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.
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
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.
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.
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.
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.
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.
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
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.
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.
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.
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.
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.
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.
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.
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
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.
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?
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?
Literacy Stories: Readers and Writers at Work K-3.
Focus on redesigned curriculum, inclusion for all in a meaningful way, assessment to inform our teaching, working together. Stories collected from BC primary classrooms.
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.
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:)
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.
Continuing the conversation on research-based reading practices, focusing on building flexible word strategies for decoding, timetabling, support for vulnerable learners, language.
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.
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.
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
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.
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?
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?
Literacy Stories: Readers and Writers at Work K-3.
Focus on redesigned curriculum, inclusion for all in a meaningful way, assessment to inform our teaching, working together. Stories collected from BC primary classrooms.
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.
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:)
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.
Continuing the conversation on research-based reading practices, focusing on building flexible word strategies for decoding, timetabling, support for vulnerable learners, language.
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.
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, K-7, on differentiation in Language Arts. Focus on engaging ALL students in meaningful, purposeful reading, writing, speaking and listening, in such a way as to support their learning and their joy in learning.
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.
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.
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.
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?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Thesis Statement for students diagnonsed withADHD.ppt
Coquitlambootcamp.literacy
1. Setting Up a Fun, Manageable
and Effective Literacy Program,
K-8
Coquitlam Summer Boot Camp
Monday, August 26, 2019
Faye Brownlie
www.slideshare.net/fayebrownlie/coquitlambootcamp.literacy
2. Learning Intentions
• I have a better understanding of ‘what counts’ in effective literacy
instruction.
• I have a plan for an opening reading--thinking sequence
• I have a plan for beginning my writers’ workshop
• I have ready to have fun in teaching ALL my leaners how to become
readers and writers and thinkers
3. What?
Literacy is the ability and willingness to make meaning from
text and express oneself in a variety of modes and for a
variety of purposes.
Literacy includes making connections, analyzing critically,
comprehending, creating, and communicating.
B.C. Ministry of Education, 2017
3
4. The goal of teaching reading is to
create kids who can read and who
choose to read.
5. Story is at the heart of reading and
writing.
Reading and writing grow through
interaction with others.
We are all readers, writers,
thinkers.
6. Beliefs
• Everyone is included, in the classroom, in rich literacy experiences.
• Access and engagment
• We believe – and our language and actions reflect this – that all our
learners will become readers and writers.
• Strengths-based language
• Growth mindset
• Community counts – for our students and for ourselves.
• Teachers, NOT scripted programmes, teach students.
7. • We need large chunks of time for effective literacy learning.
• Choice counts – for everyone, especially our most at-promise
students.
• Every day we listen to EACH learner read.
• Daily meaning-based, individual, strengths-based reading and writing
conferences.
• Feedback – individual and group – is the heart of our instruction.
• This is possible, manageable, and fun!!
8. Gradual Release of Responsibility
• Model
• Guided practice
• Independent practice
• Independent application
9.
10. To begin the year…
• Whole group instruction
• Whole group feedback
• Who are my learners?
• What are their strengths and stretches?
• Individual practice
• Individual conferences for individual feedback
• Something you are doing well – what works?
• Something you can continue to develop – a question or comment to lead learning
forward
11. Moving toward…
• A blend of whole class, small group and individual learning
opportunities in the class
• Small groups – guided reading, word work, skills work – are built as
we gain knowledge of our students, their strengths and stretches,
who will work well together, and what is possible
• Watch for support from your resource team in implementing EPRA, a
performance-based reading assessment to help you learn about your
learnersJ
12. Where do my learners need explicit
instruction?
• Reading and writing float on a sea of talk James Britton
• Meaning and thinking first – comprehension and response
• Words
• Sight (automaticity)
• Decoding (sound/symbol, word parts, word families)
• Strategies for decoding unknown words in context
• Concepts of print
• How print works – letters, words, sentences, left to right
• Letter knowledge – names and sounds
13. Big Ideas – Gr 3 (and Gr 8)
• Language and story can be a source of creativity and joy. (same)
• Stories and other texts help us learn about ourselves, our families and
our communities. (and make connections to others and the world)
• Stories can be understood from different perspectives. (worldviews)
• Using language in creative and playful ways helps us understand how
language works. (Texts are socially, culturally, and historically
constructed.)
• Curiosity and wonder lead us to new discoveries about ourselves and
the world around us. (Questioning…contributes to our ability to be
educated and engaged citizens.)
19. Building Accuracy: Whole Class Lessons
Using Big Books
• Work with one or two pages (5-10 Minutes).
• Cover up one or two words.
• Read the sentence together leaving out the missing
word.
• Ask for all of the possibilities for the missing word.
• Record the suggestions.
• Try each word suggested crossing out words that don’t
make sense.
• Notice and name the strategies that were used to
determine the author’s words.
20. • Polar bears have ______ coats of fur to keep them warm in the
_________ winters. They have an ________ layer of long hair over a
_________ layer of underfur.
21. • Polar bears have ______ coats of fur to keep them warm in the
(size)
_________ winters. They have an ________ layer of long hair over a
(place name) (where?)
_________ layer of underfur.
(number)
22. • Polar bears have th______ coats of fur to keep them warm in the
A_________ winters. They have an o________ layer of long hair over
a s_________ layer of underfur.
25. What strategies did you use?
• 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!
26. When reading together, coach in THIS ORDER!
M – meaning
Does this make sense?
S – language structure
Does this sound right?
V – visual information
Does this look right?
How did you figure that out?
27. 3. Every child reads something he or she understands.
