2nd half day session with Henderson and Trudeau staffs, considering the redesigned curriculum with a focus on the core competencies and big ideas. K-7

1. The Redesigned Curriculum: a
home for quality teaching and
learning in inclusive classrooms
Supporting ALL of Our Literacy
Learners
Henderson and Trudeau
Jan 30, 2017
Faye Brownlie
slideshare.net/fayebrownlie.henderson.jan

2. Learning Intentions
• I can beBer use Big Ideas, Universal Design for
Learning and Backwards Design in my planning
and teaching.
• I beBer understand how to incorporate teaching
the core competencies throughout my teaching
and have a plan to incorporate more Kme for
these.
• I have a new strategic sequence to try.
• I have idenKfied and am considering replacing a
less effecKve classroom pracKce: something I can
do less of with something I can do more of.

3. Your Class Profile
• What are the strengths of your class?
– Think of 2 or 3!
– What are you celebraKng that they have learned?
• What are the areas you are wanKng to stretch or
strengthen this term?
– Choose no more than 2☺
• What is your plan?

4. When planning in Language Arts,
consider…
• Big Ideas
– Stories and texts
– PerspecKve
– Language and its use
– Wondering
• Curricular Competencies
– Comprehend and connect
– Create and communicate
• Content
– Story/text
– Strategies and processes
– Language features, structures and convenKons

5. Big Ideas
• Make this curriculum 3 dimensional
• Translate into essenKal quesKons
• Give meaning to the pieces of curriculum
competencies and content
• Include all students

6. Core Competencies
• CommunicaKon
• Thinking
– CreaKve
– CriKcal
• Personal
– PosiKve personal & cultural idenKty
– Personal awareness & responsibility
– Social responsibility

7. What is my job? -K
Lauren Maclean and
April Pikkarainen
CriKcal thinking
CommunicaKon
Personal awareness and responsibility
How do I know I’m doing a green light job?
seed – sprout - flower

11. Deeper Thinking with Visual
Literacy
- Joanna Fournier and Christy
Rollo, 6/7
• Very diverse classes
• Collaborate on almost everything
• Include in-class LA support as much as
possible, working on in-class ELL
• Opening the curriculum to embed the core
competencies throughout the day

12. Why visual literacy?
• We interpret our world largely through the sense of
sight.
• Provides an opportunity to interpret, negoKate, make
meaning and share in a visual format.
• Pairing oral language and visuals helps students
develop their communicaKon and comprehension.
• Provides all learners with an entry point (accesses their
background knowledge and gives them an opportunity
to listen to others’ ideas and share).
• Develops deeper thinking (making inferences,
metaphorical language, using symbolism).

13. Loose Parts and Materials
• A way for students to show their thinking, and understanding; very
powerful.
• Springboard for oral stories: picture books, a big idea, or a theme.
• Introduce an open ended quesKon to provoke thinking (a
provocaKon).
• Build a seeng, a paBern, an image (2D or 3D), using natural or
found materials.
• Partner or group talk Kme and reflecKon makes thinking visible.
• FormaKve and summaKve assessment of student understanding of
concepts and big ideas.
• Partner with digital tools such as the camera app and Shadow
Puppet (screen casKng) to record thinking.

15. Japanese Internment
❖ What stories are inspired by war, fear, oceans,
mountains, family, seeking a better life?
❖ Is it ever necessary to take away personal rights for the
safety of all?
❖ How would you live and feel separated from your
family? Your connection to home?

16. Japanese Internment

17. Feedback Frames
From Brooke Douglas

18. Self ReflecKon

19. What Doesn’t Work: Literacy
Practices We Should Abandon
– Nell Duke, 2016 (Edutopia)
• ‘Look up the list’ vocabulary instrucKon
• Giving students prizes for reading
• Weekly spelling tests
• Unsupported independent reading
• Taking away recess as punishment

20. Belonging – grades 2/3
Michelle Hikida
• Structured Inquiry
– All teacher quesKons
• EssenKal quesKons
– What is the best part of you?
– What are your giks?
– Who is the person you want to be?

21. • Each day read a new book, collected characterisKcs of
characters and made lists.
• Watched Utube videos, read music lyrics – collected
characterisKcs of characters and added to the lists.
• Daily students chose a book from the basket and read.
• Sharing circle at end of reading – connecKons to the
characterisKcs of characters in the book –
– What is the best part of you?
– What are your giks?
– Who is the person you want to be?

33. Core Competencies
• CommunicaKon
• Thinking
– CreaKve
– CriKcal
• Personal
– PosiKve personal & cultural idenKty
– Personal awareness & responsibility
– Social responsibility

34. The Sequence
• Goal today – stretch your thinking and work like a detecKve to
use clues to figure things out
• EssenKal quesKon: How does where you live effect how you
live?
– How can you answer this already?
– Partner talk, then group share
• Image: see – think – wonder
• Quick write
• Explode the sentence
• Reflect with core competencies

36. Explode the Sentence
• One day many years ago, children were
playing in the village, learning to be good
warriors and hunters.

39. Critical Thinking Core Competency
•I am becoming an acKve listener; I ask quesKons and make connecKons.
Evidence:
•When I talk and work with peers, I express my ideas and encourage others to express theirs; I share
roles and responsibiliKes.
Evidence:
•I recount and comment on events and experiences.
Evidence:

42. Unpacking the Lesson
• What struck you?
– Engagement of the kids
– 1 hour, 40 minutes
– All could parKcipate
– Major shiks in thinking
– Content woven into massive thinking
– All responses were accepted
– Your language: each child was honoured and liked up
☺
– I could do this!!

43. Next Steps
• Next day, begin with another image and another sentence
to explode (should take half the Kme)
• Move to groups of 2-3 and have each group of students
explode a different sentence
• Share the sentences and an interpretaKve comment about
each
• Can the students, together, move to read their sentences in
order?
• Retype the same 10 sentences – as 10, 7 and 5. Students
choose which they want and re-order them BME
• Keep listening to the kids read
• Read the text, and reflect on how where you live affects
how you live.
• Repeat process with 2 other Roy Henry Vickers books,
highlighKng content.