What does balance in a literacy look like in K-7 with the redesigned curriculum? What counts? How do we maintain an emphasis on inclusive, whole class teaching in both reading and writing, while also including small group and 1:1 structures?
2. Curriculum Design
• Engaging
• Voice and choice
• Deepening thinking
• Involves learners in assessment conversaEons
and decisions
• Moving learners toward independence
3. Big Ideas – Gr 3
• Language and story can be a source of creaEvity
and joy.
• Stories and other texts help us learn about
ourselves, our families and our communiEes.
• Stories can be understood from different
perspecEves.
• Using language in creaEve and playful ways helps
us understand how language works.
• Curiosity and wonder lead us to new discoveries
about ourselves and the world around us.
13. This is My Rock
- David McCord
This is my rock
And here I run
To steal the secret of the sun;
This is my rock
And here come I
Before the night has swept the sky
This is my rock,
This is the place
I meet the evening face to face.
14. Strategy Cards – Catching Readers
Before They Fall (Johnson & Keier)
17. Who are your learners?
• Class Review
• EPRA/DART – a performance based reading
assessment
• Strengths
• Stretches
• Search for pa]erns to guide your teaching
• Respond to the informaEon you collect
• No plan, no point
23. Fountas and Pinnell – interviewed in the
School Library Journal, Oct 15, 2017
• It is our belief that levels have no place in
classroom libraries, in school libraries, in
public libraries, or on report cards….
• We designed the F&P Level Gradient to help
teachers think more analyEcally about the
characterisEcs of texts and their demands on
the reading process.
26. Writers’ Workshop – Student
Diversity 3rd ed
• The foundaEon of your literacy programming
• Establish this first!!!!
• K/1 – begin with interacEve wriEng, wriEng/
drawing/creaEng text in front of your learners,
represenEng thinking with drawing, adding
le]ers and sounds
• 2-7 – write in front of your students, at least 2
whole class wriEng in response to experiences,
read alouds, classroom inquiries each week
31. Collaborative Story Grammar
Sketches into Writing – Grade 1
Quinn Hildebrand, Altona
• Reading/wriEng connecEons:
– Talking about and drawing character/sekng/
problem/soluEon with read aloud books for 1
week
44. Lit Circle Response Writing
University Highlands, Burnaby
• ChrisEne Yee, Gr. 4/5
• KrisEna Carley, Gr. 4/5
• Michelle Van-Balkom, ELL
• Combine 2 classes twice a week with Michelle
and introduce a lesson
• SomeEmes 5 adults: also LST and 2 EAs (auEsm,
hard of hearing)
• Meet with each book twice a week
• CollaboraEve planning!!!!
45. • Buffalo Hunt
• Terror in the Harbour
• A Mighty Big Imagining
• Camp X
• Ghost Train
• AVer Peaches
• When the Cherry Blossoms Fell
• The Gnome's Eye
• Flood Warning
• Drita My Homegirl
• Moses, Me & Murder
• Jo's Journey
• Novels are themed on Canadian history and
immigration
46. • Previously read ‘Roses Sing on New Snow’
– Focus on making inferences
• Chose a sentence to ‘explode’ from the text.
• Each of we 4 teachers, wrote a response to the
line to show our understanding and
interpretaEon, in front of the students.
• Students noEced what worked in our wriEng.
• Each lit circle group chose a sentence (with help).
• Each lit circle group ‘exploded’ their sentence,
then wrote in response.
• We circulated, monitored the groups, extended
the thinking.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62. Do classroom assignments reflect
today’s higher standards?
• QuesEon examined by the EducaEon Trust,
2015, in US middle schools
• As quoted by Kelly Gallagher, “The WriEng
Journey” in EL, Feb 17
64. Collective Teacher Efficacy –
John Hattie, Collaborative Impact Conference, 2017
• …the collecEve belief of teachers in their
ability to posiEvely affect students
• Effect size of d=1.57
• New #1 influence related to student
achievement
• It is more than just belief; it is a collaboraEve
conversaEon based on evidence.