Title: The Literacy Initiative: Reading, Writing, and Thinking in Inclusive Classrooms and Schools
1The 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
2Key elements of learning
- Engagement
- Connection
- Questioning
- Talk
- Working alone and together
- Descriptive feedback
3Strategies 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
5Schema 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.
7Connecting/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
10Teaching 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
12The 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.
13HOW 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.
143
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
15The Gradual Release Model
- Model
- Guided practice
- Independent practice
- Independent application
- Pearson (1982)
16Key Vocabulary
- Inclusion
- Differentiation
- Adapted/Modified
17Assessment OF Learning
- Purpose reporting out, summative
assessment, measuring learning - Audience parents and public
- Timing end
- Form letter grades, rank order, , scores
18Key Vocabulary
- Standardized test
- Performance-based assessment
- Descriptive feedback
19Assessment FOR Learning
- Purpose guide instruction,
- improve learning
- Audience teacher and student
- Timing at the beginning, day by day,
minute by minute - Form descriptive feedback
206 strategies for assessment FOR learning
- Clarify learning outcomes
- Provide clear criteria for success
21Gr. 8 ScienceThe Digestive SystemPaul Paling,
Prince Rupert
- Learning Intention
- Demonstrate where in the body digestion occurs
and what happens to the food
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23(No Transcript)
24Exit 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?
27and so...?
What mathematical processes did you engage in?
28mathematical Processes
- Communication C
- Connections CN
- Mental Math Estimation ME
- Visualizing V
- Reasoning R
- Problem-solving PS
- Technology T
29and 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.)
31Learning Intention
- To examine and understand childrens rights in
different parts of the world
32United 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
33Middle 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
34Criteria
- 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
35How 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!
36Assessment AS Learning
- Purpose students taking responsibility for
their own learning - Setting goals
- Monitoring their progress toward their goals
37Grade 2/3 Writing Criteria
- An opening sentence with a hook
- Details
- Distinguished words
38Autumn Bear
- Author-Diane Culling
- Illustrator - Cindy Vincent
- Snowberry Books, 2007
- ISBN 978-0-9736678-2-0
39K-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
40The ProcessModelling
- Brainstorm-Categorize (know)
- Read (wonder and discover)
- Insect Absolutes - developed as a class
(learned) - Own flip books - content criteria
413 classes, 3 insects
- K/1 - ants
- 1/2 - butterflies
- 2/3 - bees
42Guided 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
43Independent 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
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45English 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
47Instruction
- Saw Letters from Iwo Jima
- Read Wilfred Owen poems
- Discussed todays political wars
48Task
- Students wrote 3 different narrative drafts
- Workshopped and edited these drafts
- (self and peer)
- Handed in best of 3
49Editing 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
512 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
54Students 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
56Teachers 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