4. Big Ideas
– Teaching counts!
• Our instrucIonal choices impact significantly on
student learning
• We teach responsively
– All kids can learn and we know enough
collectively to teach all kids!
• An unwavering belief that everyone has the right to be
included socially, emoIonally, and intellectually
5. Big Ideas
– Engage the learners!
• If you are not engaged, you can’t be learning.
– Provide access for all!
• Low floor, high ceiling
6. We CAN teach all our kids to read.
• Struggling readers need to read MORE than
non-struggling readers to close the gap.
• Struggling readers need to form a mental
model of what readers do when reading.
• Struggling readers need to read for meaning
and joy ☺
• Struggling readers do NOT need worksheets,
scripted programs, or more skills pracIce.
8. Building Reading Strategies
• Reading is always about understanding.
• What strategies did you use to make sense of
this text?
• Compare your strategies with those of your
partner.
12. This is My Rock
- David McCord
This is my rock
And here I run
To steal the secret of the sun;
This is my rock
And here come I
Before the night has swept the sky
This is my rock,
This is the place
I meet the evening face to face.
17. Frameworks for Learning
It’s All about Thinking (English, Humanities, Social Studies) –
Brownlie & Schnellert, 2009
It’s All about Thinking (Math, Science)– Brownlie, Fullerton,
Schnellert, 2011
18. Universal Design for Learning
MulIple means:
-to tap into background knowledge, to acIvate
prior knowledge, to increase engagement and
moIvaIon
-to acquire the informaIon and knowledge to
process new ideas and informaIon
-to express what they know.
Rose & Meyer, 2002
29. Encouraging Literate Conversations
• The post-it note explosion☺
– The author used exquisite language.
– The author created strong emoIon in you!
– You have a clear image.
– You have a quesIon.
– What happened causes you to say “Wow!”
– You have found phrase you want to use.
– From Student Diversity, 2nd ed.
31. How can I help my students develop more
depth in their responses? They are writing
with no voice when I ask them to imagine
themselves as a demi-god in the novel.
32. Students need:
• to ‘be’ a character
• support in ‘becoming’ that character
• to use specific detail and precise vocabulary to
support their interpretaIon
• choice
• pracIce
• to develop models of ‘what works’
• a chance to revise their work
33. The Plan
• Review scene from novel
• Review criteria for powerful journey response
• Brainstorm who you could be in this scene
• 4 minute write, using ‘I’
• Writers’ mumble
• Stand if you can share…
• What can you change/add/revise?
• Share your wriIng with a partner
45. Why is volcano surfing risky?
• Read with the quesIon in mind.
• Answer the quesIon, with a partner, orally.
• Answer the quesIon in wriIng, using as many of
the key terms from the text as possible. Can you
give 3 reasons? 4?
• In Crazy Challenges – Jill Eggleton
• Key Links Literacy
46.
47.
48. Creating an Inquiry Classroom
- increasing engagement and
thinking
• With Angela Curle, grade 5/6
• Lakeview Elementary, Quesnel
49. Goal: create curiosity and
questioning, deepen thinking
• Model ‘noIce’, ‘think’, ‘quesIon’ with a picture
• Students, in groups of 3, ‘noIce’, ‘think’,
‘quesIon’ with another picture
• Students move to add on to a 2nd picture
• Model ‘explode the sentence’
• Students, in groups of 3, ‘explode the sentence’
• Begin to read the text. NoIce engagement and
thinking.