grade 8 overview
TRANSCRIPT
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Intermediate Nelson Literacy Pilot
Lambton Kent District School Board
Grade 8 – Sept 2008
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2Grade 8 – Sept 2008
ComprehensiveComprehensiveStrategy-basedStrategy-based
Supports Supports Differentiated Differentiated InstructionInstruction
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Number Please
If you could change one thing about the world, what would it be?
What two personal achievements are you proud of?
What are three things that make you laugh?
Name four things you do before you go to school in the morning.
What are your five top movies of all time?
What were your six favourite toys when you were a child?
Name seven things you ate or drank today.
What was your favourite T.V. show when you were eight?
What are you usually doing at nine o’clock in the evening?
What is one thing you think you’ll be doing ten years from now?
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Norms
• Begin and end on time
• Listen to each other with respect and trust
• Be open to and be willing to share new ideas
• Invest in your own learning and the learning of others
• Honour the professionalism of your colleagues
Grade 8 – Sept 2008
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Objectives
• Introduce and walk through Nelson Literacy resources
• Discuss the styles of teaching in Comprehensive Literacy
• Addressing student needs
• Support the assessment process
• Plan first steps for January implementation
2008 Grade 7-8
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What are your objectives?
Grade 8 – Sept 2008
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7Grade 8 – Sept 2008
Foundation forNelson Literacy
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8Grade 8 – Sept 2008
InstructionalFramework
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9Grade 8 – Sept 2008
Ontario Language Curriculum
• Four Strands
– Oral Communication (Speaking and Listening)
– Reading
– Writing
– Media Literacy
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10Grade 8 – Sept 2008
Grade 8 Units
• Global Citizens
• Tech Then and Now
• Secrets
• No Limits
• Reality Check
• Chasing a Dream
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11Grade 8 – Sept 2008
Framework
• School Configurations– K-8, K-12– Grades 3-8, Grades 4-8– Grades 6,7,8– Grades 7-8– Grades 7,8,9
• Instructional Configurations– Core + 1 or more content
subjects (most common)– Language on rotary– Content subjects on rotary– All subjects (least common)
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12Grade 8 – Sept 2008
Transfer Your Learning
• Geography
• Math
• Science
• Health
• History
• Arts
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13Grade 8 – Sept 2008
Instructional Framework
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14Grade 8 – Sept 2008
Reading Strategies
• Making Connections/ Accessing Prior Knowledge
• Questioning
• Making Inferences
• Summarizing
• Synthesizing
• Evaluating
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15Grade 8 – Sept 2008
Writing
• Elements/Traits– Ideas– Organization– Voice– Word Choice– Sentence Fluency– Conventions– Publishing
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16Grade 8 – Sept 2008
Global CitizensInterconnected Strands
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17Grade 8 – Sept 2008
Ontario Curriculum
• Reflecting on skills and strategies– Interconnected skills
• Explain in conversation with the teacher and/or peers or in a reader’s notebook, how their skills in listening, speaking, writing, viewing and representing help them make sense of what they read.
– Page 129, Ontario Language Curriculum, Grades 1-8 (2006)
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18Grade 8 – Sept 2008
Global CitizensInterconnected Strands
• Oral Language
– Listen effectively using strategies such as making connections and questioning
• Reading
– Question to make personal, textual and world connections
• Text Pattern
– Sequence
• Text Form
– Story, article, poem, video-transcript and tape, magazine ad, magazine cover, photo essay, autobiography, diary
• Word Study
– Metaphor, irony, dialogue
– Pronouns, idioms, dashes, ellipses
• Writing
– Develop a main idea with supporting details
• Media Literacy
– Analyze purpose and audience in media texts
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19Grade 8 – Sept 2008
Gradual Release of Responsibility
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20Grade 8 – Sept 2008
Gradual Release of Responsibility
Direct
I talk, you listen
I do, you watch
Shared
I do, you help
Guided
You do, I help
Independent
You talk, I listen
You do, I watch
High Support
Low Support
Moderate/Low Support
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21Grade 8 – Sept 2008
Components
Transparencies for Shared Reading and Modelling
Student Instruction Books and Teacher’s Resource
Guided and IndependentMagazines
Audio/Video Package
Other Resources
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22Grade 8 – Sept 2008
Differentiated Instruction
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232008 Grade 7-8
Differentiating Instruction
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D.O.V.E. Brainstorm
In partners, on file cards:
Think about your reading program this fall.
