vsb sec lit #1
DESCRIPTION
first of 2 sessions focusing on including and teaching struggling readers in the class with choice, open-ended strategies, and a focus on background knowledge.TRANSCRIPT
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The Secondary Literacy Challenge: closing the gap for all
students Vancouver
Faye Brownlie Oct 23, Nov 12
www.slideshare.com
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The teeter totter
kids
kids curriculum
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Frameworks
It’s All about Thinking – Brownlie & Schnellert, 2009
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Universal Design for Learning Mul>ple means: -‐to tap into background knowledge, to ac>vate prior knowledge, to increase engagement and mo>va>on
-‐to acquire the informa>on and knowledge to process new ideas and informa>on
-‐to express what they know.
Rose & Meyer, 2002
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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 ac>vity/method.
• Accessibility not accommoda>on.
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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
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Model Guided practice Independent practice Independent application
Pearson & Gallagher (1983)
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“Achievement Now” - Alfred Tatum, DeKalb, Illinois
• Kids could travel throughout the day and read less than 3 pages of text -‐ in a high achieving high school
• Kids could go to the school and become smarter, but not become beWer readers
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M – meaning
Does this make sense?
S – language structure Does this sound right?
V – visual informa>on Does this look right?
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• …the self-‐percep>ons of students as readers and their feelings about reading mediate the effec>veness of experimental interven>ons to improve achievement
• Reed & Vaughn, 2010, cited in McGill-‐Franzen & Lubke
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Think Aloud • Gradual release • Builds interest and background knowledge • Builds oral language • Introduces key concepts and vocabulary • Builds ques>ons • Models and prac>ces ‘close’ reading
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1975: Year of the Cat
Today is Tet,
the first day
of the lunar calendar.
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Every Tet we eat sugary lotus seeds
and lu>nous rice cakes.
We wear all new clothes,
even underneath.
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Mother warns how we act today
foretells the whole year.
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Everyone must smile No maWer how we feel.
No one can sweep,
for why sweep away hope?
No one can splash water,
for why splash away joy?
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• Inside Out and Back Again – Thanhha Lai
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Inquiry Circles • Choose your inquiry ques>on • Model how to ask ques>ons from an image, within the framework of the ques>on
• Fishbowl an inquiry circle conversa>on • Other student observe for ‘what works’ • Build criteria for effec>ve group behaviour
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Vocabulary/terms Images
Ques3ons Key ideas
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The 10 Greatest Canadian Environmentalists – Discovery Series, Scholas>c
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Inquiry Circles • Select 4-‐5 different ar>cles, focused on central topic or theme.
• Present ar>cles and have students choose the one they wish to read.
• Present note-‐taking page. • Student fill in all boxes EXCEPT ‘key ideas’ before mee>ng in the group.
• Students meet in ‘like’ groups and discuss their ar>cle, deciding together on ‘key ideas’.
• Students meet in non-‐alike groups and present their informa>on from their ar>cle.