Today

1. Today 8:30-9:00 Reading and Talking 9:00-9:45 More Writing 9:45-10:45 Lesson plan group workQuick Break 10:45-11:15 Presentations Follow up lecture

2. Recap • Conventions • Organisation • Voice • Sentence fluency • Word choice • Ideas Some schools have different grades focus on different traits…

3. Recap • Use the 2,3,4 leveled grading system for writing assessments • Work with other teachers to try and have similar expectations across grade levels

4. Writing lesson • Overall (W1) • Specific (which writing trait?)Adjectives?? • Pick a story/menu/poem/article…to use as a springboard for your lesson • Develop a critical task to work towards • Develop a couple of formative check ins… • Track learning skills as needed

5. Your Lesson Plan • Reading/Writing? Both will have a story • Critical assessment can be done later! Your lesson is the part where you teach the concept/skill • Make sure you are teaching what you are assessing!

6. Links… • 3 overall expectation (reading, writing oral/media, arts) • The reading expectation is assessed in the critical assignment and taught, the others are there but not assessed and not taught • 2 learning skills are identified and work with the assessment

7. Assessments • All in hard copy! • Critical task (done later??) is a rubric or numerical assessment that would go on the report card • Formative (done that day) is a checklist, questions, exit cards… • Learning skills (done that day and later) checklist/running record that might look like yours!

8. Dynamics • You read a story and teach a concept (start whole group then groups, right into groups…) • Have 2 groups for reading and teaching and they are grouped by… • You have a plan for what the group(s) are doing with you and on their own • Materials and timing for lesson not doing the assignment

9. Hook • Fits with the story, gets kids interested, at their level and time period, in the big idea • Arts integration! • This is where your overall arts expectation should match

10. Questions • Formative assessment??? • Fact-opinion-critical (the critical question can also be a critical task…)

11. Your response • What are the strengths • What are the weaknesses • This is one that evolves for the puppet show!

12. Group Work • Each group member talks about their lesson plan • Each other group member makes a comment or asks a question • Each group member prepares to make a quick 60-120 second presentation (overall, story, hook, assessment piece…) the class with specific “things” to highlight!

13. Listen in Order to Understand and Respond… • Purpose (perspective, devices uses…) • Active Listening (ask questions, paraphrase) • Comprehension Strategies (self questioning, note taking, visual texts…) • Demonstration of Understanding (Summarize, explain oral texts) • Inferring (body language, gestures…) • Extending (other ways to show you

14. Cont… • Point of view (what point of view in the speaking coming from…) • Presentation styles (humour, tension…)

15. Talking-Part I • Kids need to talk about things before they write about them, especially boys. • Talking gets good ideas going • Talking corrects grammar errors • Talking in class with reasonable noise levels takes practice and modeling

16. Talking-Part II (Public speaking) • Perhaps start with an analysis of famous speeches? • Have specific goals for specific audiences • Have specific assessment requirements! • Start small (drama?) • Be flexible with student’s whose nerves act up!

17. Talking-III (class presentations) • Involve the audience (questions, grading, future assessment • Don’t plan more than 30-40 minutes of presentations at one time!

18. Use Speaking Skills to Communicated • Purpose (why talk, give speeches?) • Interactive Strategies ( adjust your speaking for different audiences…) • Clarity • Appropriate Language (similies, personification, adjectives…) • Vocal skills (pitch, volume, tone)

19. Cont… • Non-verbal skills (count off fingers as you list your points) • Visual aids (costumes, ppts…)