Grand Conversations, Thoughtful Responses is built upon the premise that all students can become active, independent, thoughtful readers. The structures and strategies in this book are proven to help students develop confidence and competence in their reading. Student engagement with text soars through participation in grand conversations with peers and reflecting on reading with thoughtful, written responses. This unique approach includes:
- student choice in books
- students reading at their own pace, thus creating flexible groups
- literature circles where students discuss the shared text they are reading
- strategies for teaching written response
- strategies for co-creating assessment criteria
- additional activities to develop and deepen comprehension
- book lists
This new edition has been expanded to include examples and book lists for grades K to 12.
Mục lục
- Foreword Leyton Schnellert viii
- Preface Faye Brownlie x
- Acknowledgements xi
- Introduction 1
- 1 Getting Started: Learning the Say Something Strategy 7
- 2 The Books 11
- 3 The Discussion Groups 19
- 4 Response Journals 25
- 5 Comprehension Activities 45
- 6 Classroom Vignettes 83
- 7 A Culminating Activity: Time for Celebration 117
- 8 Assessment and Evaluation 123
- Appendix A : Literature circles Book Lists 135
- Appendix B : Bibliography 147
Giới thiệu về tác giả
Leyton Schnellert, Ph D, (he/his/him) is an associate professor in UBC’s Department of Curriculum & Pedagogy and Eleanor Rix Professor in Rural Teacher Education. He focuses on how teachers and teaching and learners and learning can mindfully embrace student diversity and inclusive education. Dr. Schnellert is the Pedagogy and Participation research cluster lead in UBC’s Institute for Community Engaged Research, inclusive education research lead in the Canadian Institute for Inclusion and Citizenship, and co-chair of BC’s Rural Education Advisory. His community-based collaborative work contributes a counter argument to top-down approaches that operate from deficit models, instead drawing from communities’ funds of knowledge to build participatory, place-conscious, and culturally responsive practices. Leyton works and learns on the traditional, ancestral, and unceded territory of the Sinixt who were declared extinct by Canada’s government in 1956 and stands in solidarity with the Sinixt in their reclamation efforts.Leyton has been a middle and secondary years classroom teacher and a learning resource teacher for grades K–12. His books, films, and research articles are widely referenced locally, nationally, and globally.
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