Day 2 in series, K-5, focusing on effective literacy practices. Reviewing Every Child, Every Day, building students' ability to identify and use strategies for decoding unknown words in reading, infusing writing into the day, building reflection and goal setting into writing, response writing in lit circles.
third in a series
What makes a difference for all learners in developing literacy K-5? Allington/Gabriel framework, examples from gr 1 writing, gr 4/5 literature circles and response writing, teaching decoding strategies in context.
Based on the work in Learning in Safe Schools, 2nd edition by Brownlie and King, a pedagogical framework to support co-teaching all children IN the classroom and examples of such are presented.
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
Day 2, K-7, Professional Learning Network - Effective Learning in Inclusive Classes. Focus today on supporting vulnerable learners, no round reading in guided reading groups, spelling, sequences built from word strategies to meaning and writing, a global issues sequence: connect, process, transform.
Day 1 of 3 day series. What counts in effective literacy instruction? How does this match the BC Ministry Definition of Literacy? What does this look like in the classroom? What do you want to hold on to, what to let go of? 2 keynotes, with breakout sessions.
A 90 minute session 'Finding Self in Story' for grades K-3. Sequences, a few big ideas, and several books that provide access and connection to self for students are mentioned.
third in a series
What makes a difference for all learners in developing literacy K-5? Allington/Gabriel framework, examples from gr 1 writing, gr 4/5 literature circles and response writing, teaching decoding strategies in context.
Based on the work in Learning in Safe Schools, 2nd edition by Brownlie and King, a pedagogical framework to support co-teaching all children IN the classroom and examples of such are presented.
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
Day 2, K-7, Professional Learning Network - Effective Learning in Inclusive Classes. Focus today on supporting vulnerable learners, no round reading in guided reading groups, spelling, sequences built from word strategies to meaning and writing, a global issues sequence: connect, process, transform.
Day 1 of 3 day series. What counts in effective literacy instruction? How does this match the BC Ministry Definition of Literacy? What does this look like in the classroom? What do you want to hold on to, what to let go of? 2 keynotes, with breakout sessions.
A 90 minute session 'Finding Self in Story' for grades K-3. Sequences, a few big ideas, and several books that provide access and connection to self for students are mentioned.
1st of 3 days for school teams. Strengthening our literacy practices. What does the research say? Frameworks include CR4YR, Every Child, Every Day, and the Fountas and Pinnell shift from teacher control to student control graphic. 2 examples: grade 2 writing from water web; intermediate volcano surfing sequence
Co-teaching and strategies for teaching writing, building from classroom co-teaching experiences: co-plan, co-teach, unpack the lesson and determine what's next.
Balanced literacy in intermediate classrooms: deepening response writing with explode the sentence, co-constructing criteria, found poems; writing from questions of a picture, self assessment; purposeful homework.
Writing across the Curriculum - Middle/Senior Years, MRCLFaye Brownlie
First of three days for MRLC. Establishing a classroom where writing is integral and accessible for all students. Beginning to build criteria with students. Writing with different purposes in mind. Revisiting writing process. Several strategies shared.
Evidence Guided Literacy Oct 2019 - without childrenFaye Brownlie
What data are we collecting? How do we use this data to determine strengths and stretches of the class, then set goals to guide our instruction? How do we create open-ended structures to provide access points for all learners, then address those who need more support (tier 2) through extensions, interventions and supports that grow out of the tier 1 teaching? For MRLC
A half day session with literacy leaders and principals, followed by a classroom learning round with grade 5/6 from Souris. What counts in quality literacy instruction? Who are your learners? How do we work toward Hattie's collective efficacy?
2nd in a series - what counts? how do we include all learners with both access and extension? Quadrants of a thought, questioning from pictures, free writes into criteria into summary statements, sequencing sentences - time for conferences.
A brief overview of 'Every Child, Every Day' and its implications for vulnerable readers. Including a whole class lesson on making thoughtful connections.
K-9 day spent unpacking 'Every Child, Every Day' and how these practices look in the inclusive classroom. How are all kids included when their needs are very diverse? How do we make these practices manageable and thoughtful?
Engagement and challenge are keys to becoming readers and writers. K-7 strategies to stretch the reading and writing skills of students while everyone has fun.