1)How did you get to know your
students?
2)What structures are in your reading program?
3)What strategies have you used to engage your students?
Grade 8 – Sept 2008
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25Grade 8 – Sept 2008
Differentiating Instruction:
Students
– Extra support– Extra challenge– Instructional Approach – (Read Aloud, Shared, – Guided and Independent
Reading) – Complexity of text
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Break
Grade 8 – Sept 2008
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Nelson Literacy & Lambton Kent
Why bought?
How it will be beneficial?
A framework to teach from.
Grade 8 – Sept 2008
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28Grade 8 – Sept 2008
Launching the Unit
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29Grade 8 – Sept 2008
Teacher’s ResourcePage 8Unit at a Glance
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30Grade 8 – Sept 2008
Teacher’s ResourcePage 5Planning: Gathering Resources
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Modelling/ Shared
How To Pages
Understanding
Strategies
Applying Strategies
Read-Aloud
Focus Question
Learning Goals
Introductory Activity
Assessment of Learning
Unit Flow Unit: ___________________________Timeframe: ______________________
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Unit Flow
• Today– Fill out the plan (as we go)
• Page numbers, ideas
• January– Implement the plan and make
notes on the Unit Flow Plan
• Next Meeting– Begin by revisiting the Unit Flow
Plan:• Group sharing• What worked?• What was a challenge?
Grade 8 – Sept 2008
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Sensory Chart
How do global citizens feel?
What do global citizens do?
What do global citizens think?
How do global citizens listen?
What do global citizens say?
Grade 8 – Sept 2008
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• Turn to page 10.
• With a Grade 7 teacher look at the teachers guide.
• Review the plan as it is written.
Grade 8 – Sept 2008
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35Grade 8 – Sept 2008
Teacher’s Resource Page 10Launching the Unit
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36Grade 8 – Sept 2008
Introductory ActivitySensory Chart
What do Global Citizens think?
How do Global Citizens listen?
What do Global Citizens say?What do Global
Citizens do?
What do Global Citizens feel?
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37Grade 8 – Sept 2008
Student Instruction BookPage 1Unit Opener
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38Grade 8 – Sept 2008
Learning Goals
• Sets the purpose for learning
• Provides the context for metacognition
• Facilitates self-assessment
• Informs instruction
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39Grade 8 – Sept 2008
Ontario Language Curriculum
Real, purposeful talk is not only an essential component of the language curriculum; it needs to be threaded throughout every day and across the curriculum.
- The Ontario CurriculumGrades 1 – 8: Language, 2006
Page 121
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40Grade 8 – Sept 2008
Student Instruction BookPage 1
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41Grade 8 – Sept 2008
Focus Question
• Ties the unit together
• Accesses background knowledge
• Provides opportunities for talk
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Modelling/ Shared
How To Pages
Understanding
Strategies
Applying Strategies
Read-Aloud
Focus Question
Learning Goals
Introductory Activity
Assessment of Learning
Unit Flow Unit: ___________________________Timeframe: ______________________
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43Grade 8 – Sept 2008
BLM 3: Observation Tracking Sheet
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Diagnostic
• DRA– Reading Level– Strategy
• Prediction?– Making Connections
Grade 8 – Sept 2008
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45Grade 8 – Sept 2008
Explicit Teaching
“Explicit teaching and modelling helps students to identify the skills and strategies they need in order to become proficient language users in a variety of contexts and to move towards achievement of the expectations.”
