Arrow Lakes.K-12.Effective Literacy Strategies
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Transcript of Arrow Lakes.K-12.Effective Literacy Strategies
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K-‐12 Literacy Strategies that Work
May 24, 2011 SD #10, Arrow Lakes
Faye Brownlie www.slideshare.net
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• 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 significant to work on, based on this data.
• What plans may you have next year in your Growth Plan based on this data?
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Learning IntenDons
• I can name and describe components of effecDve literacy teaching.
• I can idenDfy AFL strategies and effecDve literacy teaching strategies in my pracDce.
• I have idenDfied a less effecDve pracDce to replace with a more effecDve literacy pracDce.
• I can plan a next step – “more of, more oWen”.
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Reading Next -‐ Biancarosa & Snow, 2004
• Instruc(onal Improvements 1. Direct, explicit comprehension instrucDon 2. EffecDve 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
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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, figuring out unknown words, grammar cues…
• Record the strategies. • Have students pracDce in pairs before reading independently.
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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.
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• 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).
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Carla’s 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 Carla’s test scores?
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Assessment for Learning Purpose Guide learning, inform
instrucDon
Audience Teachers and students
Timing On-‐going, minute by minute, day by day
Form DescripDve Feedback ¶what’s working? •what’s not? •what’s next?
Black & Wiliam, 1998 Haoe & Timperley, 2007
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Assessment for Learning
• Learning intenDons • Criteria • DescripDve feedback • QuesDoning • Peer and self assessment
• Ownership
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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 else’s quesDon.
• Repeat with 3-‐4 images.
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Salmon Creek – AnneHe LeBox & Karen Reczuch 2002, Douglas & McIntyre
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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.
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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.
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• proton • neutron • electron • ion • atom • nucleus • charge • posiDve • negaDve • neutral
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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.
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Human OpDcs Vocabulary
Before During A5er
pupil
iris
cornea
sclera
reDna
opDc nerve
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Gr. 3 Writing: Model – a small moment Establish criteria Kids write Descriptive feedback on
criteria Pearson & Gallagher (1983)
Learning Intention: I can write and describe a small event from my morning.
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• 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
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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?”
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Notices…criteria
• Mystery
• Opening
• Detailed
• Sounds like you (Voice)
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Resources
• Student Diversity, 2nd ed. – Brownlie, Feniak and Schnellert, 2006
• It’s All about Thinking (in English, Social Studies and HumaniDes) – Brownlie and Schnellert, 2009
• It’s All about Thinking (in Math and Science) -‐ Brownlie, Fullerton & Schnellert, in press