EDU 476 Language Arts Integration

1. August 24th Agenda What am I teaching Break Guided Reading/Literature Circles Assessment Lunch E-workshop Growing Success-Jig-saw Rubrics Student Learning Continuum Video Success Criteria-EQAO Descriptive Feedback Fin August 26th EDU 476Language Arts Integration

2. Decoding and Comprehension What am I teaching?

3. “Reading is the construction of meaning. Comprehending is not the product of reading, it is the process.” (Fountas and Pinnell, 1966, p.156) Comprehension/Metacognition

4. Comprehension Strategies • Analyzing • Making connections • Questioning • Synthesizing • Fluency • Predicting • Visualizing • Evaluating • Inferring • Determining importance (main idea) Comprehension

5. Look back – reread • Look forward – skip ahead • Slow down [occasionally speed up] • Reread out loud • Ask questions and look for answers • Explain what is understood, so far, to a friend • Use pictures, graphs, and charts • Discuss the confusing part with someone • Visualize – make a picture in one’s head • Ask for help Fix-up strategies

6. Before Reading • Purpose for reading • Preview the text • Prior knowledge • During Reading • Gain meaning • Author’s point of view • Monitor and self-correct • After Reading • Responding • Reflection • Connect To teach reading, teachers must understand the process

7. Teaching Comprehension Process(A Guide to Effective Instruction in Reading, K-3)

8. It is the ability to understand what we know, how we learned, what we know, and how we manage and regulate or adjust our own thinking processes to maximize learning and memory. Ormrod (2006), p. 1 What is metacognition?

9. “Proficient Readers are metacognitive readers. They think about their own thinking during reading” (Keene and Zimmerman, 1997, pp.22-23) Metacognition

10. Teaching metacognition Adopted from Literacy Gains (2008)

11. Promotes self-monitoring and self regulation • Promotes fluency in both cognitive and metacognitive skills • Enables students to self-assess the quality of their own thinking which leads to intellectual growth and increased academic achievement • Assists in learning to master information, to problem solve, to make decisions and set goals • Supports transfer of skills so strategies can be used at any time for any purpose Why teach metacognition?

12. Take as long as you need a short video will begin in 15 minutes. This is my favourite You Tube of all Time! Break Time!!!

13. Taking on Critical Literacy Critical Literacy

14. Read A-Loud

15. What is it? Why are they so important? What is the role of the teacher? What is the role of the student? How is it assessed? How many times per week is the teacher expected to do this? Guided Reading/Literature Circles

16. Three “students” will be asked to volunteer for your demonstration • Please include the following: • Presentation is no longer than 15 minutes and must have a clear consolidation • Learning goal/purpose for the session with students • Before, during, and after activity that directly supports the learning goal for the session • Video Guided Reading Demonstration

17. Literature Circles

18. Why?

19. Text Selection

20. Possible Assessment

21. Student Voice

22. Guided Reading

23. Now what?

24. If you........okay I know you get it now! But there is another clip so see you in ______. This is my second favourite!!!! Sometimes all our students need is a little boost!!!! Lunch Time

25. There are three types of assessment. • Assessment for • Assessment as • Assessment of • Assessment takes many forms and are used for different purposes. • Assessment is not a “one size fits all” approach. Assessment

26. As you are perusing the site, please find something that is new to you and be prepared to present to the rest of the class. • What are three things you learned from the site? • What are two questions you have about the site? • What idea would you take with you as you move into your practicum? And why? E-Workshop

27. Ministry of Education E-workshop CSC Curriculum Services Canada Capacity Building Series OERB-Ontario Education Resource Bank (haltonrcteacher, oerbt) Homework Help Other relevant sites Teaching Kids News Florida Centre for Reading Research SMART Exchange Useful websites

28. Read and write down any key points of each section that you believe are important to you and other teachers. Be prepared to present your findings to the class. Group 1 (2) - Fundamental Principles Group 2 (2) -Learning Skills and Work Habits in Grades 1 to 12 Group 3 (2) -Performance Standards-The Achievement Chart Skipping Assessment Group 4 (3) -Evaluation Group 5 (4) -Reporting Student Achievement Group 6 (2) -Students with Special Needs: Modifications, Accommodations, and Alternative Programs Group 7 (2) -English Language Learners: Modifications and Accommodations Group 8 (2) -Large-Scale Assessments Group 9 (2) -Appendix 2-Jot notes about important features of the new report card and/or any other important facts. Growing Success

29. Using the language document, design a rubric that pertains to an activity that supports language arts (i.e. reading, writing,…). • Please use the following headings: • Knowledge and Understanding • Thinking • Communication • Application Rubrics

30. Video Student Learning Continuum

31. Please read the following passage from the grade 3 EQAO Reading Assessment. Success Criteria

32. What Is the Woolly Mammoth? The woolly mammoth was a huge, elephant-like creature that roamed the earth ten thousand years ago. It is now extinct. Possible explanations include climate conditions, disease or overhunting by humans. An official reason for its extinction has not yet been agreed upon. How Big Did It Grow? It grew to be three and a half metres tall and weighed a thousand kilograms. It had tusks that were four and a half metres long. Chips were often missing from the tip of the tusks, likely due to scraping the ground and breaking through the ice. It lived for up to 60 years. Where Did It Live? Woolly mammoths lived in the arctic tundra area of North America. This area is cold all year long. They were able to live in the cold arctic temperatures because of their hairy coats and the thick layer of fat under their skin. Mammoth bones have been discovered frozen deep in the ice of the arctic tundra. What Did It Eat? The woolly mammoth was a herbivore. It ate plants such as hazel and hornbeam. What Challenges Did It Face? The arctic tundra is an area in northern regions where the ground is frozen all year round. The woolly mammoths crossed the tundra searching for food. It was sometimes difficult for the mammoths to find plants to eat because of the frozen ground. They stored fat in their shoulders, which was used as an emergency source of food. The Woolly Mammoth

33. Question 2 from EQAO Explain how the woolly mammoth is different from another animal. Use details from the text and your own ideas to support your answer. • Using the language document, determine the learning goals for this question. • Develop success criteria “I can” statements. • In groups of 3 and 4, write down your answer to this question (from a third grade student’s point of view) Question

34. Gallery Walk What kind of descriptive feedback could you provide to the samples just written. As you walk around, think about comments you could make as you conference with students in your class. Descriptive Feedback

35. Aside from the things I have planned, what would you like for me to go over on Monday, that you feel, would help you during your practicum? FIN