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Vsb sec lit #1

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Faye Brownlie

first of 2 sessions focusing on including and teaching struggling readers in the class with choice, open-ended strategies, and a focus on background knowledge.

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The Secondary Literacy Challenge: closing the gap for all students Vancouver   Faye  Brownlie   Oct  23,  Nov  12   www.slideshare.com  
The teeter totter kids kids curriculum
Frameworks It’s All about Thinking – Brownlie & Schnellert, 2009
Universal Design for Learning Mul>ple  means:   -­‐to  tap  into  background  knowledge,  to  ac>vate   prior  knowledge,  to  increase  engagement  and   mo>va>on   -­‐to  acquire  the  informa>on  and  knowledge  to   process  new  ideas  and  informa>on   -­‐to  express  what  they  know.                        Rose  &  Meyer,  2002  
Choose a lesson •  Think  of  all  the  users  at  the  point  of  design.   •  Who  mighty  not  be  able  to  do  this?   •  Think  of  the  goal,  not  the  ac>vity/method.   •  Accessibility  not  accommoda>on.  
Backwards Design •  What  important  ideas  and  enduring   understandings  do  you  want  the  students  to   know?   •  What  thinking  strategies  will  students  need  to   demonstrate  these  understandings?                      McTighe  &  Wiggins,  2001  
Model Guided practice Independent practice Independent application   Pearson  &  Gallagher  (1983)  
“Achievement Now” Alfred Tatum, DeKalb, Illinois •  Kids  could  travel  throughout  the  day  and   read  less  than  3  pages  of  text  -­‐  in  a  high   achieving  high  school   •  Kids  could  go  to  the  school  and  become   smarter,  but  not  become  beWer  readers  
M  –  meaning   Does  this  make  sense?   S  –  language  structure   Does  this  sound  right?   V  –  visual  informa>on   Does  this  look  right?  
•  …the  self-­‐percep>ons  of  students  as  readers   and  their  feelings  about  reading  mediate  the   effec>veness  of  experimental  interven>ons  to   improve  achievement   •  Reed  &  Vaughn,  2010,  cited  in  McGill-­‐Franzen  &  Lubke  
Think Aloud •  •  •  •  •  •  Gradual  release   Builds  interest  and  background  knowledge   Builds  oral  language   Introduces  key  concepts  and  vocabulary   Builds  ques>ons   Models  and  prac>ces  ‘close’  reading  
1975:    Year  of  the  Cat   Today  is  Tet,   the  first  day   of  the  lunar  calendar.  
Every  Tet   we  eat  sugary  lotus  seeds   and  lu>nous  rice  cakes.   We  wear  all  new  clothes,   even  underneath.  
Mother  warns   how  we  act  today   foretells  the  whole  year.  
Everyone  must  smile   No  maWer  how  we  feel.   No  one  can  sweep,   for  why  sweep  away  hope?   No  one  can  splash  water,   for  why  splash  away  joy?  
•  Inside  Out  and  Back  Again  –  Thanhha  Lai  
Inquiry Circles •  Choose  your  inquiry  ques>on   •  Model  how  to  ask  ques>ons  from  an  image,   within  the  framework  of  the  ques>on   •  Fishbowl  an  inquiry  circle  conversa>on   •  Other  student  observe  for  ‘what  works’   •  Build  criteria  for  effec>ve  group  behaviour  
Vocabulary/terms   Images   Ques3ons   Key  ideas  
The  10  Greatest  Canadian  Environmentalists  –  Discovery  Series,   Scholas>c  
Vsb sec lit #1
Vsb sec lit #1
Vsb sec lit #1
Inquiry Circles •  Select  4-­‐5  different  ar>cles,  focused  on  central  topic  or   theme.   •  Present  ar>cles  and  have  students  choose  the  one  they   wish  to  read.   •  Present  note-­‐taking  page.   •  Student  fill  in  all  boxes  EXCEPT  ‘key  ideas’  before   mee>ng  in  the  group.   •  Students  meet  in  ‘like’  groups  and  discuss  their  ar>cle,   deciding  together  on  ‘key  ideas’.   •  Students  meet  in  non-­‐alike  groups  and  present  their   informa>on  from  their  ar>cle.  

