saltspring.k 5.differentiation
DESCRIPTION
A day of activity and exploration on ways to make differentiation come alive in K-5 classrooms. Writing, research, literature circles, journal responses, and classroom based strategies are included.TRANSCRIPT
It’s All about Thinking – differentiation in K-5 classes
Saltspring Island Nov. 13, 2009 Faye Brownlie
Frameworks
It’s All about Thinking – Brownlie & Schnellert, 2009
Universal Design for Learning Multiple means: -to tap into background knowledge, to
activate prior knowledge, to increase engagement and motivation
-to acquire the information and knowledge to process new ideas and information
-to express what they know. Rose & Meyer, 2002
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
My students need to learn to record notes when reading information text.
Can I introduce the double-entry journal to my grade 2/3 class?
Students need: • A model • Guided practice in following the model
• An opportunity to practice the strategy, with support as needed
• Choice in the degree of complexity they use to complete the task
How can we best use our resource time together? Can we introduce writing in a playful way to a diverse group of K children?
Students need: • To see themselves as writers • To have fun • To develop a sense of sound/symbol relationships
• To find their stories • To work with criteria
Learning Intentions – Kindergarten
“OLI (our learning intention) tells us what we have to learn”
“He is there to make sure we are learning what we are supposed to”
Think of ideas to
write about
OLI
Criteria – K/1
What’s Next for This Beginning Writer? – Reid, Schultz, Petersen
Big, Bold, Bright Make a picture
Tell some letters you know
Try some sounds you know
K-1 Writing: Model - pictures & print Refer to criteria Kids draw & write Refer to criteria
Pearson & Gallagher (1983)
How can we best use our resource time together? How can we help our students enhance their vocabulary use in their writing?
Students need: • To see themselves as writers • To work with criteria • To have models of powerful language
• To practice over time • To receive feedback while writing and after writing, 2 stars and 1 wish
Grade 2/3 Writing Criteria
• An opening sentence with a hook
• Details
• Distinguished words
Autumn Bear
Author-Diane Culling Illustrator - Cindy Vincent
Snowberry Books, 2007 ISBN 978-0-9736678-2-0
One September morning •a piece of fog touched me. As I looked out my window the gold leaves drifted out of the tree as I dragged my feet down the stairs to breakfreast, as I waited for the school bus I feel puffs of wind pick up my hair when the school bus came I slowley walk up the stairs as I bundled • in a seat as I went down the steps I saw birds migrating south as if leaves followed them it looked like they were air dancing.• -Allyson, gr.2
• As the cool fall leafs fall the aniamails hide in thir hafertat an the people put worm fire on and they have hot chocolet with mashmao. If feel couze with the blaket on you. You feel like you want to stay home forever. The wind hits your face it feels like somebudys teeching except it’s the breeze. -by Jason, gr.3
• When the Autumn wind blows it makes me shiver. It really makes me quiver. The wind is cold and really bold, it feels refreshing on my face. I get to keep my own pace. My hair would blow I can be slow, I walk on the ground I don’t have a frown, it feels so good and it keeps me in a joyful mood it keeps me happy for the rest of the day and I want to play and play. After the Autumn wind blows on my face it is really cool, it almost feels as cold as my pool. By Samantha, gr.3
Autumn Wind
Gr. 3 Writing: Model – a small moment Establish criteria Kids write Descriptive feedback on
criteria Pearson & Gallagher (1983)
Learning Intention: I can write and describe a small event from my morning.
• Choose a topic • Write in front of the students • Students describe ‘what works’ in your writing • Students choose a ‘morning’ topic • Students write • Students self-assess • Students meet with peers to share and provide
feedback
All alone, I stepped into my car. With my map in hand, I began to drive. At the lights I turned left, then the map said to turn right. “Oh, no!” The sign said, “Road closed”. “Help,” I thought. “What am I going to do?”
Notices…criteria
• Mystery
• Opening
• Detailed
• Sounds like you (Voice)
Browsing Bags– Lousesa Newman, Jennifer Hall
Tait Elementary
The Focus: Children need time to read independently and time to respond to their reading.
Browsing Bags
Lori Zawada & Faye Brownlie Grade 2/3
Tait Elementary Richmond
Learning Intentions Questioning Descriptive Feedback Ownership
Learning Intention:
• I can examine a picture and infer what is happening
• I can provide ‘because’ reasoning (evidence) for my inference
• Peter’s Poofect Pet - Tina Powell
• www.bigfatpen.com
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
The Process: Modelling
• Brainstorm-Categorize (know) • Read (wonder and discover) • “Insect Absolutes” - developed as a
class (learned) • Own flip books - content criteria
3 classes, 3 insects
K/1 - ants
1/2 - butterflies
2/3 - bees
Guided Practice • Read • Generate class questions • Read in 3’s and 4’s to answer questions • Take notes • Class discussion • A/B partners:explain and coach • Write • 3 D model
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
Grand Conversations, Thoughtful Responses
Faye Brownlie Portage and Main Press
Literature Circles
• no assigned roles
• no limits on amount of reading
• constantly changing discussion groups
• student choice of books
• journals
• bi-weekly comprehension strategies
The Storm
In my bed all safe and warm I like to listen to the storm. The thunder rumbles loud and grand- The rain goes splash and whisper; and The lightning is so sharp and bright It sticks its fingers through the night. -Dorothy Aldis
Lit Circle Conversations
• begin with ‘say something’ • each student responds in turn
• general conversation can follow • teacher meets with each group • other students are reading
Criteria for an effective group discussion:
•all voices must be included
•everyone must feel included
•everyone’s ideas are respected
•the discussion should move us to new understandings
Response Journals
double-entry journals
initially, written in class, together develop criteria for powerful responses
Left Side Right Side Notes Early Stages: 1 Title of the Book One sentence I can read from the book. 2 Title of the Book (After reading a pattern book)
A sentence of my own following the pattern of the text.
3 Title of the Book My Opinion (e.g. The part I like best is ...
My favourite character is …)
Writing is very limited in the early stages.
End of Grade 1/Beginning of Grade 2: 4 Summary (What Happened?) My Thinking About What Happened Initially, expect a lot more
writing on the left side than on the right at this stage.
Later: 5 Two Events My Thinking About These Events Gradually expect the length
of the writing to become more balanced on each side.
6 A Quotation from the Text My Interpretation/Thinking of the Meaning of this Quotation
By Intermediate, expect 1 – 2 sentences about an event and a paragraph of personal response.