Building from what teachers had been trying and what they still had as goals, we continued to share strategies and structures that support literacy learning for all. K-7 plus ONE:)
BJF.Delta.Nov Redesigned ELA Curriculum K-3Faye Brownlie
An evening in Delta, supported by the Barbara Jarvis Foundation, with K-3 teachers and led by myself, Lisa Schwartz and Michelle Hikida. Focus on explicit teaching of reading strategies in whole class, small groups and individually, and on building a literacy community of readers who belong, read and think about big ideas in a 2/3 class.
Continuing the conversation. What is going well with our vision of inclusion? How do class reviews and focusing on in-class support for all learners work to enhance learning and belonging for all students?
Meaning-making is the goal of reading. In this 2 hour session, we focus on creating teaching reading to all students through a meaning-based approach and creating readers who can read and who enjoy reading.
Using the performance standards in grades 4-6: snapshot of where the students are, then use this to plan for where you would like to students to be. Reading and writing discussed.
Full day session, focusing on reading/writing/thinking sequences, intermediate and secondary. Included: word work for emergent readers and writers, critical literacy, building background knowledge, responding to text through identity , setting, and character.
1st of 3 days for school teams. Strengthening our literacy practices. What does the research say? Frameworks include CR4YR, Every Child, Every Day, and the Fountas and Pinnell shift from teacher control to student control graphic. 2 examples: grade 2 writing from water web; intermediate volcano surfing sequence
Co-teaching and strategies for teaching writing, building from classroom co-teaching experiences: co-plan, co-teach, unpack the lesson and determine what's next.
Balanced literacy in intermediate classrooms: deepening response writing with explode the sentence, co-constructing criteria, found poems; writing from questions of a picture, self assessment; purposeful homework.
Writing across the Curriculum - Middle/Senior Years, MRCLFaye Brownlie
First of three days for MRLC. Establishing a classroom where writing is integral and accessible for all students. Beginning to build criteria with students. Writing with different purposes in mind. Revisiting writing process. Several strategies shared.
Evidence Guided Literacy Oct 2019 - without childrenFaye Brownlie
What data are we collecting? How do we use this data to determine strengths and stretches of the class, then set goals to guide our instruction? How do we create open-ended structures to provide access points for all learners, then address those who need more support (tier 2) through extensions, interventions and supports that grow out of the tier 1 teaching? For MRLC
A half day session with literacy leaders and principals, followed by a classroom learning round with grade 5/6 from Souris. What counts in quality literacy instruction? Who are your learners? How do we work toward Hattie's collective efficacy?
2nd in a series - what counts? how do we include all learners with both access and extension? Quadrants of a thought, questioning from pictures, free writes into criteria into summary statements, sequencing sentences - time for conferences.
A brief overview of 'Every Child, Every Day' and its implications for vulnerable readers. Including a whole class lesson on making thoughtful connections.
K-9 day spent unpacking 'Every Child, Every Day' and how these practices look in the inclusive classroom. How are all kids included when their needs are very diverse? How do we make these practices manageable and thoughtful?
Engagement and challenge are keys to becoming readers and writers. K-7 strategies to stretch the reading and writing skills of students while everyone has fun.
Building from what teachers had been trying and what they still had as goals, we continued to share strategies and structures that support literacy learning for all. K-7 plus ONE:)
BJF.Delta.Nov Redesigned ELA Curriculum K-3Faye Brownlie
An evening in Delta, supported by the Barbara Jarvis Foundation, with K-3 teachers and led by myself, Lisa Schwartz and Michelle Hikida. Focus on explicit teaching of reading strategies in whole class, small groups and individually, and on building a literacy community of readers who belong, read and think about big ideas in a 2/3 class.
Continuing the conversation. What is going well with our vision of inclusion? How do class reviews and focusing on in-class support for all learners work to enhance learning and belonging for all students?
Meaning-making is the goal of reading. In this 2 hour session, we focus on creating teaching reading to all students through a meaning-based approach and creating readers who can read and who enjoy reading.
Using the performance standards in grades 4-6: snapshot of where the students are, then use this to plan for where you would like to students to be. Reading and writing discussed.
Full day session, focusing on reading/writing/thinking sequences, intermediate and secondary. Included: word work for emergent readers and writers, critical literacy, building background knowledge, responding to text through identity , setting, and character.
