4. Afternoon
• Pat-‐
Hum
(Int-‐Sec)
Rm
509
– Backwards
design,
pictures
with
a
point,
editorial
cartoons
• Catherine:
Int-‐Sec
Rm
507
– Poetry
analysis
with
found
objects
• Peter,
Mark:
Int-‐Sec
Rm
510
– Wikis,
white
boards
and
forma[ve
assessment
• Shirley,
Jana:
Int-‐Sec
Rm
406
– Forma[ve
assessment
in
math
and
science
• Barb,
Ilona:
Int-‐Sec
(BOTH)
Rm
401
• Jo-‐Anne:
Int-‐Sec
(REPEAT)
Rm
504
5. Learning Intentions
• I
more
fully
understand
how
universal
design
for
learning
and
backwards
design
support
effec[ve
teaching
for
all
students
• I
have
a
becer
idea
of
how
to
integrate
strategies
into
a
fluid
learning
sequence
• I
have
a
plan
to
implement
a
strategy
that
is
new
to
me
6. PIRLS, 2011
Progress in International Reading Literacy Study
• Grade
4,
every
5
years
• 2011
–
45
countries
• 2600
students
in
148
schools
in
BC
in
2011
• BC
also
par[cipated
in
2006
• Measures
trends
in
reading
achievement
• Examines
policies
and
prac[ces
related
to
literacy
hcp://www.bced.gov.bc.ca/assessment/nat_int_pubspirls.htm
7. PIRLS, 2011
Progress in International Reading Literacy Study
• 2
–
40
minute
sessions
• Mul[ple-‐choice
and
constructed
response
• 4
passages
–
2
fic[on;
2
non-‐fic[on
• Ques[onnaire
for
students,
teachers,
principals,
parents
–
to
becer
understand
the
prac[ces
associated
with
reading
performance
8. PIRLS, 2011 – BC Results
Progress in International Reading Literacy Study
• Mean
score
significantly
above
interna[onal
AND
Canadian
averages
• No
change
from
2006
to
2011,
but
other
countries
did
increase
from
2006
• 15%
-‐
Advanced
Benchmark;
55%
-‐
High
Benchmark
(4
Interna[onal
Benchmarks)
• Performed
becer
in
literary
reading
than
in
informa[onal
reading
9. PIRLS, 2011 – BC Results
Progress in International Reading Literacy Study
• Reported
high
levels
of
enjoyment
of
reading
and
self-‐confidence
• The
more
omen
students
read
stories
or
novels,
the
becer
they
tended
to
perform
in
reading
• 26%
of
students
reported
not
speaking
En/Fr
at
home.
No
difference
in
their
level
of
achievement!!!!
10. PIRLS, 2011 – BC Results
Progress in International Reading Literacy Study
• Comprehension
Processes
– retrieving
and
straighoorward
inferencing
– interpre[ng,
integra[ng,
and
evalua[ng
*Most
high
performing
countries,
including
BC,
did
becer
on
the
lacer.
11. 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
12. Backward 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
13. IRA Hot Topics
• Fic[on/non-‐fic[on
–
Irene
Fountas
&
Gay
Su
Pinnell
– Dis[nguishing
genre
• K/1
–
expert
&
intensive
reading
lessons
–
Richard
Allington
– All
reading
on
grade
level,
85%
con[nued
success
14. • Text
complexity
–
Doug
Fisher
&
Nancy
Frey
– Teaching
how
to
read
complex
texts
so
students
can
do
so
independently
• Deeper
understanding
with
student
discourse
–
Ellin
Keene
– Oral
language
15. Model
Guided practice
Independent practice
Independent application
Pearson
&
Gallagher
(1983)
16. Essential Lesson Components
• Essen[al
ques[on/learning
inten[on/a
big
idea
• Open-‐ended
strategies:
connect-‐process-‐transform
• Differen[a[on
–
choice,
choice,
choice
• Assessment
for
learning
• Gradual
release
of
responsibility
17. Introduction to Mitosis
• Whip
around
–
what
do
you
remember
about
DNA?
• Ques[oning
from
3
pictures
• An[cipa[on
guide
–
with
partner
• Read
to
find
out
and
provide
evidence
for
your
answer
• Sort
and
predict
–
groups
of
3
• With
Ken
Asano,
Centennial
23. cancer
duplicate
cell
cycle
daughter
cells
cytokinesis
nucleus
interphase
proteins
mitosis
divide
replica[on
replace
spindle
fibres
func[on
for
survival
separate
24. Thermal Energy/Plate Tectonics
• Sort
and
predict
with
vocab
• Utube
clip
–
resort
your
words
as
needed
• Scan
the
text
for
what
else
you
need
to
know
• Use
the
words
to
make
a
concept
map
• Exit
slip:
how
will
you
best
remember
• With
Curt
Dewolff,
Moody
Secondary
25.
26.
27.
28.
29.
30.
31. Making Inferences
• Backgrounder
and
predict
• Model
with
picture:
inference,
evidence
• In
groups,
with
an
image
and
a
cap[on,
‘infer’
and
‘evidence’
• Share
images,
inferences,
evidence
• Read
the
text,
no[cing
the
changes
in
thinking
• With
Jody
Torrance,
Gr.
6,
Gilmore,
Burnaby
