Day 3, high impact literacy strategies for middle and senior years students. Sequence to deepen thinking with The Cello of Mr O, sequence to support on-line responses to novels, literature circles. Information circles work with Student Diversity, 3 rd edition.
MRLC MY SYHigh Impact Literacy Strategies Jan 2017
1. High Impact Literacy Strategies
and Assessments for Middle Years
and Senior Years
MRLC
January 16 and 18, 2017
Faye Brownlie
slideshare.net/
fayebrownlie.MRLC.MY.SR.Jan2017
4. Test Prep – Socials 11
Canada in the 1930’s with Melanie Mattson
• People Search – 12 boxes
• Students made notes for each quesSon
• Coached and listened to see if there were any
challenging areas
• 2 quesSons were most challenging
• Melanie explained her ‘answer’ to each, using a
Smeline and associaSons
• 2 addiSonal areas to study
– With a concept map
– With a chart
24. How can we support our learners in
moving beyond the lines in their
written response to text?
• Leslie Leitch, Nakusp
• Grade 6/7
• In preparaSon for on-line response posts
• Text: A Monster Calls – Patrick Ness
29. • Big ideas
• DescripSve
• AdjecSves
• Word choice
• Supported inferences
• EmoSons – felt
• Touched hearts
• Clear examples of
(emoSons, happenings)
• PersonificaSon
• Metaphor – simile
• Comparison
• Thinking like someone else
• Imagine
30. The Sequence
• Whip around – catch up on the story
• Explode the sentence
• Write to show you understand – move beyond a
retelling, take a risk, go deep, explain why what
happens ma]ers and to whom
• Share a phrase, a word, a sentence that is powerful in
your wriSng
• Make a class list of what counts – beginning criteria
• Use those phrases to make a class found poem
• Reorganize twice to make the poem flow
35. The next day…
• Review the criteria and reorganize into categories
• Read the next chapter
• Have students meet in small groups
• Provide a choice of 2-3 sentences for students to
explode in small groups
• Students write a dral for their on-line post
• Students idenSfy, alone, then with a partner,
where their wriSng has achieved the criteria
• What works? What’s next?
• Students edit for sentences, grammar, and post
39. The Plan: starting
• Introduced and selected books.
• Modeled the types of thinking to use while
reading with a shared text, “Thank You
Ma’am” by Langston Hughes. Created group
placemats:
– ConnecSons
– QuesSons
– Conclusions
– Judgments
41. The Plan: working in groups
• Students worked twice a week for 3 weeks.
• Groups created their own reading plan.
• Aler each 20 minute literature discussion,
students completed one of:
– Hot Seat
– Double Entry Journal
– CSI (colour, symbol, image – Making Thinking
Visible – Richart)