Lloyd George, Kamloops
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Transcript of Lloyd George, Kamloops
Creating Readers and Writers: Literacy Frameworks and
Strategies to Include ALL Learners LloydGeorgeElementary
KamloopsMay16,2016
www.slideshare.net/fayebrownlie.lloydgeorge
Learning Intentions • IunderstandtheEveryChild,EveryDaypracFces,canrecognizetheminmyteaching,andhaveaplantousethemmoreoHen.
• IbeIerunderstandhowmyteachingpracFcesconnecttotheredesignedcurriculum.
• Ihaveaplantotrysomethingnewtometoresponddifferentlytomystudentsintheirliteracylearning.
• Ihaveaplantoco-planorco-teachwithsomeone.
Big Ideas – Teaching counts!
• OurinstrucFonalchoicesimpactsignificantlyonstudentlearning
• Weteachresponsively
• Weneedamentalmodelof‘whatworks’toguideourteaching
• Learningshouldbefun,basedonbigideasandnotstressful
Big Ideas – Reading and writing
• ‘floatonaseaoftalk’–JamesBriIon• AreapprenFceships–FrankSmith
– Engage the learners! • Ifyouarenotengaged,youcan’tbelearning• Thinkingisthebasisofallourlearning
– Provide access for all! • Lowfloor,highceiling• WorkFrelesslytokeepstudentswithinthecommunityoftheclassroom…Howcanweworktogetherintheclassroom?
Redesigned Curriculum • CoreCompetencies
– CommunicaFon– Thinking:
• creaFve• criFcal
– PersonalandSocial:• PosiFve&culturalidenFty• Personalresponsibility&awareness• Socialresponsibility
• BigIdeas• LearningStandards
– Curricularcompetencies– Content
“EveryChild,EveryDay”–RichardAllingtonandRachaelGabriel
InEducaFonalLeadership,March2012
6elementsofinstrucFonforALLstudents!
2. Everychildreadsaccurately.
-intensityandvolumecount!
-98%accuracy
-lessthan90%accuracy,doesn’timprovereadingatall
3. Everychildreadssomethingheorsheunderstands. -atleast2/3ofFmespentreadingandrereadingNOTdoingisolatedskillpracFceorworksheets -buildbackgroundknowledgebeforeenteringthetext -readwithquesFonsinmind
4. Everychildwritesaboutsomethingpersonallymeaningful.-connectedtotext-connectedtothemselves-realpurpose,realaudience
1. Everychildreadssomethingheorshechooses.2. Everychildreadsaccurately.3. Everychildreadssomethingheorshe
understands.4. Everychildwritesaboutsomethingpersonally
meaningful.5. Everychildtalkswithpeersaboutreadingand
wriFng.6. Everychildlistenstoafluentadultreadaloud.
Literacy Centres, Gr 1/2 �with Lisa Schwartz
• Beginwithwholeclassmodelingofflexibleuseofstrategies
• OpportuniFesforguidedpracFce–10minutespercentre
• Reflect,wholegroup:somethingyoulearnedorachallengeyousolvedinreading/wriFng
Feedback Frames & Criteria in FI – BrookeDouglas,Richmond
• StarFngwithafeedbackframestudentsandteachersknowthegoalsofthelesson/unit.Thesearegluedbesidestudentworkforstudentsandteacherstorespondto.
• ThebigideaorquesFonisontheboardoronthewallandbeingreferredtobytheteacherandthestudentsasafocusforthesession.
• Thelearningsequenceispostedandexplainedsothatstudentscanwork,generallyattheirownpace,andhavesomethingtorefertoshouldtheyneedareminder.
Mix&MingletoMusic:StrategytoacFvatepriorknowledge,opportunityforstudentstoexchangeideas&
reviewnewlearninginrelaFontothebigquesFonorhowtheywillbepracFcingatargetcompetency.
LooseParts:UsingloosepartsstudentsbuildarepresentaFonoflearningorunderstandingin
responsetoaquesFon.Ex.Whatistheimportanceofplace?What’sthemostimportantaspectofwaterasanaturalresource?Whatisyourgreatestlearningfromthestory?
GalleryWalk:StudentsgetanopportunitytocirculateandlookatthecreaFonsofothersas
inspiraFonandtoextendtheirownthinking.AusefulfollowupisaquickconversaFonaround“WhatdidyounoFce?”“Whatissomethingyouwouldliketotry?”
LooseParts–part2:StudentsareabletoreturntotheirowncreaFonstomakeanychangesorconFnueto
evolvetheirrepresentaFon.
Wri?enReflecAon–ConnecAngtobigideasandcorecompetenciesUsingthefeedbackframeforcriteria,studentsexplainwhattheyhavecreatedaswell
astheirthinkingbefore,during,andaHercreaFng.ThisisagreatFmetohavethempracFcewhateverthespecificwriFngfocusisex.descripFvelanguage.
GrilledevérificaAonpourl’écritNom:
___J’aiuFliséetj’aisurlignélevocabulaireciblé.
___J’aiexpliquéendétailsunaspectimportantdel’eau(lecycle,l’eaupotable,lespuitsenUgandaetc.).
___J’aiuFliséunephrased’introducFonquimontremonsujetetdonneuneopinion.
___J’ailumontexteàvoixhautepourm’assurerqueçaadusens.
___J’aivérifiélesmasculins,lesfémininsetlespluriels.Commentest-cequelaconstrucFonm’aaidéàécrire?
J’aiessayédecommuniquerquelquechoseavecmacréaFon.Décris-la:
UndéfideceIeacFvitéest:
•