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Langley.oct2016
- 1. How are allyour 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 Passionfor 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 amI? 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 theWriting 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 andCultural 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 andCultural 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
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- 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
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- 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, SunshineCoast • 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