An afternoon follow-up session after classroom demonstration. Strategies for all learners: power paragraphs, descriptive feedback and oral language with tesselations in math, questioning from pictures.

1. It’s All about Thinking – Collaborating
to Support All Learners
Reading, Writing, Thinking Strategies
Grades 3-5
Prince
Rupert
April,
2013
Faye
Brownlie

2. Learning
Inten<ons
• I
have
a
plan
to
collaborate
with
someone
in
the
classroom.
• I
have
a
plan
to
try
a
different
strategy
or
sequence
that
focuses
on
literacy
and
engagement.
• I
have
a
plan
to
con<nue
to
ask
the
ques<ons,
”How
is
what
I
am
doing
suppor<ng
the
learning
of
all
my
students?”
and
“How
do
I
know?”

4. Power Paragraphs
• Choose
a
topic
• Choose
3
key
details
about
the
topic
• Under
each
key
detail,
choose
2
further
details,
examples,
support
• Write
one
introductory
sentence
(topic)
and
one
sentence
each
for
each
key
detail
and
its
suppor<ng
informa<on
• With
Ken
Porter
and
Kelly
Zimmer,
Mundy
Road
–
in
class
support
for
students
at
risk

13. How can I move from a text-driven stance in
a math curriculum that is new to me?

14. Essential Questions:
What
is
a
tessella<on?
How
do
these
shapes
work
together?

15. Learning Intentions:
• I
can
make
a
tessella<on.
• I
know
what
polygons
will
tessellate.
• I
know
why
some
polygons
will
tessellate
and
some
won’t.

16. Criteria for a tessellation:
• Repeated
congruent
shape
• No
gaps
• No
overlaps
• Vertex
of
any
tessella<ng
angle
is
360°

17. We found out:
• Only
3
regular
polygons
will
tessellate:
– Triangle
– Square
– Hexagon
Assessment:
Be
prepared
to
explain
why
an
octagon
will
not…
I’m
listening
for
kids
who
use
the
words
-­‐polygon,
tessellate,
vertex,
line
segments

18. Tessellations
octagon
polygon
tessellate
vertex
Line
seg-­‐
ment
Beth
Dylan
Luca
Emma

19. Ques<oning
–
gr.
3/4
Goal:
crea<ng
real
ques<ons,
using
ques<ons
to
link
background
knowledge
with
new
informa<on,
create
curiosity
• Present
an
image.
• Ager
each
image,
ask
students
to
pose
ques<ons
about
the
image
and
to
resist
the
urge
to
answer
someone
else’s
ques<on.
• Repeat
with
3-­‐4
images.

23. Salmon
Creek
–
Annehe
LeBox
&
Karen
Reczuch
2002,
Douglas
&
McIntyre

24. Team Planning
• What
will
you
do?
• Who
will
you
work
with?
• What
ar<facts
will
you
collect
from
the
students
to
provide
evidence
of
how
they
are
learning
–
i.e,
student
samples
for
your
porkolio?
• Reflect
on
the
ques<ons:
– What
are
we
doing?
– How
is
it
going?
– What
next?

25. Planning
What
are
you
going
to
try
ASAP?
Who
will
you
work
with?
How
will
this
support
student
engagement
and
increased
literacy?