Second in an after school series of ways to support and encourage literacy with diverse groups of students, grades 6-12.

1. The Secondary Literacy
Challenge: closing the gap for all
students
Vancouver
Faye
Brownlie
Oct
23,
Nov
12
www.slideshare.com

2. Allington’s
T’s
•
•
•
•
•
•
Time
Texts
Teaching
Talk
Tasks
TesCng
aligned
with
teaching

3. Poetry Circles
•
•
•
•
•
•
•
•
•
Present
a
poem
to
the
class
Model
how
to
surround
it
with
quesCons,
images,
feelings
Discuss
in
small
groups
Present
a
new
poem
–
surround
with
?,
images,
feelings
Fishbowl
interpreCng
this
poem,
and
introduce
the
rubric
or
build
criteria
for
what
makes
the
discussion
work
Introduce
a
new
poem
Students
individually
surround
with
?,
images,
feelings
Discuss
in
small
groups
Students
write
a
response
to
the
poem

4. As
I
traveled
from
the
city
Toward
the
country
Old
age
fell
off
my
shoulders

5. As
I
traveled
from
the
city
toward
the
country
old
age
fell
off
my
shoulders.
Salah
Fa’iq

6. As
I
traveled
from
the
city
to
the
country
old
age
fell
off
my
shoulders
Salah
Fa’iq
the
flag
of
childhood
poems
from
the
middle
east
selected
by
naomi
shihab
nye

7. “Every
Child,
Every
Day”
–
Richard
Allington
and
Rachael
Gabriel
In
EducaConal
Leadership,
March
2012
6
elements
of
instrucCon
for
ALL
students!

8. 1. Every
child
reads
something
he
or
she
chooses.
2. Every
child
reads
accurately.
3. Every
child
reads
something
he
or
she
understands.
4. Every
child
writes
about
something
personally
meaningful.
5. Every
child
talks
with
peers
about
reading
and
wriCng.
6. Every
child
listens
to
a
fluent
adult
read
aloud.

9. “The
most
powerful
single
influence
enhancing
achievement
is
feedback”-­‐Dylan
Wiliam
• Quality
feedback
is
needed,
not
just
more
feedback
• Students
with
a
Growth
Mindset
welcome
feedback
and
are
more
likely
to
use
it
to
improve
their
performance
• Oral
feedback
is
much
more
effecCve
than
wriaen
• The
most
powerful
feedback
is
provided
from
the
student
to
the
teacher

10. The Six Big AFL Strategies
1. Learning intentions
2. Criteria
3. Descriptive feedback
4. Questions
5. Self and peer assessment
6. Ownership
How can I adapt this to my context?

11. Will Barrow’s gr. 6 Math and
Language Arts, Prince Rupert
• Math
– Solving
problems
with
large
numbers.
– I
can
solve
problems
with
large
numbers
• Language
Arts
– Readers
are
aware
of
and
use
strategies
when
reading
for
understanding.
– I
can
idenCfy
my
reading
strategies.

12. Specks in Space
Reading & Responding, 6
Besides
the
planets
and
their
moons,
billions
of
other
objects
whirl
around
the
sun.
Most
are
Cny
parCcles
of
dust,
but
there
are
also
lumps
of
rock
of
every
shape
and
many
sizes,
up
to
one
with
a
diameter
greater
than
that
of
the
BriCsh
Isles.
Giant
‘snowballs’
several
km
across
also
speed
around
the
solar
system.
From
Cme
to
Cme,
scraps
of
‘space
junk’
fall
to
Earth.
Some
hold
fascinaCng
clues
to
how
the
solar
system
started.

13. Asteroids
In
the
late
1700s,
astronomers
noCced
that
the
orbits
of
the
planets
seemed
to
be
spaced
out
in
a
definite
paaern.
But
with
one
excepCon:
a
great
gap
yawned
between
the
orbits
of
the
planets
Mars
and
Jupiter.
Astronomers
suggested
that
somewhere
in
this
gap
revolved
an
undiscovered
planet.
In
1801
the
Italian
astronomer,
Giuseppe
Piazzi,
discovered
Ceres,
a
‘mini-­‐planet’
only
1000
km
across.
Ceres
is
far
smaller
than
any
of
the
nine
major
planets.