1. Agenda
•
Planning the Curriculum Trip: How it all fits together
•
TLCP/Bump It Up Wall Process: Making it work in the
classroom
•
Bump It Up Wall: What it looks like
•
Learning Goals and Success Criteria: What are they and
what do they look like?

2. Planning the Curriculum
Trip
Minds on Activity
• Align the terms with the trip analogy
• Note that they are not necessarily
listed in a linear order

3. Planning the Trip
Guiding Questions
Starting Point
Where do I want to take my
students?
Luggage Prep
How familiar are they with the
destination?
Packing the luggage with skills
How am I going to get them there?
Renting the Car
What will drive my instruction to
the destination highlights?
The Road travelled
What road will I take to get them
there?
Most effective route
How will my students be guided to
take the most effective route?
Road Signs to rely on
What signs should they be following
along the route?
Getting through speed bumps
How will I address bumps along the
way?
Encouraging we’re almost there…
How can I motivate students to set
and achieve their goals to reach the
final destination?
End Point: We made it!
What are they capable of producing
when they arrive to the destination?
Process
Diagnostic Task
“Bump It Up Wall”
Co-created L2 – L4 work Samples
Culminating Task
Terms to Use: Goal Setting, Thinking Matrix, Formative Assessment, Learning Goals, Descriptive Feedback,
Comprehensive Literacy, Success Criteria

4. Check Your Answers
Planning the Trip
Guiding Questions
Process
Starting Point
Where do I want to take my
students?
Learning Goals
(student friendly expectations)
Luggage Prep
How familiar are they with the
destination?
Diagnostic Task
Packing the luggage with skills
How am I going to get them there?
Success Criteria
Renting the Car
What will drive my instruction to
the destination highlights?
Formative Assessment
The Road travelled
What road will I take to get them
there?
Comprehensive Literacy
(Gradual release model)
Most effective route
How will my students be guided to
take the most effective route?
“Bump It Up Wall”
Co-created L2 – L4 work Samples
Road Signs to rely on
What signs should they be following
along the route?
Thinking Matrix
(clues, sentence starters, work
samples)
Getting through speed bumps
How will I address bumps along the
way?
Descriptive Feedback
(linked to success criteria)
Encouraging we’re almost there…
How can I motivate students to set
and achieve their goals to reach the
final destination?
Goal Setting
(Peer/Self Assessment)
End Point: We made it!
What are they capable of producing
when they arrive to the destination?
Culminating Task

5. TLCP and Bump It Up
Walls: Making it work in
the classroom

6. Diagnostic Task
• Assesses the students ability to achieve the learning
goal(s) prior to teaching
• Assesses both reading and writing (in language)
• It is only a snapshot of the goal
• Allows the teacher to break down the specific
elements of a task (success criteria) to see where
the most teaching is needed
• Helps us to group our students for guided instruction

7. Learning Goals and Success
Criteria
• Establish the overall learning goal for
the students
• Look at and analyze level 3 or 4
mentor texts as a shared activity (this
can be posted until you do a bump-it-up
activity)
• Co-create success criteria using the
mentor texts

8. Conference
• Descriptive Feedback from the teacher
regarding the Diagnostic Task
• Setting a personal goal with each
student

9. Formative Instruction
(with ongoing feedback)
•
Model and create anchor charts for reference (linked to success
criteria)
•
Practice tasks as a shared activity
•
Practice bumping up tasks as a shared activity (this can be used for
the Bump-It-Up wall)
•
Pull groups who need more attention on specific skills or thinking to
practice these in a guided session (i.e. grammar lessons)
•
Practice bumping up exemplars of student work in small groups
and in guided groups (maybe on chart paper) – share as a whole
group (consider using one or two groups’ work as exemplars to add
to/update the Bump-It-Up wall)

10. Formative Instruction
(with ongoing feedback)
•
Practice tasks independently when ready (allows more time for
conferencing and guided practice)
•
Practice bumping up personal work independently, following
formative descriptive feedback (consider sharing bumped up work
as a whole group – talk about what was changed, connecting it to
specific success criteria)
Teach how to give peer feedback and have students practice this
throughout the cycle so that you can target students who need you
most
Consider conferencing with students along the way to revisit
personal goals – students may wish to revise them

11. Culminating Task
•
Connects the ‘big idea’ and the targeted expectations in a
meaningful way
•
Designed to assess the cluster of expectations that have framed the
learning goal
•
Assessment of the task follows the success criteria and does not
consider other criteria
•
Captivates students’ interest – motivating
•
Is substantive – likely has several components (SAY-WRITE-DO)
•
Not a one-one correspondence with the diagnostic, but assesses
the same learning goals (usually more complex)
 Done independently (unless stated in IEP - prompting)

12. Bump It Up Walls
What do they look like?

13. Bump It Up Walls Have:
• Clear Learning Goals
• Success Criteria
• Co-created anchor charts
• Samples of work
• Sample of same work bumped up
• Highlights showing what was done to “bump it up”

14. Learning Goals
• Tell the students “Where they are going” (no secrets)
• Link to the expectations outlined in the TLCP
• Can be written around a cluster of expectations and should
address the main goal(s) of the cycle, with a focus on the
reading for meaning expectations (1.4-1.9)
• Student friendly language
• Written from the students’ perspective (i.e. We will… or
We are learning to…)

15. Examples of Leaning
Goals
(based on Gr. 5 TLCP expectations R1.8, R1.9, W2.2, W2.5, O2.5, O2.6)
1)
We can identify a point of view in a text and
recognize other points of view
2)
We can give our own opinion and persuade
others to agree with us

16. Success Criteria
•
Tell what students need to do in order to achieve the learning goal
•
Directly linked to the learning goal and the expectations outlined
in the TLCP
•
Linked to the achievement chart (make sure the thinking is
evident)
•
Not processed based (put this on anchor charts instead)
•
Stated from the students perspective in the positive (i.e. I can…
or I will…)
•
Co-constructed (reconstructed) with students using exemplars to
guide them – this gives ownership and helps them to be aware of
what they must do
**Note that success criteria can become a learning goal for a mini-lesson

17. Examples of Success
Criteria
to Support Learning Goal #2
•
I can express my point of view about a topic and support it with evidence
•
I can use appropriate voice to convince someone of my opinion
•
I can express my opinions orally in a clear and coherent manner
•
I can use strong vocal skills and appropriate body language to enhance my
oral delivery (Knowledge and Communication)
•
I will use vivid and innovative language to add interest to my writing and to
convince my reader of my opinion (Knowledge, Communication, and Application)
(Thinking and Communication)
(Communication)
(Communication)

18. I would insert photo’s of sample
Bump-It-Up Walls here
(I don’t have any at the moment)
This is the clipart ‘booing’ sound. Though, it sounds like cheers.

19. Photo Sources
Thanks to:
•Road Trip! Creativity & Sustainability Part 2 blog.grdodge.org
•www.promarksigns.com
•blog.cabinconnection.com
•Save money on car insurance, www.oprah.com
•socialmediatraction.com
•Escape Artist, mariannepost.wordpress.com
•Journalism, English, and Writing Skills, www.servitokss.com
•The Write Steps, writestepswriting.com