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BJF.Delta.Nov Redesigned ELA Curriculum K-3
- 1. Implementing the Redesigned Language Arts Curriculum K-3 Barbara Jarvis Founda/on Series Nov 2 and Feb 7 Faye Brownlie, Lisa Schwartz, Michelle Hikida Slideshare.net/fayebrownlie/bjf.delta.nov
- 2. Learning Intentions • I have a beFer idea of how to work with the Big Ideas in the redesigned language arts curriculum. • I beFer understand how to weave the core competencies throughout the day. • I am leaving with a structure or a strategy that is new to me and that I can try with my students.
- 4. Big Ideas • Make this curriculum 3 dimensional • Translate into essen/al ques/ons • Give meaning to the pieces of curriculum competencies and content • Include all students
- 5. Core Competencies • Communica/on • Thinking – Crea/ve – Cri/cal • Personal – Posi/ve personal & cultural iden/ty – Personal awareness & responsibility – Social responsibility
- 6. • Embedded • All kids, all subjects, all grades • Are NOT a checklist or a series of separate lessons • All students develop to become engage, life- long learners • Are included in the June report card as a student self-assessment/reflec/on
- 8. First Peoples • Content and perspec/ve explicitly taught • Text and stories woven throughout • First People’s Understandings – Respect – Raising your paddle/liZing up – Inclusion – …
- 10. Learning Inten+ons • I can make connec/ons between reading strategies and instruc/on and the re-designed language arts curriculum. • I can see how core competencies can be uncovered through reading instruc/on and reading /me. • I have one idea to take away and try.
- 16. Every Child, Every Day: Six Elements of Effective Reading Instruction A summary from Richard Allington, Educational Leadership, March 2012 1. Every child, everyday reads something they have chosen themselves. 2. Every child reads accurately. Research shows that reading at 98% or higher accuracy is essential for reading acceleration. 3. Every child reads something he or she understands. This takes a lot of reading and rereading of text that students find engaging. 4. Every child writes about something personally meaningful. When they write about something they care about, they use conventions of spelling and grammar because it mat- ters that their ideas are communicated. 5. Every child talks with their peers about reading and writing. Research has demonstrated that conversation with peers improves comprehension and engagement with text. 6. Every child listens to a fluent adult reader read aloud. This increases students’ own flu- ency and comprehension skills, expands vocabulary, background knowledge, awareness of genre and text structure. S.D. #71
- 23. • Strategies Used: • Thinking about the meaning of the sentence • Your word choices were the same part of speech • You knew what would sound right • AZer I added the “w” you also used visual informa/on • **early readers have trouble using all sources of informa/on and tend to rely on one. Whichever one comes easiest for them
- 24. Whole Class Lessons Using Big Books • Work with one or two pages (5-10 Minutes) • Cover up one or two words • Read the sentence together leaving out the missing word • Ask them for all of the possibili/es for the missing word • Record their sugges/ons • Try each word they suggested crossing out words that don’t make sense
- 31. Explicit Instruc/on of Skills • Sight word • Word families • Phonics • Phonemic Awareness (sounds and rhyming words) While explicit, embed these lessons into con/nuous text as much as possible to make it meaningful.
- 38. Browsing Bags
- 39. Browsing Bags • Early readers: Just right books, repeated reading of the same books, expert books. • More developed readers: A variety of genres. • Read to self, read to a friend, read to an adult. • Reflec/on: I liked. I learned. I am wondering about.
- 40. Time to Read with a Partner (Read to Someone) • Children are taking turns reading to each other • One person is the reader, one person is the coach. • Use the bookmark for reference. • When the person reading comes to a word they don’t know, the coach asks, “Do you want /me or help?”
- 41. Self Assessment of the Core Competencies • I am an ac/ve listener. (Communica/on) • I can give, receive and act on feedback. (Communica/on) • I can persevere through challenging tasks. (Personal Awareness & Responsibility)
- 42. Core Competencies Personal Awareness and Responsibility: • I can persevere with challenging tasks. • I can implement, monitor, and adjust a plan and assess the results. Communica+on: • I can take on roles and responsibili/es in a group. • I can recount experiences and ac/vi/es and tell something I learned.
- 44. WHAT: • Students are reading a variety of genres • Authen/c reading • Students are having fun while reading • Gives opportuni/es for the teacher to do some small group, explicit reading instruc/on or reading conferences Literacy Centres/Reader’s Workshop
- 45. WHY: • Prac/ce reading strategies and lessons that have been taught in whole group or small group • Real life applica/ons for reading • Read for different purposes • Finding joy in different reading experiences • Increase choice and mo/va/on • No busy work. No worksheets. No added marking. • 30 minutes of eyes on print a day Purpose of Literacy Centres/Reader’s Workshop
- 48. Possible Read Like a Scien+st Mini Lesson • How to access non-fic/on books with a lot of print or difficult vocabulary? • Use pictures and headings to make meaning • Model how to infer from pictures
- 65. Reading Train • Students in pairs, beside each other in two rows. • The reader starts reading when the whistle blows and con/nues to read un/l the whistle blows again. • Early Primary: One is the reader and the other is a listener. The reader reads the same book. • Late Primary/Intermediate: One person reads, the other synthesizes the main idea.
- 67. Wonders From the Heart The best and most beau8ful things in the world cannot be seen, not touched but are felt. Helen Keller These are not ques8ons we can find the answer to in books. These answers come from our hearts and minds. We answers these more like a poet than a scien8st. We hoped that wonders from the heart will teach them to write with more voice and expression. A Place For Wonder G. Heard & J.McDonough
- 70. Looking Like Me By W. Myers
- 80. What is the Best Part of You? The Best Part of Me: Children Talk About Their Bodies in Pictures and Words By W. Ewald
- 83. What Are Your GiVs? Sweetest Kula By C. Kulluk & A Neonakis I was Born Precious and Sacred By Debora Abood
- 87. We read books
- 96. Making an ac+on plan As a class we brainstorm our plan: • Dona/ng to the food bank • Act of apprecia/on – ambulance drivers • Dona/ng to the needy • Volunteering at a senior center • Cleaning liFer in our community • Helping younger students
- 97. Big Ideas • Language and text can be a source of crea/vity and joy. • Grade 1: Stories and other texts help us learn about ourselves and our families (and our communi/es – 2/3).
- 98. What do you see and why does it matter?
- 104. Critical Thinking Competency • I can use evidence to make simple judgments. • I can ask ques/ons. • I can make predic/ons. • I can tell or show something about my thinking.
- 105. Communication Competency • With support, I can be part of a group. • In familiar situa/ons, with direct support, I communicate with peers and adults. • I understand and share basic informa/on about topics that are important to me. • I talk and listen to people I know. • I plan and complete ac/vi/es with peers and adults.