Transcript
Week 13: Speaking & Listening: Narrative, Recounts, & Role-Play
•Book Club: New Roles and Nodelman’s 4 Questions• Cummins: Learning about dual language books
•Guest Speaker: Ms. Brandie Lancione, Consultant of Cultural and Linguistic Diversity, DSBN
This week:
OBook Club (20)OOral Forms – Lecture & Activity (45)
OBREAK (10)OPL Conversations (15-20)OPersonal Literacy Stories (35)
Book ClubPlease meet in your groups
Take 10-15 minutes to 1) discuss your ideas and make
predictions; then we will 2) share one comment from each
group with the whole class.
Make sure you decide how far you Make sure you decide how far you will read for next week.will read for next week.
Dimensions of Language Arts Dimensions of Language Arts and Resources Modeland Resources Model
Language Arts refers to four strands:
Reading Writing
Oral Communication
Media Literacy
Layering the StrandsLayering the StrandsLinking Expressive and Receptive Linking Expressive and Receptive
DimensionsDimensionsORecountRecount – an oral or written text that includes information about an event such as “when, who, where, what, and why” ONewstellingNewstelling- an oral presentation of a recount that promotes listening and questioning skills ONarrativeNarrative – an oral or written text that includes character, setting, events/plot, problem and resolutionOStorytellingStorytelling – an oral presentation of a narrative or recount with the use of voice, sound effects, facial expression and gestures to enhance the storytelling experience and entertain an audience
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Storytelling
Children telling stories
Storytelling in the Ontario Language Arts
CurriculumO Guide to Effective Literacy
Instruction, Vol. 4p. 113
O Find this section and review with a partner – locate assessment tools and sample lessons
ON: KindergartenO Saying, Doing, and Representing
Copyright © 2013 Nelson Education Ltd. 10
Copyright © 2013 Nelson Education Ltd. 11
Ontario: Grades 1-3
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ONTARIO: Grades 4-6
RECOUNT PlanRECOUNT Plan
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Recounts / News
1) Using your newsplan, draw or write to tell about an event that recently happened to you.
2) Tell the news to your elbow partner.
3) Referring to the reading for today how could you extend or vary this activity?
Newstelling StoryNewstelling Story
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News Story (Junior Level)News Story (Junior Level)
16Globe & Mail, Sept. 22
Newstelling Newstelling 1. Teacher modelling should be the first step. 2. The oral recount is focused on an
experience. Use detail and sequence the event. Consider the audience. Use the “5 W’s” organizer for planning.
3. Remind listeners to do so critically, relate the news to their own experience and ask questions for clarification or information.
4. Differentiate instruction with multiple modes.
5. Consider assessment tools such as News Checklist AND Newstelling Rubric (see Session #13 readings). 17
Telling Narratives, Telling Stories
In groups, we will work on:
Primary: Modelled Stories
Junior: Story reconstruction
Please read instructions in full before you start.
How might we assess students’ storytelling?
Professional must haveProfessional must have
O Ministry of Education (2008). A Guide to Effective Literacy Instruction. Grades 4-6. Volume 4: Oral Language.
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BREAK
Professional Learning Conversations
Let’s talk about peer assessment here first
OMills (2009) – Comprehension through Talk
Personal Literacy Stories
O In your PLC groups, please take 5-7 minutes for each person to share their story
OFor each presenter, please write 2 things you liked and one thing you suggest for next time
For next week:
O Reading – Labadie & WetzelO Review Integrated Literacy
assignment comments in advance
O Bring mentor textO Read your novel
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