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The Literacy Initiative: Reading, Writing, and Thinking in Inclusive Classrooms and Schools

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Day 1 Choose 1 part of the digestive system and describe what happens to food there. ... Read Wilfred Owen poems. Discussed today's political wars. Task ... – PowerPoint PPT presentation

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Title: The Literacy Initiative: Reading, Writing, and Thinking in Inclusive Classrooms and Schools


1
The Literacy InitiativeReading, Writing, and
Thinking in Inclusive Classrooms and Schools
  • Leadership for Learning Academy Y6 - Oct/Nov 2007
  • A BCSSA-BCPVPA Leadership Program
  • Faye Brownlie

2
Key elements of learning
  • Engagement
  • Connection
  • Questioning
  • Talk
  • Working alone and together
  • Descriptive feedback

3
Strategies Used by Good Readers and Writers
  • 1. Activating background knowledge, making
    connections.
  • Questioning the text
  • Drawing inferences
  • Determining importance - details versus main
    ideas.
  • Employing fix-up strategies
  • Using sensory images, visualizing
  • Synthesizing and extending thinking.
  • Do I Really Have to Teach Reading? Chris Tovani
    adapted from P. David Pearson, 1992

4
  • Reading strategies are important only insofar as
    they assist readers to construct meaningful
    understandings of texts
  • Jeff Wilhelm, 2001

5
Schema for Instructional Support
  • Connecting (pre) - activating
  • Processing (during) - acquiring
  • Transforming and personalizing (post)-
  • Brownlie, Close, Wingren (1988)
  • Brownlie, Feniak, Schnellert (2006) SD-p.16,
    p.35-37

6
(key concepts/enduring understandings)Students
will understand that
Big ideas
(important skills or processes)Students will
be able to
Student outcomes
Stage
Purpose Engage/Activate prior knowledge/ Predict
content/Focus on a purpose
Connecting
Purpose Construct meaning/Monitor
understanding/ Process ideas
Processing
Purpose Process ideas/Apply knowledge/ Reflect
on thinking and learning
Transforming Personalizing
Assessment 1. 2. 3. 4.
7
Connecting/processing Strategy Whats In,
Whats Out? (Reading 44, adapted by PPaling)
  • stomach squeezing
  • abdomen hungry
  • saliva ulcer
  • bolus tongue
  • gastric juices mucus
  • pepsin carbohydrates
  • muscles mechanical

8
  • Teaching strategies are only important only
    insofar as they assist readers to comprehend and
    respond to text
  • Jeff Wilhelm, 2001

9
  • Cognitive Confidence
  • Allows students to
  • comprehend texts
  • monitor their understanding
  • determine meaning of words
  • read with fluency
  • the skills and strategies of reading

Social and Emotional Confidence Allows students
to be willing and active participants in a
community of readers read for enjoyment and
information have a positive attitude toward
reading and other readers readers who read
Text Confidence Allows students to develop the
stamina to continue reading difficult texts
find authors and genre that interest them
stick-with-it-ness
Kylene Beers
10
Teaching Content to All
Open-ended teaching
adapted
modified
Brownlie King
11
Universal Design
Universal Design originated in the field of
architecture.
Historically, architects have designed
buildings to be accessible for the majority of
people, but not for all people.
Stairs are the access most of us have to
buildings.
For some people, though, stairs are a barrier to
access people in wheelchairs, people on roller
blades, mothers using baby strollers
12
The Challenge of Learners with Diverse Needs
Redesign the curriculum?
Retrofit the curriculum?
or
The Goal
fix the curriculum
fix the child
goals
assessments
methods
materials
so that it can meet diverse learner needs.
13
HOW IS THIS ACHIEVED?

Flexible curricular materials and activities
that provide alternatives for students with
differing abilities.
These alternatives are built into the
instructional design of educational materials.
They are NOT added on after-the-fact.
Universal Design principles can apply to
lectures, classroom discussions, group work,
handouts, web-based instruction, and other
academic activities.
14
3
Guiding Principles
1
Multiple means of engagement
  • to tap into learners' interests, offer
    appropriate challenges, and increase motivation.

2
Multiple means of processing
  • to give learners various ways of acquiring
    information and knowledge

3
Multiple means of expression
  • to provide learners alternatives for
    demonstrating what they know

15
The Gradual Release Model
  • Model
  • Guided practice
  • Independent practice
  • Independent application
  • Pearson (1982)

16
Key Vocabulary
  • Inclusion
  • Differentiation
  • Adapted/Modified

17
Assessment OF Learning
  • Purpose reporting out, summative
    assessment, measuring learning
  • Audience parents and public
  • Timing end
  • Form letter grades, rank order, , scores

18
Key Vocabulary
  • Standardized test
  • Performance-based assessment
  • Descriptive feedback

19
Assessment FOR Learning
  • Purpose guide instruction,
  • improve learning
  • Audience teacher and student
  • Timing at the beginning, day by day,
    minute by minute
  • Form descriptive feedback

20
6 strategies for assessment FOR learning
  • Clarify learning outcomes
  • Provide clear criteria for success

21
Gr. 8 ScienceThe Digestive SystemPaul Paling,
Prince Rupert
  • Learning Intention
  • Demonstrate where in the body digestion occurs
    and what happens to the food

22
(No Transcript)
23
(No Transcript)
24
Exit Slips
  • Day 1 Choose 1 part of the digestive system and
    describe what happens to food there.
  • Day 2 Write the 2 most important things learned
    today.
  • Day 4 3-2-1 for digestion.

