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May, 2011Staff spent the first hour in school groups discussing their reading and writing assessment data, then the remainder of the day as a group, focused on Reading Next, AFL and literacy strategies across the grades and curriculum.
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K-‐12 Literacy Strategies that Work
May 24, 2011 SD #10, Arrow Lakes
Faye Brownlie www.slideshare.net
• 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?
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”.
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
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.
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.
• 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).
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?
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
Assessment for Learning
• Learning intenDons • Criteria • DescripDve feedback • QuesDoning • Peer and self assessment
• Ownership
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.
Salmon Creek – AnneHe LeBox & Karen Reczuch 2002, Douglas & McIntyre
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.
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.
• proton • neutron • electron • ion • atom • nucleus • charge • posiDve • negaDve • neutral
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.
Human OpDcs Vocabulary
Before During A5er
pupil
iris
cornea
sclera
reDna
opDc nerve
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.
• 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
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?”
Notices…criteria
• Mystery
• Opening
• Detailed
• Sounds like you (Voice)
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