EDU 476LANGUAGE ARTS INTEGRATION

August 26th

What am I teachingBreak

Guided Reading/Literature CirclesAssessment

LunchE-workshop

Growing Success-Jig-sawRubrics

Student Learning Continuum VideoSuccess Criteria-EQAODescriptive Feedback

Fin

August 24th Agenda

WHAT AM I TEACHING?

Decoding

and

Comprehension

COMPREHENSION/METACOGNITION

“Reading is the construction of meaning. Comprehending is not the product of reading, it is the process.” (Fountas and Pinnell, 1966, p.156)

COMPREHENSION

Comprehension Strategies Analyzing Making connections Questioning Synthesizing Fluency Predicting Visualizing Evaluating Inferring Determining importance (main idea)

FIX-UP STRATEGIES

Look back – reread Look forward – skip ahead Slow down [occasionally speed up] Reread out loud Ask questions and look for answers Explain what is understood, so far, to a friend Use pictures, graphs, and charts Discuss the confusing part with someone Visualize – make a picture in one’s head Ask for help

TO TEACH READING, TEACHERS MUST UNDERSTAND THE PROCESS Before Reading

Purpose for reading Preview the text Prior knowledge

During Reading Gain meaning Author’s point of view Monitor and self-correct

After Reading Responding Reflection Connect

TEACHING COMPREHENSION PROCESS(A GUIDE TO EFFECTIVE INSTRUCTION IN READING, K-3)

• The teacher selects a text that is appropriate for the comprehension strategy being taught.

• The teacher models the comprehension strategy being taught using a think-aloud.

• The teacher coaches students in the application of the strategy during shared or guided reading experiences.

• The teacher provides opportunities for students to practice the strategy during independent reading experiences.

• The teacher encourages students to reflect on their use of the strategy.

• The teacher reflects on the students’ ability to apply the strategy and uses this information for future planning.

WHAT IS METACOGNITION?

It is the ability to understand what we know,

how we learned, what we know, and how we manage and regulate

or adjust our own thinking processes to maximize learning

and memory. Ormrod (2006), p. 1

METACOGNITION

“Proficient Readers are metacognitive readers. They think about their own thinking during reading” (Keene and Zimmerman, 1997, pp.22-

23)

TEACHING METACOGNITION

Teaching with Metacognition Teaching for Metacognition

Reflect on instructional goals. Provide metacognitive activities through varied instructional approaches.

Reflect on teaching approaches. Give time to students to brainstorm and identify learning goals.

Model metacognitive thinking through think a-louds before, during and after instructional tasks.

Ask students to identify which tasks were easiest and most difficult and provide an explanation as to why they believe that.

Encourage a variety of intelligences to complete tasks.

Ask students to confirm their understanding orally as well as in writing.

Adopted from Literacy Gains (2008)

WHY TEACH METACOGNITION?

Promotes self-monitoring and self regulation Promotes fluency in both cognitive and

metacognitive skills Enables students to self-assess the quality of

their own thinking which leads to intellectual growth and increased academic achievement

Assists in learning to master information, to problem solve, to make decisions and set goals

Supports transfer of skills so strategies can be used at any time for any purpose

BREAK TIME!!!

Take as long as you need a short video will begin in 15 minutes.

This is my favourite You Tube of all Time!

CRITICAL LITERACY

Taking on Critical Literacy

READ A-LOUD

GUIDED READING/LITERATURE CIRCLES What is it? Why are they so important? What is the role of the teacher? What is the role of the student? How is it assessed? How many times per week is the

teacher expected to do this?

GUIDED READING DEMONSTRATION

Three “students” will be asked to volunteer for your demonstration

Please include the following: Presentation is no longer than 15 minutes and

must have a clear consolidation Learning goal/purpose for the session with

students Before, during, and after activity that directly

supports the learning goal for the session Video

LITERATURE CIRCLES

WHY?

TEXT SELECTION

POSSIBLE ASSESSMENT

STUDENT VOICE

GUIDED READING

NOW WHAT?

LUNCH TIME

If you........okay I know you get it now!

But there is another clip so see you in ______.

This is my second favourite!!!!Sometimes all our students need is a little boost!!!!

ASSESSMENT

There are three types of assessment. Assessment for Assessment as Assessment of

Assessment takes many forms and are used for different purposes.

Assessment is not a “one size fits all” approach.

E-WORKSHOP

As you are perusing the site, please find something that is new to you and be prepared to present to the rest of the class.

What are three things you learned from the site?

What are two questions you have about the site?

What idea would you take with you as you move into your practicum? And why?

USEFUL WEBSITES

Ministry of Education E-workshop CSC Curriculum Services Canada Capacity Building Series OERB-Ontario Education Resource Bank

(haltonrcteacher, oerbt) Homework Help Other relevant sites Teaching Kids News Florida Centre for Reading Research SMART Exchange

GROWING SUCCESS

Read and write down any key points of each section that you believe are important to you and other teachers. Be prepared to present your findings to the class.

Group 1 (2) - Fundamental Principles Group 2 (2) -Learning Skills and Work Habits in Grades 1 to 12 Group 3 (2) -Performance Standards-The Achievement Chart Skipping Assessment Group 4 (3) -Evaluation Group 5 (4) -Reporting Student Achievement Group 6 (2) -Students with Special Needs: Modifications, Accommodations,

and Alternative Programs Group 7 (2) -English Language Learners: Modifications and Accommodations Group 8 (2) -Large-Scale Assessments Group 9 (2) -Appendix 2-Jot notes about important features of the new report

card and/or any other important facts.

RUBRICS

Using the language document, design a rubric that pertains to an activity that supports language arts (i.e. reading, writing,…).

Please use the following headings: Knowledge and Understanding Thinking Communication Application

STUDENT LEARNING CONTINUUM

Video

SUCCESS CRITERIA

Please read the following passage from the grade 3 EQAO Reading Assessment.

THE WOOLLY MAMMOTH What Is the Woolly Mammoth? The woolly mammoth was a huge, elephant-

like creature that roamed the earth ten thousand years ago. It is now extinct. Possible explanations include climate conditions, disease or overhunting by humans. An official reason for its extinction has not yet been agreed upon.

How Big Did It Grow? It grew to be three and a half metres tall and weighed a thousand kilograms. It had tusks that were four and a half metres long. Chips were often missing from the tip of the tusks, likely due to scraping the ground and breaking through the ice. It lived for up to 60 years.

Where Did It Live? Woolly mammoths lived in the arctic tundra area of North America. This area is cold all year long. They were able to live in the cold arctic temperatures because of their hairy coats and the thick layer of fat under their skin. Mammoth bones have been discovered frozen deep in the ice of the arctic tundra.

What Did It Eat? The woolly mammoth was a herbivore. It ate plants such as hazel and hornbeam.

What Challenges Did It Face? The arctic tundra is an area in northern regions where the ground is frozen all year round. The woolly mammoths crossed the tundra searching for food. It was sometimes difficult for the mammoths to find plants to eat because of the frozen ground. They stored fat in their shoulders, which was used as an emergency source of food.

QUESTION

Question 2 from EQAOExplain how the woolly mammoth is different from another animal. Use details from the text and your own ideas to support your answer.

Using the language document, determine the learning goals for this question.

Develop success criteria “I can” statements. In groups of 3 and 4, write down your answer to

this question (from a third grade student’s point of view)

DESCRIPTIVE FEEDBACK

Gallery Walk What kind of descriptive feedback

could you provide to the samples just written.

As you walk around, think about comments you could make as you conference with students in your class.

FIN

Aside from the things I have planned, what would you like for me to go over on Monday, that you feel, would help you during your practicum?