Sunshine coast literacy_jan_2015
-
Upload
faye-brownlie -
Category
Education
-
view
280 -
download
0
Transcript of Sunshine coast literacy_jan_2015
Evidence-Based Reading and Writing
Sunshine Coast, gr. 4-‐9 January 21, 2015 Faye Brownlie
www.slideshare.net/fayebrownlie/sunshineintermediate/2015
Frameworks
It’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009
It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011
Universal Design for Learning MulDple means: -‐to tap into background knowledge, to acDvate prior knowledge, to increase engagement and moDvaDon
-‐to acquire the informaDon and knowledge to process new ideas and informaDon
-‐to express what they know.
Rose & Meyer, 2002
Choose a lesson • Think of all the users at the point of design. • Who mighty not be able to do this?
• Think of the goal, not the acDvity/method.
• Accessibility not accommodaDon.
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
Approaches • Assessment for learning • Open-‐ended strategies • Gradual release of responsibility • CooperaDve learning • Literature circles and informaDon circles • Inquiry
It’s All about Thinking – Brownlie & Schnellert, 2009
Introduction to Mitosis • Whip around – what do you remember about DNA?
• QuesDoning from 3 pictures
• AnDcipaDon guide – with partner • Read to find out and provide evidence for your answer
• Sort and predict – groups of 3
• With Ken Asano, Centennial
cancer duplicate cell cycle daughter cells cytokinesis nucleus interphase proteins mitosis divide replicaDon replace spindle fibres funcDon for survival separate
Gallery Walk – writing lesson • In groups, 3 things that count in wriDng • Made class list and categorized • Focus on meaning and thinking
– DescripDon – ImaginaDon – Detail – Knowledge – Focus – Ideas – Passion – Intriguing – Understandable
• Place a series of pictures around the room • Students in groups of 3 • 3 minutes per picture
• Chat – How could you use this image in your wriDng?
• Build on one another’s thinking • View 4 pictures
• Eagle Dreams -‐ Wri.en by Sheryl McFarlane ; Illustra;ons by Ron Lightburn;
• ISBN: 1-‐55143-‐016-‐9
• Task: a piece of wriDng, choose your genre, think about the criteria
• As you are moving to your desk, keep walking unDl you have your first line in your head
• 12 minutes to write
• As students are wriDng, move about the room, underlining something powerful (criteria connected) in each person’s wriDng
• Each student shares what was underlined • Listen to hear something you might want to borrow
• As a class, decide on why each was underlined • Create the criteria: – Words that are WOW – Details that showed emoDon or made a picture
– Hook – first line made me want to keep reading
Sample 1
One cool and breezy night, in a prairie, a boy sat on the rim of his open window, looking out at the moon, hoping for something to happen. A]er a few minutes, he went back in and close his window. Robin sighed. “I wished my life has more excitement in it, “ he thought, before he turned off his light and went to bed, he took one quick look at his kite on top of his bed that’s shaped like an eagle, and went to sleep.
Next morning, Robin went outside to fly his kite a]er breakfast, while he was flying his kite, he noDced the wind got stronger, he tried to hold on to the string, but it slipped, the kite got caught in the wind and flew towards the forest, Robin ran a]er it, he ran and ran and ran, unDl he ran into a clearing, he found the kite there, but he also discovered something else a few feet away, was a bunch of brown feathers, moving, “Can it be?” he thought. He moved a likle closer and he saw what the bunch of…
Sample 3 Once upon a Dme there was a boy that was facinated by eagles, he
asked his father to get one for him but he couldn’t. Then the boy thought about a way to catch an eagle and then a different gender one for more eagles. Delighted with his idea that he thought of last night, he conDnued his plan. He put 3 fishes in the open with a trap, and went to bed. Then he heard a noise that sounded like an eagle. When he had checked the trap, he found an eagle that was in his trap. Happily jumping around, the eagle made him inspired to make a home for the eagle. He created a bond with the eagle. He remembered how much his father despised eagles. He lead the eagle to a secret place in the forest where his father never went. He came downstairs and his father was in a rage. He threatened to ground his son if he didn’t kill the eagles. Shocked, the boy asked why he told him so. The father said they …
Sample 4
At Sunday, the Ximing and his father mother go travel. On, Ximing say “I’m see a eagle!” His father and his mother is going to his. And his mother say “Oh, Help it!” OK. It was heal. OK. We are go back home!
At home: Today is very funning. Because we are helpa eagle! I’m so happy now! Ximing is Dme to eat a dinner say mother say …
Sample 5
One day Amiy was flying a kite it like an eagle. He loves eagle. Well he was running he saw an eagle liding on the grass, he thik the eagle is in troudel so he went over to see what’s wong. It was a baby eagle that had it’s weing hurt. Amiy broDn it home and ask his sister. His sister told him that the eagle is in …
• Kids can add/edit/conDnue to work • Set up for next class – Work on same criteria – Hear again, pieces that work – Move to where kids can idenDfy criteria in their own work and ask for help with criteria that are struggling with
• A]er repeated pracDce, students choose one piece to work up, edit, revise, and hand in for marking
• Feedback is conDnuous, personal, Dmely, focused
Quick Writes • Give a word • 15 seconds to think • 2-‐3 minutes to write • Word count • Find a phrase, short piece you’d like to share • As the students stand and share, listen for nuggets you might be able to use in some way in your wriDng
• – the words we used today
Picture Prompts • Talk to your partner about what you are seeing, wondering, thinking about in this picture…think about how it connects to ‘paint’ and ‘train’
• Share 2-‐3 pictures. • Walk and talk with a partner: what is the story behind the pictures? What is the story/text that is sparked in your thinking by the words, the wriDng, the conversaDon, the pictures.
• Quick write of 10 minutes or so.