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Langley 3 Igniting a Passion for Literacy

Tonight's focus is redesigned curriculum planning, using loose parts in different ways, a structured, teacher-guided inquiry, and a lesson sequence to support students in creating more thoughtful on-line responses.

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Langley 3 Igniting a Passion for Literacy

  1. 1. 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?
  2. 2. Igniting a Passion for Literacy, Part 3 Langley Elementary Schools Sept 28, Oct 18, Jan 19, Apr 12 Faye Brownlie Slideshare.net/fayebrownlie/langleyjan19
  3. 3. Learning Intentions •  I have a plan to try something new to me. •  I have a beGer idea of how to use big ideas or essenIal quesIons to guide my teaching. •  I have an idea of how I will shiK my teaching to respond to what I am learning about my students.
  4. 4. Your Class Profile •  What are the strengths of your class? –  Think of 2 or 3! –  What are you celebraIng that they have learned? •  What are the areas you are wanIng to stretch or strengthen this term? –  Choose no more than 2☺ •  What is your plan?
  5. 5. When planning, consider… •  Big Ideas –  Stories and texts –  PerspecIve –  Language and its use –  Wondering •  Curricular Competencies –  Comprehend and connect –  Create and communicate •  Content –  Story/text –  Strategies and processes –  Language features, structures and convenIons
  6. 6. Loose Parts •  As a prompt for storytelling •  As an alternate way to explain your learning
  7. 7. Oral Storytelling – Bev Marisco, Campbell River •  Read class a FN story about local animals hiding in the forest. •  Boys hid the animals in the forest because a big flood was happening. One of the boys had recently seen the flooding of the Campbell River. •  It looked like chaos but they were reenacIng a flood!
  8. 8. Gr 1. Note the organized seZng.
  9. 9. •  The children use the deer hide, rocks, sIcks, glass beads, animals to tell their story at centre Ime. •  Use the document camera for a larger audience. •  OKen the Aboriginal Support Teacher reads a story before centre Ime.
  10. 10. What is the relationship between humans and energy? •  A culminaIng acIvity in a grade 3/4 class •  Lisa Schwartz, Richmond
  11. 11. Learning IntenIons: Gr. 3/4 •  I can use different materials (loose parts) to show my thinking (criIcal competency) •  Using the materials helped me get my ideas (creaIve competency) •  I was able to make a connecIon to humans and energy and represent my ideas (communicaIon competency)
  12. 12. Belonging – grades 2/3 Michelle Hikida •  Structured Inquiry – All teacher quesIons •  EssenIal quesIons – What is the best part of you? – What are your giKs? – Who is the person you want to be?
  13. 13. •  Each day read a new book, collected characterisIcs of characters and made lists. •  Watched Utube videos, read music lyrics – collected characterisIcs of characters and added to the lists. •  Daily students chose a book from the basket and read. •  Sharing circle at end of reading – connecIons to the characterisIcs of characters in the book – –  What is the best part of you? –  What are your giKs? –  Who is the person you want to be?
  14. 14. How can we support our learners in moving beyond the lines in their written response to text? •  Leslie Leitch, Nakusp •  Grade 6/7 •  In preparaIon for on-line response posts •  Text: A Monster Calls – Patrick Ness
  15. 15. •  What’s happening? •  Who cares? •  Why does it maGer?
  16. 16. •  Big ideas •  DescripIve •  AdjecIves •  Word choice •  Supported inferences •  EmoIons – felt •  Touched hearts •  Clear examples of (emoIons, happenings) •  PersonificaIon •  Metaphor – simile •  Comparison •  Thinking like someone else •  Imagine
  17. 17. The Sequence •  Whip around – catch up on the story •  Explode the sentence •  Write to show you understand – move beyond a retelling, take a risk, go deep, explain why what happens maGers and to whom •  Share a phrase, a word, a sentence that is powerful in your wriIng •  Make a class list of what counts – beginning criteria •  Use those phrases to make a class found poem •  Reorganize twice to make the poem flow
  18. 18. Elias •  Conor seems to have been defeated. He has been overwhelmed with negaIve emoIons, fear, anger, sadness, and pain. He hides his feelings with flat emoIons, and pushes away all help. I think he is very Anxious, because of all the pressure put on him from the bullies, his mom’s sickness and possibly his mom and dad’s devorce. His posiIve emoIons are being stolen every Ime he has the nightmare. His grandmother doesn’t help either…
  19. 19. Riley •  I think the most important thing in the story right know is the words rissing and darkness. I think rissing means that he is beginning to figure out his truth and why it is important. I think the truth is that his mom will die and that is where the word darkness comes in …
  20. 20. Lucas •  What is going on in the last three chapters is that Conor’s mom is geZng worse and worse every single treatment. Conor is geZng more effected and anger from the scary storytelling monster that is going to tell Conor three different stories, Conor is also geZng bullied by a group of kids in school which is effecIng Conor the same way as the scary storytelling monster and his mothers treatments…
  21. 21. Phoenix •  I think conors feeling nothing. He dosent seem to feel very much. How would you now what he were feeling…
  22. 22. The next day… •  Review the criteria and reorganize into categories •  Read the next chapter •  Have students meet in small groups •  Provide a choice of 2-3 sentences for students to explode in small groups •  Students write a draK for their on-line post •  Students idenIfy, alone, then with a partner, where their wriIng has achieved the criteria •  What works? What’s next? •  Students edit for sentences, grammar, and post
  23. 23. •  What is something in your pracIce that affirms? •  What is something that you could refine? •  What is something that you could aspire to? •  What opportuniIes are there to let something go?

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