grade 8 overview

Intermediate Nelson Literacy Pilot

Lambton Kent District School Board

Grade 8 – Sept 2008

2Grade 8 – Sept 2008

ComprehensiveComprehensiveStrategy-basedStrategy-based

Supports Supports Differentiated Differentiated InstructionInstruction

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?

• Begin and end on time

• Listen to each other with respect and trust

• Be open to and be willing to share new ideas

• Invest in your own learning and the learning of others

• Honour the professionalism of your colleagues

Objectives

• Introduce and walk through Nelson Literacy resources

• Discuss the styles of teaching in Comprehensive Literacy

• Addressing student needs

• Support the assessment process

• Plan first steps for January implementation

2008 Grade 7-8

What are your objectives?

Foundation forNelson Literacy

InstructionalFramework

Ontario Language Curriculum

• Four Strands

– Oral Communication (Speaking and Listening)

– Reading

– Writing

– Media Literacy

Grade 8 Units

• Global Citizens

• Tech Then and Now

• Secrets

• No Limits

• Reality Check

• Chasing a Dream

Framework

• School Configurations– K-8, K-12– Grades 3-8, Grades 4-8– Grades 6,7,8– Grades 7-8– Grades 7,8,9

• Instructional Configurations– Core + 1 or more content

subjects (most common)– Language on rotary– Content subjects on rotary– All subjects (least common)

Transfer Your Learning

• Geography

• Math

• Science

• Health

• History

• Arts

Instructional Framework

Reading Strategies

• Making Connections/ Accessing Prior Knowledge

• Questioning

• Making Inferences

• Summarizing

• Synthesizing

• Evaluating

Writing

• Elements/Traits– Ideas– Organization– Voice– Word Choice– Sentence Fluency– Conventions– Publishing

Global CitizensInterconnected Strands

Ontario Curriculum

• Reflecting on skills and strategies– Interconnected skills

• Explain in conversation with the teacher and/or peers or in a reader’s notebook, how their skills in listening, speaking, writing, viewing and representing help them make sense of what they read.

– Page 129, Ontario Language Curriculum, Grades 1-8 (2006)

Global CitizensInterconnected Strands

• Oral Language

– Listen effectively using strategies such as making connections and questioning

• Reading

– Question to make personal, textual and world connections

• Text Pattern

– Sequence

• Text Form

– Story, article, poem, video-transcript and tape, magazine ad, magazine cover, photo essay, autobiography, diary

• Word Study

– Metaphor, irony, dialogue

– Pronouns, idioms, dashes, ellipses

• Writing

– Develop a main idea with supporting details

• Media Literacy

– Analyze purpose and audience in media texts

Gradual Release of Responsibility

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

High Support

Low Support

Moderate/Low Support

Components

Transparencies for Shared Reading and Modelling

Student Instruction Books and Teacher’s Resource

Guided and IndependentMagazines

Audio/Video Package

Other Resources

Differentiated Instruction

232008 Grade 7-8

Differentiating Instruction

D.O.V.E. Brainstorm

In partners, on file cards:

Think about your reading program this fall.

1)How did you get to know your

students?

2)What structures are in your reading program?

3)What strategies have you used to engage your students?

Differentiating Instruction:

Students

– Extra support– Extra challenge– Instructional Approach – (Read Aloud, Shared, – Guided and Independent

Reading) – Complexity of text

Nelson Literacy & Lambton Kent

Why bought?

How it will be beneficial?

A framework to teach from.

Launching the Unit

Teacher’s ResourcePage 8Unit at a Glance

Teacher’s ResourcePage 5Planning: Gathering Resources

Modelling/ Shared

How To Pages

Understanding

Strategies

Applying Strategies

Read-Aloud

Focus Question

Learning Goals

Introductory Activity

Assessment of Learning

Unit Flow Unit: ___________________________Timeframe: ______________________

Unit Flow

• Today– Fill out the plan (as we go)

• Page numbers, ideas

• January– Implement the plan and make

notes on the Unit Flow Plan

• Next Meeting– Begin by revisiting the Unit Flow

Plan:• Group sharing• What worked?• What was a challenge?

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?

• Turn to page 10.

