Reading and Writing with Skill and Passion, grades 2-5. Third day in the series. Focus on primary lit circles, building shared understanding of immigration in social studies with a picture book, 2 writing strategies, graffiti walls.

1. Reading and Writing with Skill
and Passion – grades 2-5
SD
20
May
13th
(3rd
of
3)
Faye
Brownlie
www.slideshare.net

2. What did you try?
How did it impact on your
students’ learning?

3. Big Ideas of our work together
– Teaching
counts!
• Our
instrucBonal
choices
impact
significantly
on
student
learning
• We
teach
responsively
– All
kids
can
learn
and
we
know
enough
collecBvely
to
teach
all
kids!
• An
unwavering
belief
that
everyone
has
the
right
to
be
included
socially,
emoBonally,
and
intellectually
• We
need
to
be
opening
our
doors
to
each
other
and
learning
from
each
other’s
strengths

4. Primary Literature Circles –
Lisa Schwartz,
Teacher Consultant, Richmond

5. • Book
choice
• Time
to
talk
• Read
at
own
pace
• Focus
on
reading
and
talking
about
books
Literature
Circles
in
the
Primary
Grades

6. • Have
choice
in
books
they
read
• Read
at
own
pace
• Gather
in
groups
to
talk
about
books
without
jobs
or
roles
• Reflect
on
what
is
being
read
in
a
journal
or
leUer
wriBng
format
(not
daily)
• PracBce
reading
strategies
(connecBons,
inferring
and
asking
quesBons)
in
the
context
of
real
reading
Students…….

7. • Use
gradual
release
of
responsibility
to
teach,
model
and
pracBce
book
talks
• Give
children
choice
• Provide
mulBple
copies
of
a
variety
of
books
• Give
students
Bme
to
read
• Read
with
students
and
join
conversaBons
to
see
what’s
working,
what’s
not,
what’s
next….
• Explicitly
teach
reading
and
response
strategies
Teachers……

8. Introducing
the
Format
• SBcky
note
strategy
• Whole
class
discussion
• Small
group
discussion
• Build
criteria
together
• Response

9. • Provide
a
raBng
for
their
book
on
a
scale
of
1
to
5
and
give
reasons
for
their
raBng
Strategies:
• Rate
that
Book
• Share
your
Five
Book
• RecommendaBon
Chart
Focus
for
Discussion:
RaBngs

10. • Students
share
their
connecBons
to
the
story.
• Begin
with
text
to
self
and
work
towards
text
to
text
and
text
to
world
Strategies
SBcky
note
strategy
Quick
connecBons
vs
deep
connecBons
Focus
for
Discussion:
ConnecBons

11. Ms.
Fenn’s
Grade
2/3
Woodward
Elementary
Making
ConnecBons:
WriUen
Response

15. • Begin
a`er
spring
break
(term
1
and
2
guided
reading)
• Pre-­‐teaching,
modeling
and
pracBce
takes
Bme
• Three
Bmes
a
week
for
45
minutes
• Use
resource
support
to
support
emergent
readers
Set
Up

16. • Teacher
reads
with
one
group
while
other
groups
read.
• Students
use
sBcky
notes
to
mark
a
place
in
the
book
they
want
to
discuss.
• Discussions
are
focused
on
quesBons,
connecBons
and
inferences.
• Students
also
rate
the
book
and
give
reasons
why.
Possible
Format
1

17. • Opening:
Review
criteria
for
discussion.
• Everyone
reads
at
the
same
Bme
(20
minutes).
• During
reading,
teacher
reads
with
students
to
give
feedback
and
noBce
areas
of
growth.
• Everyone
discusses
books
at
the
same
Bme.
• Closure:
How
did
it
go
today?
Reflect
on
our
discussions.
Possible
Format
2

18. • Create
an
anchor
chart
about
literature
circles.
• What
does
literature
circle
discussions
look
like?
• What
does
literature
circle
discussions
sound
like?
• Refer
to
chart
at
the
beginning
and
end
of
sessions.
Create
Criteria
Together

19. Making Deeper Connections in
Social Studies
• Clinton
with
Diana
Sakic,
Grade
4/5
– Text:
Painted
Words
-­‐
Aliki
• Whip
around
‘immigraBon’
– Confusion
with
immigraBon
vs
refugee
• Post-­‐it:
record
a
connecBon
as
I
read,
place
on
page
• Draw
your
connecBon
on
personal
whiteboard
• Reread
text,
discussing
some
connecBons
• Gallery
walk:
others’
connecBons
• Quick
write:
how
your
connecBon
deepened
your
understanding

31. Writing
• Build
criteria
for
powerful
story
• Model
with
partner,
1
minute
to
tell
your
story,
30
seconds
to
respond;
switch;
pracBce
• Walk
and
talk
to
rehearse
story
• Write
• Code
your
wriBng
with
2-­‐3
aspects
of
the
criteria
With
Craig
Sung,
Birchland

32. A Primary Writing Prompt:
the grab bag
• 4
items
in
a
bag,
kids
with
a
paper
with
4
boxes
• Pull
out
1
item
at
a
Bme,
explore
how
it
might
be
used
in
a
story
• Kids
draw
how
the
item
might
be
used
• Repeat
with
each
item
with
kids
drawing
both
items
in
2nd
box,
…
• In
4th
box,
either
draw
all
4
items
or
begin
to
write
their
story

33. Both
lessons:
75
minutes,
a`er
lunch
• Mundy
Road
with
KrisBne
Wong
– Focus
on
beginning,
middle,
end
• 9
EAL
students
• 1
very
young
student
• Blakeburn
with
Lori
Clerkson
– Focus
on
story
starters,
moving
beyond
‘I
did,
I
did,
I
did…”

46. Michelle Iacobucci
Gr. 4/5
Walnut Grove, Smithers

47. GraffiB
Wall
&
WriBng
with
Stone
Fox
• Goal:
sharing
what
we
learned
• Theme:
opBmism
– Group,
partner,
individual
reading
&
partner
talk
– Double
entry
journal:
story
events
and
thinking
– SBcky
notes:
exquisite
language,
meaningful
quotes,
strong
emoBon
– Class
whip
around
– Borrowing
1-­‐2
ideas
each
day
– Final
projects:
graffiB
wall
and
story

51. The teeter totter
kids
kids curriculum

52. What is your take away?
What will you do within the next
month?