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Kamloops.indigenous lit circles
- 1. Working with Indigenous Texts in Literature Circles Kamloops Faye Brownlie December 4, 2017 Slideshare.net/ fayebrownlie.kamloopslit circles.dec
- 2. There is great success in engaging students with text and conversation using literature circles Literature Circles STUDENTS Within these groupings, choose their own books are never assigned roles read at their own pace engage in conversations keep journals about readings and conversations are taught comprehension strategies
- 3. Day 1: Introduction of book conversations • Model and practice with poems or short texts • Ask the students: “What comes to mind when you read this? SAY SOMETHING.”
- 7. • Present an image to the class • See-think-wonder • In groups, students examine different images and apply the same strategy: see-think-wonder • Students can provide a capKon for their image. • Share images and capKons. • Students write ‘the story behind the pictures’
- 10. Day 1: Start with the books • choose 5 or 6 books with multiple copies • choose books that cover a wide range of reader interest and level of difficulty • choose books that lead to further reading (series, author)
- 11. Day 1: Introduce the books • read an excerpt • describe the kind of reader who might enjoy this • Describe the font, text features etc. including “notice that’s” Start Reading!!! Students choose 2 texts each. (One as a back up)
- 12. Day 2: Meeting with the groups • meet with a group who are reading the same book, while the other students continue reading • students come to the meeting with a brief passage prepared to read aloud • After a student has read, others respond by: SAYING SOMETHING about what they thought.
- 13. Response Logs Generally this is a 10 minute write Students respond in writing twice a week, reacting to their books. Initially students write at the same time, but as the process becomes familiar, most will write when it is appropriate
- 14. • Model the wriKng from a picture book or a previously read class novel. • Choose your quote or event. • Write this and your thinking, talking aloud about the decisions you are making as a writer and thinker. • Have the students analyze your wriKng. “What worked well?” • Create a ‘messy’ list of the criteria (what worked well). • Students write their response, using the criteria. • Circulate as the students are wriKng, giving feedback – What’s working? – What’s not? – What’s next? – Conference with ALL students and use this Kme to acknowledge what is working and to extend thinking.
- 17. Criteria for an effective group discussion: •all voices must be included •everyone must feel included •everyone’s ideas are respected •the discussion should move us to new understandings
- 18. Collaboration in the Library -Michelle Hikida Format Each class gets two 45 minute blocks a week for one term One class gets one block a week for the enKre year *these are not preps, but Kme to work collaboraKvely in the library (classroom teacher and teacher-librarian) Term 1 Term 2 Term 3 Grade K/1 Oral Story Telling Grade 4/5 Inquiry Circles Grade 3/4 Literature Circles Grade 6/7 Literature Circles Grade 7 Literature Circles Grade 6/7 Literature Circles Grade 2/3 CreaKve Thinking Kindergarten Science Grade 1/2 WriKng * Grade 4/5 Inquiry Projects 1 block a week all year
- 19. • Begin ajer spring break (term 1 and 2 guided reading) • Pre-teaching, modeling and pracKce takes Kme • Three Kmes a week for 45 minutes • Use resource support to support emergent readers Primary Set Up for Literature Circles – Lisa Schwartz
- 20. • Have choice in books they read. • Read at own pace. • Gather in groups to talk about books without jobs or roles. • Reflect on what is being read in a journal or leQer wriKng format (not daily). • PracKce reading strategies (connecKons, inferring and asking quesKons) in the context of real reading. Students…
- 21. • Use gradual release of responsibility to teach, model and pracKce book talks. • Give children choice. • Provide mulKple copies of a variety of books. • Give students Kme to read. • Read with students and join conversaKons to see what’s working, what’s not, what’s next… • Explicitly teach reading and response strategies. Teachers…
- 22. • Teacher reads with one group while other groups read. • Students use sKcky notes to mark a place in the book they want to discuss. • Discussions are focused on quesKons, connecKons and inferences. • Students also rate the book and give reasons why. Possible Format 1
- 23. • Opening: Review criteria for discussion. • Everyone reads at the same Kme (20 minutes). • During reading, teacher reads with students to give feedback and noKce areas of growth. • Everyone discusses books at the same Kme. • Closure: How did it go today? Reflect on our discussions. Possible Format 2
- 24. Aboriginal Leader Project, as culmination to a literature circle unit on residential schools Catherine Feniak and Shelley Steer, gr. 6/7, Lord Kitchener, Vancouver
- 26. • Shi-shi-etko – Nicola Campbell, illustrator – Kim LaFave – read and wonder • Recorded individually and as a group, with words or pictures • Repeated with Sin-chi’s Canoe – Nicola Campbell, Illustrator – Kim LaFave
- 31. • Red Wolf – Jennifer Dance • My Name Is Seepeetza – S hirley SKrling • The Heart of a Chief – Joseph Bruchac • FaQy Legs – Christy Jordan Fenton & Margaret Pokiak Fenton • Stranger at Home – Fenton & Pokiak Fenton • When I Was Eight – Fenton & Pokiak Fenton
- 32. • Book Talk • Assigned kids who needed support to Fa#y Legs • Groups decided how much to read and could read to the end • Read many books – individuals could change groups
- 45. • 6 weeks/once or twice a week, once co-teaching – co-planned shared lesson, in between read and reflected in journals • Shared the whole group lesson, then moved between groups when co-teaching • Whole group – Growing background knowledge – Serng the stage to encourage more reflecKve, responsible and reflecKve reading – Inspiring and influencing the literature conversaKons
- 46. • Kids had a notebook of the documents the teachers used, including Harper’s apology – primary documents • Read Secret Path and the accompanying music – listened, then read the lyrics • References: Project of Heart, TRC Report
- 47. • Set criteria for conversaKons and for visual journals • Core competencies – embedded and discussed • Frequent gallery walks of the journals – gave ideas and inspiraKon • Modeled wriKng, set and discussed criteria – guided writes and free writes • Two means of recording the growth in their thinking – wriKng and visual journal
- 48. ReflecKons • Not always directed in the visual journal. Choice was important. As students gained more ownership they were more interested in displaying their thinking. • SomeKmes the teachers felt afraid – both of the power to frighten of the material and are we doing it right? • Students read more, talked more, thought more deeply and gained perspecKve. “It was powerful learning for us all!”
- 49. Additional Reading • It’s All about Thinking – in English, Social Studies, and HumaniKes (Brownlie & Schnellert) – Ch 9 Lit Circles, Gr 6/7, EssenKal QuesKon: What is Ancient China’s greatest legacy? – Ch 10 Lit Circles, Gr 5/6 FI and En collaboraKon – Ch 12 On-line Lit Circles • Student Diversity, 3rd ed – Brownlie, Feniak, Schnellert – Ch 7, Gr 5/6, Slavery
- 51. ! Webcast: ! Literature Circles in the Middle Years ! www.bced.gov.bc.ca/literacy ! Webcast, part 2
- 54. Books - Primary • The Seven Teachings Stories Series • Strong Readers – MéKs Series • Strong Readers – Northern Series
- 55. Books - Intermediate • He Who Dreams – Melanie Florence • Abnormal (Billy Buckhorn trilogy) – Gary Robinson • Diamond Willow – Helen Frost (not AB author) • Red Wolf – Jennifer Dance (not AB author) • The Girl with a Baby – Sylvia Olsen • Dogsong – Gary Paulson • Sweetgrass – Jan Hudson • Honour the Sun – Ruby Supperjack • Wenjack – Joseph Boyden • The Secret Path – Gord Downie (and video) • Tales from Big Spirit – 8 graphic novels