Q-Factor General Quiz-7th April 2024, Quiz Club NITW
Jan 30 2017 Delta CI Day
1. Literacy and the New Curriculum:
Success, Engagement and Joy for All
Delta Curriculum Implementation Day
January 30, 2017
Lisa Schwartz
lschwartz@sd38.bc.ca
2. Learning Intentions
• I can make connections between literacy strategies and instruction
and the re-designed curriculum.
• I can see how core competencies can be uncovered through
literacy experiences.
• I have one idea to take away and try.
4. Every Child, Every Day: Six Elements of Effective Reading Instruction
A summary from Richard Allington, Educational Leadership, March 2012
1. Every child, everyday reads something they have chosen themselves.
2. Every child reads accurately. Research shows that reading at 98% or higher
accuracy is essential for reading acceleration.
3. Every child reads something he or she understands. This takes a lot of reading and
rereading of text that students find engaging.
4. Every child writes about something personally meaningful. When they write about
something they care about, they use conventions of spelling and grammar because it mat-
ters that their ideas are communicated.
5. Every child talks with their peers about reading and writing. Research has demonstrated
that conversation with peers improves comprehension and engagement with text.
6. Every child listens to a fluent adult reader read aloud. This increases students’ own flu-
ency and comprehension skills, expands vocabulary, background knowledge, awareness
of genre and text structure.
S.D. #71
6. Big Idea: Language and story can be a source
of creativity and joy
• Developing students’ reading identity
• Have students think about their reading
identities. What kind of reader are you?
• Teach students to make meaning from a
book even when they can’t read all of the
words.
• Look for the treasures in a book.
7.
8. I can be a flexible thinker
• There is more to reading than sounding out and phonics.
• Let’s teach all of our students how to word solve and make
meaning while reading.
• Big Idea: Playing with language helps us discover how
language works.
Curricular Competencies Content
Read fluently at grade level
Use sources of information and prior
knowledge to make meaning.
Reading strategies
Metacognitive strategies
Word patterns, word families
18. • Strategies Used:
• Thinking about the meaning of the sentence
• Your word choices were the same part of speech
• You knew what would sound right
• After I added the “d” you also used visual information
• **early readers have trouble using all sources of information and
tend to rely on one. Whichever one comes easiest for them
19. Whole Class Lessons Using Big Books
• Work with one or two pages (5-10 Minutes)
• Cover up one or two words
• Read the sentence together leaving out the missing word
• Ask them for all of the possibilities for the missing word
• Record their suggestions
• Try each word they suggested crossing out words that don’t make sense
25. What About More Capable Readers?
• How do students make meaning while reading?
• How can we help students develop strategies to come to a deeper
understanding of what they are reading?
Curricular Competencies Content
• Use a variety of comprehension
strategies before, during and after
reading, listening or viewing to
deepen understanding of text.
• Apply a variety of thinking skills to
gain meaning from texts.
• Respond to text in personal and
creative ways.
• Reading strategies
• Metacognitive strategies
26. • Use thinking and reading strategies to go deeper in our
understanding of a text.
• Build language and vocabulary through whole class and small
group instruction
• Make connections between a text, ourselves, other books
and the world.
Image Source:
Amazon.ca
36. Explode a picture. Explode a sentence.
• Hand out 5-7 photos to small groups.
• Explode the photo: What do you notice? What do you think? What do you
wonder?
• Before rotating the photos show cover of the book to support their inferences.
• After seeing at least two photos, display photos around room.
• Together explode a sentence from the book.
• On their own explode a second sentence from the book.
• 10 minute quick write.
• Highlight most powerful word, phrase or sentence
• Class organizes themselves to create a Found poem with their most powerful
parts.
• With thanks to Faye Brownlie
37. • How might you use some or all of this strategy in your class?
38. What is a Feedback Frame?
• A form of self-assessment and reflection
• An opportunity to keep teaching targets steady for students
• Formative assessment for the teacher to make a plan for next steps.
39. Goal: Eyes on print. Real reading for different
purposes.
Curricular Competencies Content
• Read fluently at grade level
• Use sources of information and prior knowledge to
make meaning.
• Reading strategies
• Metacognition
Big Idea: Language and story can be a source of creativity and joy
40. Every child reads something he or she
chooses.
