Learning in Safe Schools Elementary Examples

Faye  Brownlie    Sea  to  Sky  

November  2,  2012  slideshare.net  

Lesson Planning •  Clear  learning  goal  •  Focused  around  a  big  idea  or  key  quesAon  •  Open-­‐ended  format  

•  Group  teaching    individual  coaching  Ame  

•  An  engaging  task  •  Voice  and  choice  

Cinquain Poems – co-taught •  Show  a  poem  to  the  students  and  have  them  see  if  they  can  find  the  paJern  –  5  lines  with  2,4,6,8,2  syllables  

•  Create  a  cinquain  poem  together  •  NoAce  literacy  elements  used  •  Brainstorm  for  a  list  of  potenAal  topics  •  Alone  or  in  partners,  students  write  several  poems  •  Read  each  poem  to  2  other  students,  check  the  syllables  and  the  word  choices,  then  check  with  a  teacher  

Learning Intentions

•I can write a cinquain poem, following the pattern •I can give and receive feedback on how to make a cinquain poem be effective

Garnet’s 4/5s Literary Elements

•  Simile  

•  Rhyme  

•  AlliteraAon  •  Assonance  

Sun  Run  Jog  together  

Heaving  panAng  pushing  

The  cumbersome  mass  moves  along  

10  K  

Vicky  Shy  and  happy  

The  only  child  at  home  

Always  have  a  smile  on  her  face  

                                                               my  

cheerful  

Candy  Choclate  bars  

Tastes  like  a  gummy  drop  

Lickrish  hard  like  gummys  

Eat  

Thomas  

Vampires  Quenching  the  thirst  

These  bloodthirsty  demons  

Eyes  shine,  like  a  thousand  stars  

Midnight  

Hannah  

Majic  LafaAng  

Wacing  throw  wals  fliing  in  air  

Macking  enment  objec  

Drec  dans.  

Henry  

Double-­‐Entry  Response  Journals  

•  2  column  response:    ‘something  that  struck  me’  and  ‘my  thinking’  

•  Model  response  •  Have  students  idenAfy  criteria  for  response  •  Students  respond  individually,  a`er  reading  •  Conference  with  each  student  as  they  are  wriAng,  and  provide  descripAve  feedback  –  what’s  working  and  extend  the  response  

•  Provide  wriJen  feedback  together  •  Plan  follow-­‐up  –  what’s  next  for  the  class?  

Reaching  Readers  –  Pearson,  GR  Q-­‐R,  DRA  –  38-­‐40  

In  the  Mountains  -­‐  Ethan  

Something  that  Struck  Me….  

•You  can  grow  rice  in  the  mountains.  

•People  of  the  Andes  grow  coffee  and  corn  on  the  lower  slopes  of  the  mountains  

•People  grow  rice  using  terracing.  

You raised some really good questions from this book. Now that I learned that your grandmother was a farmer on the plains, do you think she would ever use the method of terracing?!

My  Thinking?  

•How  is  the  water  power?  

•Were  does  the  water  come  from?      

•How  does  it  get  in  to  the  rocky  mountains?  

•How  does  all  the  wood  get  to  the  trees?  

•Would  all  the  food  they  grow  freeze?  

#My  Grandma  grew  potatoes  on  the  flat  grounds.  It  was  easer  cuz  on  a  mountain  your  on  a  slant.    My  Granny  was  on  a  flat  ground.  

In  the  Mountains  -­‐  Bluebell  Something  that  struck  me…  

1.   Villages  live  on  mountain  side.  

 2.    Two  plaLorms  combine  at  the  earth’s  crust  and  it  makes  a  mountain.  

3.   When  you  climb  say  Mount  Everest  the  higher  you  go  the  colder  it  gets.  

Living on a mountain – or in the mountains – is interesting. Many people might think that you live in the mountains. What!

My  Thinking  

1.   I  am  confused.    I  thought  no  one  can  live  on  mountains  only  animals.  

2.   2.    I  thought  that  mountains  were  just  the  remainings  of  old  or  even  1,000,000,000  years  old  and  oTen  erupted!  

would you say to them? Do you do any mountain activities?  

Common  Text-­‐Choice  Response  

•  K-­‐4  class  

•  Goal:  teach  how  to  ‘show  what  you  know’  –  a  form  of  response  –  to  a  mulA-­‐age  class  

•  Structure:    group  lesson,  differenAated  response  –  Ame  for  1:1  

The  Plan  

•  Background  knowledge:    what  do  you  know?  •  New  informaAon:    read  text  •  Response:    discuss  opAons  •  New  informaAon:    model  web  •  Meet  with  EACH  student      -­‐acknowledge  what  is  working      -­‐extend  the  thinking/response  •    Plan  for  ‘what’s  next’?  

Math  Centres  –  gr.  ½  -­‐  co-­‐teaching  Michelle  Hikada  

•  4  groups  •  1  with  Michelle,  working  on  graphing  (direct  teaching,  new  material)  

•  1  making  paJerns  with  different  materials  (pracAce)  

•  1  making  paJerns  with  sAckers  (pracAce)  

•  1  graphing  in  partners  (pracAce)  

•  With  your  partner,  choose  a  bucket  of  materials  and  make  a  bar  graph.  

•  Ask  (and  answer)  at  least  3  quesAons  about  your  graph.  

•  Make  another  graph  with  a  different  material.  

Reading is Thinking Read aloud Individual practice

Co-planning

Teresa Fayant K

Stzuminus First Nation