50 likes | 308 Vues
Wrap Up Session Review Notes Use body breaks to keep kids engaged All answers accepted, students not afraid to share Welcoming of all students’ responses Not always choosing students with their hands up, making answering equitable Picture walk phase
E N D
Wrap Up Session Review Notes Use body breaks to keep kids engaged All answers accepted, students not afraid to share Welcoming of all students’ responses Not always choosing students with their hands up, making answering equitable Picture walk phase Students engaging with each other talking about the book during the walk and talk Oral language allows all students access Picture walk gives students visual Kids had a schema of the book in the first 3 pages Picture walk encourages participation and builds ownership Picture walk is visual, helps activate prior knowledge and ownership Picture walk helps kids build schema for the story. What do you see, notice and wonder Could pick four pages throughout the book Picture walk phase, 20 minutes, activating prior knowledge-talking about what they saw including the walk and talk
Walk and talk strategy as a way to encourage discussion Doing the whole book at once… students can’t stay with you and have difficulty scaffolding Small pauses allow for increased comprehension Partner talk Walk and talk strategy as a way to encourage discussion Doing the whole book at once… students can’t stay with you and have difficulty scaffolding Small pauses allow for increased comprehension, What do you notice, What do you wonder scaffolds comprehension
Lesson Tweeks Start by posting learning intentions….Key Ideas I can be compassionate Divergent thinkers need the big idea too! In other subject areas objects can be used as a picture walk Here are four objects. What do you know? How do you think they go together? Gives kids the schema
Reading the Story Same prompts, engaged kids with all students invited to turn pages. Moved locations around the reading area, back, sides, T chart with key ideas all related back to the book Asking about the images allowed students to connect key ideas with pictures, helping with our focus on comprehension Don’t have to focus on all four quadrants as you read. Use part of the strategy if needed Connections last quadrant to be filled…. I get a different lunch. Learning intentions are helpful but so are some kind of graphic equalizer like T Charts something you can scaffold together to focus their attention Possible quadrants: Questions, Connections (skill you want to build, and something they are good at) Critical Literacy: What is something we can do to help others Re-reading is very important, talking about what you have read is very important Work with the text; Re-read pages, Interactive reading aloud ”7 Keys To Comprehension” Susan Zimmermann (for parents) ”Strategies that Work” By Stephanie Harvey Intermediate students Reading with Meaning by Debbie Miller (for primary students) I Read it But I Don’t Get ItCrisTovani (for adolescent readers) ”7 Keys To Comprehension” Susan Zimmermann (for parents) What to ask your kid when reading to them.
Picture walk the Connecting phase: (activating prior knowledge- what do you think, know,) the four quadrants the processing phase,(working with the actual text) Transforming phase take what you’ve been working with and do something with it; not just regurgitation What did you notice, what did you see, what did you like, The lesson focussed on Critical Thinking but working with Loose Parts gave us the Creative Thinking White boards allowed for pre-planning and conversation stimulation amongst each other White boards used pre-planning that they know before moving to loose parts and allowed for more avenues of conferencing Picture books are powerful, easily re-read (with EA as well) and good for intermediates as well. Switching out EA’s and teacher allows for students to become more independent , ownership and self efficacy Build a picture book into lessons, use it multiple times, make it accessible are ways of inclusion and allow us to ”Linger” in the literature You can create your own story, you can do something about the book, re-create something from the book. Everybody deserves a little scaffolding, everybody deserves a conference , everybody deserves to be seen as competent Loose parts allow for representation of the story, theme and not be perfect or drawn by perfect drawers Loose parts can be used for story writing or used orally-creating/telling your story concrete yet abstract for everybody