Reading and Writing with Skill and Passion – grades 2-5

SD  20  May  13th  (3rd  of  3)  Faye  Brownlie  

www.slideshare.net  

What did you try? How did it impact on your

students’ learning?

Big Ideas of our work together

– Teaching  counts!    •  Our  instrucBonal  choices  impact  significantly  on  student  learning  

• We  teach  responsively  

– All  kids  can  learn  and  we  know  enough  collecBvely  to  teach  all  kids!  •  An  unwavering  belief  that  everyone  has  the  right  to  be  included  socially,  emoBonally,  and  intellectually  

• We  need  to  be  opening  our  doors  to  each  other  and  learning  from  each  other’s  strengths  

Primary Literature Circles – Lisa Schwartz,

Teacher Consultant, Richmond

•  Book  choice  

•  Time  to  talk  

•  Read  at  own  pace  

•  Focus  on  reading  and  talking  about  books  

Literature  Circles    in  the  Primary  Grades  

•  Have  choice  in  books  they  read  •  Read  at  own  pace  •  Gather  in  groups  to  talk  about  books  without  jobs  or  roles  

•  Reflect  on  what  is  being  read  in  a  journal  or  leUer  wriBng  format  (not  daily)  

•  PracBce  reading  strategies  (connecBons,  inferring  and  asking  quesBons)  in  the  context  of  real  reading  

Students…….  

•  Use  gradual  release  of  responsibility  to  teach,  model  and  pracBce  book  talks    

•  Give  children  choice    •  Provide  mulBple  copies  of  a  variety  of  books  •  Give  students  Bme  to  read  •  Read  with  students  and  join  conversaBons  to  see  what’s  working,  what’s  not,  what’s  next….  

•  Explicitly  teach  reading  and  response  strategies  

Teachers……  

Introducing  the  Format  

•  SBcky  note  strategy  

•  Whole  class  discussion  

•  Small  group  discussion  

•  Build  criteria  together  

•  Response  

•  Provide  a  raBng  for  their  book  on  a  scale  of  1  to  5  and  give  reasons  for  their  raBng  

Strategies:  

•  Rate  that  Book  •  Share  your  Five  Book  •  RecommendaBon  Chart  

Focus  for  Discussion:  RaBngs  

•  Students  share  their  connecBons  to  the  story.      •  Begin  with  text  to  self  and  work  towards  text  to  text  and  text  to  world  

Strategies  

SBcky  note  strategy  

Quick  connecBons  vs  deep  connecBons  

Focus  for  Discussion:    ConnecBons  

Ms.  Fenn’s  Grade  2/3    Woodward  Elementary  

Making  ConnecBons:  WriUen  Response  

•  Begin  a`er  spring  break  (term  1  and  2  guided  reading)  

•  Pre-­‐teaching,  modeling  and  pracBce  takes  Bme  

•  Three  Bmes  a  week  for  45  minutes  

•  Use  resource  support  to  support  emergent  readers  

Set  Up  

•  Teacher  reads  with  one  group  while  other  groups  read.  

•  Students  use  sBcky  notes  to  mark  a  place  in  the  book  they  want  to  discuss.  

•  Discussions  are  focused  on  quesBons,  connecBons  and  inferences.      

•  Students  also  rate  the  book  and  give  reasons  why.  

Possible  Format  1  

•  Opening:    Review  criteria  for  discussion.  •  Everyone  reads  at  the  same  Bme  (20  minutes).  

•  During  reading,  teacher  reads  with  students  to  give  feedback  and  noBce  areas  of  growth.  

•  Everyone  discusses  books  at  the  same  Bme.  

•  Closure:  How  did  it  go  today?  Reflect  on  our  discussions.  

Possible  Format  2  

•  Create  an  anchor  chart  about  literature  circles.  

•  What  does  literature  circle  discussions  look  like?  

•  What  does  literature  circle  discussions  sound  like?  

•  Refer  to  chart  at  the  beginning  and  end  of  sessions.  

Create  Criteria  Together  

Making Deeper Connections in Social Studies

•  Clinton  with  Diana  Sakic,  Grade  4/5  – Text:    Painted  Words  -­‐  Aliki  

• Whip  around  ‘immigraBon’  –  Confusion  with  immigraBon  vs  refugee  

•  Post-­‐it:    record  a  connecBon  as  I  read,  place  on  page  •  Draw  your  connecBon  on  personal  whiteboard  •  Reread  text,  discussing  some  connecBons  

•  Gallery  walk:    others’  connecBons  •  Quick  write:    how  your  connecBon  deepened  your  understanding  

Writing •  Build  criteria  for  powerful  story  •  Model  with  partner,  1  minute  to  tell  your  story,  30  seconds  to  respond;  switch;  pracBce  

•  Walk  and  talk  to  rehearse  story  

•  Write  

•  Code  your  wriBng  with  2-­‐3  aspects  of  the  criteria  

With  Craig  Sung,  Birchland  

A Primary Writing Prompt: the grab bag

•  4  items  in  a  bag,  kids  with  a  paper  with  4  boxes  

•  Pull  out  1  item  at  a  Bme,  explore  how  it  might  be  used  in  a  story  

•  Kids  draw  how  the  item  might  be  used  •  Repeat  with  each  item  with  kids  drawing  both  items  in  2nd  box,  …  

•  In  4th  box,  either  draw  all  4  items  or  begin  to  write  their  story  

Both  lessons:    75  minutes,  a`er  lunch  

•  Mundy  Road  with  KrisBne  Wong  – Focus  on  beginning,  middle,  end  

•  9  EAL  students  •  1  very  young  student  

•  Blakeburn  with  Lori  Clerkson  – Focus  on  story  starters,  moving  beyond  ‘I  did,  I  did,  I  did…”    

Michelle Iacobucci Gr. 4/5

Walnut Grove, Smithers

GraffiB  Wall  &  WriBng  with  Stone  Fox  

•  Goal:    sharing  what  we  learned  •  Theme:    opBmism  – Group,  partner,  individual  reading  &  partner  talk  – Double  entry  journal:    story  events  and  thinking  – SBcky  notes:    exquisite  language,  meaningful  quotes,  strong  emoBon  

– Class  whip  around  – Borrowing  1-­‐2  ideas  each  day  – Final  projects:    graffiB  wall  and  story  

The teeter totter

kids

kids curriculum

What is your take away? What will you do within the next

month?