31. Students will have the ability to construct
new understandings by interacting across
and within texts, summarizing, analyzing, and
evaluating them actively. They must be able to use literacy for creative and
critical thinking and for advanced
problem solving.
Proficient and advanced readers know and apply
multiple strategies to text in order to construct meanings from
multiple perspectives and understand how their
meanings may differ
from those of others.
49. what was something you
NOTICED ?
HOW is the story or text structured
?
DID the DESIGN ?
take away from the text
what STYLE was used by the author
?
HOW did the elements RELATE
?
50. e
codons)
autho)r
ic
(conventi
(crit
container make
(genre) meaning
(strategy)
51. codes)
autho)r
ic
n
(conventio
(crit
container make
(genre) meanin
g
(strategy)
137. These Grade 1 samples are
metacognitive responses to a lesson I
did on finding the Big Ideas in reading.
Kids were asked to reflect in writing
138.
139.
140.
141.
142. This is a great sample to show audience and
purpose. Haley is a passionate 4 year old
who writes with passion and purpose. She is
an expert on endangered animals and
started a petition to let everyone know the
importance of her cause. She had over 30
petitions spread around my neighborhood.
The shirt was created because she wanted
her message to get out-even if she was in a
mall. (Her idea)!
143.
144.
145. These are procedural texts that struggling KG
readers created from a lesson that Writers
write about things they know.
I put the words in, so they could express their
ideas through images and features used by
nonfiction writers.
146. ALL Writers Write About…
Things they KNOW about
Things they CARE about
Things they WONDER about
Learning NOW - image with reading in the 21st century
baby einstein with glasses?
new vision, new story of reading in 21st century
They are already scientists, researchers, mathmaticians.
what I’ve learned in the last 24 hours. any clock
jack bauer 24
book with heart on it
picture of library - digital - computer with traditional library
talking about standards and chunking them into 5 things
what content instruction used tobe
the next slides are about the standards
KID ON COMPUTER
TAKING THINGS FROM LOTS OF DIFFERENT PLACES. LIKE A COLLAGE.
QUESTION ASKER. butterfly jar. asking questions: during the journey was it something you expected? was something missing? what surprised you? how did the author help/hinder? what did it make you wonder?
translate
activity: invite the world in. a globe? use the world as a resource.
- SUBMIT CONTENT WITH THE INTENT OF TEACHING SOMEONE ELSE. IMPACT SOMEONE ELSE.
Young scientist.
talking about standards and chunking them into 5 things
the next slides are about the standards
the next slides are about the standards
HEART acronym
how do I make them do this everyday? HEART forces them to do all of the strategies in one simultaneously
an image of libraries that has books in a crate. from clinton took pictures of how mathmaticians. been taking pictures of classroom walls. wall charts pictures.
table: noticed, might mean, so what
HEART acronym
E = now use your eyes and ears. what you see and hear. as you journey across something complex, this is the process.
H = help. a two-fold process. Two identifiers: what I want them to notice, and know. Help has to be ignited from the inside of the learner. A strength you carry or bring to get you through something. You are throwing the line to help someone. Propel you to walk the complexity. Like surveying the land - what will help you navigate the land.
A= what questions should I be asking. about navigation. why did the writer do that? how is that helping me relate. what would make sense? how do I connect. when you navigate through foreign territory... you are wondering abohut the things you notice. it’s an emotion thing. you are being swayed emotionally to not notice things. when you look at the web - they tweak your emotions to make you ignore the facts.
R = REVEAL. something small, like a bug or something small from nature, bug on a leaf... etc.
reactions and response. how you should respond when you notice.
T = talk, teach tell. what are you ready to talk about. like a drawing or youtube video sharing about what he learned.
talk can be in any language, share an image, summarize. the conversation that has to come as a result of the previous.
eyes and ears questions: what was something you ntocied? how is the story or text structured? did the design add/take away from the text? what style was used byt the author/illustrator? what special langaue was used? how did the elements relate?
how do I make them do this everyday? HEART forces them to do all of the strategies in one simultaneously
an image of libraries that has books in a crate. from clinton took pictures of how mathmaticians. been taking pictures of classroom walls. wall charts pictures.
