3. Number Please If you could change one thing about the world, what would it be? What two personal achievements are you proud of? What are three things that make you laugh? Name four things you do before you go to school in the morning. What are your five top movies of all time? What were your six favourite toys when you were a child? Name seven things you ate or drank today. What was your favourite T.V. show when you were eight ? What are you usually doing at nine o’clock in the evening? What is one thing you think you’ll be doing ten years from now?
20. Gradual Release of Responsibility Grade 8 – Sept 2008 High Support Low Support Moderate/Low Support Direct I talk, you listen I do, you watch Shared I do, you help Guided You do, I help Independent You talk, I listen You do, I watch
31. Unit Flow Unit: ___________________________ Timeframe: ______________________ Modelling/ Shared How To Pages Understanding Strategies Applying Strategies Read-Aloud Focus Question Learning Goals Introductory Activity Assessment of Learning
32.
33. Sensory Chart How do global citizens feel? What do global citizens do? What do global citizens think? How do global citizens listen? What do global citizens say? Grade 8 – Sept 2008
36. Introductory Activity Sensory Chart Grade 8 – Sept 2008 What do Global Citizens think? How do Global Citizens listen? What do Global Citizens say? What do Global Citizens do? What do Global Citizens feel?
39. Ontario Language Curriculum Grade 8 – Sept 2008 Real, purposeful talk is not only an essential component of the language curriculum; it needs to be threaded throughout every day and across the curriculum. - The Ontario Curriculum Grades 1 – 8: Language, 2006 Page 121
45. Explicit Teaching Grade 8 – Sept 2008 “ Explicit teaching and modelling helps students to identify the skills and strategies they need in order to become proficient language users in a variety of contexts and to move towards achievement of the expectations.” -The Ontario Curriculum Grades 1 – 8: Language, 2006
49. Unit Flow Unit: ___________________________ Timeframe: ______________________ Modelling/ Shared How To Pages Understanding Strategies Applying Strategies Read-Aloud Focus Question Learning Goals Introductory Activity Assessment of Learning
50. Gradual Release of Responsibility Grade 8 – Sept 2008 High Support Low Support Moderate/Low Support Direct I talk, you listen I do, you watch Shared I do, you help Guided You do, I help Independent You talk, I listen You do, I watch
53. Gradual Release of Responsibility Grade 8 – Sept 2008 High Support Low Support Moderate/Low Support Direct I talk, you listen I do, you watch Shared I do, you help Guided You do, I help Independent You talk, I listen You do, I watch
54. Unit Flow Unit: ___________________________ Timeframe: ______________________ Modelling/ Shared How To Pages Understanding Strategies Applying Strategies Read-Aloud Focus Question Learning Goals Introductory Activity Assessment of Learning
74. Unit Flow Unit: ___________________________ Timeframe: ______________________ Observe Observe Key Questions & Rubric Modelling/ Shared How To Pages Understanding Strategies Applying Strategies Read-Aloud Focus Question Learning Goals Introductory Activity Assessment of Learning
75.
76. Assessment for Learning: Making Decisions Grade 8 – Sept 2008 Student Names Instruction Students who get it Students who need more scaffolding Students who don’t get it
80. Assessment for Learning: Making Decisions Grade 8 – Sept 2008 Student Names Instruction Students who get it Literacy Activities Students who need more scaffolding Literacy Activities Students who don’t get it Differentiated instruction in each lesson plan (DI: Readiness)
85. Gradual Release of Responsibility Grade 8 – Sept 2008 High Support Low Support Moderate/Low Support Direct I talk, you listen I do, you watch Shared I do, you help Guided You do, I help Independent You talk, I listen You do, I watch
86.
87. Assessment for Learning: Making Decisions Grade 8 – Sept 2008 Student Names Instruction Students who get it Read Applying Strategies selections independently Students who need more scaffolding Use Applying Strategies selections in guided or shared reading group Students who don’t get it Literacy Activities Guided or Shared Reading
88. Unit Flow Unit: ___________________________ Timeframe: ______________________ Modelling/ Shared How To Pages Understanding Strategies Applying Strategies Read-Aloud Focus Question Learning Goals Introductory Activity Assessment of Learning
98. Gradual Release of Responsibility Grade 8 – Sept 2008 High Support Low Support Moderate/Low Support Direct I talk, you listen I do, you watch Shared I do, you help Guided You do, I help Independent You talk, I listen You do, I watch
109. Explicit Instruction Grade 8 – Sept 2008 Read-Aloud Shared Reading Modelling Applying Strategies: Guided and Independent Reading Student Instruction Book Guided and Independent Reading Kit Resources in Book Room or Classroom Library Guided Practice Transparency Binder Student Instruction Book
123. Unit Flow Unit: ___________________________ Timeframe: ______________________ Modelling/ Shared How To Pages Understanding Strategies Applying Strategies Read-Aloud Focus Question Learning Goals Introductory Activity Assessment of Learning
124.
125. Assessment for Learning: Making Decisions 2008 Grade 7-8 Student Names Instruction Students who get it Read Applying Strategies selection independently Students who need more scaffolding Use Applying Strategies selection in guided or shared reading group Students who don’t get it Literacy Activities Guided or Shared Reading
