Week 2 critical literacy 2018
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This document provides an agenda and notes from a week 2 education class focusing on inquiry and questioning. It includes: 1. A discussion of professional learning conversations, the Ontario language curriculum, the Truth and Reconciliation Commission, and inquiry models like KWL and KWHLAQ. 2. An exploration of expectations in the Ontario language curriculum and a close examination of one strand's expectations across grades. 3. An activity using photographs and accounts about the Truth and Reconciliation Commission to address curriculum expectations and build students' understanding of Indigenous issues. 4. An assignment to explore educational blogs and respond to a forum posting about the resources.
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Week 2 critical literacy 2017
This document provides an agenda and resources for a week 2 inquiry/questioning session. It includes:
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2. Information on visual approaches to differentiated instruction including a link to Flickr photos and guided reading cards.
3. An assignment to develop a guided reading lesson plan in small groups using a provided passage, lesson template, and comprehension strategies.
4. A direction to examine differentiated instruction resources posted online and add any to a curation tool.
5. An individual assignment to read a short story and complete a graphic organizer on character development, comparing how each type of organizer could support differentiated instruction.
Class 6 diiferentiated instruction i 2020
This document outlines the schedule and groups for a social justice picture book project. It also discusses differentiated instruction, universal design for learning principles, and guided reading activities. Students will work in pairs to analyze guided reading cards by complexity, develop a guided reading lesson plan using a sample template, and design a unit plan using a provided blank template and sample. Independent work time is allotted for a learning objects project.
Class 5 assessment ii 2020
This document provides resources and instructions for students in a Class 5 education course. It includes:
1. Instructions for an upcoming social justice picture book presentation and independent work time.
2. Links to resources on writing assessment strategies like revising, editing, and peer editing.
3. A quote from an English teacher arguing that rubrics are not effective for teaching writing.
4. Learning objectives and planning for reading instruction and assessment focusing on comprehension, fluency, text forms and features, and metacognition.
5. Instructions to create reading assessment tools and strategies, guided reading lessons, running records, and assessment tools to record guided reading observations.
Class 4 assessment 1 2020 final
This document provides information about language assessment for teachers. It discusses assessing student progress on language content and performance standards. It also addresses how to evaluate student work in categories like knowledge, thinking, communication and application. The document provides examples of language assessment tasks, rubrics and teacher moderation activities. It describes assessing writing through rubrics and comparing student work to achievement levels. Finally, it discusses using resources like exemplars, continuums and webcasts to guide assessment and moderation.
Class 4 assessment 1 2020
This document provides information about language assessment for teachers. It discusses assessing student progress in language in relation to content and performance standards. It emphasizes evaluating student achievement of overall expectations in language rather than every curriculum expectation. The document also addresses assessing student work in a balanced manner across four categories: knowledge and understanding, thinking, communication, and application. It includes examples of assessment tools like exemplars, developmental continua, and teacher moderation. It provides a sample writing assessment task for grade 5 students and describes the process for teacher moderation of student work. Various digital tools for creating learning objects to support writing structures and organization are also listed.
Class 3 integration and assignment support
This document provides an overview of lesson plans and resources for a social justice picture book assignment. It includes curriculum links for a picture book lesson plan, social justice approaches, reading skills like guided reading and expository text, and research skills modules. It outlines a collaborative inquiry project involving group work assessments, personality types, and developing collaboration skills. Time is provided for independent work on the social justice picture book and for group inquiry work, with reminders to upload meeting logs.
Class 2 student inquiry 2020 final
This document provides an agenda for a class on student and collaborative teacher inquiry. It includes discussions on social justice, asking questions about the Mars One project, developing inquiry projects, and the inquiry process. Students will work on developing essential questions and meeting logs for their inquiry groups. Supporting materials are linked on Sakai and include resources on social justice lessons, the Mars One project, and samples of past student monographs. The document outlines the four steps of inquiry-based learning and emphasizes developing student-driven questions and reflection. Students will have in-class time to work on their inquiry projects and are responsible for completing and submitting their group's first meeting log by the end of class.
Class 1 collaborative teacher inquiry 2020
The document welcomes students back to the Collaborative Teacher Inquiry course and provides information about communicating via Remind, an app for course updates. It outlines the evaluation components, including an inquiry project where students will work collaboratively in groups to research an area of literacy and create a report and lesson plans. Finally, it discusses forming collaborative groups to conduct teacher inquiries into issues related to literacy observed during practicums.
Class 1 collaborative teacher inquiry 2020
The document welcomes students back to the Collaborative Teacher Inquiry course and provides information about communicating via Remind, an app for course updates. It outlines the evaluation components, including an inquiry project where students will work collaboratively in groups to research an area of literacy and create a report and lesson plans. Finally, it discusses forming collaborative groups to conduct teacher inquiries into issues related to literacy observed during practicums.
Week 12 f inal session 2018 - poetry
The document discusses poetry and different poetry activities for a week 12 class. It includes summaries of haiku poems, instructions for students to write and illustrate their own haiku poem, and activities where students share and discuss poems in pairs and groups. Examples of slam poetry, spoken word poetry, and youth poets are provided as additional resources. Students are also instructed to fill in the blanks of a poem about being alive with descriptive phrases.
Week 7 writing 1 - 2018 final
This document provides information about the writing process and using graphic organizers and multimedia tools like PicCollage to rewrite tweets as haiku poems. It discusses the stages of writing (prewriting, drafting, revising, editing, publishing), describes haiku form, and gives an example of rewriting a Chris Hadfield tweet from space as a haiku poem collage using images. It prompts analyzing how this activity addresses expectations in the Ontario language and other subject area curriculums. It suggests considerations for replicating this activity in a junior classroom and reflects on writing decisions around audience, form and purpose.
