Week 5 ruth - 2014-15
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Transcript of Week 5 ruth - 2014-15
8P202014-15
Week 5: Writing 4
Professional Learning Conversation
• The Third Teacher• Follow-up:– Gradual Release of Responsibility– Show Me app
How did you learn to drive?
Gradual Release of Responsibility
Modelled Shared Guided IndependentREADING and WRITING
Teaching Teaching
Teaching Teaching Learning
Learning & Learning Practising Practising & & &
Learning Practising Performing Performing
4
5
Modelled Shared Guided Independent
Teacher does
Students watch
Teacher does
Students help
Students do
Teacher helps
Students do alone
Teacher assists as needed
Comprehensive Literacy
The Gradual Release of Responsibility
like an apprenticeship program
Classroom Photos
• As you view the following set of photos consider:
1. How does Mrs. Meussen’s classroom layout reflect the features recommended in your reading? Refer to the last page of your reading “In Brief…”
2. How does it support the Gradual Release of Responsibility model?
Writing Assessment cont’d
• Assessment for, as, and of learning• Writing assessment resources– Guide to Effective Instruction• Assessment• Writing
If this were a Bitstrip cartoon, what could the panel labelled 2014 include?
The more things change…..
Classroom Assessment
Large Scale Assessment
EQAO
ForDiagnostic
Formative
As Formative
Of Summative
Growing Success Policies• Seven Fundamental Principles• Learning Skills & Work Habits• Performance Standards- The Achievement Chart• Assessment for Learning and as Learning• Evaluation• Reporting Student Achievement• Students with Special Education Needs• English Language Learners• E-Learning• Credit Recovery
http://www.edugains.ca/newsite/aer2/
The Writing Process
Stages of the Writing Process: – Prewrite– Draft– Revise– Edit– Publish
– This is a recursive process. Most writers move back and forth among the stages
Writing
• 1. Generate, gather, and organize ideas and information to write for an intended purpose and audience
• 3. Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively
• 2. Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience
• 4. Reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process
Gradual Release of Responsibility
Modelled Shared Guided IndependentREADING and WRITING
Teaching Teaching
Teaching Teaching Learning
Learning & Learning Practising Practising & & &
Learning Practising Performing Performing
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Procedural Writing
Find a procedure described in these resources: • Infographic (try Pinterest)• Video • Blog entry (try http://goo.gl/
a4Vxup )• Ikea assembly guide (see
Sakai/Lesson 5/Writing 4 Resources/ Ikea assembly guide)
• Lesson plan (try http://readwritethink.org )
• Recipe
Discuss at your table:• Which features of these
procedural texts are most helpful to you?
• Which formats are not at all helpful?
Procedural WritingHow to…
• Tune a guitar• Spin a basketball• Post your PLC response to Sakai• Treat a pulled muscle• Make paper airplanes• Edit and post a photo to Instagram• Get a parking spot at the Hamilton
campus• Catch a bus to Brock in time for
8:00 a.m. class• Use a Keurig coffee maker• Write a cheque (It’s true – many
do not know this!)• Your choice:
Apps for Procedural Work and Description
Explain Everything Show Me