-The Ontario Curriculum Grades 1 – 8: Language, 2006
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46Grade 8 – Sept 2008
Model of Explicit Instruction
• Modelling– Teacher explains and thinks aloud
• Guided Practice– Practise together– Scaffold attempts and support
student thinking– Share thinking processes– Paired/small group/large group
• Independent Practice– Try to apply independently– Regular feedback
• Application– New genre or format, more complex
text, other contexts
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47Grade 8 – Sept 2008
Read Aloud, Shared Reading and
Modelling
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48Grade 8 – Sept 2008
Transparency BinderRead-Aloud
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Modelling/ Shared
How To Pages
Understanding
Strategies
Applying Strategies
Read-Aloud
Focus Question
Learning Goals
Introductory Activity
Assessment of Learning
Unit Flow Unit: ___________________________Timeframe: ______________________
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50Grade 8 – Sept 2008
Gradual Release of Responsibility
Direct
I talk, you listen
I do, you watch
Shared
I do, you help
Guided
You do, I help
Independent
You talk, I listen
You do, I watch
High Support
Low Support
Moderate/Low Support
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51Grade 8 – Sept 2008
Read-Aloud
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52Grade 8 – Sept 2008
Read-Aloud
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53Grade 8 – Sept 2008
Gradual Release of Responsibility
Direct
I talk, you listen
I do, you watch
Shared
I do, you help
Guided
You do, I help
Independent
You talk, I listen
You do, I watch
High Support
Low Support
Moderate/Low Support
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Modelling/ Shared
How To Pages
Understanding
Strategies
Applying Strategies
Read-Aloud
Focus Question
Learning Goals
Introductory Activity
Assessment of Learning
Unit Flow Unit: ___________________________Timeframe: ______________________
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55Grade 8 – Sept 2008
Shared Reading Transparency
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56Grade 8 – Sept 2008
Teacher’s Notes for Transparency
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57Grade 8 – Sept 2008
Practising the Strategies
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Modelling/ Shared
How To Pages
Understanding
Strategies
Applying Strategies
Read-Aloud
Focus Question
Learning Goals
Introductory Activity
Assessment of Learning
Unit Flow Unit: ___________________________Timeframe: ______________________
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59Grade 8 – Sept 2008
Teacher’s Resource Page 12
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60Grade 8 – Sept 2008
Student Instruction BookPage 2
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61Grade 8 – Sept 2008
Teacher’s Resource Page 13Planning
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62Grade 8 – Sept 2008
Student Instruction Book Page 3Understanding Strategies
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63Grade 8 – Sept 2008
Sticky Notes Prompts
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64Grade 8 – Sept 2008
Sticky Note Prompts
• Support use of the strategy
• Connect to the How To page
• Connect to the highlighting in the text
• Transfer to other subject areas
• Use to create anchor charts, bookmarks, etc.
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65Grade 8 – Sept 2008
Teacher’s Resource Page 14
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66Grade 8 – Sept 2008
Teacher’s Resource Page 16
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67Grade 8 – Sept 2008
Teacher’s Resource Page 17
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68Grade 8 – Sept 2008
Student Instruction Book Page 7Understanding Strategies
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69Grade 8 – Sept 2008
Reflecting
• Metacognition
• Strategy
• Critical Literacy
• Critical Thinking
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70Grade 8 – Sept 2008
Teacher’s ResourcePage 17Discussing the Text
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71Grade 8 – Sept 2008
Assessment for Learning
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72Grade 8 – Sept 2008
Teacher’s ResourcePage 19
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73Grade 8 – Sept 2008
Teacher’s ResourceBLM 5Assessment for Learning
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Modelling/ Shared
How To Pages
Understanding
Strategies
Applying Strategies
Read-Aloud
Focus Question
Learning Goals
Introductory Activity
Assessment of Learning
Unit Flow Unit: ___________________________Timeframe: ______________________
Observe
Observe
Key Questions &
Rubric
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75Grade 8 – Sept 2008
Assessment for Learning: Collecting Evidence
• Observation– Read Aloud: (Six Billion of Us)
– Shared Reading/Modelling: (Now Playing Everywhere)
– How to Page: (Making Connection)
– Understanding Strategies: (A Global Citizen Is …)
• Key Assessment Questions and/or Demonstration Task
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76Grade 8 – Sept 2008
Assessment for Learning:Making Decisions
Student Names
Instruction
Students who get it
Students who need more scaffolding
Students who don’t get it
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77Grade 8 – Sept 2008
Teacher’s ResourcePage 18What are the other kids doing?
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78Grade 8 – Sept 2008
Teacher’s ResourcePage 19What are the other kids doing?