• Just right for the brain
• Just right for the heart
3 Ways to Read a Book
Read the words
Read the pictures
Retell the story
43. Browsing Bags
• Early readers: Just right books, repeated reading of the
same books, expert books.
• More developed readers: A variety of genres.
• Read to self, read to a friend, read to an adult.
• Reflection: I liked. I learned. I am wondering about.
44. WHAT:
• Students are reading a variety of genres
• Authentic reading
• Students are having fun while reading
• Gives opportunities for the teacher to do some small group,
explicit reading instruction or reading conferences
Literacy Centres/Reader’s Workshop
45. WHY:
• Practice reading strategies and lessons that have been taught in
whole group or small group
• Real life applications for reading
• Read for different purposes
• Finding joy in different reading experiences
• Increase choice and motivation
• No busy work. No worksheets. No added marking.
• 30 minutes of eyes on print a day
Purpose of Literacy Centres/Reader’s
Workshop
49. Possible Read Like a Scientist Mini Lesson
• How to access non-fiction books with a lot of print or difficult
vocabulary?
• Use pictures and headings to make meaning
• Model how to infer from pictures
50. If we don’t have gravity, we will fly up to the sky
51.
52. How to Reading
• Michelle Hikida- Diefenbaker Elementary. How to inquiry projects.
60. What are some things that you do that support joyful
literacy in your classroom?
61. Core Competencies
Personal Awareness and Responsibility:
• I can persevere with challenging tasks.
• I can implement, monitor, and adjust a plan and assess the results.
Communication:
• I am an active listener.
• I can give, receive and act on feedback.
• I can recount experiences and activities and tell something I learned.
62. Lollipop Moment
• Watch the video: “Lollipop Moment”
• Use C-S-I strategy to share the message:
66. Mix and Mingle
Instructions:
• Walk around to music.
• When the music stops, find a partner.
• Discuss the question given by teacher.
67. Thinking About C-S-I and Mix and Mingle
• How does Mix and Mingle support students?
• What is the difference between a symbol and an image?
• How do/would you use C-S-I in your classroom?
• What tool would you ask your students to use to create their C-S-I?
70. For Read A Louds
• heart = a part I like a lot
• exclamation mark = a part with a strong feeling
• smiley face = I agree
• hmm = interesting, made me think
71.
72.
73.
74.
75. Inquiry in Language Arts
• What could a literacy inquiry look like in a classroom?
• Using guiding questions, how can we get our
students to think deeply about what they are reading?
• How do we build an inquiry unit in language arts while providing
time for conferencing, networking, thinking, choice and big
ideas?
77. Big Idea: Stories and other texts help us learn
about ourselves, our families and our
communities.
Curricular Competencies Content
• Reading fluently at grade level.
• Using sources of information and prior knowledge
to make meaning.
• Exchange ideas and perspectives to build shared
understanding.
• Plan and create a variety of communication forms
for different purposed and audiences.
• Metacognitive strategies
• Oral language strategies
• Reading strategies
78. Focus
• Eyes on print
• Rich discussions around big ideas
• Social responsibility, social emotional learning and self
regulation woven throughout.
• Different access points and opportunities for all learners to
make thinking visible:
• Say something
• Make something
• Write something
79. How We Began
We began our inquiry by developing questions and text sets
that supported the questions.
E.g.
What can stories teach us about friendship?
How do these stories help us think about friendship?
What is a true friend?
80. Our Launch
• Whole Class
• Read Aloud/Think Aloud- Show students the possibilities when
thinking about a book
• Model leaving tracks of our thinking in different ways (words, images,
phrases)
• Book Talk a few books in the collection (show cover, talk about book,
show inside of book)
81.
82.
83. Say Something: Wrap Around
Everyone shares their thinking about their reading and its connection
to the inquiry question being explored.
89. Illustrator Inquiry
• How do illustrations communicate stories?
• What messages do the illustrations give us?
• How does the colour help us understand the story?
• How does an illustrator represent sound, movement and
emotion?
90. Other Possible Questions
How important is creativity?
What does it take to be a hero?
Can one person really make a difference in saving the planet?
How important is it be different?
How do authors create images in our heard while we read?
