arrow lakes.k-12.effective literacy strategies
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DESCRIPTIONMay, 2011Staff spent the first hour in school groups discussing their reading and writing assessment data, then the remainder of the day as a group, focused on Reading Next, AFL and literacy strategies across the grades and curriculum.
- 1. K-12 Literacy Strategies that Work May 24, 2011 SD #10, Arrow Lakes Faye Brownlie www.slideshare.net
2. What do you noDce about the results? What paHern(s) can you see? What improvement or growth is shown and to what do you aHribute this growth? What good news story arises from this data? What areas are sDll in need of work? Choose one area that you believe is signicant to work on, based on this data. What plans may you have next year in your Growth Plan based on this data? 3. Learning IntenDons I can name and describe components of eecDve literacy teaching. I can idenDfy AFL strategies and eecDve literacy teaching strategies in my pracDce. I have idenDed a less eecDve pracDce to replace with a more eecDve literacy pracDce. I can plan a next step more of, more oWen. 4. Reading Next - Biancarosa & Snow, 2004 Instruc(onal Improvements 1. Direct, explicit comprehension instrucDon 2. EecDve instrucDonal principles embedded in content 3. MoDvaDon and self-directed learning 4. Text-based collaboraDve learning 5. Strategic tutoring 6. Diverse texts 7. Intensive wriDng 8. A technology component 9. Ongoing formaDve assessment of students 5. Think Aloud Read the text or the picture aloud to the students. Slow your thinking down and describe to them what is happening as you read. Focus your descripDon on what THEY need to know connecDons, quesDons, guring out unknown words, grammar cues Record the strategies. Have students pracDce in pairs before reading independently. 6. THE LUNGS AND CHEST CAVITY To understand breathing, it helps to know more about the body parts you use to move air in and out. Your lungs are spongy organs that receive the air you inhale. 7. The lungs are made up of clusters of Dny, hollow sacs called alveoli (singular: alveolus). Each alveolus is surrounded by blood vessels. Your lungs are located in a large space in the upper part of your body called the chest cavity (Figure 8.6). 8. Carlas average on four tests in math was 89.5 percent, but her percent score on each test was a whole number. What might have been Carlas test scores? 9. Assessment for LearningPurpose Guide learning, inform instrucDon Audience Teachers and students Timing On-going, minute by minute, day by day Form DescripDve Feedback whats working? whats not? whats next? Black & Wiliam, 1998 Haoe & Timperley, 2007 10. Assessment for Learning Learning intenDons Criteria DescripDve feedback QuesDoning Peer and self assessment Ownership 11. QuesDoning gr. 2/3 Goal: creaDng real quesDons, using quesDons to link background knowledge with new informaDon, create curiosity Present an image. AWer each image, ask students to pose quesDons about the image and to resist the urge to answer someone elses quesDon. Repeat with 3-4 images. 12. Salmon Creek AnneHe LeBox & Karen Reczuch 2002, Douglas & McIntyre 13. Questioning Joni Tsui IntroducDon to earthquakes in geology 12. Students have all seen earthquakes in previous classes (some more than others). We completed the acDvity and I made sure every student in class wondered at least one thing. 14. Grade 9 Science, Insulators & Conductors Learning IntenDons: I can idenDfy and explain the key vocabulary necessary to understand insulators and conductors I can read to determine the accuracy of key statements about insulators and conductors I can provide evidence from the text to support my choices. 15. proton neutron electron ion atom nucleus charge posiDve negaDve neutral 16. AnDcipaDon Guide Electrons in an insulator are not Dghtly bound to the atoms making up the material.Pure water is an insulator; tap water is a conductor.A maple-leaf electroscope determines the presence of electric charges. 17. Human OpDcs Vocabulary Before During A5er pupil iris cornea sclera reDna opDc nerve 18. Learning Intention: I can write and describe asmall event from my morning. Gr. 3 Writing: Model a small moment Establish criteria Kids write Descriptive feedback on criteria Pearson & Gallagher (1983) 19. Choose a topic Write in front of the students Students describe what works in your writing Students choose a morning topic Students write Students self-assess Students meet with peers to share and provide feedback 20. All alone, I stepped into my car. With my map in hand, I began to drive. At the lights I turned leW, then the map said to turn right. Oh, no! The sign said, Road closed. Help, I thought. What am I going to do? 21. Noticescriteria Mystery Opening Detailed Sounds like you (Voice) 22. Resources Student Diversity, 2nd ed. Brownlie, Feniak and Schnellert, 2006 Its All about Thinking (in English, Social Studies and HumaniDes) Brownlie and Schnellert, 2009 Its All about Thinking (in Math and Science) - Brownlie, Fullerton & Schnellert, in press