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Crosscurrents

Teaching with ALL Students in Mind: Collaborative Literacy Practices
Considering the shifts of the re-designed curriculum, including a focus on core competencies, examples of story necklaces in writing classrooms and a sequence guided by an essential question are presented.

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Crosscurrents

  1. 1. Teaching with ALL Students in Mind: Collaborative Literacy Practices Crosscurrents Friday, Feb 24 Teaching with ALL Students in Mind: Collabora9ve Literacy Prac9ces The redesigned curriculum centers on big ideas and core competencies, both aspects of planning which are highly suppor8ve of teaching classes of diverse students. How can we work with this structure and con8nue to support inclusion of all learners? Collabora8on is key. Explora8on is key. Keeping the learners in focus at all 8mes is key. In this session, Faye will present classroom examples that include all learners and work within our redesigned curriculum. Planning, teaching and assessing together beEer equips us to reach all learners.
  2. 2. The Redesigned Curriculum •  Place-based –  Purpose, purposeful •  Start with strength –  What can you do and what’s next? –  Growth system not proficiency system •  Responsive –  Focus on targeted competencies •  Core competencies –  Communica8on, thinking, personal •  Who can I collaborate with?
  3. 3. Core Competencies •  Communica8on •  Thinking – Crea8ve – Cri8cal •  Personal – Posi8ve personal & cultural iden8ty – Personal awareness & responsibility – Social responsibility
  4. 4. When planning in ELA, consider… •  Big Ideas –  Stories and texts –  Perspec8ve –  Language and its use –  Wondering •  Curricular Competencies –  Comprehend and connect –  Create and communicate •  Content –  Story/text –  Strategies and processes –  Language features, structures and conven8ons
  5. 5. When collaborating: •  No plan, no point •  Focus the teaching to enable the child to be successful IN the classroom •  Ensure that both teachers have a role in the lesson •  Assume competence in ALL the learners •  The key is ACCESS to the work of the class
  6. 6. Narrative Writing – Gr 2/3 with Marnie Manners, Burnaby •  Students have been reading and retelling Lars, the polar bear stories by Hans de Beer •  The story plot is that Lars, the polar bear, is bored/lonely in his home at the North Pole. Something unexpected happens (an iceberg floats away, he gets caught in a fishing net/trap and travels by boat/plane/train) and is taken to another place (jungle/city). He meets another animal in the new seXng. The new friend takes him to meet another animal who helps him to get home by some sort of transporta8on. Lars safely arrives home, is reunited with his family and tells them about his adventure.
  7. 7. •  Goal: move beyond retelling to create a story following his recipe •  Class had iden8fied the recipe •  Review recipe •  Introduce the ‘story necklace’ – 3-4 recipe cards, 1 for each chunk •  Model, with their help, the wri8ng •  Students leave the carpet, having iden8fied: –  The new animal –  The new seXng –  The method of transporta8on
  8. 8. •  A`er wri8ng: •  Voice: Provide evidence of how your wri8ng sounds like you •  PPCI: How did you keep on wri8ng? What did you say or do to show such stamina? •  Circle 2 words that are unique or specialized in your wri8ng
  9. 9. Demonstration Lesson: Grade 4/5 Goal: increased engagement & thinking Strengths of my class: -  Coopera8ve -  Eager and want to learn -  Suppor8ve of each other Stretches -  Communica8on and Cri8cal Thinking amongst my students
  10. 10. The Sequence •  Goal today – stretch your thinking and work like a detec8ve to use clues to figure things out •  Essen8al ques8on: How does where you live effect how you live? –  How can you answer this already? –  Partner talk, then group share •  Image: see – think – wonder •  Quick write •  Explode the sentence •  Reflect with core competencies
  11. 11. Explode the Sentence •  One day many years ago, children were playing in the village, learning to be good warriors and hunters.
  12. 12. Critical Thinking Core Competency •I am becoming an ac8ve listener; I ask ques8ons and make connec8ons. Evidence: •When I talk and work with peers, I express my ideas and encourage others to express theirs; I share roles and responsibili8es. Evidence: •I recount and comment on events and experiences. Evidence:
  13. 13. Unpacking the Lesson •  What struck you? –  Engagement of the kids –  1 hour, 40 minutes –  All could par8cipate –  Major shi`s in thinking –  Content woven into massive thinking –  All responses were accepted –  Your language: each child was honoured and li`ed up ☺ –  I could do this!!
  14. 14. Next Steps •  Next day, begin with another image and another sentence to explode (should take half the 8me) •  Move to groups of 2-3 and have each group of students explode a different sentence •  Share the sentences and an interpreta8ve comment about each •  Can the students, together, move to read their sentences in order? •  Retype the same 10 sentences – as 10, 7 and 5. Students choose which they want and re-order them BME •  Keep listening to the kids read •  Read the text, and reflect on how where you live affects how you live. •  Repeat process with 2 other Roy Henry Vickers books, highligh8ng content.
  15. 15. Story Necklace Writing •  Day 1 – read the story •  Day 2 – reread the story – Introduce the frame of first, then, finally – Each child receives 3 recipe cards re write a retelling (or an expansion) of the story with first, then, finally – String the recipe cards on a piece of wool to make a necklace and share☺
  16. 16. •  Samples from Lord Kitchener in Vancouver – Collabora8on of principal, Catherine Feniak, with classroom teachers – 1 hour co-teaching per week – Lessons can be taught again, alone – Writers’ Workshop – What do we want? – How do we get there?
  17. 17. Narrative Writing – Gr 2/3 with Marnie Manners, Burnaby •  Students have been reading and retelling Lars, the polar bear stories by Hans de Beer •  The story plot is that Lars, the polar bear, is bored/lonely in his home at the North Pole. Something unexpected happens (an iceberg floats away, he gets caught in a fishing net/trap and travels by boat/plane/train) and is taken to another place (jungle/city). He meets another animal in the new seXng. The new friend takes him to meet another animal who helps him to get home by some sort of transporta8on. Lars safely arrives home, is reunited with his family and tells them about his adventure.
  18. 18. •  Goal: move beyond retelling to create a story following his recipe •  Class had iden8fied the recipe •  Review recipe •  Introduce the ‘story necklace’ – 3-4 recipe cards, 1 for each chunk •  Model, with their help, the wri8ng •  Students leave the carpet, having iden8fied: –  The new animal –  The new seXng –  The method of transporta8on
  19. 19. •  A`er wri8ng: •  Voice: Provide evidence of how your wri8ng sounds like you •  PPCI: How did you keep on wri8ng? What did you say or do to show such stamina? •  Circle 2 words that are unique or specialized in your wri8ng

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