92. Data Sets to Support Language Acquisition
With thanks to Brooke Douglas and Leyton Schnellert
Brooke Douglas
93. Data sets – not as boring as it sounds
• Image about four– about 4
• Words – student generated from images
• Texts – related to the big idea
• Recursive – let’s take another look as we learn
• Evolvable – let’s keep adding as we learn
• Expandable – let’s go deeper as we learn
99. Components of the Unit
(and the curriculum)
Let’s look!
• Big Ideas – Wonder & Explore & Explain
• Competencies – Thinking, Communicating, Personal & Social
• Teaching Strategies
• Upside down triangle – low floor/high ceiling
• Skills
100. Word Data Set
• Wheelchair
• habitat
• fish
• camouflage
• survival
• helping
• eating
• Long beak
• bird
• bike
• reptile
• endangered
• dangerous
• adaptation
• colours
101. Types of texts
• Diverse, ranging in topic, level of difficulty, text to image ratio, number of
words
• Expands our understanding of big ideas
• Opportunity to layer in reading strategies
• How we use texts allows students to process information and then
transform it
102. What to do with texts?
• Book talk
• Select a text
• Identify the strategy
Each group creates
a post-it summary to
share with the class
103. Critical Thinking
Making judgments based on reasoning:
• Consider options
• Analyze options using specific criteria
• Draw conclusions
• Make judgments
A set of abilities used to examine one’s own thinking, and that
of others, about information gained through observation,
experience and forms of communication.
Better together (collaboration counts)
Teaching counts
Explicit teaching of strategies that support meaning making, develop children’s reading identities and independence with text
Reading with joy and meaning
My go to resources related to reading and literacy experiences
I’m the kind of readers that likes to read with Anikah. And I like to read Elephant and Piggie funny books. Funny books make me laugh. Really hard that I can explode!
But along with developing their reading identities I also want my readers to be flexible thinkers.
Planning template for a primary classroom
Time in the day for whole group explicit instruction. Time in the day to practice what they have learned. Time in the day to practice with a friend.
Uses the structural knowledge to determine the word. Readers choose a word that sounds right.
Any letter/sound correspondence knowledge a person has. Readers look at the letters and words and use what they know about phonics.
Does that make sense?
Look at the picture
Reread the sentence
Skip it, read on and then go back
Look for a little word in the big word
Sound out
Chunk the word
Show Skunky books
Does that make sense?
Look at the picture
Reread the sentence
Skip it, read on and then go back
Look for a little word in the big word
Sound out
Chunk the word
You knew what would sound right based on your knowledge of spoken language
Show them how our brains figure out words aren’t sure about or don’t know.
This is a lesson that I do over and over again with different kinds of texts. Have students practice and name the strategy. Support and scaffold them as they begin to be more familiar with the strategies and can name them
In between pictures I showed the cover of the book
Explode this sentence
He walked and walked until I understood there was no end. No light at then end of the tunnel. Wearier and wearier. I breathed every breath as if it were my last. Heavier and wearier the sack I was carrrying got heavier and heavier. The heat beat down on my neck and the rocks cut through my sandals and feet, but we kept walking. Just a bit closer, just a bit farther. I would say to myself, what good would come from giving up? What good would come from…. The dessert was endless. Walk. The sun lasted forever. Walk. My feet screamed in pain. Walk. I walked to…
_____ is a refugee child. She has been walking with her family for countless days at least to her. Her mouth is dry with thirst and all she wants to do is rest, but her father says that it is too dangerous to stop. The must keep moving.
Rather than telling a child they can’t read a book because it is two hard, build time in to read all levels of books. The daily five. 3 ways to read a book
Door price. Gold frog stamp
Familiar songs and poems. Songs that I have taught to the whole class.
Reading non fiction books
Justin Heimberg and David Gomberg
My black is haunted like a bats cave. My black is scary like a wrecked house. My red is fierce like a dragon.
A simile is something that you feel like a colour.
My red is tasty as a sugary strawberry
Lisa
Michelle
Michelle
Lisa
Lisa and Michelle
Michelle
Lisa
Michelle
Michelle
Lisa
Michelle
LISA
Intro self a bit – mention mentoring and Kevin
Intro Andrea
Appreciation to partner
Appreciation to partner
Thinking about this. How does picture set strategy fit into this?