Literacy for All

PortAlberniNov1,Feb21,Apr26

FayeBrownlie

•  Whatarehighlyeffec=veliteracyprac=cesforalllearners?

•  Howcanwebestworktogethertoplan,teachandassess?

•  HowdoestheredesignedcurriculumhelpusshiFourprac=ce?

“EveryChild,EveryDay”–RichardAllingtonandRachaelGabriel

InEduca=onalLeadership,March2012

6elementsofinstruc=onforALLstudents!

1.  Everychildreadssomethingheorshechooses.2.  Everychildreadsaccurately.3.  Everychildreadssomethingheorshe

understands.4.  Everychildwritesaboutsomethingpersonally

meaningful.5.  Everychildtalkswithpeersaboutreadingand

wri=ng.6.  Everychildlistenstoafluentadultreadaloud.

Core Competencies •  Communica=on•  Thinking– Crea=ve– Cri=cal

•  Personal– Posi=vepersonal&culturaliden=ty– Personalawareness&responsibility– Socialresponsibility

Creating a whole�-Sharon Jeroksi �

•Thisisaboutthestudents–personaliza=on,inclusion,diversity.Itsnotaboutfillinginatemplateorcheckingoffaspectsonarubric–it’saboutwhatstudentsarebecomingandhowtosupportthem

•Thecompetenciescomefromstudents–whattheyaredoing,abletodo,valuing,workingon.

•Wedon’tstartwiththecompetenciesandfindastudent.WeHAVEastudentwhohaslotsofcompetence.

•Wetalkaboutasetofcompetencies,butitisreallyawhole--3or6competenciesdon’tequalawholeperson–itsjustawayofworking.

•Wealwaysreconstruct–putittogether—wecan’teverstopinthedeconstructedplace.

Strengths-based!!!

WeareNOTsearchingforwhatkidsareNOTgoodat.

Webuildonstrengths,notfillinholes.

•  Nochecklists•  Norubrics

No=ce–Name-Nurture

Narrative Writing – Gr 2/3�with Marnie Manners, Burnaby

•  StudentshavebeenreadingandretellingLars,thepolarbearstoriesbyHansdeBeer

•  ThestoryplotisthatLars,thepolarbear,isbored/lonelyinhishomeattheNorthPole.Somethingunexpectedhappens(anicebergfloatsaway,hegetscaughtinafishingnet/trapandtravelsbyboat/plane/train)andistakentoanotherplace(jungle/city).Hemeetsanotheranimalinthenewsehng.Thenewfriendtakeshimtomeetanotheranimalwhohelpshimtogethomebysomesortoftransporta=on.Larssafelyarriveshome,isreunitedwithhisfamilyandtellsthemabouthisadventure.

•  Goal:movebeyondretellingtocreateastoryfollowinghisrecipe

•  Classhadiden=fiedtherecipe•  Reviewrecipe•  Introducethe‘storynecklace’–3-4recipecards,1foreach

chunk•  Model,withtheirhelp,thewri=ng•  Studentsleavethecarpet,havingiden=fied:

–  Thenewanimal–  Thenewsehng–  Themethodoftransporta=on

•  AFerwri=ng:•  Voice:Provideevidenceofhowyourwri=ngsoundslikeyou

•  PPCI:Howdidyoukeeponwri=ng?Whatdidyousayordotoshowsuchstamina?

•  Circle2wordsthatareuniqueorspecializedinyourwri=ng

Demonstration Lesson: Grade 4/5�Goal: increased engagement &

thinking Strengthsofmyclass:-  Coopera=ve-  Eagerandwanttolearn-  Suppor=veofeachotherStretches

-  Communica=onandCri=calThinkingamongstmystudents

The Sequence •  Goaltoday–stretchyourthinkingandworklikeadetec=vetouse

cluestofigurethingsout

•  Essen=alques=on:Howdoeswhereyouliveaffecthowyoulive?

–  Howcanyouanswerthisalready?–  Partnertalk,thengroupshare

•  Image:see–think–wonder•  Quickwrite•  Explodethesentence•  Reflectwithcorecompetencies

Explode the Sentence •  Onedaymanyyearsago,childrenwereplayinginthevillage,learningtobegoodwarriorsandhunters.

Critical Thinking Core Competency •Iambecominganac=velistener;Iaskques=onsandmakeconnec=ons.

Evidence:

•WhenItalkandworkwithpeers,Iexpressmyideasandencourageotherstoexpresstheirs;Isharerolesandresponsibili=es.

Evidence:

•Irecountandcommentoneventsandexperiences.

Evidence:

Unpacking the Lesson •  Whatstruckyou?–  Engagementofthekids–  1hour,40minutes– Allcouldpar=cipate– MajorshiFsinthinking–  Contentwovenintomassivethinking– Allresponseswereaccepted–  Yourlanguage:eachchildwashonouredandliFedup☺

–  Icoulddothis!!

Next Steps •  Nextday,beginwithanotherimageandanothersentence

toexplode(shouldtakehalfthe=me)•  Movetogroupsof2-3andhaveeachgroupofstudents

explodeadifferentsentence•  Sharethesentencesandaninterpreta=vecommentabout

each•  Canthestudents,together,movetoreadtheirsentencesin

order?•  Retypethesame10sentences–as10,7and5.Students

choosewhichtheywantandre-orderthemBME•  Keeplisteningtothekidsread•  Readthetext,andreflectonhowwhereyouliveaffects

howyoulive.•  Repeatprocesswith2otherRoyHenryVickersbooks,

highligh=ngcontent.

