kootenay columbia #3 gr.2-5.may
TRANSCRIPT
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Reading and Writing with Skill and Passion – grades 2-5
SD 20 May 13th (3rd of 3) Faye Brownlie
www.slideshare.net
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What did you try? How did it impact on your
students’ learning?
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Big Ideas of our work together
– Teaching counts! • Our instrucBonal choices impact significantly on student learning
• We teach responsively
– All kids can learn and we know enough collecBvely to teach all kids! • An unwavering belief that everyone has the right to be included socially, emoBonally, and intellectually
• We need to be opening our doors to each other and learning from each other’s strengths
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Primary Literature Circles – Lisa Schwartz,
Teacher Consultant, Richmond
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• Book choice
• Time to talk
• Read at own pace
• Focus on reading and talking about books
Literature Circles in the Primary Grades
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• Have choice in books they read • Read at own pace • Gather in groups to talk about books without jobs or roles
• Reflect on what is being read in a journal or leUer wriBng format (not daily)
• PracBce reading strategies (connecBons, inferring and asking quesBons) in the context of real reading
Students…….
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• Use gradual release of responsibility to teach, model and pracBce book talks
• Give children choice • Provide mulBple copies of a variety of books • Give students Bme to read • Read with students and join conversaBons to see what’s working, what’s not, what’s next….
• Explicitly teach reading and response strategies
Teachers……
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Introducing the Format
• SBcky note strategy
• Whole class discussion
• Small group discussion
• Build criteria together
• Response
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• Provide a raBng for their book on a scale of 1 to 5 and give reasons for their raBng
Strategies:
• Rate that Book • Share your Five Book • RecommendaBon Chart
Focus for Discussion: RaBngs
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• Students share their connecBons to the story. • Begin with text to self and work towards text to text and text to world
Strategies
SBcky note strategy
Quick connecBons vs deep connecBons
Focus for Discussion: ConnecBons
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Ms. Fenn’s Grade 2/3 Woodward Elementary
Making ConnecBons: WriUen Response
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• Begin a`er spring break (term 1 and 2 guided reading)
• Pre-‐teaching, modeling and pracBce takes Bme
• Three Bmes a week for 45 minutes
• Use resource support to support emergent readers
Set Up
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• Teacher reads with one group while other groups read.
• Students use sBcky notes to mark a place in the book they want to discuss.
• Discussions are focused on quesBons, connecBons and inferences.
• Students also rate the book and give reasons why.
Possible Format 1
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• Opening: Review criteria for discussion. • Everyone reads at the same Bme (20 minutes).
• During reading, teacher reads with students to give feedback and noBce areas of growth.
• Everyone discusses books at the same Bme.
• Closure: How did it go today? Reflect on our discussions.
Possible Format 2
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• Create an anchor chart about literature circles.
• What does literature circle discussions look like?
• What does literature circle discussions sound like?
• Refer to chart at the beginning and end of sessions.
Create Criteria Together
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Making Deeper Connections in Social Studies
• Clinton with Diana Sakic, Grade 4/5 – Text: Painted Words -‐ Aliki
• Whip around ‘immigraBon’ – Confusion with immigraBon vs refugee
• Post-‐it: record a connecBon as I read, place on page • Draw your connecBon on personal whiteboard • Reread text, discussing some connecBons
• Gallery walk: others’ connecBons • Quick write: how your connecBon deepened your understanding
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Writing • Build criteria for powerful story • Model with partner, 1 minute to tell your story, 30 seconds to respond; switch; pracBce
• Walk and talk to rehearse story
• Write
• Code your wriBng with 2-‐3 aspects of the criteria
With Craig Sung, Birchland
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A Primary Writing Prompt: the grab bag
• 4 items in a bag, kids with a paper with 4 boxes
• Pull out 1 item at a Bme, explore how it might be used in a story
• Kids draw how the item might be used • Repeat with each item with kids drawing both items in 2nd box, …
• In 4th box, either draw all 4 items or begin to write their story
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Both lessons: 75 minutes, a`er lunch
• Mundy Road with KrisBne Wong – Focus on beginning, middle, end
• 9 EAL students • 1 very young student
• Blakeburn with Lori Clerkson – Focus on story starters, moving beyond ‘I did, I did, I did…”
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Michelle Iacobucci Gr. 4/5
Walnut Grove, Smithers
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GraffiB Wall & WriBng with Stone Fox
• Goal: sharing what we learned • Theme: opBmism – Group, partner, individual reading & partner talk – Double entry journal: story events and thinking – SBcky notes: exquisite language, meaningful quotes, strong emoBon
– Class whip around – Borrowing 1-‐2 ideas each day – Final projects: graffiB wall and story
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The teeter totter
kids
kids curriculum
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What is your take away? What will you do within the next
month?