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.