25
  • 3. Give descriptive feedback
  • Whats working?
  • Whats not?
  • Whats next?

26
  • Engineer effective classroom discussion
  • Whos talking?
  • Am I asking open questions? Whos asking the
    questions?
  • Do my learning tasks require thinking?

27
and so...?
What mathematical processes did you engage in?
28
mathematical Processes
  • Communication C
  • Connections CN
  • Mental Math Estimation ME
  • Visualizing V
  • Reasoning R
  • Problem-solving PS
  • Technology T

29
and so...?
What mathematical processes did you engage in?
30
  • 5. Self and peer assessment
  • 6. Develop learners as owners of their own
    learning
  • 05 Adapted from Classroom Assessment Minute by
    Minute, Day by Day - Leahy, Lyon, Thompson,
    Wiliam (EL, Nov.)

31
Learning Intention
  • To examine and understand childrens rights in
    different parts of the world

32
United Nations Rights of the Child
  • Education
  • Family
  • Food and shelter
  • Health
  • Name and nationality
  • Non-discrimination
  • Own culture
  • Protection from harm
  • Rest and play
  • Share opinions

33
Middle School En/SS Project
  • Mon. - Model assignment with
  • picture book. Build criteria.
  • Tues. - Read independently, begin assignment.
  • Wed. - Read, descriptive feedback.
  • Thurs. - Return assignments. Teach mini- lesson.
  • Fri. - Hand in assignment for evaluation.
    Student Diversity, 2006

34
Criteria
  • At least 3 examples of denied childrens rights
  • Specific evidence from the story that
    demonstrates how the right is denied
  • Information presented in a clear, organized, and
    interesting way

35
How you will earn your mark
  • Rights and evidence 3 denied rights with
    detailed, supporting evidence from the story (10
    marks)
  • Presentation categorized presentation of
    information (3 marks)
  • Conventions few errors and these do not
    interfere with meaning (2 marks)
  • Drafts ready for feedback on Wed!

36
Assessment AS Learning
  • Purpose students taking responsibility for
    their own learning
  • Setting goals
  • Monitoring their progress toward their goals

37
Grade 2/3 Writing Criteria
  • An opening sentence with a hook
  • Details
  • Distinguished words

38
Autumn Bear
  • Author-Diane Culling
  • Illustrator - Cindy Vincent
  • Snowberry Books, 2007
  • ISBN 978-0-9736678-2-0

39
K-3 Collaborative Study
  • Goal to help students use their own questions
    to develop a real understanding about insects
  • Teachers
  • Lisa Schwartz-K/1
  • Colleen Reimer - 1/2
  • Louesa Neuman - 2/3

40
The ProcessModelling
  • Brainstorm-Categorize (know)
  • Read (wonder and discover)
  • Insect Absolutes - developed as a class
    (learned)
  • Own flip books - content criteria

41
3 classes, 3 insects
  • K/1 - ants
  • 1/2 - butterflies
  • 2/3 - bees

42
Guided Practice
  • Read
  • Generate class questions
  • Read in 3s and 4s to answer questions
  • Take notes
  • Class discussion
  • A/B partnersexplain and coach
  • Write
  • 3 D model

43
Independent Practice
  • Read
  • Choose insect
  • Choose 3 questions
  • Multi-age groups, insect based
  • Note-taking MI and details
  • Partner talk
  • Write for poster
  • Diorama and 3D model
  • Present

44
(No Transcript)
45
English 12
  • 08-09 to include
  • Synthesis among texts
  • Expanded definition of texts

46
  • Key Theme war and humanity
  • Key Critical Thinking Question How do we know
    what we know about the past?
  • Learning Intention a synthesis of texts to
    create something new
  • Barb Bathgate, Surrey SD 36

47
Instruction
  • Saw Letters from Iwo Jima
  • Read Wilfred Owen poems
  • Discussed todays political wars

48
Task
  • Students wrote 3 different narrative drafts
  • Workshopped and edited these drafts
  • (self and peer)
  • Handed in best of 3

49
Editing Response Sheet
  • The strongest part was
  • I was uncertain about
  • I think you might add
  • Your writing makes me feel/or think about

50
  • Sound-Off! Literacy Technology Mobile Lab
    Project
  • PROPOSAL
  • Student Names
  • Digital Story Topic
  • What is the purpose of your digital story?
  • Who would be the intended audience?
  • Where would you take the pictures?
  • -Tracy Sullivan, Richmond SD 48

51
2 Rubrics
  • Process
  • Use of time
  • Teamwork
  • Metacognitions
  • Feedback
  • Storyboards
  • Editing

52
  • 2. Product
  • Soundtrack
  • Message/audience
  • Images
  • Narration
  • Text

53
  • Self-evaluation sheet
  • Peer evaluation sheet

54
Students need
  • Engagement/emotional connection
  • Community
  • To see themselves as able capable
  • Personal learning goals
  • Various ways to learn

55
  • To learn at different rates
  • Rich, in-depth inquiry
  • Connections with content
  • Choice and clear expectations
  • Student Diversity - Brownlie, Schnellert, Feniak
    p.8

56
Teachers need
  • A personal question
  • A colleague with whom to think, plan, reflect
  • A mental model of what works
  • Support for taking risks
  • Formative and summative data on student learning
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