• With a Grade 7 teacher look at the teachers guide.

• Review the plan as it is written.

Teacher’s Resource Page 10Launching the Unit

Introductory ActivitySensory Chart

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?

Student Instruction BookPage 1Unit Opener

Learning Goals

• Sets the purpose for learning

• Provides the context for metacognition

• Facilitates self-assessment

• Informs instruction

Ontario Language Curriculum

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 CurriculumGrades 1 – 8: Language, 2006

Student Instruction BookPage 1

Focus Question

• Ties the unit together

• Accesses background knowledge

• Provides opportunities for talk

Modelling/ Shared

How To Pages

Understanding

Strategies

Applying Strategies

Read-Aloud

Focus Question

Learning Goals

BLM 3: Observation Tracking Sheet

Diagnostic

• DRA– Reading Level– Strategy

• Prediction?– Making Connections

Explicit Teaching

“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

Model of Explicit Instruction

• Modelling– Teacher explains and thinks aloud

• Guided Practice– Practise together– Scaffold attempts and support

student thinking– Share thinking processes– Paired/small group/large group

• Independent Practice– Try to apply independently– Regular feedback

• Application– New genre or format, more complex

text, other contexts

Read Aloud, Shared Reading and

Modelling

Transparency BinderRead-Aloud

Modelling/ Shared

How To Pages

Understanding

Strategies

Applying Strategies

Read-Aloud

Focus Question

Learning Goals

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

High Support

Low Support

Read-Aloud

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

High Support

Low Support

Modelling/ Shared

How To Pages

Understanding

Strategies

Applying Strategies

Read-Aloud

Focus Question

Learning Goals

Shared Reading Transparency

Teacher’s Notes for Transparency

Practising the Strategies

Modelling/ Shared

How To Pages

Understanding

Strategies

Applying Strategies

Read-Aloud

Focus Question

Learning Goals

Teacher’s Resource Page 12

Student Instruction BookPage 2

Teacher’s Resource Page 13Planning

Student Instruction Book Page 3Understanding Strategies

Sticky Notes Prompts

Sticky Note Prompts

• Support use of the strategy

• Connect to the How To page

• Connect to the highlighting in the text

• Transfer to other subject areas

• Use to create anchor charts, bookmarks, etc.

Student Instruction Book Page 7Understanding Strategies

Reflecting

• Metacognition

• Strategy

• Critical Literacy

• Critical Thinking

Teacher’s ResourcePage 17Discussing the Text

Assessment for Learning

Teacher’s ResourcePage 19

Teacher’s ResourceBLM 5Assessment for Learning

Modelling/ Shared

How To Pages

Understanding

Strategies

Applying Strategies

Read-Aloud

Focus Question

Learning Goals

Observe

Key Questions &

Rubric

Assessment for Learning: Collecting Evidence

• Observation– Read Aloud: (Six Billion of Us)

– Shared Reading/Modelling: (Now Playing Everywhere)

– How to Page: (Making Connection)

– Understanding Strategies: (A Global Citizen Is …)

• Key Assessment Questions and/or Demonstration Task

Assessment for Learning:Making Decisions

Student Names

Instruction

Students who get it

Students who need more scaffolding

Students who don’t get it

Teacher’s ResourcePage 18What are the other kids doing?

Teacher’s ResourcePage 19What are the other kids doing?

Word Study and Vocabulary Development

• Vocabulary development is both an outcome of comprehension and a precursor to it, with word meanings making up as much as 70-80% of comprehension.

• Direct instruction in vocabulary influences comprehension more than any other factor.

• 70% of the most frequently used words have multiple meanings

• Meanings of 60% of multi-syllabic words can be inferred by analyzing word parts.