-at least 2/3 of time spent reading and rereading NOT doing
isolated skill practice or worksheets
-build background knowledge before entering the text
-read with questions in mind
28. Teach for understanding with purposeful strategies.
• Connecting
• With background knowledge and with others, building personal questions
• Processing
• New information by interacting with it, making new connections, revising
former understandings
• Transforming and personalizing
• New information so it is stored in long-term memory
Student Diversity, 3rd ed, p. 21
29. An Opening Strategic Sequence
• Connecting
• With background knowledge and with others, building personal questions
• Think-Aloud
• Processing
• New information by interacting with it, making new connections, revising former
understandings
• Visual Thinking
• Transforming and personalizing
• New information so it is stored in long-term memory
• Found Poem
Student Diversity, 3rd ed, p. 22-24
30. Think Aloud
• Connecting strategy
• Whole class, guided practice with partners, independent practice
• Read the text aloud.
• Model what your learners need to access the text – strategies for decoding
and meaning-making.
• Have the learners describe what you have done.
• List these strategies.
• Add a new piece of text, repeat the process with learners in pairs, one
reading, the other noticing and coaching.
• Collect the strategies and add on to the list.
• Repeat again with roles reversed.
31. How I Learned Geography – Uri Shulevitz
One day, Father went to the bazaar to buy bread.
As evening approached, he hadn’t returned.
32. Mother and I were worried and hungry.
It was nearly dark when he came home.
He carried a long roll of paper under his arm.
33. “I bought a map,” he announced triumphantly.
“Where is the bread?” Mother asked.
“I bought a map,” he said again.
34. Mother and I said nothing.
“I had enough money to buy only a tiny piece of bread, and we would
still be hungry,” he explained apologetically.
“No supper tonight,” Mother said bitterly. “We’ll have the map
instead.”
35. Visual Thinking
• Processing strategy
• Learners draw a thinking bubble.
• Continue to read the text as learners draw their thinking in the
bubble.
• Share some learner samples.
• Continue to read and share, whole group, then in table groups or in
partners.
• Add language from the text to the images.
36. Found Poem
• Transforming and personalizing strategy
• A poem of words and phrases, collected from the text and significant to the
learners
• Reread the text, in chunks.
• Learners listen for language that stays ringing in their ears as you
read.
• After reading the first chunk, choose a group of learners to stand and
repeat their phrase. Reorganize this in several ways.
• Continue reading and chunking, ensuring all students participate in
creating the poem.
37.
38. 4. Every child writes about something personally meaningful.
-connected to text
-connected to themselves
-real purpose, real audience
39. Writers’ Workshop – Student Diversity 3rd ed
• The foundation of your literacy programming
• Establish this first!!!!
• K/1 – begin with interactive writing, writing/drawing/creating text in
front of your learners, representing thinking with drawing, adding
letters and sounds
• 2-7 – write in front of your students, at least 2 whole class writing in
response to experiences, read alouds, classroom inquiries each week
40. Beliefs about Writing
• Writing is thinking
• Write daily
• Precede writing with talk, reflection, time
• Focus on meaning
• Explicitly teach writing and provide time for practice and feedback
• Feedback and co-developed criteria support the development of
writing
• Writing is cross-curricular
41.
42.
43.
44.
45.
46.
47. The Story behind the Picture- primary
• Look closely at the picture
• What do you think is happening? What happened before? What
might happen next?
• Turn knee-to-knee (A/B partners) and tell your partner your thinking.
• Did your thinking grow when you heard from your partner? Whose
ideas were different from their partner’s?
• Hear some different stories.
• Add on with information of your own.
• Label the picture or write a sentence (model yours) about the story
behind the picture.
48.
49. The Story behind the Picture-
intermediate/middle
• Look closely at the pictures, silently, thinking about:
• What do you think is happening?
• What happened before?
• What might happen next?
• How are they connected?
• In partners, share your thinking.
• Did your thinking grow when you heard from your partner?
• What do you think is the story behind these pictures?
• Quick write: 2/3 minutes. Begin the story.
• Choose a word or a phrase that you particularly like from your quick write. If you can’t decide,
read your first 3 words
• Whip around, listening to each.
• What do you notice about these words and phrases? (This is the first step in building criteria.)
• Add on background information about the picture sequence.
• With this new information, add on to your writing or begin again – 5 minutes. Feel free to use
anything you heard that sparked your thinking!
50.
51.
52.
53.
54.
55.
56. When students write, they generate
deeper thinking in any content area.
Gallagher, EL, Feb 2017
Improvement in writing is grounded in
practice, in getting words on the page –
lots of them. There are no shortcuts.
…a “four big essays approach” stifles
young writers. Worse, it ensures they
will never become excellent writers.”
Gallagher & Kittle, EL, April 2018
Focus on ideas, not on transcription –
punctuation, capitalization, spacing,
spelling, handwriting, high-frequency
words…they are mastered, long before
transcription skills”
Auguste, EL, April 2018
…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.
Bambrick-Santoyo & Chiger, EL, Feb 17
57. 5. Every child talks with peers about reading and writing.
58. 6. Every child listens to a fluent adult read aloud.
-different kinds of text
-with some commentary
59. 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.
60. Some NOT best practices in literacy
-no research support for decades!
-over-used, under-supportedL
• Teaching grammar in isolation
• Friday spelling lists
• Assigning topics in writing, with no 1:1 no conferencing,
just collecting the work
• Too much teacher-talk
• Fill in the blanks, MC, closed thinking exercises
• Children identifying themselves by their reading level
• Round robin reading – even in guided reading groups!!!
• Lack of consistency in the programming for vulnerable
learners
61. Avoid, avoid, avoid!
• Children identifying themselves by their
reading level.
• Levels are for books, not students.