Strategies to support quality teaching across the curriculum, especially in intermediate and secondary classrooms. Thursday evening and Friday sessions.
K-5 session, 4th in a series, as we work to help develop readers and writers who are literacy skilled and enjoy reading and writing. Primary literacy centres and a sequence which encourages deep thinking and provides an opportunity to listen to all students read.
Kootenay Columbia - reading & writing with skill & passion Faye Brownlie
Grades 2-5, first of three sessions, focusing on teaching all students to read and write with increased skill and passion. What does the research say? Using Allington and Gabriel's framework of Every Child Every Day, we examine how to put this into practice in the classroom.
Reading and Writing with Skill and Passion, grades 2-5. Third day in the series. Focus on primary lit circles, building shared understanding of immigration in social studies with a picture book, 2 writing strategies, graffiti walls.
A full day session for the Brandon Reading Council based on Allington and Gabriel's Every Child Every Day recommendations. Primary and
Elementary examples from BC classrooms were shown throughout the day to put these principles into practice.
Third day in a 3 part series, K-3, focusing on quality teaching K-12, using the frameworks of UDL and BD. Sequences from physics, gr 4/5 math and language arts, gr 1 writing, gr 10 English, images into reading.
Half day sessions in Prince Rupert, It's All about Thinking: Collaborating to Support All Learners: gr 4/5, 6/7 core, 8/9 humanities and sec En., secondary
Starting with performance-based reading assessment to determine strengths and areas to strengthen in the class, helps establish a plan of action to guide our teaching. With these curricular competencies in mind, we then choose our to thread these explicit through our lessons. Read aloud and silent reading are boosted with more direct teaching.
Igniting a Passion for Literacy Coquitlam, #2Faye Brownlie
Continuing to work with 'Every Child, Every Day' as a framework and being guided by strengths and stretches from the EPRA, several whole class reading sequences are presented: making connections in K, deepening our understanding with networked connections, exploding a sentence.
Continuing the conversation of working with class and school profiles/reviews to better support inclusion. Includes a focus on what makes a difference in teaching, 'no plan, no point' and co-teaching.
Looking back and forward at our class review/profile process and refining it to better meet the needs of all students. How do we work together to focus on strengths and stretches for the class or team of students, and use these to set goals and make a plan?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. School Teams:
a literacy focus
Coquitlam: Central, Mundy Road, Pinetree Way – 15 school teams
Jan 27, 2020
Faye Brownlie
www. Slideshare.net/fayebrownlie/coquitlamliteracyteams.jan2020
2. Learning Intentions
• I am deepening my understanding of ‘what counts’ in effective
literacy instruction, and making strides at more balanced
programming for all my learners.
• Every Child, Every Day
• CR4YR
• I have a plan for more deliberate work in feedback, including student
goal setting.
• I have a plan for a strategy sequence to try.
3. “Every Child, Every Day” – Richard Allington and
Rachael Gabriel
In Educational Leadership, March 2012
6 elements of instruction for ALL students!
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
writing.
6. Every child listens to a fluent adult read aloud.
5. Teachers’ Reflections
• What made a difference for vulnerable learners
(CR4YR, 2012-2013)
• 1:1 support
• Relationship
• Choice
• Focus on meaning
6. • As the new year begins,
• What are the current strengths of your learners?
• What are the stretches for them?
• What evidence are using to determine these strengths and stretches?
• How has this changed since September?
• For which learners do you need more information?
• What is your plan?
• How will you determine your impact?
7. Class Profile – Literacy
Interests
Classroom Strengths Classroom Stretches
Individual Concerns
(adapted from Brownlie &
King, 2011)
Goals Decisions and Strategies/Structures
Comprehension Vocabulary/BK Fluency/Decoding Other
8. Lisa Warner, Gr K/1, Mundy Road
• Goal:
• Take a risk with writing
• Increase confidence in writing
• Enjoy writing
• Read morning message and circled known words
• Read ‘Just Like Grandma’
• Co-created a picture response to text
• Wrote under the text
• Students drew and wrote what they liked to do with their ‘person’
9.
10.
11.
12.
13.
14. Kirk Deutschmann, Gr. 4/5 Mundy Road
• Web on renewable/non renewable resources.
• Discussed BC map and our Golden Triangle.