Week 8 writing 2 and lp - 2018
This document provides an overview of topics and resources for a writing and lesson planning class in Week 8. It includes discussions on collaborative writing, lesson planning templates, modeling writing lessons, and the gradual release of responsibility model. It also shares resources on Native American totems and provides guidance for an activity where students will write poems based on different animals. The document discusses the difference between cultural appreciation and appropriation and considers Indigenous knowledge. It outlines an upcoming lesson plan assignment and previews the next week's topic on oral communication resources.
Week 7 writing 1 - 2018 final
This document discusses the writing process and using graphic organizers and multimedia tools like PicCollage to rewrite tweets as haiku poems. It addresses stages of writing like prewriting, drafting, revising, and publishing. Learners are asked to select a Chris Hadfield tweet from space, research it, and rewrite it as a haiku poem in a PicCollage with relevant images. The activity connects to expectations in the Ontario language curriculum around media studies, writing, and reading. Additional supports may be needed for a similar activity in a junior classroom.
Class 11 ell 2018
A large chicken wandered into traffic, causing delays for drivers. Police responded and tweeted about the "turkey or large chicken" that was causing issues. They later tweeted that the chicken had been arrested for "fowl play" and was now in custody, allowing traffic to resume its regular flow.
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Syllabus
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Week 2 critical literacy 2018
- 2. Agenda • Professional Learning Conversations • Ontario Curriculum: Language • TRC – What is it? Why does it matter? • Inquiry Questions: – KWL – KWHLAQ – Questioning/ Inquiry in 21C classrooms • For next week: Explore Resources
- 3. Professional Learning Conversations • PLCs will be led by the Literacy Leader • Literacy Leader posts summary to Drop Box by the end of today • Literacy Leaders for Week 3 meet with Ruth at end of class
- 4. Questions to consider for critical understanding • Who created this resource? • For what purpose was it created? • Is the information accurate and believable? • What does the author want you to think? • Whose voices are missing, silenced, or discounted? • How does it help you think about social issues and justice?
- 5. Critical Literacy… • All texts are constructions • All texts contain belief and value messages • Each person interprets messages differently • Texts serve different interests • Each medium develops its own “language” in order to position readers/viewers in certain ways
- 6. The Ontario Curriculum: Grades 1-8 - Language • http://www.edu.g ov.on.ca/eng/curr iculum/elementar y/language18curr b.pdf • Launched in 2006
- 7. Ontario Curriculum – Language 1-8 • Oral Communication • 1. • 2. • Media Studies • 1. • 2. • Reading • 1. • 2. • Writing • 1. • 2.
- 8. Curriculum expectations are mandatory. Overall expectations • Describe in general terms the knowledge and skills students are expected to achieve by the end of each grade Specific expectations • Describe the expected knowledge and skills in greater detail often with specific examples 8
- 9. For your assigned strand… • Trace an Overall Expectation through grades 4- 8 • How does it progress through the grades? • What are the differences? • Read the introductory section for your strand
- 11. Aboriginal children at Fort Simpson Indian Residential School in 1922 http://www.thestar.com/news/canada/2015/06/02/the-truth-and- reconciliation-commission-report.html J.F. Moran/Library & Archive
- 12. Truth & Reconciliation Commission Report Ottawa, June 2, 2015
- 15. INQUIRY KWHLAQ Know Want to know How to find it Learned Action Questions
- 16. 21st Century Competencies • Critical Thinking • Communication • Collaboration • Creativity and Innovation
- 17. Curiosity: The 5th C in 21st Century Learning • Proposed by Andrew Minigan in “The Importance of Curiosity and Questions in 21C Learning” Education Week, May 24, 2017 • Curiosity: Importance of students asking questions • Supports the other 4 Cs and adds engagement and empowerment
- 18. https://nationalpost.com/news/canada/here-is-what-sir-john-a-macdonald-did-to- indigenous-people
- 19. Review of activities • Examined photographs, both captioned and not captioned • Listened to Ruth’s personal connections re TRC • Completed KWL chart: posed questions • Read newspaper accounts of TRC report • Shared what we learned • Watched video re Sir John A.
- 20. Link to Ontario Curriculum • Using the same strand you investigated previously, find an overall and specific expectation that was addressed through our TRC activities
- 21. Strands • Oral Communication • Media Studies • Reading • Writing
- 22. Explore Resources • Go to Sakai: Week 3 – Sept. 18 • Explore Resources: Educational Blogs – read very carefully and follow directions – Post to Forum by 8:00 PM Saturday for Section 1 or 8:00 PM Wednesday for Section 2
- 23. The 3 Ws What? Why? What now?
Editor's Notes
- Quick review of the next 2 slides prior to PLCs to help guide discussions – beyond just reporting
- Mention it is on Sakai under Resources/Curriculum Documents (or show Sakai)
- Overall expectations
- Note that each strand is prefaced with general introduction Activity: Assign a strand to each table. Ask them to go through it at different JI grade levels and notice how a General and Specific expectation evolves through the grades Note that while the expectations are mandatory examples are just that – considered suitable for this grade level
- At their tables fill in Know and Want to Know; groups then read newspaper articles displayed throughout the room. Can also go online to TRC website.
- https://senoraferguson.edublogs.org/files/2015/07/KWHLAQ-v2-tolisano-2g7unms.png
- Review from week 1