Download as PDF, PPTX
More Related Content
Similar to Arrow Lakes.K-12.Effective Literacy Strategies
Arrow Lakes.K-12.Effective Literacy Strategies
- 1. K-‐12 Literacy Strategies that Work May 24, 2011 SD #10, Arrow Lakes Faye Brownlie www.slideshare.net
- 2. • What do you noDce about the results? What paHern(s) can you see? • What improvement or growth is shown and to what do you aHribute this growth? • What good news story arises from this data? What areas are sDll in need of work? • Choose one area that you believe is significant to work on, based on this data. • What plans may you have next year in your Growth Plan based on this data?
- 3. Learning IntenDons • I can name and describe components of effecDve literacy teaching. • I can idenDfy AFL strategies and effecDve literacy teaching strategies in my pracDce. • I have idenDfied a less effecDve pracDce to replace with a more effecDve literacy pracDce. • I can plan a next step – “more of, more oWen”.
- 4. Reading Next -‐ Biancarosa & Snow, 2004 • Instruc(onal Improvements 1. Direct, explicit comprehension instrucDon 2. EffecDve instrucDonal principles embedded in content 3. MoDvaDon and self-‐directed learning 4. Text-‐based collaboraDve learning 5. Strategic tutoring 6. Diverse texts 7. Intensive wriDng 8. A technology component 9. Ongoing formaDve assessment of students
- 5. Think Aloud • Read the text or the picture aloud to the students. • Slow your thinking down and describe to them what is happening as you read. • Focus your descripDon on what THEY need to know – connecDons, quesDons, figuring out unknown words, grammar cues… • Record the strategies. • Have students pracDce in pairs before reading independently.
- 6. THE LUNGS AND CHEST CAVITY • To understand breathing, it helps to know more about the body parts you use to move air in and out. Your lungs are spongy organs that receive the air you inhale.
- 7. • The lungs are made up of clusters of Dny, hollow sacs called alveoli (singular: alveolus). Each alveolus is surrounded by blood vessels. Your lungs are located in a large space in the upper part of your body called the chest cavity (Figure 8.6).
- 8. Carla’s average on four tests in math was 89.5 percent, but her percent score on each test was a whole number. What might have been Carla’s test scores?
- 9. Assessment for Learning Purpose Guide learning, inform instrucDon Audience Teachers and students Timing On-‐going, minute by minute, day by day Form DescripDve Feedback ¶what’s working? •what’s not? •what’s next? Black & Wiliam, 1998 Haoe & Timperley, 2007
- 10. Assessment for Learning • Learning intenDons • Criteria • DescripDve feedback • QuesDoning • Peer and self assessment • Ownership
- 11. QuesDoning – gr. 2/3 Goal: creaDng real quesDons, using quesDons to link background knowledge with new informaDon, create curiosity • Present an image. • AWer each image, ask students to pose quesDons about the image and to resist the urge to answer someone else’s quesDon. • Repeat with 3-‐4 images.
- 15. Salmon Creek – AnneHe LeBox & Karen Reczuch 2002, Douglas & McIntyre
- 16. Questioning – JoniTsui • IntroducDon to earthquakes in geology 12. • Students have all seen earthquakes in previous classes (some more than others). • We completed the acDvity and I made sure every student in class wondered at least one thing.
- 19. Grade 9 Science, Insulators & Conductors • Learning IntenDons: – I can idenDfy and explain the key vocabulary necessary to understand insulators and conductors – I can read to determine the accuracy of key statements about insulators and conductors – I can provide evidence from the text to support my choices.
- 20. • proton • neutron • electron • ion • atom • nucleus • charge • posiDve • negaDve • neutral
- 21. AnDcipaDon Guide Electrons in an insulator are not Dghtly bound to the atoms making up the material. Pure water is an insulator; tap water is a conductor. A maple-‐leaf electroscope determines the presence of electric charges.
- 22. Human OpDcs Vocabulary Before During A5er pupil iris cornea sclera reDna opDc nerve
- 23. Learning Intention: Ican 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)
- 24. • 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
- 25. All alone, I stepped into my car. With my map in hand, I began to drive. At the lights I turned leW, then the map said to turn right. “Oh, no!” The sign said, “Road closed”. “Help,” I thought. “What am I going to do?”
- 26. Notices…criteria • Mystery • Opening • Detailed • Sounds like you (Voice)
- 30. Resources • Student Diversity, 2nd ed. – Brownlie, Feniak and Schnellert, 2006 • It’s All about Thinking (in English, Social Studies and HumaniDes) – Brownlie and Schnellert, 2009 • It’s All about Thinking (in Math and Science) -‐ Brownlie, Fullerton & Schnellert, in press