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