More Related Content
What's hot
What's hot (20)
Similar to Langley 4 Igniting a Passion for LIteracy
Similar to Langley 4 Igniting a Passion for LIteracy (20)
More from Faye Brownlie
More from Faye Brownlie (20)
Recently uploaded
Recently uploaded (20)
Langley 4 Igniting a Passion for LIteracy
- 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. Igniting a Passion for Literacy, Part 4 Langley Elementary Schools Sept 28, Oct 18, Jan 19, Apr 12 Faye Brownlie Slideshare.net/fayebrownlie/langleyapr12
- 3. Learning Intentions • I will conEnue to think about how we use leveled text informaEon. • I have a plan to collaborate with someone before the end of the year. • I have a plan to try something new with a literacy strategy or working with the core competencies.
- 4. 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 instrucEon. The levels aren’t meant to be shared with children or parents. – Fountas and Pinnell Literacy Post, Sept 29, 2016
- 10. When collaborating: • No plan, no point • Focus the teaching to enable the child to be successful IN the classroom • Ensure that both teachers have a role in the lesson • Assume competence in ALL the learners • The key is ACCESS to the work of the class
- 11. In-class writing, collaboration, core competencies, gr. 2/3 • Marnie Manners • Faye Brownlie • WriEng project in Burnaby focusing on infusing the PosiEve Personal and Cultural IdenEty Core Competency into WriEng
- 12. Narrative Writing – Gr 2/3 with Marnie Manners, Burnaby • Students have been reading and retelling Lars, the polar bear stories by Hans de Beer • The story plot is that Lars, the polar bear, is bored/lonely in his home at the North Pole. Something unexpected happens (an iceberg floats away, he gets caught in a fishing net/trap and travels by boat/plane/train) and is taken to another place (jungle/city). He meets another animal in the new segng. The new friend takes him to meet another animal who helps him to get home by some sort of transportaEon. Lars safely arrives home, is reunited with his family and tells them about his adventure.
- 13. • Goal: move beyond retelling to create a story following his recipe • Class had idenEfied the recipe • Review recipe • Introduce the ‘story necklace’ – 3-4 recipe cards, 1 for each chunk • Model, with their help, the wriEng • Students leave the carpet, having idenEfied: – The new animal – The new segng – The method of transportaEon
- 14. • Aer wriEng: • Voice: Provide evidence of how your wriEng sounds like you • Core Competency: How did you keep on wriEng? What did you say or do to show such stamina? PPCI:I can describe and demonstrate pride in my posiEve qualiEes, characterisEcs, and/or skills. CriEcal Thinking: I can consider more than one way to proceed and make choices based on my reasoning and what I am trying to do. Personal Awareness: I can set realisEc goals, use strategies to accomplish them, and persevere with challenging tasks. • Circle 2 words that are unique or specialized in your wriEng
- 27. Teaching reading and writing to increase engagement and deep thinking, include core competencies and big ideas, gr. 4/5
- 28. Strengths of my class: - CooperaEve - Eager and want to learn - SupporEve of each other Stretches - CommunicaEon and CriEcal Thinking amongst my students Some big ideas that the other 4/5 teacher and I have been working towards are: -Energy can be transformed. For science grades 4 and 5 -Natural resources conEnue to shape the economy and idenEty of different regions of Canada. Grade 5 Socials -InteracEons between First Peoples and Europeans lead to conflict and cooperaEon, which conEnues to shape Canada’s idenEty. Grade 4 Socials I would like you to demo. I am hoping to be able to make the teaching/learning more authenEc and real for my students and to increase their engagement.
- 29. The Sequence • Goal today – stretch your thinking and work like a detecEve to use clues to figure things out • EssenEal quesEon: How does where you live affect 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
- 32. Explode the Sentence • One day many years ago, children were playing in the village, learning to be good warriors and hunters.
- 37. Critical Thinking Core Competency •I am becoming an acEve listener; I ask quesEons and make connecEons. Evidence: •When I talk and work with peers, I express my ideas and encourage others to express theirs; I share roles and responsibiliEes. Evidence: •I recount and comment on events and experiences. Evidence:
- 40. Unpacking the Lesson • What struck you? – Engagement of the kids – 1 hour, 40 minutes – All could parEcipate – Major shis in thinking – Content woven into massive thinking – All responses were accepted – Your language: each child was honoured and lied up ☺ – I could do this!!
- 41. Next Steps • Next day, begin with another image and another sentence to explode (should take half the Eme) • Move to groups of 2-3 and have each group of students explode a different sentence • Share the sentences and an interpretaEve 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, highlighEng content.