• Kirk and I wrote in front of the students, he as a mining executive, I
was a farmer: ‘Should we begin a mine here or not?’ (2 min.)
• Students noticed what worked well in our writing – created a list.
• Students chose a stakeholder position, then wrote in response to
“Imagine a mine is being created in our playground. What
stakeholder are you? Will you support it or not?” (5 min.)
• Very engaged and on task.
15. Low Expectation
Effects: -.03 - .20
High Expectation
Effects: .50 – 1.44
Expect low performance, see low
performance, and this reinforces their
views about low performance
Expect improvement, see the errors, and
seek negative evidence to enact
improvement
Sees role as facilitators, constructivists,
socializers
See role as director, active change agent,
academic instructor
Sees great differences between students
in class
Sees lower differences between students
in class
Argues that some are expected to
improve
Argues that all are expected to improve
Has more differentiated activities in class Has less differentiated activities in class
Comments on low effort, class behavior,
in-class relationships
Comments on developing confidence,
motivation, persistence, and attitude to
16. “...the design of reading lessons differs for
good and poor readers in that poor readers
get more work on skills in isolation, whereas
good readers get assigned more reading
activity.”
(Allington, 1980; 1983; 2002; Allington & McGill-Franzen, 1989; Collins, 1986; Cummins, 2007; Valli &
Chambliss, 2007; Vaughn & Linan-Thompson, 2003).
17. What strategies did you use – and why does it
matter?
• Thinking about meaning.
• Thinking about parts of speech.
• Thinking if the word would sound right.
• With the ‘initial’ you now had visual information to add in.
• Meaning
• Syntax and sound
• Visual
• Children who are struggling with reading, often have trouble using all
sources of information and tend to rely on just one…their easiest one!
18. Strategy Sequence
• Connecting
• Building motivation, accessing and building background knowledge, asking
questions, setting a purpose for reading
• Processing
• Making sense of new text, linking old information to new
• Transforming and personalizing
• Showing what you know
19. A grade 4 sequence to encourage thinking about
decoding unknown words, building fluency,
deepening understanding, personal le:er wri;ng
Thanks to Janet Smith, teacher librarian
c̓əsqənelə Elementary
Maple Ridge, BC
20. Shooting at
the Stars
A follow-up to
Remembrance Day in
preparation for writing
Christmas cards to our
Canadian Armed Forces
overseas.
21. Plan for Grade 4
• Using 1 page
• Covering 5 words
1. Read it with a partner showing missing words
2. Read it out loud whole class
3. Partners record possible words they can think of
4. Whole group recording of possible words
5. Try each word suggested crossing out words that don’t
make sense.
6. Notice and name the strategies that were used to
determine the author’s words
22. After the sun went down, we decided to
chance a fire outside the _______, but when
we stepped outdoors we heard the sounds
of _______! I looked down the line to find
out who was foolish enough to give away his
_______to the enemy. But the noise wasn't
coming from our ______at all.
As I________stuck my head over the edge of
the trench, I couldn't believe what I saw!
23. After the sun went down, we decided to
chance a fire outside the (thing), but when
we stepped outdoors we heard the sounds
of (action)! I looked down the line to find
out who was foolish enough to give away his
(place) to the enemy. But the noise wasn't
coming from our (thing) at all.
As I (describe) stuck my head over the edge
of the trench, I couldn't believe what I saw!
Give a clue
24. After the sun went down, we decided to
chance a fire outside the b______, but when
we stepped outdoors we heard the sounds
of s_______! I looked down the line to find
out who was foolish enough to give away his
p______to the enemy. But the noise wasn't
coming from our t_____at all.
As I c_______stuck my head over the edge
of the trench, I couldn't believe what I saw!
Add Initial Sound
25. After the sun went down, we decided to
chance a fire outside the bunker, but when
we stepped outdoors we heard the sounds
of singing! I looked down the line to find
out who was foolish enough to give away his
position to the enemy. But the noise wasn't
coming from our trench at all.
As I cautiously stuck my head over the edge
of the trench, I couldn't believe what I saw!
27. AAS
wePart 2
Intro the
writing
activity:
Focus on what the soldier has
written to his mother
What are soldiers feeling
while they are away? What
would they most like? What
would they most like at
Christmas 9me?
Read the rest of the book
using the document camera
28. Part 3
Write a
Christmas
postcard to
members of
the armed
forces.