More Related Content

Vsb sec lit #1

  • 1. The Secondary Literacy Challenge: closing the gap for all students Vancouver   Faye  Brownlie   Oct  23,  Nov  12   www.slideshare.com  
  • 3. Frameworks It’s All about Thinking – Brownlie & Schnellert, 2009
  • 4. Universal Design for Learning Mul>ple  means:   -­‐to  tap  into  background  knowledge,  to  ac>vate   prior  knowledge,  to  increase  engagement  and   mo>va>on   -­‐to  acquire  the  informa>on  and  knowledge  to   process  new  ideas  and  informa>on   -­‐to  express  what  they  know.                        Rose  &  Meyer,  2002  
  • 5. Choose a lesson •  Think  of  all  the  users  at  the  point  of  design.   •  Who  mighty  not  be  able  to  do  this?   •  Think  of  the  goal,  not  the  ac>vity/method.   •  Accessibility  not  accommoda>on.  
  • 6. Backwards Design •  What  important  ideas  and  enduring   understandings  do  you  want  the  students  to   know?   •  What  thinking  strategies  will  students  need  to   demonstrate  these  understandings?                      McTighe  &  Wiggins,  2001  
  • 7. Model Guided practice Independent practice Independent application   Pearson  &  Gallagher  (1983)  
  • 8. “Achievement Now” Alfred Tatum, DeKalb, Illinois •  Kids  could  travel  throughout  the  day  and   read  less  than  3  pages  of  text  -­‐  in  a  high   achieving  high  school   •  Kids  could  go  to  the  school  and  become   smarter,  but  not  become  beWer  readers  
  • 9. M  –  meaning   Does  this  make  sense?   S  –  language  structure   Does  this  sound  right?   V  –  visual  informa>on   Does  this  look  right?  
  • 10. •  …the  self-­‐percep>ons  of  students  as  readers   and  their  feelings  about  reading  mediate  the   effec>veness  of  experimental  interven>ons  to   improve  achievement   •  Reed  &  Vaughn,  2010,  cited  in  McGill-­‐Franzen  &  Lubke  
  • 11. Think Aloud •  •  •  •  •  •  Gradual  release   Builds  interest  and  background  knowledge   Builds  oral  language   Introduces  key  concepts  and  vocabulary   Builds  ques>ons   Models  and  prac>ces  ‘close’  reading  
  • 12. 1975:    Year  of  the  Cat   Today  is  Tet,   the  first  day   of  the  lunar  calendar.  
  • 13. Every  Tet   we  eat  sugary  lotus  seeds   and  lu>nous  rice  cakes.   We  wear  all  new  clothes,   even  underneath.  
  • 14. Mother  warns   how  we  act  today   foretells  the  whole  year.  
  • 15. Everyone  must  smile   No  maWer  how  we  feel.   No  one  can  sweep,   for  why  sweep  away  hope?   No  one  can  splash  water,   for  why  splash  away  joy?  
  • 16. •  Inside  Out  and  Back  Again  –  Thanhha  Lai  
  • 17. Inquiry Circles •  Choose  your  inquiry  ques>on   •  Model  how  to  ask  ques>ons  from  an  image,   within  the  framework  of  the  ques>on   •  Fishbowl  an  inquiry  circle  conversa>on   •  Other  student  observe  for  ‘what  works’   •  Build  criteria  for  effec>ve  group  behaviour  
  • 19. The  10  Greatest  Canadian  Environmentalists  –  Discovery  Series,   Scholas>c  
  • 23. Inquiry Circles •  Select  4-­‐5  different  ar>cles,  focused  on  central  topic  or   theme.   •  Present  ar>cles  and  have  students  choose  the  one  they   wish  to  read.   •  Present  note-­‐taking  page.   •  Student  fill  in  all  boxes  EXCEPT  ‘key  ideas’  before   mee>ng  in  the  group.   •  Students  meet  in  ‘like’  groups  and  discuss  their  ar>cle,   deciding  together  on  ‘key  ideas’.   •  Students  meet  in  non-­‐alike  groups  and  present  their   informa>on  from  their  ar>cle.