The document discusses strategies for closing literacy gaps in secondary education, emphasizing universal design for learning to engage all students effectively. It highlights the importance of thinking strategies, guided practice, and inquiry-based learning to enhance reading skills and comprehension. Additionally, it underscores the need for collaborative learning through structured group discussions and the selection of relevant materials.

1. The Secondary Literacy
Challenge: closing the gap for all
students
Vancouver
Faye
Brownlie
Oct
23,
Nov
12
www.slideshare.com

2. The teeter totter
kids
kids
curriculum

3. Frameworks
It’s All about Thinking – Brownlie & Schnellert, 2009

4. Universal Design for Learning
Mul>ple
means:
-­‐to
tap
into
background
knowledge,
to
ac>vate
prior
knowledge,
to
increase
engagement
and
mo>va>on
-­‐to
acquire
the
informa>on
and
knowledge
to
process
new
ideas
and
informa>on
-­‐to
express
what
they
know.
Rose
&
Meyer,
2002

5. Choose a lesson
• Think
of
all
the
users
at
the
point
of
design.
• Who
mighty
not
be
able
to
do
this?
• Think
of
the
goal,
not
the
ac>vity/method.
• Accessibility
not
accommoda>on.

6. Backwards Design
• What
important
ideas
and
enduring
understandings
do
you
want
the
students
to
know?
• What
thinking
strategies
will
students
need
to
demonstrate
these
understandings?
McTighe
&
Wiggins,
2001

7. Model
Guided practice
Independent practice
Independent application
Pearson
&
Gallagher
(1983)

8. “Achievement Now” Alfred Tatum, DeKalb, Illinois
• Kids
could
travel
throughout
the
day
and
read
less
than
3
pages
of
text
-­‐
in
a
high
achieving
high
school
• Kids
could
go
to
the
school
and
become
smarter,
but
not
become
beWer
readers

9. M
–
meaning
Does
this
make
sense?
S
–
language
structure
Does
this
sound
right?
V
–
visual
informa>on
Does
this
look
right?

10. • …the
self-­‐percep>ons
of
students
as
readers
and
their
feelings
about
reading
mediate
the
effec>veness
of
experimental
interven>ons
to
improve
achievement
• Reed
&
Vaughn,
2010,
cited
in
McGill-­‐Franzen
&
Lubke

11. Think Aloud
•
•
•
•
•
•
Gradual
release
Builds
interest
and
background
knowledge
Builds
oral
language
Introduces
key
concepts
and
vocabulary
Builds
ques>ons
Models
and
prac>ces
‘close’
reading

12. 1975:
Year
of
the
Cat
Today
is
Tet,
the
first
day
of
the
lunar
calendar.

13. Every
Tet
we
eat
sugary
lotus
seeds
and
lu>nous
rice
cakes.
We
wear
all
new
clothes,
even
underneath.

14. Mother
warns
how
we
act
today
foretells
the
whole
year.

15. Everyone
must
smile
No
maWer
how
we
feel.
No
one
can
sweep,
for
why
sweep
away
hope?
No
one
can
splash
water,
for
why
splash
away
joy?

16. • Inside
Out
and
Back
Again
–
Thanhha
Lai

17. Inquiry Circles
• Choose
your
inquiry
ques>on
• Model
how
to
ask
ques>ons
from
an
image,
within
the
framework
of
the
ques>on
• Fishbowl
an
inquiry
circle
conversa>on
• Other
student
observe
for
‘what
works’
• Build
criteria
for
effec>ve
group
behaviour

18. Vocabulary/terms
Images
Ques3ons
Key
ideas

19. The
10
Greatest
Canadian
Environmentalists
–
Discovery
Series,
Scholas>c

23. Inquiry Circles
• Select
4-­‐5
different
ar>cles,
focused
on
central
topic
or
theme.
• Present
ar>cles
and
have
students
choose
the
one
they
wish
to
read.
• Present
note-­‐taking
page.
• Student
fill
in
all
boxes
EXCEPT
‘key
ideas’
before
mee>ng
in
the
group.
• Students
meet
in
‘like’
groups
and
discuss
their
ar>cle,
deciding
together
on
‘key
ideas’.
• Students
meet
in
non-­‐alike
groups
and
present
their
informa>on
from
their
ar>cle.