port alberni feb 2017
TRANSCRIPT
Literacy for All
PortAlberniNov1,Feb21,Apr26
FayeBrownlie
• Whatarehighlyeffec=veliteracyprac=cesforalllearners?
• Howcanwebestworktogethertoplan,teachandassess?
• HowdoestheredesignedcurriculumhelpusshiFourprac=ce?
“EveryChild,EveryDay”–RichardAllingtonandRachaelGabriel
InEduca=onalLeadership,March2012
6elementsofinstruc=onforALLstudents!
1. Everychildreadssomethingheorshechooses.2. Everychildreadsaccurately.3. Everychildreadssomethingheorshe
understands.4. Everychildwritesaboutsomethingpersonally
meaningful.5. Everychildtalkswithpeersaboutreadingand
wri=ng.6. Everychildlistenstoafluentadultreadaloud.
Core Competencies • Communica=on• Thinking– Crea=ve– Cri=cal
• Personal– Posi=vepersonal&culturaliden=ty– Personalawareness&responsibility– Socialresponsibility
Creating a whole�-Sharon Jeroksi �
•Thisisaboutthestudents–personaliza=on,inclusion,diversity.Itsnotaboutfillinginatemplateorcheckingoffaspectsonarubric–it’saboutwhatstudentsarebecomingandhowtosupportthem
•Thecompetenciescomefromstudents–whattheyaredoing,abletodo,valuing,workingon.
•Wedon’tstartwiththecompetenciesandfindastudent.WeHAVEastudentwhohaslotsofcompetence.
•Wetalkaboutasetofcompetencies,butitisreallyawhole--3or6competenciesdon’tequalawholeperson–itsjustawayofworking.
•Wealwaysreconstruct–putittogether—wecan’teverstopinthedeconstructedplace.
Strengths-based!!!
WeareNOTsearchingforwhatkidsareNOTgoodat.
Webuildonstrengths,notfillinholes.
• Nochecklists• Norubrics
No=ce–Name-Nurture
Narrative Writing – Gr 2/3�with Marnie Manners, Burnaby
• StudentshavebeenreadingandretellingLars,thepolarbearstoriesbyHansdeBeer
• ThestoryplotisthatLars,thepolarbear,isbored/lonelyinhishomeattheNorthPole.Somethingunexpectedhappens(anicebergfloatsaway,hegetscaughtinafishingnet/trapandtravelsbyboat/plane/train)andistakentoanotherplace(jungle/city).Hemeetsanotheranimalinthenewsehng.Thenewfriendtakeshimtomeetanotheranimalwhohelpshimtogethomebysomesortoftransporta=on.Larssafelyarriveshome,isreunitedwithhisfamilyandtellsthemabouthisadventure.
• Goal:movebeyondretellingtocreateastoryfollowinghisrecipe
• Classhadiden=fiedtherecipe• Reviewrecipe• Introducethe‘storynecklace’–3-4recipecards,1foreach
chunk• Model,withtheirhelp,thewri=ng• Studentsleavethecarpet,havingiden=fied:
– Thenewanimal– Thenewsehng– Themethodoftransporta=on
• AFerwri=ng:• Voice:Provideevidenceofhowyourwri=ngsoundslikeyou
• PPCI:Howdidyoukeeponwri=ng?Whatdidyousayordotoshowsuchstamina?
• Circle2wordsthatareuniqueorspecializedinyourwri=ng
Demonstration Lesson: Grade 4/5�Goal: increased engagement &
thinking Strengthsofmyclass:- Coopera=ve- Eagerandwanttolearn- Suppor=veofeachotherStretches
- Communica=onandCri=calThinkingamongstmystudents
The Sequence • Goaltoday–stretchyourthinkingandworklikeadetec=vetouse
cluestofigurethingsout
• Essen=alques=on:Howdoeswhereyouliveaffecthowyoulive?
– Howcanyouanswerthisalready?– Partnertalk,thengroupshare
• Image:see–think–wonder• Quickwrite• Explodethesentence• Reflectwithcorecompetencies
Explode the Sentence • Onedaymanyyearsago,childrenwereplayinginthevillage,learningtobegoodwarriorsandhunters.
Critical Thinking Core Competency •Iambecominganac=velistener;Iaskques=onsandmakeconnec=ons.
Evidence:
•WhenItalkandworkwithpeers,Iexpressmyideasandencourageotherstoexpresstheirs;Isharerolesandresponsibili=es.
Evidence:
•Irecountandcommentoneventsandexperiences.
Evidence:
Unpacking the Lesson • Whatstruckyou?– Engagementofthekids– 1hour,40minutes– Allcouldpar=cipate– MajorshiFsinthinking– Contentwovenintomassivethinking– Allresponseswereaccepted– Yourlanguage:eachchildwashonouredandliFedup☺
– Icoulddothis!!
Next Steps • Nextday,beginwithanotherimageandanothersentence
toexplode(shouldtakehalfthe=me)• Movetogroupsof2-3andhaveeachgroupofstudents
explodeadifferentsentence• Sharethesentencesandaninterpreta=vecommentabout
each• Canthestudents,together,movetoreadtheirsentencesin
order?• Retypethesame10sentences–as10,7and5.Students
choosewhichtheywantandre-orderthemBME• Keeplisteningtothekidsread• Readthetext,andreflectonhowwhereyouliveaffects
howyoulive.• Repeatprocesswith2otherRoyHenryVickersbooks,
highligh=ngcontent.
