A K-12 day to support the growth of content reading, emphasizing oral language, vocabulary and increased student engagement.

1. Developing Non-Fiction
Readers
Bella
Bella
May
5,
2015
Faye
Brownlie

2. Big Ideas
– Teaching
counts!
• Our
instruc<onal
choices
impact
significantly
on
student
learning
• We
teach
responsively
– All
kids
can
learn
and
we
know
enough
collec<vely
to
teach
all
kids!
• An
unwavering
belief
that
everyone
has
the
right
to
be
included
socially,
emo<onally,
and
intellectually

3. What is content reading?

4. Reading is understanding.

5. “The
most
powerful
single
influence
enhancing
achievement
is
feedback”-­‐Dylan
Wiliam
• Quality
feedback
is
needed,
not
just
more
feedback
• Students
with
a
Growth
Mindset
welcome
feedback
and
are
more
likely
to
use
it
to
improve
their
performance
• Oral
feedback
is
much
more
effecve
than
wriQen
• The
most
powerful
feedback
is
provided
from
the
student
to
the
teacher

6. • “…preschool
children
growing
up
in
professional
households
heard
about
1,500
more
words
per
hour
than
children
living
in
low-­‐income
environments,
creang
a
32
million
word
gap
between
children
in
poverty
and
their
more
affluent
peers
before
even
starng
school.”
• Study
by
BeQy
Hart
and
Todd
Risley
• “interrupng
the
Cycle
of
Word
Poverty”-­‐B.J.
Overturf,
in
Reading
Today,
Nov/Dec
2014

7. According to teachers, what worked in
CR4YR 2012-13?
For
students
who
showed
major
gains,
what
worked
was:
• 1:1
support
(this
didn’t
necessarily
mean
pull
out)
• feeling
safe
and
supported;
relaonships
• choice/personalizaon
(kids
who
struggled
the
most
oden
had
the
least
amount
of
choice)
• A
focus
on
purpose
and
meaning
Sharon
Jeroski,
August
2013
sjeroski@shaw.ca

8. K – Building Connections/Response
to Reading
• Pracce
making
connecons
• Choose
a
symbol
• Talk
about
how
this
helps
our
reading
• Read
together
and
make
connecons
• Students
show
their
connecons
by
drawing
and
wring
• with
Jessica
Chan,
Inman,
Burnaby

15. The Life Cycle of a Salmon
Jennifer Forbes Cathy Van der Mark,
Gr. 3, Smithers
Learning
Intenon:
-­‐idenfy
powerful
words
to
increase
our
vocabulary
when
describing
the
life
cycle
of
a
salmon
2
hours

17. • Partner
talk
–
review
life
cycle
• Introduce
new
vocabulary
• Predict
from
book
cover
• Thinking
page
to
collect
words,
3
chunks
1)
Sumi
feels,
sees
and
hears
2)
Sumi’s
environment
3)
choose:
either
or
1
or
2
or
Sumi’s
changes

18. • Ader
each
chunk,
students
share
their
words
with
their
partner,
then
teacher
collects
as
a
class
• Write,
using
powerful
words
to
show
how
Sumi:
– Feels,
sees,
hears
– Changes
physically
– Her
environment
••Circle
your
powerful
words

19. • haunches
• cedar
• secreted
• lingered
• mucous
• fragrance
• algae
• larvae

24. Introduction to Mitosis
• Whip
around
–
what
do
you
remember
about
DNA?
• Quesoning
from
3
pictures
• Ancipaon
guide
–
with
partner
• Read
to
find
out
and
provide
evidence
for
your
answer
• Sort
and
predict
–
groups
of
3
• With
Ken
Asano,
Centennial

29. Before
Ader

30. cancer
duplicate
cell
cycle
daughter
cells
cytokinesis
nucleus
interphase
proteins
mitosis
divide
replicaon
replace
spindle
fibres
funcon
for
survival
separate

31. Think Aloud:
Students need
• A
model
• Guided
pracce
in
following
the
model
• An
opportunity
to
pracce
the
strategy,
with
support
as
needed
• Choice
in
the
degree
of
complexity
they
use
to
complete
the
task

32. • Up
to
10%
of
the
electricity
used
in
a
house
comes
from
appliances
and
electronics
when
they
are
turned
off.
This
is
called
phantom
load.

33. • Iceland
is
a
leader
in
renewable
energy.
It
gets
100%
of
its
electricity
and
almost
90%
of
its
heat
from
clean
energy
sources
such
as
hydro
(water)
and
geothermal
(hot
springs).

34. • In
2012,
a
study
done
by
the
American
Council
for
an
Energy-­‐Efficient
Economy
ranked
Canada
11th
out
of
12
countries
in
energy
efficiency.
By
comparison,
the
UK,
Germany,
and
Italy
were
in
the
top
three
and
the
US
was
ninth.
• Energy
–
Issues
21
(Scholasc)

35. Sea
OQer
Pup

36. Sea
OQer
Pup
-­‐
Victoria
Miles
(Orca)
There
is
a
forest
of
seaweed
in
the
ocean.
It
is
a
forest
of
kelp.
At
the
boQom
of
the
kelp
forest,
Mother
sea
oQer
searches
for
food.

37. High
above,
her
pup
is
waing.
He
is
wrapped
in
a
piece
of
kelp
so
he
can’t
drid
away
while
Mother
is
down
below.

38. Shared Reading

43. snow
cocoa
outside
slide

44. What’s
The
Queson?
If
this
is
the
answer,
then
what’s
the
queson
A:
Mr
T
(Q:
Who
is
da’
man?)

45. What’s
The
Queson?
• If
this
is
the
answer,
then
what’s
the
queson..
A.
For
5.0
s
Q.__________________________________

46. What’s
The
Queson?
• If
this
is
the
answer,
then
what’s
the
queson..
A.
0m
Q.__________________________________

47. What’s
The
Queson?
• If
this
is
the
answer,
then
what’s
the
queson..
A.
Jogger
A
Q.__________________________________

48. Poverty by the Numbers
in Issues 21, Poverty (Scholastic)
• Esmated
number
of
youth
across
Canada
who
were
homeless
in
2009
• Difference
in
years
In
life
expectancy
between
someone
living
in
the
poorest
neighbourhood
and
someone
living
in
the
richest
neighbourhood
in
Hamilton,
ON
• %age
of
Canadian
children
who
live
in
poverty,
according
to
a
2012
study
by
UNICEF
• %age
of
people
in
the
world
who
live
on
less
than
$10/day

49. • 21
• 14
• 65000
• 80

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