3rd half day session with a focus on the redesigned curriculum. This session highlights core competencies, some considerations of levelled text, and teaching vocabulary decoding skills in context.

1. The Redesigned Curriculum: a
home for quality teaching and
learning in inclusive classrooms
Supporting ALL of Our Literacy
Learners
Henderson and Trudeau
April 28, 2017
Faye Brownlie
Slideshare.net/fayebrownlie.henderson.april

2. Reading is understanding.
Reading is thinking.
Reading is making sense in
disciplines.

3. The goal of teaching reading is
to create kids who can read and
who choose to read.

4. Background knowledge has a greater impact on
being able to read a text than anything else.
-Doug Fisher, Richard Allington

5. We CAN teach all our kids to read.
• Struggling readers need to read MORE than
non-struggling readers to close the gap.
• Struggling readers need to form a mental
model of what readers do when reading.
• Struggling readers need to read for meaning
and joy ☺
• Struggling readers do NOT need worksheets,
scripted programs, or more skills pracNce.

6. • EducaNon researcher John HaPe, in his book
“Visible Learning“, notes that using descripNve
feedback is THE single most powerful thing we
can use to increase student learning.

7. • Do you conference – and listen to the child
read – with your more at promise students
daily?

8. M – meaning
Does this make sense?
S – language structure
Does this sound right?
V – visual informaNon
Does this look right?
How did you figure that out?

9. Your Class Profile
• What are the literacy strengths of your class?
– Think of 2 or 3!
– What are you celebraNng that they have learned?
• What are the areas you are wanNng to stretch or
strengthen in these last two months?
– Choose no more than 2☺
• What is your plan?

10. The Leveling Question
• It is detrimental to a student’s self-esteem and to
their love of reading when they are encouraged
to measure their own progress by ‘moving up
levels’.
– Fountas and Pinnell 2017
• Fountas and Pinnell created the F&P Text Level
Gradient to be used as a teacher’s tool for
assessment and instrucNon. The levels aren’t
meant to be shared with children or parents.
– Fountas and Pinnell Literacy Post, Sept 29, 2016

11. • Telling students to choose by “level” is not an
authenNc way to select books to read
independently.
• They [families] may see the level as a very
exact measurement, but students don’t always
read at a precise level.

12. • Listening to a child read should give you
informaNon to guide your instrucNon.
– What paferns do you noNce?
– What strengths/strategies does the reader
demonstrate?
– Is the reader self-monitoring?
– Is the reader creaNng meaning?

13. • How ogen do you measure everyone with
their levels? How is this informaNon used?

14. • How ogen do you measure everyone with
their levels? How is this informaNon used?
– SummaNve, reporNng out, tracking overall
changes – once a year is sufficient
– What strengths does the group of readers
demonstrate?
– What needs to be the next focus?

15. Support for Vulnerable Students
• Good classroom teaching
• Daily 1:1 or small group teaching
– Word work
– Reading of just right or instrucNonal text
– WriNng about reading
Fountas & Pinnell

16. Core Competencies
• CommunicaNon
• Thinking
– CreaNve
– CriNcal
• Personal
– PosiNve personal & cultural idenNty
– Personal awareness & responsibility
– Social responsibility

17. • While students and teachers become familiar
with the self-assessment of the Core
Competencies this year, it is recommended
that students begin by self-assessing on at
least one of the three broad Core
Competencies on the final report of this
school year.
• SupporNng the Self-Assessment and ReporNng
of Core Competencies, Ministry of Ed., March
2017

18. Strengths-based!!!
We are NOT searching for what kids are NOT
good at.
We build on strengths, not fill in holes.

19. • No checklists
• No rubrics
NoNce – Name - Nurture

20. Over time, students:
• Gain the ability to assess their own strengths
• Create realisNc and achievable goals
• Construct a clear plan to reach their goals
• Provide examples and evidence of their learning
• Revisit previous documentaNons of self-
assessments, where applicable, to document
their growth
• Ministry of EducaNon, March 2017, Drag

21. 4 Points of Evidence
curriculum.gov.bc.ca/files/pdf/Teacher_Sample_SD61.pdf
• What happened?
– For this task I demonstrated the Core Competency …
• So what?
– I think this CC is important because…
– Developing this CC helps me…
• ConnecNons?
• Now what?
– Now I wonder, think, want to know, can improve by…

22. Overall Classroom Environment
Activities ... Supports ... Assessment/Feedback
An Integrative Model of Self-Regulation
(Butler, Schnellert, & Perry, 2016)
Cycles of
Self-
Regulated
Activity
Planning
Interpreting Tasks
Monitoring
Adjusting
Enacting
Strategies
History,
Strengths,
Challenges,
Metacognition,
Knowledge,
Beliefs,
Agency
Butler, 2002; Butler et al., 2011
Emotions & Motivation

23. Greg Miyanaga,
Grade 2 SD43

24. Active Listening
Greg Miyanaga,
grade 3

25. Kelsey Keller, SD43

26. Kelsey Keller, SD43

27. Kelsey Keller, SD43

28. Self-Assessing Personal Awareness
and Responsibility – Judith King, SD 67
• Place words and phrases from the chosen core
competency on a page
• Choose words and phrases that represent a
wide range
• All words and phrases are posiNve
• Copy one page per student

29. • Large and small group discussions:
– Explore and discuss
• A word or phrase that is hard to understand
• A word or phrase that we ogen talk about
– Growth mindset
• Has do we get befer at personal responsibility?
• What advice would you give to a younger student as you coach
them on being personally responsible?
– Think about all 3 aspects
• Well-being
• Self-determinaNon (standing up for yourself, meeNng your needs)
• Self-regulaNon (sePng and working toward goals)

30. • Self-assessment
– Choose two words and phrases that are a lot like you.
• Provide evidence.
– Choose one word or phrase that you would like to
know more about.
• Have a partner describe what someone might say, do or
think if they were like this phrase or word.
– Find one or two words or phrases to fit each of these
categories for YOU! (These are IB self-assessment
categories.)
• A bit like me Quite like me Very much like me

31. • Self-assessment
– Return to these words and phrases throughout
the year.
– Add new words and phrases.
– Make “I can” statements
– Plan and discuss how to grow these areas
– Have students represent their growth in some way
*The process is more important than the record!

33. A bit like me Quite like me Very much like me

34. Volcano Surfing Sequence

35. Intensive Vocabulary Building
Before During A@er
acNve
cinder cone
erupted
steep slopes
billowing
crater
degree
angle

37. • Ager making the tough climb to the top,
volcano surfers put on ___________________
clothing – including ___________ goggles and
someNmes _____________ jumpsuits – to
keep out all the ash.

38. • Ager making the tough climb to the top,
volcano surfers put on
p___________________ clothing – including
p___________ goggles and someNmes
o_____________ jumpsuits – to keep out all
the ash.

39. • Ager making the tough climb to the top,
volcano surfers put on pro_________(3 syllables, root
word, keep you safe) clothing – including p______
(material) goggles and someNmes o______ (colour)
jumpsuits – to keep out all the ash.

40. Why is volcano surfing risky?
• Read with the quesNon in mind.
• Answer the quesNon, with a partner, orally.
• Answer the quesNon in wriNng, using as many of
the key terms from the text as possible. Can you
give 3 reasons? 4?
• In Crazy Challenges – Jill Eggleton
• Key Links Literacy