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  • Changing Results for Young Readers

    North Vancouver Feb6,2017FayeBrownlieslideshare.net/

    fayebrownlie.northvancouver

  • EveryChild,EveryDayRichardAllingtonandRachaelGabriel

    InEducaIonalLeadership,March2012

    6elementsofinstrucIonforALLstudents!

  • 1. Everychildreadssomethingheorshechooses.2. Everychildreadsaccurately.3. Everychildreadssomethingheorshe

    understands.4. Everychildwritesaboutsomethingpersonally

    meaningful.5. Everychildtalkswithpeersaboutreadingand

    wriIng.6. Everychildlistenstoafluentadultreadaloud.

  • Reading is thinking.

    Reading is understanding.

  • Big Ideas Teaching counts!

    OurinstrucIonalchoicesimpactsignificantlyonstudentlearning

    Weteachresponsively All kids can learn and we know enough

    collectively to teach all kids! Anunwaveringbeliefthateveryonehastherighttobeincludedsocially,emoIonally,andintellectually

  • Where do your most vulnerable students spend their time?

  • If we want to change achievement, we must change

    instruction.

  • Backgroundknowledgehasagreaterimpactonyourabilitytoreadandunderstandthananythingelse.DougFisher,RichardAllington

  • We CAN teach all our kids to read.

    StrugglingreadersneedtoreadMOREthannon-strugglingreaderstoclosethegap.

    Strugglingreadersneedtoformamentalmodelofwhatreadersdowhenreading.

    Strugglingreadersneedtoreadformeaningandjoy

    StrugglingreadersdoNOTneedworksheets,scriptedprograms,ormoreskillspracIce.

  • M meaning Doesthismakesense?

    S language structure Doesthissoundright?

    V visual information Doesthislookright?

    Howdidyoufigurethatout?

  • Eyes on print.

    At least 30 minutes a day.

  • Belonging grades 2/3Michelle Hikida

    StructuredInquiryAllteacherquesIons

    EssenIalquesIonsWhatisthebestpartofyou?Whatareyourgi^s?Whoisthepersonyouwanttobe?

  • Eachdayreadanewbook,collectedcharacterisIcsofcharactersandmadelists.

    WatchedUtubevideos,readmusiclyricscollectedcharacterisIcsofcharactersandaddedtothelists.

    Dailystudentschoseabookfromthebasketandread. SharingcircleatendofreadingconnecIonstothe

    characterisIcsofcharactersinthebook Whatisthebestpartofyou? Whatareyourgi^s? Whoisthepersonyouwanttobe?

  • Core Competencies CommunicaIon ThinkingCreaIveCriIcal

    PersonalPosiIvepersonal&culturalidenItyPersonalawareness&responsibilitySocialresponsibility

  • The Sequence GoaltodaystretchyourthinkingandworklikeadetecIveto

    usecluestofigurethingsout

    EssenIalquesIon:Howdoeswhereyouliveeffecthowyoulive?

    Howcanyouanswerthisalready? Partnertalk,thengroupshare

    Image:seethinkwonder Quickwrite Explodethesentence Reflectwithcorecompetencies

  • Explode the Sentence Onedaymanyyearsago,childrenwereplayinginthevillage,learningtobegoodwarriorsandhunters.

  • Critical Thinking Core Competency IambecominganacIvelistener;IaskquesIonsandmakeconnecIons.

    Evidence:

    WhenItalkandworkwithpeers,Iexpressmyideasandencourageotherstoexpresstheirs;IsharerolesandresponsibiliIes.

    Evidence:

    Irecountandcommentoneventsandexperiences.

    Evidence:

  • Unpacking the Lesson Whatstruckyou?

    Engagementofthekids 1hour,40minutes AllcouldparIcipate Majorshi^sinthinking Contentwovenintomassivethinking Allresponseswereaccepted Yourlanguage:eachchildwashonouredandli^edup Icoulddothis!!

    Evidencelanguageusedfromthebeginning

  • Next Steps Nextday,beginwithanotherimageandanothersentence

    toexplode(shouldtakehalftheIme) Movetogroupsof2-3andhaveeachgroupofstudents

    explodeadifferentsentence SharethesentencesandaninterpretaIvecommentabout

    each Canthestudents,together,movetoreadtheirsentencesin

    order? Retypethesame10sentencesas10,7and5.Students

    choosewhichtheywantandre-orderthemBME Keeplisteningtothekidsread Readthetext,andreflectonhowwhereyouliveaffects

    howyoulive. Repeatprocesswith2otherRoyHenryVickersbooks,

    highlighIngcontent.

  • WhatpracIcewillyouletgoof?Dolessof?

    Whatwillyouaddon?