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79Grade 8 – Sept 2008
Word Study and Vocabulary Development
• Vocabulary development is both an outcome of comprehension and a precursor to it, with word meanings making up as much as 70-80% of comprehension.
• Direct instruction in vocabulary influences comprehension more than any other factor.
• 70% of the most frequently used words have multiple meanings
• Meanings of 60% of multi-syllabic words can be inferred by analyzing word parts.
- Journal of Adolescent and Adult Literacy, April 2007
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80Grade 8 – Sept 2008
Assessment for Learning:Making Decisions
Student Names
Instruction
Students who get it
Literacy Activities
Students who need more scaffolding
Literacy Activities
Students who don’t get it
Differentiated instruction in each lesson plan
(DI: Readiness)
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81Grade 8 – Sept 2008
Differentiating Instruction in Nelson Literacy
– Extra support– Extra challenge– Instructional approach
(Read Aloud, Shared, Guided and Independent Reading)
– Complexity of text
LEARNING STYLES
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82Grade 8 – Sept 2008
Teacher’s Resource Page 16DI Readiness
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83Grade 8 – Sept 2008
Teacher’s Resource Page 19Next Steps
“It Takes A Village,” easy-average (poems)
“It Takes A Village,” easy-average (poems)
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84Grade 8 – Sept 2008
Guided and Independent Reading
Applying the Strategies
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85Grade 8 – Sept 2008
Gradual Release of Responsibility
Direct
I talk, you listen
I do, you watch
Shared
I do, you help
Guided
You do, I help
Independent
You talk, I listen
You do, I watch
High Support
Low Support
Moderate/Low Support
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86Grade 8 – Sept 2008
Differentiating Instruction in Nelson Literacy
– Extra support– Extra challenge– Instructional approach
(Read Aloud, Shared, Guided and Independent Reading)
– Complexity of text
LEARNING STYLES
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87Grade 8 – Sept 2008
Assessment for Learning: Making Decisions
Student Names
Instruction
Students who get it
Read Applying Strategies selections independently
Students who need more scaffolding
Use Applying Strategies selections in guided or shared reading group
Students who don’t get it
Literacy Activities
Guided or Shared Reading
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88
Modelling/ Shared
How To Pages
Understanding
Strategies
Applying Strategies
Read-Aloud
Focus Question
Learning Goals
Introductory Activity
Assessment of Learning
Unit Flow Unit: ___________________________Timeframe: ______________________
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89Grade 8 – Sept 2008
Student Instruction Book Page 8Applying Strategies
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90Grade 8 – Sept 2008
Student Instruction Book Page 12Applying Strategies
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91Grade 8 – Sept 2008
Student Instruction Book Page 21Applying Strategies
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92Grade 8 – Sept 2008
Teacher’s ResourcePage 20Guided Reading Lesson
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93Grade 8 – Sept 2008
Teacher’s ResourcePage 21Guided Reading Lesson
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94Grade 8 – Sept 2008
Audio/Video Package
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95Grade 8 – Sept 2008
Teacher’s ResourcePage 25Assessment for Learning
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96Grade 8 – Sept 2008
Teacher’s ResourceBLM 6
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97Grade 8 – Sept 2008
Guided and Independent Reading
Applying Strategies
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98Grade 8 – Sept 2008
Gradual Release of Responsibility
Direct
I talk, you listen
I do, you watch
Shared
I do, you help
Guided
You do, I help
Independent
You talk, I listen
You do, I watch
High Support
Low Support
Moderate/Low Support
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99Grade 8 – Sept 2008
Differentiating Instruction in Nelson Literacy
– Extra support– Extra challenge– Instructional approach – (Read Aloud, Shared,
Guided and Independent Reading)
– Complexity of text
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100Grade 8 – Sept 2008
Guided & Independent Reading Magazines
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101Grade 8 – Sept 2008
Guided and Independent Reading Magazines
• Well-Below
• Below
• Average
• Challenging
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102Grade 8 – Sept 2008
Teacher’s NotesGuided and Independent Reading Magazine
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103Grade 8 – Sept 2008
Connections to other Nelson Resources
• Mainsails
• BOLDPRINT
• Power Zone
• Literacy Power
• Write Traits
• Language and Writing
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104
Modelling/ Shared
How To Pages
Understanding
Strategies
Applying Strategies
Read-Aloud
Focus Question
Learning Goals
Introductory Activity
Assessment of Learning
Unit Flow Unit: ___________________________Timeframe: ______________________
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105Grade 8 – Sept 2008
Transfer Your Learning
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106Grade 8 – Sept 2008
“Language Arts is the boot camp where we learn the skills that are practised in other subjects.”