K – Core Competencies • Whatismyjob?
• Basedon– Cri=calthinking– Communica=on– Posi=vepersonalandculturaliden=ty
Deeper Thinking with Visual Literacy�
- Joanna Fournier and Christy Rollo
• Verydiverseclasses• Collaborateonalmosteverything
• Includein-classLAsupportasmuchaspossible,workingonin-classELL
• Openingthecurriculumtoembedthecorecompetencies
JapaneseInternment❖ What stories are inspired by war, fear, oceans,
mountains, family, seeking a better life?
❖ Is it ever necessary to take away personal rights for the safety of all?
❖ How would you live and feel separated from your family? Your connection to home?
JapaneseInternment
FeedbackFrames
From Brooke Douglas
SelfReflec=on
Features of High-Engagement Learning Environments
• availablesupplyofappropriatelydifficulttexts• op=onsthatallowstudentsmorecontroloverthetextstobereadandtheworktobeaccomplished
• thecollabora=venatureofmuchofthework• theopportunitytodiscusswhatwasreadandwriten
• themeaningfulnessoftheac=vi=es
• Allington&Johnston,2002;Presley,2002;Wigfield,1997;Almasi&McKeown,1996;Turner,1995
Backgroundknowledgehasagreaterimpactonbeingabletoreadatextthananythingelse.
-DougFisher,RichardAllington
• UniversalDesignforLearning
• BackwardsDesign
• Lowfloor,highceiling
Belonging – grades 2/3�Michelle Hikida
• StructuredInquiry– Allteacherques=ons
• Essen=alques=ons– Whatisthebestpartofyou?– WhatareyourgiFs?
– Whoisthepersonyouwanttobe?
• Eachdayreadanewbook,collectedcharacteris=csofcharactersandmadelists.
• WatchedUtubevideos,readmusiclyrics–collectedcharacteris=csofcharactersandaddedtothelists.
• Dailystudentschoseabookfromthebasketandread.• Sharingcircleatendofreading–connec=onstothecharacteris=csofcharactersinthebook–– Whatisthebestpartofyou?– WhatareyourgiFs?– Whoisthepersonyouwanttobe?
How can we support our learners in moving beyond the lines in their
written response to text?
• LeslieLeitch,Nakusp• Grade6/7• Inprepara=onforon-lineresponseposts• Text:AMonsterCalls–PatrickNess
• What’shappening?
• Whocares?
• Whydoesitmater?
• Bigideas• Descrip=ve• Adjec=ves• Wordchoice• Supportedinferences• Emo=ons–felt• Touchedhearts• Clearexamplesof
(emo=ons,happenings)• Personifica=on• Metaphor–simile• Comparison• Thinkinglikesomeoneelse• Imagine
TheSequence
• Whiparound–catchuponthestory• Explodethesentence• Writetoshowyouunderstand–movebeyondaretelling,takearisk,godeep,explainwhywhathappensmatersandtowhom
• Shareaphrase,aword,asentencethatispowerfulinyourwri=ng
• Makeaclasslistofwhatcounts–beginningcriteria• Usethosephrasestomakeaclassfoundpoem• Reorganizetwicetomakethepoemflow
Elias
• Conorseemstohavebeendefeated.Hehasbeenoverwhelmedwithnega=veemo=ons,fear,anger,sadness,andpain.Hehideshisfeelingswithflatemo=ons,andpushesawayallhelp.IthinkheisveryAnxious,becauseofallthepressureputonhimfromthebullies,hismom’ssicknessandpossiblyhismomanddad’sdevorce.Hisposi=veemo=onsarebeingstolenevery=mehehasthenightmare.Hisgrandmotherdoesn’thelpeither…
Riley
• Ithinkthemostimportantthinginthestoryrightknowisthewordsrissinganddarkness.Ithinkrissingmeansthatheisbeginningtofigureouthistruthandwhyitisimportant.Ithinkthetruthisthathismomwilldieandthatiswheretheworddarknesscomesin…
Lucas
• WhatisgoingoninthelastthreechaptersisthatConor’smomisgehngworseandworseeverysingletreatment.ConorisgehngmoreeffectedandangerfromthescarystorytellingmonsterthatisgoingtotellConorthreedifferentstories,Conorisalsogehngbulliedbyagroupofkidsinschoolwhichiseffec=ngConorthesamewayasthescarystorytellingmonsterandhismotherstreatments…
Phoenix
• Ithinkconorsfeelingnothing.Hedosentseemtofeelverymuch.Howwouldyounowwhathewerefeeling…
Thenextday…• Reviewthecriteriaandreorganizeintocategories• Readthenextchapter• Havestudentsmeetinsmallgroups• Provideachoiceof2-3sentencesforstudentstoexplodeinsmallgroups
• StudentswriteadraFfortheiron-linepost• Studentsiden=fy,alone,thenwithapartner,wheretheirwri=nghasachievedthecriteria• Whatworks?What’snext?
• Studentseditforsentences,grammar,andpost
• Whatissomethinginyourprac=cethataffirms?
• Whatissomethingthatyoucouldrefine?
• Whatissomethingthatyoucouldaspireto?
• Whatopportuni=esaretheretoletsomethinggo?