It’s All about Thinking – Collaborating to Support All Learners

Reading, Writing, Thinking Strategies Grades 3-5  Prince  Rupert  April,  2013  

Faye  Brownlie  

Learning  Inten<ons  

•  I  have  a  plan  to  collaborate  with  someone  in  the  classroom.  

•  I  have  a  plan  to  try  a  different  strategy  or  sequence  that  focuses  on  literacy  and  engagement.  

•  I  have  a  plan  to  con<nue  to  ask  the  ques<ons,  ”How  is  what  I  am  doing  suppor<ng  the  learning  of  all  my  students?”  and  “How  do  I  know?”  

Power Paragraphs •  Choose  a  topic  •  Choose  3  key  details  about  the  topic  •  Under  each  key  detail,  choose  2  further  details,  examples,  support  

•  Write  one  introductory  sentence  (topic)  and  one  sentence  each  for  each  key  detail  and  its  suppor<ng  informa<on  

•  With  Ken  Porter  and  Kelly  Zimmer,  Mundy  Road  –  in  class  support  for  students  at  risk  

How can I move from a text-driven stance in a math curriculum that is new to me?

Essential Questions:

What  is  a  tessella<on?      How  do  these  shapes  work  

together?  

Learning Intentions:

•  I  can  make  a  tessella<on.  •  I  know  what  polygons  will  tessellate.  •  I  know  why  some  polygons  will  tessellate  and  some  won’t.  

Criteria for a tessellation: •  Repeated  congruent  shape  •  No  gaps  •  No  overlaps  •  Vertex  of  any  tessella<ng  angle  is  360°    

We found out: •  Only  3  regular  polygons  will  tessellate:  –  Triangle  –  Square    – Hexagon  

Assessment:

Be  prepared  to  explain  why  an  octagon  will  not…  

I’m  listening  for  kids  who  use  the  words    -­‐polygon,  tessellate,  vertex,  line  segments  

Tessellations octagon   polygon   tessellate   vertex   Line  seg-­‐

ment  

Beth  

Dylan  

Luca  

Emma  

Ques<oning  –  gr.  3/4  Goal:    crea<ng  real  ques<ons,  using  ques<ons  to  

link  background  knowledge  with  new  informa<on,  create  curiosity  

•  Present  an  image.  •  Ager  each  image,  ask  students  to  pose  ques<ons  about  the  image  and  to  resist  the  urge  to  answer  someone  else’s  ques<on.  

•  Repeat  with  3-­‐4  images.  

Salmon  Creek  –  Annehe  LeBox  &  Karen  Reczuch          2002,  Douglas  &  McIntyre  

Team Planning •  What  will  you  do?  •  Who  will  you  work  with?  •  What  ar<facts  will  you  collect  from  the  students  to  provide  evidence  of  how  they  are  learning  –  i.e,  student  samples  for  your  porkolio?  

•  Reflect  on  the  ques<ons:  – What  are  we  doing?  – How  is  it  going?  – What  next?  

Planning

What  are  you  going  to  try  ASAP?  

Who  will  you  work  with?  

How  will  this  support  student  engagement  and  increased  literacy?