mrlc my syhigh impact literacy strategies jan 2017
TRANSCRIPT
High Impact Literacy Strategies and Assessments for Middle Years
and Senior Years MRLC
January16and18,2017FayeBrownlieslideshare.net/
fayebrownlie.MRLC.MY.SR.Jan2017
Everystudentdeservesagreatteacher,notbychance,butby
design.
ThankstoFisher,Frey&HaLe☺
People Search
Test Prep – Socials 11�Canada in the 1930’s with Melanie Mattson • PeopleSearch–12boxes• StudentsmadenotesforeachquesSon• Coachedandlistenedtoseeiftherewereanychallengingareas
• 2quesSonsweremostchallenging• Melanieexplainedher‘answer’toeach,usingaSmelineandassociaSons
• 2addiSonalareastostudy– Withaconceptmap– Withachart
Canadainthe1930’sPeopleSearchFindsomeonewho:
…candescribe3differencesbetweenlifeinthecityandlifeinruralCanadaduringtheGreatDepression
…canpaintavividpicturewithwordsofreliefcamps
…cantellthestoryofthebeginningofthelabourmovementinCanada
…understandsthedifferencebetweentotalitarism,socialism,communism,andfascisminthe1930’s
Learning Intentions • Ibe]erunderstandwhatcountsaseffecSveliteracyinstrucSon.
• IcanplaneffecSvelessonsandstrategicsequences.
• Icanhaveaplantoworkwithliteraturecirclesorchoicetext.
• Ibe]eruseformaSveassessmentinformaSontoguidemyteaching.
Effect Size – What makes a difference?�John Hattie in Visible Learning (> .4 effect size)
• Studentself-assessment/self-grading• ResponsetointervenSon• Teachercredibility• ProvidingformaSveassessments• Classroomdiscussion• Teacherclarity• Feedback• Reciprocalteaching• Teacher-studentrelaSonshipsfostered• Spacedvs.masspracSce
What Doesn’t Work: Literacy Practices We Should Abandon �
–NellDuke,2016(Edutopia)
• ‘Lookupthelist’vocabularyinstrucSon• Givingstudentsprizesforreading• Weeklyspellingtests
• Unsupportedindependentreading• Takingawayrecessaspunishment
Scanning,Focusing:�WholeClassReviews–reading
Whatarethestrengthsoftheclass?
Whataretheneedsoftheclassasawhole?
Whatareyourmaingoalsfortheclassthisterm?
Decisions
Structures and Strategies
Open-ended Strategies • ConnecSng(acSvaSng)
• Processing(acquiring)
• Transformingandpersonalizing(applying)
Goal: deeper understanding, relationship among ideas, Gr 4/5
• QuesSoningfrompictures• Sortandpredict
• Quadrantsofathought
• Conceptmap
How can we support our learners in moving beyond the lines in their
written response to text?
• LeslieLeitch,Nakusp• Grade6/7• InpreparaSonforon-lineresponseposts• Text:AMonsterCalls–PatrickNess
• What’shappening?
• Whocares?
• Whydoesitma]er?
• Bigideas• DescripSve• AdjecSves• Wordchoice• Supportedinferences• EmoSons–felt• Touchedhearts• Clearexamplesof
(emoSons,happenings)• PersonificaSon• Metaphor–simile• Comparison• Thinkinglikesomeoneelse• Imagine
TheSequence
• Whiparound–catchuponthestory• Explodethesentence• Writetoshowyouunderstand–movebeyondaretelling,takearisk,godeep,explainwhywhathappensma]ersandtowhom
• Shareaphrase,aword,asentencethatispowerfulinyourwriSng
• Makeaclasslistofwhatcounts–beginningcriteria• Usethosephrasestomakeaclassfoundpoem• Reorganizetwicetomakethepoemflow
Elias
• Conorseemstohavebeendefeated.HehasbeenoverwhelmedwithnegaSveemoSons,fear,anger,sadness,andpain.HehideshisfeelingswithflatemoSons,andpushesawayallhelp.IthinkheisveryAnxious,becauseofallthepressureputonhimfromthebullies,hismom’ssicknessandpossiblyhismomanddad’sdevorce.HisposiSveemoSonsarebeingstoleneverySmehehasthenightmare.Hisgrandmotherdoesn’thelpeither…
Riley
• Ithinkthemostimportantthinginthestoryrightknowisthewordsrissinganddarkness.Ithinkrissingmeansthatheisbeginningtofigureouthistruthandwhyitisimportant.Ithinkthetruthisthathismomwilldieandthatiswheretheworddarknesscomesin…
Lucas
• WhatisgoingoninthelastthreechaptersisthatConor’smomisgeLngworseandworseeverysingletreatment.ConorisgeLngmoreeffectedandangerfromthescarystorytellingmonsterthatisgoingtotellConorthreedifferentstories,ConorisalsogeLngbulliedbyagroupofkidsinschoolwhichiseffecSngConorthesamewayasthescarystorytellingmonsterandhismotherstreatments…
Phoenix
• Ithinkconorsfeelingnothing.Hedosentseemtofeelverymuch.Howwouldyounowwhathewerefeeling…
Thenextday…• Reviewthecriteriaandreorganizeintocategories• Readthenextchapter• Havestudentsmeetinsmallgroups• Provideachoiceof2-3sentencesforstudentstoexplodeinsmallgroups
• Studentswriteadralfortheiron-linepost• StudentsidenSfy,alone,thenwithapartner,wheretheirwriSnghasachievedthecriteria• Whatworks?What’snext?
• Studentseditforsentences,grammar,andpost
Literature Circles • Choicenovels• NocomprehensionquesSons
• Widereading
• LotsofconversaSon
Choice Novels & Literature Circles
Entrypointsfordiggingdeeperanddeveloping
empathy.DaveGiesbrecht,RichmondNancySharkey,Librarian
Guiding Questions • Howistheworldwherethestoryissetdifferentfromyourworld?
• Howdohumandevelopmentissuesaffectthecharactersandsocietyinyournovelandhowdoesthisrelatetotheworld?
• Howdodiscussionscircleshelpyoudevelopyourthinking?
The Plan: starting • Introducedandselectedbooks.• Modeledthetypesofthinkingtousewhilereadingwithasharedtext,“ThankYouMa’am”byLangstonHughes.Createdgroupplacemats:– ConnecSons– QuesSons– Conclusions– Judgments
ConnecSons QuesSons
Conclusions Judgments
ThankYou,Ma’am–LangstonHughes
The Plan: working in groups • Studentsworkedtwiceaweekfor3weeks.• Groupscreatedtheirownreadingplan.• Alereach20minuteliteraturediscussion,studentscompletedoneof:– HotSeat– DoubleEntryJournal– CSI(colour,symbol,image–MakingThinkingVisible–Richart)
Final Assessments • ReadingresponsebasedonaquesSongeneratedbythegroupandapersonalresponse/recommendaSonofthenovel.
• GrouppresentaSononcontextofthenovelandhowthisimpactstheircharacter.– Researchonrealworldcontextofnovel– Chose3mostsignificantfactorsfromtheseLngthataffectedcharactersandtheirqualityoflife
• OngoingfeedbackandaddiSonalinstrucSonbasedonconversaSons,observaSons,andproductscreatedduringthe3weeks.