K – Core Competencies •  Whatismyjob?

•  Basedon– Cri=calthinking– Communica=on– Posi=vepersonalandculturaliden=ty

Deeper Thinking with Visual Literacy�

- Joanna Fournier and Christy Rollo

•  Verydiverseclasses•  Collaborateonalmosteverything

•  Includein-classLAsupportasmuchaspossible,workingonin-classELL

•  Openingthecurriculumtoembedthecorecompetencies

JapaneseInternment❖  What stories are inspired by war, fear, oceans,

mountains, family, seeking a better life?

❖  Is it ever necessary to take away personal rights for the safety of all?

❖  How would you live and feel separated from your family? Your connection to home?

JapaneseInternment

FeedbackFrames

From Brooke Douglas

SelfReflec=on

Features of High-Engagement Learning Environments

•  availablesupplyofappropriatelydifficulttexts•  op=onsthatallowstudentsmorecontroloverthetextstobereadandtheworktobeaccomplished

•  thecollabora=venatureofmuchofthework•  theopportunitytodiscusswhatwasreadandwriten

•  themeaningfulnessoftheac=vi=es

•  Allington&Johnston,2002;Presley,2002;Wigfield,1997;Almasi&McKeown,1996;Turner,1995

Backgroundknowledgehasagreaterimpactonbeingabletoreadatextthananythingelse.

-DougFisher,RichardAllington

•  UniversalDesignforLearning

•  BackwardsDesign

•  Lowfloor,highceiling

Belonging – grades 2/3�Michelle Hikida

•  StructuredInquiry– Allteacherques=ons

•  Essen=alques=ons– Whatisthebestpartofyou?– WhatareyourgiFs?

– Whoisthepersonyouwanttobe?

•  Eachdayreadanewbook,collectedcharacteris=csofcharactersandmadelists.

•  WatchedUtubevideos,readmusiclyrics–collectedcharacteris=csofcharactersandaddedtothelists.

•  Dailystudentschoseabookfromthebasketandread.•  Sharingcircleatendofreading–connec=onstothecharacteris=csofcharactersinthebook–– Whatisthebestpartofyou?– WhatareyourgiFs?– Whoisthepersonyouwanttobe?

How can we support our learners in moving beyond the lines in their

written response to text?

•  LeslieLeitch,Nakusp•  Grade6/7•  Inprepara=onforon-lineresponseposts•  Text:AMonsterCalls–PatrickNess

• What’shappening?

• Whocares?

• Whydoesitmater?

•  Bigideas•  Descrip=ve•  Adjec=ves•  Wordchoice•  Supportedinferences•  Emo=ons–felt•  Touchedhearts•  Clearexamplesof

(emo=ons,happenings)•  Personifica=on•  Metaphor–simile•  Comparison•  Thinkinglikesomeoneelse•  Imagine

TheSequence

•  Whiparound–catchuponthestory•  Explodethesentence•  Writetoshowyouunderstand–movebeyondaretelling,takearisk,godeep,explainwhywhathappensmatersandtowhom

•  Shareaphrase,aword,asentencethatispowerfulinyourwri=ng

•  Makeaclasslistofwhatcounts–beginningcriteria•  Usethosephrasestomakeaclassfoundpoem•  Reorganizetwicetomakethepoemflow

Elias

•  Conorseemstohavebeendefeated.Hehasbeenoverwhelmedwithnega=veemo=ons,fear,anger,sadness,andpain.Hehideshisfeelingswithflatemo=ons,andpushesawayallhelp.IthinkheisveryAnxious,becauseofallthepressureputonhimfromthebullies,hismom’ssicknessandpossiblyhismomanddad’sdevorce.Hisposi=veemo=onsarebeingstolenevery=mehehasthenightmare.Hisgrandmotherdoesn’thelpeither…

Riley

•  Ithinkthemostimportantthinginthestoryrightknowisthewordsrissinganddarkness.Ithinkrissingmeansthatheisbeginningtofigureouthistruthandwhyitisimportant.Ithinkthetruthisthathismomwilldieandthatiswheretheworddarknesscomesin…

Lucas

•  WhatisgoingoninthelastthreechaptersisthatConor’smomisgehngworseandworseeverysingletreatment.ConorisgehngmoreeffectedandangerfromthescarystorytellingmonsterthatisgoingtotellConorthreedifferentstories,Conorisalsogehngbulliedbyagroupofkidsinschoolwhichiseffec=ngConorthesamewayasthescarystorytellingmonsterandhismotherstreatments…

Phoenix

•  Ithinkconorsfeelingnothing.Hedosentseemtofeelverymuch.Howwouldyounowwhathewerefeeling…

Thenextday…•  Reviewthecriteriaandreorganizeintocategories•  Readthenextchapter•  Havestudentsmeetinsmallgroups•  Provideachoiceof2-3sentencesforstudentstoexplodeinsmallgroups

•  StudentswriteadraFfortheiron-linepost•  Studentsiden=fy,alone,thenwithapartner,wheretheirwri=nghasachievedthecriteria•  Whatworks?What’snext?

•  Studentseditforsentences,grammar,andpost

•  Whatissomethinginyourprac=cethataffirms?

•  Whatissomethingthatyoucouldrefine?

•  Whatissomethingthatyoucouldaspireto?

•  Whatopportuni=esaretheretoletsomethinggo?