grade 8 overview

1

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

3

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?

4

Norms

• 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


5

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

6

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

24

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

26

Break


27

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

31

Modelling/ Shared

How To Pages

Understanding

Strategies

Applying Strategies

Read-Aloud

Focus Question

Learning Goals

Introductory Activity

Assessment of Learning

Unit Flow Unit: ___________________________Timeframe: ______________________

32

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?


33

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?


34

• 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

Page 121


Student Instruction BookPage 1


Focus Question

• Ties the unit together

• Accesses background knowledge

• Provides opportunities for talk

42

Modelling/ Shared

How To Pages

Understanding

Strategies

Applying Strategies

Read-Aloud

Focus Question

Learning Goals





BLM 3: Observation Tracking Sheet

44

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

49

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


54

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

58

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

74

Modelling/ Shared

How To Pages

Understanding

Strategies

Applying Strategies

Read-Aloud

Focus Question

Learning Goals




Observe

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


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)

“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

88

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

104

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

ead

-Alo

ud

Sh

are

d

Read

ing

Mod

ellin

g

Ap

ply

ing

Stra

teg

ies:

Gu

ided

an

d In

dep

en

den

t R

ead

ingStudent

Instruction Book


Kit

Resources in Book Room or

Classroom Library

Gu

ided

P

ractic

e

Transparency Binder

Student Instruction Book


Assessment of LearningPutting It All Together

111

Modelling/ Shared

How To Pages

Understanding

Strategies

Applying Strategies

Read-Aloud

Focus Question

Learning Goals




Observe

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

122

Grouping

2008 Grade 7-8

123

Modelling/ Shared

How To Pages

Understanding

Strategies

Applying Strategies

Read-Aloud

Focus Question

Learning Goals




124

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

126

Planning

• Find same grade level teachers.

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

• Share your plans.


127

Planning

• What is our next step?– January 27th

– February 19th

– March 24th

– April 16th

– May 5th

• Full Day or Half Day?

• Where?


128

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)

grade 8 overview

Education