Who is in the armed forces?
What are possible roles in the
armed forces
What is peace keeping?
Where are our armed forces
stationed in the world?
32. Part 3: Wri*ng
• Draft copy
• Conference
• Good copy for the post
• Draw/decorate the front of the
postcard
33.
34.
35.
36.
37.
38.
39.
40.
41. Teacher reflections:
• High student engagement
• Individual conferences were possible, supportive, connection-based
with 2 teachers in the room
• Students who needed more support were easily supported within the
context of rich classroom literacy work
42. Think Aloud
• Read slowly, making your thinking visible.
• Have students notice the strategies that you use.
• In pairs, students slow their thinking down, and read to their
‘coaching’ partner who notices the strategies that were used.
• Reverse roles and repeat the process.
• Keep track of the strategies used.
• Use small pieces of text.
• Continue reading aloud or independently.
44. Sea Otter Pup - Victoria Miles (Orca)
There is a forest of seaweed in the ocean.
45. It is a forest of kelp. At the bottom of the
kelp forest, Mother sea otter searches for
food.
46. High above, her pup is waiting. He is
wrapped in a piece of kelp so he can’t
drift away while Mother is down
below.
47. • “…if you want to revolutionize your reading
instruction, invite writing back into the fold. Give
your students time to write during class, and give
them feedback that responds to their craft and their
composition. Great writing is a communication of
great thinking, so strengthen reading and writing in
tandem, not in isolation.”
• Bambrick-Santoyo & Chiger, “”Until I Write It Down”,
EL, Feb 17
48. Quick Writes – Grade 3
Robin Martens, Altona
• 15 seconds to think about how they would start
• 3-4 minutes to write
• Wrote for an hour with different prompt words
• Pizza, soaring, puddle
• Kids highlighted their gems after each write and shared them with the
class
• Created criteria:
• Using our senses to describe what was happening
• Using descriptive words
49. Robin’s Reflections
• Kids loved this
• Very focused on their writing
• Some of the developing writers listened to what others shared as
their gems, then incorporated these into their own writing
• The next day in Work on Writing time, several asked for a ‘word’
67. Lit Circle Response Writing
University Highlands, Burnaby
• Christine Yee, Gr. 4/5
• Kristina Carley, Gr. 4/5
• Michelle Van-Balkom, ELL
• Combine 2 classes twice a week with Michelle and introduce a lesson
• Sometimes 5 adults: also LST and 2 EAs (autism, hard of hearing)
• Meet with each book twice a week
• Collaborative planning!!!!
• Choose the weekly lesson focus in response to students strengths and
stretches
68. • Noticed:
• Eager to read and share their books
• Could retell much of what was read
• All were included
• In full class discussion, all could participate
• In small group discussion, with teacher scaffolding, students built on one and
other’s ideas
• Need:
• More depth in their written responses
• More evidence from the text and their experience to support their opinions –
in small group conversation and in written response
69. Gradual Release of Responsibility
• Ac#on:
• Direct teaching and modeling of response
• Co-create criteria for powerful response
• Prac#ce in small groups, the process that was modeled
• Individual response write
• Individual student reflec#on on their wri#ng, using the criteria
70. Gradual Release of Responsibility
• Model
• I do, you watch
• Guided practice
• We do, you do with others
• Independent practice
• You do, I coach as needed
• Independent application
• You do without guidance – or set-up – from me
71. • Buffalo Hunt
• Terror in the Harbour
• A Mighty Big Imagining
• Camp X
• Ghost Train
• After Peaches
• When the Cherry Blossoms Fell
• The Gnome's Eye
• Flood Warning
• Drita My Homegirl
• Moses, Me & Murder
• Jo's Journey
• Novels are themed on Canadian history and immigration
72. • Previously read ‘Roses Sing on New Snow’
• Focus on making inferences
• Chose a sentence to ‘explode’ from the text.
• Each of we 4 teachers, wrote a response to the line to
show our understanding and interpretation, in front
of the students.
• Students noticed what worked in our writing.
• Each lit circle group chose a sentence (with help).
• Each lit circle group ‘exploded’ their sentence, then
wrote in response.
• We circulated, monitored the groups, extended the
thinking.
73.
74. • The guests were astounded to hear that a woman had cooked the
dish.