   remembered  how  much  his  father  despised  eagles.    He  lead  the   eagle  to  a  secret  place  in  the  forest  where  his  father  never  went.     He  came  downstairs  and  his  father  was  in  a  rage.    He  threatened  to   ground  his  son  if  he  didn’t  kill  the  eagles.  Shocked,  the  boy  asked   why  he  told  him  so.    The  father  said  they  …  
  19. 19. Sample  4   At  Sunday,  the  Ximing  and  his  father  mother  go   travel.    On,  Ximing  say  “I’m  see  a  eagle!”    His   father  and  his  mother  is  going  to  his.    And  his   mother  say  “Oh,  Help  it!”    OK.    It  was  heal.    OK.     We  are  go  back  home!   At  home:   Today  is  very  funning.  Because  we  are  helpa  eagle!     I’m  so  happy  now!  Ximing  is  Dme  to  eat  a  dinner   say  mother  say  …  
  20. 20. Sample  5   One  day  Amiy  was  flying  a  kite  it  like  an  eagle.     He  loves  eagle.    Well  he  was  running  he  saw   an  eagle  liding  on  the  grass,  he  thik  the  eagle   is  in  troudel  so  he  went  over  to  see  what’s   wong.    It  was  a  baby  eagle  that  had  it’s  weing   hurt.    Amiy  broDn  it  home  and  ask  his  sister.     His  sister  told  him  that  the  eagle  is  in  …  
  21. 21. •  Kids  can  add/edit/conDnue  to  work   •  Set  up  for  next  class   –  Work  on  same  criteria   –  Hear  again,  pieces  that  work   –  Move  to  where  kids  can  idenDfy  criteria  in  their  own   work  and  ask  for  help  with  criteria  that  are  struggling   with   •  A]er  repeated  pracDce,  students  choose  one   piece  to  work  up,  edit,  revise,  and  hand  in  for   marking   •  Feedback  is  conDnuous,  personal,  Dmely,  focused  
  22. 22. Quick Writes • Give  a  word   • 15  seconds  to  think   • 2-­‐3  minutes  to  write   • Word  count   • Find  a  phrase,  short  piece  you’d  like  to  share   • As  the  students  stand  and  share,  listen  for  nuggets   you  might  be  able  to  use  in  some  way  in  your  wriDng   • –  the  words  we  used  today  
  23. 23. Picture Prompts •  Talk  to  your  partner  about  what  you  are  seeing,   wondering,  thinking  about  in  this  picture…think   about  how  it  connects  to  ‘paint’  and  ‘train’   •  Share  2-­‐3  pictures.   •  Walk  and  talk  with  a  partner:    what  is  the  story   behind  the  pictures?  What  is  the  story/text  that  is   sparked  in  your  thinking  by  the  words,  the   wriDng,  the  conversaDon,  the  pictures.   •  Quick  write  of  10  minutes  or  so.