- Journal of Adolescent and Adult Literacy, April 2007

Assessment for Learning:Making Decisions

Student Names

Instruction

Students who get it

Literacy Activities

Differentiated instruction in each lesson plan

(DI: Readiness)

Differentiating Instruction in Nelson Literacy

– Extra support– Extra challenge– Instructional approach

(Read Aloud, Shared, Guided and Independent Reading)

– Complexity of text

LEARNING STYLES

Teacher’s Resource Page 16DI Readiness

Teacher’s Resource Page 19Next Steps

“It Takes A Village,” easy-average (poems)

Guided and Independent Reading

Applying the Strategies

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

High Support

Low Support

– Extra support– Extra challenge– Instructional approach

(Read Aloud, Shared, Guided and Independent Reading)

LEARNING STYLES

Assessment for Learning: Making Decisions

Student Names

Instruction

Students who get it

Read Applying Strategies selections independently

Use Applying Strategies selections in guided or shared reading group

Literacy Activities

Guided or Shared Reading

Modelling/ Shared

How To Pages

Understanding

Strategies

Applying Strategies

Read-Aloud

Focus Question

Learning Goals

Student Instruction Book Page 8Applying Strategies

Teacher’s ResourcePage 20Guided Reading Lesson

Teacher’s ResourcePage 21Guided Reading Lesson

Audio/Video Package

Teacher’s ResourcePage 25Assessment for Learning

Teacher’s ResourceBLM 6

Applying Strategies

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

High Support

Low Support

– Extra support– Extra challenge– Instructional approach – (Read Aloud, Shared,

Guided and Independent Reading)

Guided & Independent Reading Magazines

Guided and Independent Reading Magazines

• Well-Below

• Below

• Average

• Challenging

Teacher’s NotesGuided and Independent Reading Magazine

Connections to other Nelson Resources

• Mainsails

• BOLDPRINT

• Power Zone

• Literacy Power

• Write Traits

• Language and Writing

Modelling/ Shared

How To Pages

Understanding

Strategies

Applying Strategies

Read-Aloud

Focus Question

Learning Goals

Transfer Your Learning

“Language Arts is the boot camp where we learn the skills that are practised in other subjects.”

- Dr. Heidi Hayes Jacobs

TransparencyTransfer Your Learning

Student Instruction BookPage 54-56 Transfer Your Learning

Explicit InstructionR

ingStudent

Instruction Book

Resources in Book Room or

Classroom Library

ractic

Transparency Binder

Student Instruction Book

Assessment of LearningPutting It All Together

Modelling/ Shared

How To Pages

Understanding

Strategies

Applying Strategies

Read-Aloud

Focus Question

Learning Goals

Observe

Key Questions &

Rubric

Teacher’s ResourcePutting It All Together

• Sight Unseen Reading Passage

• Reading Response Questions

• Performance Task

• Assessment Rubrics

Teacher’s Resource Page 115Unit Assessment

Teacher’s ResourceBLM 16 (Page 1) Reading Passage

Teacher’s ResourceBLM 16 (Page 3) Reading Passage

Teacher’s Resource BLM 17Reading Response Rubric

Teacher’s Resource BLM 18 (Page 2)Performance Task

Teacher’s Resource BLM 19Performance Task Rubric

Assessment As Learning

Components

Transparencies for Shared Reading and Modelling

Student Instruction Books and Teacher’s Resource

Guided and IndependentMagazines

Audio/Video Package

Other Nelson Resources

Grouping

2008 Grade 7-8

Modelling/ Shared

How To Pages

Understanding

Strategies

Applying Strategies

Read-Aloud

Focus Question

Learning Goals

Grouping

• How?

• With what?

• About what?

• What do ‘they do”?

2008 Grade 7-8

1252008 Grade 7-8

Assessment for Learning: Making Decisions

Student Names

Instruction

Students who get it

Read Applying Strategies selection independently

Use Applying Strategies selection in guided or shared reading group

Literacy Activities

Guided or Shared Reading

Planning

• Find same grade level teachers.

• Plan your first steps on the “Unit Flow”.

• Share your plans.

Planning

• What is our next step?– January 27th

– February 19th

– March 24th

– April 16th

– May 5th

• Full Day or Half Day?

• Where?

Mutual Support Activity Group Scavenger Hunt

1. Photos of family members (5 points each)

2. Buttons on clothing (2 points each)

3. Rings and earrings (5 points each)

4. Shoelaces (7 points each)

5. Zippers (10 points each)

6. Pieces of gum (8 points each)

7. Socks (10 points each)

8. Holes in socks (20 points each)

9. Electronic items (10 points each)

10.Watches (7 points each)

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