How are all your students included in meaningful reading and writing throughout the day? How does your formative assessment today influence what you do tomorrow? What have you tried? How did it go?
How are all your students included in meaningful reading and writing
throughout the day?�
How does your formative assessment today influence what
you do tomorrow?�
What have you tried? How did it go?
Igniting a Passion for Literacy, Part 3
LangleyElementarySchoolsSept28,Oct18,Jan19,Apr12
FayeBrownlieSlideshare.net/fayebrownlie/langleyjan19
Learning Intentions • Ihaveaplantotrysomethingnewtome.• IhaveabeGerideaofhowtousebigideasoressenIalquesIonstoguidemyteaching.
• IhaveanideaofhowIwillshiKmyteachingtorespondtowhatIamlearningaboutmystudents.
Your Class Profile • Whatarethestrengthsofyourclass?– Thinkof2or3!– WhatareyoucelebraIngthattheyhavelearned?
• WhataretheareasyouarewanIngtostretchorstrengthenthisterm?– Choosenomorethan2☺
• Whatisyourplan?
When planning, consider… • BigIdeas
– Storiesandtexts– PerspecIve– Languageanditsuse– Wondering
• CurricularCompetencies– Comprehendandconnect– Createandcommunicate
• Content– Story/text– Strategiesandprocesses– Languagefeatures,structuresandconvenIons
Loose Parts • Asapromptforstorytelling• Asanalternatewaytoexplainyourlearning
Oral Storytelling – Bev Marisco, Campbell River
• ReadclassaFNstoryaboutlocalanimalshidingintheforest.
• Boyshidtheanimalsintheforestbecauseabigfloodwashappening.OneoftheboyshadrecentlyseenthefloodingoftheCampbellRiver.
• ItlookedlikechaosbuttheywerereenacIngaflood!
Gr1.NotetheorganizedseZng.
• Thechildrenusethedeerhide,rocks,sIcks,glassbeads,animalstotelltheirstoryatcentreIme.
• Usethedocumentcameraforalargeraudience.
• OKentheAboriginalSupportTeacherreadsastorybeforecentreIme.
What is the relationship between humans and energy?
• AculminaIngacIvityinagrade3/4class
• LisaSchwartz,Richmond
LearningIntenIons:Gr.3/4
• Icanusedifferentmaterials(looseparts)toshowmythinking(criIcalcompetency)
• Usingthematerialshelpedmegetmyideas(creaIvecompetency)
• IwasabletomakeaconnecIontohumansandenergyandrepresentmyideas(communicaIoncompetency)
Belonging – grades 2/3�Michelle Hikida
• StructuredInquiry– AllteacherquesIons
• EssenIalquesIons– Whatisthebestpartofyou?– WhatareyourgiKs?
– Whoisthepersonyouwanttobe?
• Eachdayreadanewbook,collectedcharacterisIcsofcharactersandmadelists.
• WatchedUtubevideos,readmusiclyrics–collectedcharacterisIcsofcharactersandaddedtothelists.
• Dailystudentschoseabookfromthebasketandread.• Sharingcircleatendofreading–connecIonstothecharacterisIcsofcharactersinthebook–– Whatisthebestpartofyou?– WhatareyourgiKs?– Whoisthepersonyouwanttobe?
How can we support our learners in moving beyond the lines in their
written response to text?
• LeslieLeitch,Nakusp• Grade6/7• InpreparaIonforon-lineresponseposts• Text:AMonsterCalls–PatrickNess
• What’shappening?
• Whocares?
• WhydoesitmaGer?
• Bigideas• DescripIve• AdjecIves• Wordchoice• Supportedinferences• EmoIons–felt• Touchedhearts• Clearexamplesof
(emoIons,happenings)• PersonificaIon• Metaphor–simile• Comparison• Thinkinglikesomeoneelse• Imagine
TheSequence
• Whiparound–catchuponthestory• Explodethesentence• Writetoshowyouunderstand–movebeyondaretelling,takearisk,godeep,explainwhywhathappensmaGersandtowhom
• Shareaphrase,aword,asentencethatispowerfulinyourwriIng
• Makeaclasslistofwhatcounts–beginningcriteria• Usethosephrasestomakeaclassfoundpoem• Reorganizetwicetomakethepoemflow
Elias
• Conorseemstohavebeendefeated.HehasbeenoverwhelmedwithnegaIveemoIons,fear,anger,sadness,andpain.HehideshisfeelingswithflatemoIons,andpushesawayallhelp.IthinkheisveryAnxious,becauseofallthepressureputonhimfromthebullies,hismom’ssicknessandpossiblyhismomanddad’sdevorce.HisposiIveemoIonsarebeingstoleneveryImehehasthenightmare.Hisgrandmotherdoesn’thelpeither…
Riley
• Ithinkthemostimportantthinginthestoryrightknowisthewordsrissinganddarkness.Ithinkrissingmeansthatheisbeginningtofigureouthistruthandwhyitisimportant.Ithinkthetruthisthathismomwilldieandthatiswheretheworddarknesscomesin…
Lucas
• WhatisgoingoninthelastthreechaptersisthatConor’smomisgeZngworseandworseeverysingletreatment.ConorisgeZngmoreeffectedandangerfromthescarystorytellingmonsterthatisgoingtotellConorthreedifferentstories,ConorisalsogeZngbulliedbyagroupofkidsinschoolwhichiseffecIngConorthesamewayasthescarystorytellingmonsterandhismotherstreatments…
Phoenix
• Ithinkconorsfeelingnothing.Hedosentseemtofeelverymuch.Howwouldyounowwhathewerefeeling…
Thenextday…• Reviewthecriteriaandreorganizeintocategories• Readthenextchapter• Havestudentsmeetinsmallgroups• Provideachoiceof2-3sentencesforstudentstoexplodeinsmallgroups
• StudentswriteadraKfortheiron-linepost• StudentsidenIfy,alone,thenwithapartner,wheretheirwriInghasachievedthecriteria• Whatworks?What’snext?
• Studentseditforsentences,grammar,andpost
• WhatissomethinginyourpracIcethataffirms?
• Whatissomethingthatyoucouldrefine?
• Whatissomethingthatyoucouldaspireto?
• WhatopportuniIesaretheretoletsomethinggo?