2nd in the series, Igniting a Passion for Literacy, K-7. Focus on writing and writers' workshop - K, building criteria sequence for 3-7, 1/2 writing after a mentor text. Connected to Big Ideas of English Language Arts curriculum.

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 2
Langley Elementary Schools
Sept 28, Oct 18, Jan 19, Apr 12
Faye Brownlie
Slideshare.net/fayebrownlie/langleyoct16

3. Learning Intentions:
• I have a plan to increase my wriGng
instrucGon, including a focus on criteria.
• I have a new strategy or structure to try with
my students.
• I can deliberately include the Big Ideas in my
planning.

5. April Pikkarainen & Lauren Maclean, K

6. Concept
Understand
KnowDo Self
Who am I?
What’s my
role/job? How do I
affect the
environment?
What are my gifts?
SCI:: Daily and seasonal changes affect
all living things.
SS: Rights, roles, and responsibilities
shape our identity and help build healthy
relationships with others; stories tell about
who we are.
SCI: observe, ask questions,
experience and interpret local
environment
SS: Explain the significance of
personal or local events, objects,
people or places; acknowledge
different perspectives on people,
places, or issues, or events in their
lives.
SCI: FP’s knowledge of weather
and seasonal changes; living
things change to accommodate
seasonal cycles
SS: Personal and family history
and traditions; people, places,
and events in the local
community, and in local First
Peoples communities.
LA: stories help us learn about ourselves and
our family; everyone has a story; we connect
with others through listening and speaking;
curiosity & wonder lead us to new
discoveries about ourselves and our world.
Math:
1-1 correspondence & sense of 5 and 10 are
essential for numeracy fluency; objects have
attributes that can be described, measured,
and compared; elements in patterns can be
identified.
Creative thinking:
I get ideas when I play.
Critical thinking:
I can show if I like
something or not.
Communication:
I recognize different
points of view and can
disagree respectfully.
Social/Personal
Development:
I can describe my family
and community.
Documenting students’
comprehension of
big ideas
Soft Start and
Morning Meetings,
Outdoor
Explorations,
Story Workshop
Sharing Circle,
Mid-Point Check-in,
Closing Circles
(Knowledge Building
Circles)
Lauren MacLean & April Pikkarainen
Kindergarten Sept 2016

7. Beliefs about Writing
• WriGng is thinking
• Write daily
• Precede wriGng with talk, reflecGon, Gme
• Focus on meaning
• Explicitly teach wriGng and provide Gme for pracGce
and feedback
• Feedback and co-developed criteria support the
development of wriGng
• WriGng is cross-curricular
• All children are writers

8. Stages of the Writing Process
• Pre-wriGng
– Co-creaGng criteria
– Establishing purpose and audience
• DraQing
– Oral feedback while wriGng, connected to criteria
• EdiGng
– Daily: one change
– Not necessarily needing a rewrite
• Proofreading
• Publishing and presenGng

9. Big Ideas – Language Arts
• Language and text can be a source of creaGvity
and joy.
• Stories and other texts help us learn about
ourselves, our families, and our communiGes.
(K-3)
• Exploring stories and other texts helps us
understand ourselves and make connecGons to
others and to the world. (4-7)
• Exploring and sharing mulGple perspecGves
extends our thinking. (6-7)

10. Leanne Commons & Jeri Jakovac, K
Writers’ Workshop: Our Philosophy
Students need:
• To feel safe to experiment with drawing
pictures and wriGng words
• To know the criteria or what is expected (BBB)
• To work at their individual instrucGon level
(just-right level) and nudged forward
• To have fun and to feel proud

11. So what do we actually do?
1) Set up our page (line and date)
2) Set our criteria—BBB (Big, Bold, and BeauGful)
3) Draw a picture that tells a story with suggesGons from the
class
4) Demonstrate drawing with think alouds
5) Label drawings with Kid WriGng or “bubblegum
wriGng” (sounding out)
6) Model story telling-verbal
7) Allow students to tell their own stories-verbal
8) Sentence wriGng (someGmes) with Kid WriGng and/or Adult
WriGng
9) Students do their own stories in their wriGng books-one
teacher circulates, one is at the quiet table.