- Dr. Heidi Hayes Jacobs
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107Grade 8 – Sept 2008
TransparencyTransfer Your Learning
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108Grade 8 – Sept 2008
Student Instruction BookPage 54-56 Transfer Your Learning
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109Grade 8 – Sept 2008
Explicit InstructionR
ead
-Alo
ud
Sh
are
d
Read
ing
Mod
ellin
g
Ap
ply
ing
Stra
teg
ies:
Gu
ided
an
d In
dep
en
den
t R
ead
ingStudent
Instruction Book
Guided and Independent Reading
Kit
Resources in Book Room or
Classroom Library
Gu
ided
P
ractic
e
Transparency Binder
Student Instruction Book
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110Grade 8 – Sept 2008
Assessment of LearningPutting It All Together
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111
Modelling/ Shared
How To Pages
Understanding
Strategies
Applying Strategies
Read-Aloud
Focus Question
Learning Goals
Introductory Activity
Assessment of Learning
Unit Flow Unit: ___________________________Timeframe: ______________________
Observe
Observe
Key Questions &
Rubric
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112Grade 8 – Sept 2008
Teacher’s ResourcePutting It All Together
• Sight Unseen Reading Passage
• Reading Response Questions
• Performance Task
• Assessment Rubrics
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113Grade 8 – Sept 2008
Teacher’s Resource Page 115Unit Assessment
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114Grade 8 – Sept 2008
Teacher’s ResourceBLM 16 (Page 1) Reading Passage
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115Grade 8 – Sept 2008
Teacher’s ResourceBLM 16 (Page 3) Reading Passage
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116Grade 8 – Sept 2008
Teacher’s Resource BLM 17Reading Response Rubric
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117Grade 8 – Sept 2008
Teacher’s Resource BLM 18 (Page 2)Performance Task
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118Grade 8 – Sept 2008
Teacher’s Resource BLM 19Performance Task Rubric
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119Grade 8 – Sept 2008
Assessment As Learning
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120Grade 8 – Sept 2008
Assessment As Learning
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121Grade 8 – Sept 2008
Components
Transparencies for Shared Reading and Modelling
Student Instruction Books and Teacher’s Resource
Guided and IndependentMagazines
Audio/Video Package
Other Nelson Resources
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122
Grouping
2008 Grade 7-8
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123
Modelling/ Shared
How To Pages
Understanding
Strategies
Applying Strategies
Read-Aloud
Focus Question
Learning Goals
Introductory Activity
Assessment of Learning
Unit Flow Unit: ___________________________Timeframe: ______________________
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124
Grouping
• How?
• With what?
• About what?
• What do ‘they do”?
2008 Grade 7-8
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1252008 Grade 7-8
Assessment for Learning: Making Decisions
Student Names
Instruction
Students who get it
Read Applying Strategies selection independently
Students who need more scaffolding
Use Applying Strategies selection in guided or shared reading group
Students who don’t get it
Literacy Activities
Guided or Shared Reading
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126
Planning
• Find same grade level teachers.
• Plan your first steps on the “Unit Flow”.
• Share your plans.
Grade 8 – Sept 2008
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127
Planning
• What is our next step?– January 27th
– February 19th
– March 24th
– April 16th
– May 5th
• Full Day or Half Day?
• Where?
Grade 8 – Sept 2008
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128
Mutual Support Activity Group Scavenger Hunt
1. Photos of family members (5 points each)
2. Buttons on clothing (2 points each)
3. Rings and earrings (5 points each)
4. Shoelaces (7 points each)
5. Zippers (10 points each)
6. Pieces of gum (8 points each)
7. Socks (10 points each)
8. Holes in socks (20 points each)
9. Electronic items (10 points each)
10.Watches (7 points each)
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