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  

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.