sunshine coast.int.sec.reading.may2014
DESCRIPTION
The final half day session of a conversation with intermediate and secondary teachers on how to support the development of readers with content texts and narrative texts. Samples from Richmond, Prince Rupert and Smithers.TRANSCRIPT
Making a Difference in Reading: Evidence-Based Practices
Sunshine Coast, Session 3 & 4 March 5, May 7, 2014
Faye Brownlie www.slideshare.net/fayebrownlie/sunshinecoast/inter.sec
reading/2014
Michelle Hikida, Librarian, LIF support Rick Hikida, Gr 4/5
CreaDng a Plan Together the teachers choose an area of focus, create a plan and decide on the goals/PLO’s being addressed.
Assessment for Learning The last few minutes of each lesson is a quick check-‐in. What’s working? What’s not? What’s next?
Inquiry Projects, Gr. 4/5
Format Once a week, 45 minutes, for the enEre year
Purpose • To engage students in authenEc reading and wriEng around topics of their choice. • To develop the students’ ability to ask quesEons and be able to engage in mini-‐inquiries to answer these wonders/quesEons. • To be able to document their learning in different ways.
September-‐ December
Developing a Sense of Wonder 1. TesEng Wonders (divide the class in ½ ) -‐magnets, bubbles 2. How to Wonders (whole class in the library, Lib lead) -‐origami, Lego, magic tricks, pom pom animals, science experiments, cat’s cradle, duct tape wallets -‐focus: how to read informaEon text to find out something you didn’t know how to do 3. Research Wonders (divided the class in ½) -‐exploring invesEgaEng, evaluaEng different online resources -‐alternate lead roles, CT & Lib, based on familiarity with website/app -‐introducing ways to document learning (30 Hands, Keynote, PicCollage, Power Point, Doceri, Haiku Deck) 4. EvaluaEon Wonders -‐guided pracEce as a whole class -‐individual wonder projects -‐begin with an “I wonder…”
January -‐ ??
We divided the class in half and we are responsible for assisEng our group in developing their topic, checking in and supporEng their learning. 15 kids each. Easily able to support each individually.
The students engage in their own inquiry projects. At the end of each project, they share their learning with the class and then start again.
Why do we believe in collaboration?
• smaller groups or 2 teachers circulaEng to meet the needs of all the students • shared learning • sharing the planning and preparaEon • collaboraEng with others creates a synergy
** Rick, the CT, is now working 2/week on the inquiry projects, the 2nd period with his RT
Goal: Reading and Writing with Fluency
• Grade 8 English • Dawnn Thorsen, CT and Sheryl Proskiw, ELD, Prince Rupert Middle School
• Have co-‐taught for 2 years – TRUST – All we need is a GOAL – Every 2nd day in both classes
• Both classes have 24 kids • Both classes have 3 kids on IEPs • Classroom management improved with daily 20 minutes of silent reading
• Class 1 – Lower self-‐esteem – 18 have had ESD support at some point
• Class 2 – 4 students have challenged grade 8 math – EA – More diversity
Day 1: Mystery Writing • Enter class to see the scene of the crime • 5 minute write
– Set the scene – What happened? – Why? – Mood?
• Dawnn modeled a start on the board • Change groups according to your coloured name tag • Character (all names of actual people in the school)
– One reads the character’s point of view – 5 minutes, add on
• Change groups • Piece of evidence
– Examine the evidence together – 5 minutes, add on
• WriEng is collected as kids leave • Plenty of Eme for both teachers to move around to support and extend all learners
• Students very on task
• Tomorrow: – Teachers will have chosen one phrase/line from each writer
– Display for all to see – Look for strengths – Move to wriEng own detecEve story
Jo-Anne Goble Gr 5
Walnut Grove, Smithers
Strategies for: catching students up/
supporDng developing readers/ revisiDng or reviewing
• Instead of reading text -read student products
• Instead of writing- respond briefly to student products
• Instead of writing- read/discuss and decide whether you agree
Student products copied back to back…
read/ respond
How can you use this?
Sample is not necessarily the best. Consider less text…. …desirable student…
Less daunDng than the assignment.