12. Positive Personal and Cultural Identity
• I am aware of different aspects of myself.
• I can idenGfy people, places, and things that are
important to me.
• I can idenGfy some of my individual
characterisGcs.
• I can describe my family, home, and/or
community (people or place).
• I can explain what I like and dislike.
• I am able to explain what interests me. (2)

13. Positive Personal and Cultural Identity
• I can describe different aspects of my idenGty.
• I have pride in who I am.
• I am able to idenGfy different groups that I belong to.
• I am able to represent aspects of my cultural contexts
(such as family, communiGes, school, peer groups)
through words and/or images.
• I can describe what is important to me.
• I can describe and demonstrate pride in my posiGve
qualiGes, characterisGcs, and/or skills.
• I can explain how I cam able to use these to contribute
to my home and/or community. (3)

14. A writing sequence
• Gallery Walk
• Write
• Build criteria
• Self assess and apply criteria
• Ownership

15. • Place a series of pictures around the room
• Students in groups of 3
• 3 minutes per picture
• Chat – How could you use this image in your
wriGng?
• Build on one another’s thinking
• View 4 pictures

19. • Eagle Dreams - Wri.en by Sheryl McFarlane ;
Illustra;ons by Ron Lightburn;
• ISBN: 1-55143-016-9

20. • Task: a piece of wriGng, choose your genre,
think about the criteria
• As you are moving to your desk, keep walking
unGl you have your first line in your head
• 12 minutes to write
• As students are wriGng, move about the room,
underlining something powerful (criteria
connected) in each person’s wriGng

21. • Each student shares what was underlined
• Listen to hear something you might want to
borrow
• As a class, decide on why each was underlined
• Create the criteria:
– Words that are WOW
– Details that showed emoGon or made a picture
– Hook – first line made me want to keep reading

22. Sample 1
One cool and breezy night, in a prairie, a boy sat
on the rim of his open window, looking out at
the moon, hoping for something to happen.
AQer a few minutes, he went back in and close
his window. Robin sighed. “I wished my life
has more excitement in it, “ he thought,
before he turned off his light and went to bed,
he took one quick look at his kite on top of his
bed that’s shaped like an eagle, and went to
sleep.

23. Sample 3
Once upon a Gme there was a boy that was facinated by eagles, he
asked his father to get one for him but he couldn’t. Then the boy
thought about a way to catch an eagle and then a different gender
one for more eagles. Delighted with his idea that he thought of last
night, he conGnued his plan. He put 3 fishes in the open with a
trap, and went to bed. Then he heard a noise that sounded like an
eagle. When he had checked the trap, he found an eagle that was
in his trap. Happily jumping around, the eagle made him inspired to
make a home for the eagle. He created a bond with the eagle. He
remembered how much his father despised eagles. He lead the
eagle to a secret place in the forest where his father never went.
He came downstairs and his father was in a rage. He threatened to
ground his son if he didn’t kill the eagles. Shocked, the boy asked
why he told him so. The father said they …

24. Sample 4
At Sunday, the Ximing and his father mother go
travel. On, Ximing say “I’m see a eagle!” His
father and his mother is going to his. And his
mother say “Oh, Help it!” OK. It was heal. OK.
We are go back home!
At home:
Today is very funning. Because we are helpa eagle!
I’m so happy now! Ximing is Gme to eat a dinner
say mother say …

25. • Kids can add/edit/conGnue to work
• Set up for next class
– Work on same criteria
– Hear again, pieces that work
– Move to where kids can idenGfy criteria in their own
work and ask for help with criteria that are struggling
with
• AQer repeated pracGce, students choose one
piece to work up, edit, revise, and hand in for
marking
• Feedback is conGnuous, personal, Gmely, focused

26. Grade 1/2, Sunshine Coast
• The strengths:
– Chaoy, love to share ideas, take risks with their
spelling
• The challenge:
– Very diverse group
– Some resistant to wriGng, others write pages
• The goal:
– Teaching wriGng in a fun and inclusive way to help
everyone grow