Week 3 media 1
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This document outlines the agenda for a week 3 media studies class which includes professional learning conversations, learning about effective blog characteristics and creating blogs, questioning techniques using a Lego video, creating haiku poetry about space tweets, using apps like PicCollage and ThingLink, connecting activities to the Ontario curriculum, and having a professional reading discussion. Students will analyze space-themed tweets and create haiku poetry and photo collages about them. They will also discuss how the poetry activity addresses Ontario Language curriculum expectations and other subject areas.
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This document outlines a collaborative teacher inquiry process where teachers come together to systematically examine their own educational practices using research techniques. The process involves identifying an issue to investigate, forming an inquiry group, researching the question, writing findings, creating lessons and digital objects, sharing with colleagues, reflecting on strengths and needs, and setting goals to improve teaching practices.
Class 11 ell 2020
The document provides information about strategies for supporting English language learners (ELLs) in the classroom. It discusses building on students' background knowledge, differentiating instruction to make content more accessible, allowing students to practice skills in multiple ways, and ensuring assessments account for students' language proficiency. The key recommendations are to connect new concepts to what students already know, provide multiple ways for students to access and demonstrate understanding of material, and offer supports and accommodations on assessments to allow ELLs to show their content knowledge.
Class 10 vocabulary ell upload
This document discusses various topics related to vocabulary instruction including:
- Research showing a large gap in vocabulary knowledge between high and low performing students by 2nd grade.
- Expectations that students learn 3000 new words per year by 3rd grade.
- The "Matthew Effect" where poor reading and vocabulary skills can become cumulative and restrict further learning.
- Principles of effective vocabulary instruction including using firsthand experiences, promoting student interaction, and taking a metacognitive approach.
- Different tiers of vocabulary including basic, high frequency, and discipline specific words.
Class 9 spelling & grammar cont'd 2020
This document provides information about word study, including spelling patterns, meaning patterns, prefixes, suffixes, and strategies for spelling unfamiliar words. It discusses sound patterns, structural patterns, and meaning patterns in spelling. It explains common prefixes for number such as mono-, bi-, tri-, and dec- and their meanings. It encourages activities with prefixes, base words, and suffixes to build new words. Strategies for spelling unfamiliar words include visual, auditory, tactile, meaning, memory tricks, and dictionary skills. A cloze assessment and app critiques are also mentioned.
Class 8 spelling & grammar 2020
This document discusses spelling instruction and the Ontario Language curriculum. It contains 3 main points:
1. The Ontario Language curriculum does include spelling expectations, contrary to the statement that "Teachers don't have to deal with spelling anymore." It includes expectations around spelling familiar words, unfamiliar words, and proofreading.
2. Effective spelling instruction should follow a developmental continuum and incorporate patterns related to sound, structure, and meaning. Examples of spelling patterns are provided.
3. Suggested spelling strategies for unfamiliar words are visual, auditory, tactile, meaning, memory tricks, and dictionary skills. Specific memory tricks and examples are outlined.
Class 7 differentiated instruction 2 2020
This document outlines assignments and activities for a differentiated instruction course. It includes:
1. Group assignments for a social justice picture book project.
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 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.
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.
Class 10 ell slides 2018
Here are some key resources on teaching English language learners:
- Goldenberg, C. (2008). Teaching English language learners: What the research does—and does not—say. American
Educator, 32(2), 8-23, 42-44.
- Harper, C., & de Jong, E. (2009). English language teacher expertise: The elephant in the room. Language and
Education, 23(2), 137-151.
- Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice
teacher education. Theory Into Practice, 52(2), 98-109.
Week 6 reading 2 - 2018
This document discusses strategies for improving expository reading comprehension. It outlines four roles of literate learners: text user, code user, text analyzer, and meaning maker. It also discusses the Ontario curriculum expectations for reading at various grade levels and lists five elements that must be included in a teacher's reading program. Finally, it provides resources for guided reading, comprehension strategies, and designing guided reading questions based on selected cards.
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Week 3 media 1
- 2. Agenda • Professional Learning Conversations • Storing resources: Diigo • Characteristics of Effective Blogs • Assignment: Blog Creation – Rubric • Questioning: Lego man in Space – Q-Chart
- 3. Media Creation • Haiku poetry • PicCollage • App smashing: ThingLink • Connections to Ontario Curriculum Language • Professional Readings: 3 R response – Meet with Literacy Leaders
- 4. Professional Learning Conversation • Resources to support Media Literacy
- 6. Characteristics of Effective Educational Blog Posts • Consult your notes from this week’s online question • As a table, list features of an educational blog post that should be incorporated into your own blog posts for each strand • List these features on the paper provided
- 7. Blog Post Assignment • Structure • Success Criteria – Compare with your table group charts • Sample blog post http://missnkrikke.blogspot.ca/search/label/Lan guage%20and%20Literacy
- 10. Haiku • Line 1: 5 syllables • Line 2: 7 syllables • Line 3: 5 syllables
- 11. Haiku for winter Frosty winter’s day Bare white limbs on creaking trees Imperfection, grace
- 12. Chris Hadfield Tweet from Space • Original tweet: “Mining town in northern China – the open pits gleam with blue from space” • As haiku poem: Northern China mines (5) Open pits gleam blue from space (7) Rich reserves of ore (5)
- 14. Your Task • Pic Collage app on iPads • Select a Chris Hadfield tweet from space (handout) – Rewrite it to fit the haiku form (5/7/5) – Conduct any research needed to clarify the tweet – Using Pic Collage: • Select appropriate online images and arrange as a collage • Select a background • Type the haiku into a text box • Save to photos
- 15. Tutorials (links on Sakai page for Week 3) • PicCollage Take it to the next level by “app smashing” via • ThingLink
- 16. Ontario Curriculum • How does this poetry/media activity address specific expectations in the Ontario Curriculum: Language? • What other subject areas are also addressed?
- 17. Professional Reading Evans, J. (2015). More verbs, fewer nouns. Educational Leadership, 72(8), 10-16.
- 18. 3 R’s • 3R (Recovery of Meaning, Reconstruction of Meaning, Reflection on Meaning) • Write 3 short paragraphs in response to the reading using the 3R framework: • 1. Recovery of Meaning: Concise message about the key messages in the reading • 2. Reconstruction of Meaning: How the message of the reading will impact your personal literacy learning and teaching in your practicum. • 3. Reflection on Meaning: How you think the reading will have impact on literacy teacher education for both pre-service and in-service teachers.
Editor's Notes
- Use Q chart to ask questions from a number of places on the chart.