Class  Review:    Reflec.ons  and  Next  Steps  

St.  James-­‐Assiniboia  September  21st,  2011  

Faye  Brownlie  

Care  

Collabora.on  

Curiosity  

What  worked?  

What  do  we  wonder?  

What’s  next?  

Standard  Reading  Assessment  Ques.ons  Student  Diversity  –  Brownlie,  Feniak,  Schnellert,  

2006  

•  Connec.ons:    How  does  what  you  read  connect  with  what  you  know?  

•  Summarizing:    Choose  a  way  to  show  the  main  ideas  and  details  of  this  text.  

•  Vocabulary:    Here  are  2  challenging  words  ________    What  do  they  mean?    What  strategies  did  you  use  to  determine  their  meaning?  

•  Inferring:    Read  between  the  lines  to  find  something  that  you  believe  to  be  true  but  that  it  not  actually  said.    What  is  your  evidence  that  it  is  true?  

•  Reflec.on:    What  this  easy  or  hard?    Why?  

Early  Years  –  Belonging,  Respect,  Understanding  Differences  

•  Li\le  Beauty  –  Anthony  Browne  •  Stellaluna  –  Janell  Cannon  •  Scaredy  Squirrel  –  Melanie  Wa\  

•  Hunter’s  Best  Friend  at  School  –  Laura  Malone  Ellio\  

•  Wemberley  Worried  –  Kevin  Henkes  

•  How  Full  Is  Your  Bucket?  For  Kids  –  Rath  &  Reckmeyer  

•  What’s  Next  for  This  Beginning  Writer?    –  Reid,  Schultz,  Peterson  2005    (Pembroke  Pub)  

•  sd72.bc.ca            (Campbell  River  SD)  

•  Literacy  videos  

•  It’s  all  in  the  bag  •  Squiggles  •  Clustering  from  text  

•  Grade  5  Canadian  History  –    – Orca  Books  

Math  Resource  

•  LEAPS  AND  BOUNDS  by  Nelson  (available  in  grade  3/4,  5/6  and  coming  in  October,  grade  7/8.)  

•  h\p://www.nelsonschoolcentral.com/cgi-­‐bin/lansaweb?webapp=WBOOKSITE+webrtn=booksite+F%28LW3ITEMCD%29=9780176351526  

•  Marian  Small  is  the  very  very  smart  Canadian  author.  

Model Guided practice Independent practice Independent application  

Pearson  &  Gallagher  (1983)  

The teeter totter

kids

kids curriculum

Universal Design for Learning

Mul.ple  means:  -­‐to  tap  into  background  knowledge,  to  ac.vate  prior  knowledge,  to  increase  engagement  and  mo.va.on  

-­‐to  acquire  the  informa.on  and  knowledge  to  process  new  ideas  and  informa.on  

-­‐to  express  what  they  know.  

                     Rose  &  Meyer,  2002  

Backwards Design

•  What  important  ideas  and  enduring  understandings  do  you  want  the  students  to  know?  

•  What  thinking  strategies  will  students  need  to  demonstrate  these  understandings?    

                 McTighe  &  Wiggins,  2001  

Co-­‐Teaching  

•  Begin  with  a  plan  •  Know  your  purpose,  know  your  roles  

-­‐1  teacher  takes  the  strategic  lead,  the  other  provides  support  

-­‐working  with  different  groups  

-­‐both  teachers  providing  support/extension  in  small  group  work  

Big  Idea:  Student  Outcomes/Learning  Inten.on/Essen.al  Ques.on:  Assessment  Criteria:  

Stage   Purpose  

Connec.ng   Engage,  ac.vate  prior  knowledge,  predict  content,  focus  on  a  big  idea/purpose  for  learning  

Processing   Connect  meaning,  monitor  understanding,  process  ideas  

Transforming  and  Personalizing   Process  ideas,  apply  knowledge,  reflect  on  thinking  and  learning  

Math  Centres  –  gr.  1/2  Michelle  Hikada  

•  4  groups  •  1  with  Michelle,  working  on  graphing  (direct  teaching,  new  material)  

•  1  making  pa\erns  with  different  materials  (prac.ce)  

•  1  making  pa\erns  with  s.ckers  (prac.ce)  

•  1  graphing  in  partners  (prac.ce)  

•  With  your  partner,  choose  a  bucket  of  materials  and  make  a  bar  graph.  

•  Ask  (and  answer)  at  least  3  ques.ons  about  your  graph.  

•  Make  another  graph  with  a  different  material.  

Ques.oning    Goal:    crea.ng  real  ques.ons,  using  ques.ons  to  

link  background  knowledge  with  new  informa.on,  create  curiosity  

•  Present  an  image  •  Aqer  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  

Caitlin.    If  you  ever  want  to  talk  about  what  happened  you  just  let  me  know,  Mrs.  Johnson  says.  

That’s  what  Mrs.  Brook  is  for,  I  tell  her.  Maybe  we  could  all  sit  down  together.  Why?  

So  we  know  where  you’re  coming  from.    I  look  around  the  living  room.    I  come  from  here.  

I’m  sorry.    I  meant  so  we  all  know  how  you’re  feeling.  

Oh.    Mrs.  Brook  know  how  I’m  feeling  so  you  can  find  out  from  her.  I  would  be  superfluous.    My  DicJonary  says  suPERfluous  means  exceeing  what  is  sufficient  or  necessary.  

I  just  thought  it  would  be  nice  to  take  some  Jme  to  sit  and  chat.  

I  shake  my  head.    SuPERfluous  also  means  marked  by  wastefulness.  

Well…okay  then,  she  says.    I  suppose  I  can  talk  with  Mrs.  Brook.  

Resources    •  Grand  ConversaJons,  ThoughQul  Responses  –  a  unique  

approach  to  literature  circles  –  Brownlie,  2005  •  Student  Diversity,  2nd  ed.  –  Brownlie,  Feniak  &  Schnellert,  

2006  •  Reading  and  Responding,  gr.  4,5,&6  –  Brownlie  &  Jeroski,  

2006  •  It’s  All  about  Thinking  –  collaboraJng  to  support  all  learners  

(in  English,  Social  Studies  and  HumaniJes)  –  Brownlie  &  Schnellert,  2009  

•  It’s  All  about  Thinking  –  collaboraJng  to  support  all  learners  (in  Math  and  Science)  -­‐  Brownlie,  Fullerton  &  Schnellert,  2011  

•  Learning  in  Safe  Schools,  2nd  ed  –  Brownlie  &  King,  Oct.,  2011  •  Assessment  &  InstrucJon  of  ESL  Learners,  2nd  ed  –  Brownlie,  

Feniak,  &  McCarthy,  in  press