The document outlines a curriculum framework focused on enhancing reading and writing skills for students in grades 4-9 through evidence-based practices. It emphasizes universal design for learning, incorporating various teaching strategies like inquiry, cooperative learning, and assessment for learning to engage students and support diverse learners. Specific lessons and activities are provided, showcasing writing prompts, group work, and criteria development for effective writing.

1. Evidence-Based Reading and
Writing
Sunshine
Coast,
gr.
4-­‐9
January
21,
2015
Faye
Brownlie
www.slideshare.net/fayebrownlie/
sunshineintermediate/2015

2. The teeter totter
kids
kids curriculum

3. Frameworks
It’s All about Thinking (English, Humanities, Social Studies) –
Brownlie & Schnellert, 2009
It’s All about Thinking (Math, Science)– Brownlie, Fullerton,
Schnellert, 2011

4. Universal Design for Learning
MulDple
means:
-­‐to
tap
into
background
knowledge,
to
acDvate
prior
knowledge,
to
increase
engagement
and
moDvaDon
-­‐to
acquire
the
informaDon
and
knowledge
to
process
new
ideas
and
informaDon
-­‐to
express
what
they
know.
Rose
&
Meyer,
2002

5. Choose a lesson
• Think
of
all
the
users
at
the
point
of
design.
• Who
mighty
not
be
able
to
do
this?
• Think
of
the
goal,
not
the
acDvity/method.
• Accessibility
not
accommodaDon.

6. Backwards Design
• What
important
ideas
and
enduring
understandings
do
you
want
the
students
to
know?
• What
thinking
strategies
will
students
need
to
demonstrate
these
understandings?
McTighe
&
Wiggins,
2001

7. Approaches
• Assessment
for
learning
• Open-­‐ended
strategies
• Gradual
release
of
responsibility
• CooperaDve
learning
• Literature
circles
and
informaDon
circles
• Inquiry
It’s All about Thinking – Brownlie & Schnellert, 2009

8. Introduction to Mitosis
• Whip
around
–
what
do
you
remember
about
DNA?
• QuesDoning
from
3
pictures
• AnDcipaDon
guide
–
with
partner
• Read
to
find
out
and
provide
evidence
for
your
answer
• Sort
and
predict
–
groups
of
3
• With
Ken
Asano,
Centennial

13. Before
A]er

14. cancer
duplicate
cell
cycle
daughter
cells
cytokinesis
nucleus
interphase
proteins
mitosis
divide
replicaDon
replace
spindle
fibres
funcDon
for
survival
separate

20. Gallery Walk – writing lesson
• In
groups,
3
things
that
count
in
wriDng
• Made
class
list
and
categorized
• Focus
on
meaning
and
thinking
– DescripDon
– ImaginaDon
– Detail
– Knowledge
– Focus
– Ideas
– Passion
– Intriguing
– Understandable

21. • 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
wriDng?
• Build
on
one
another’s
thinking
• View
4
pictures

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

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

30. • 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
emoDon
or
made
a
picture
– Hook
–
first
line
made
me
want
to
keep
reading

31. 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.
A]er
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.

32. Next
morning,
Robin
went
outside
to
fly
his
kite
a]er
breakfast,
while
he
was
flying
his
kite,
he
noDced
the
wind
got
stronger,
he
tried
to
hold
on
to
the
string,
but
it
slipped,
the
kite
got
caught
in
the
wind
and
flew
towards
the
forest,
Robin
ran
a]er
it,
he
ran
and
ran
and
ran,
unDl
he
ran
into
a
clearing,
he
found
the
kite
there,
but
he
also
discovered
something
else
a
few
feet
away,
was
a
bunch
of
brown
feathers,
moving,
“Can
it
be?”
he
thought.
He
moved
a
likle
closer
and
he
saw
what
the
bunch
of…

33. Sample
3
Once
upon
a
Dme
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
conDnued
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
…

34. 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
Dme
to
eat
a
dinner
say
mother
say
…

35. Sample
5
One
day
Amiy
was
flying
a
kite
it
like
an
eagle.
He
loves
eagle.
Well
he
was
running
he
saw
an
eagle
liding
on
the
grass,
he
thik
the
eagle
is
in
troudel
so
he
went
over
to
see
what’s
wong.
It
was
a
baby
eagle
that
had
it’s
weing
hurt.
Amiy
broDn
it
home
and
ask
his
sister.
His
sister
told
him
that
the
eagle
is
in
…

36. • Kids
can
add/edit/conDnue
to
work
• Set
up
for
next
class
– Work
on
same
criteria
– Hear
again,
pieces
that
work
– Move
to
where
kids
can
idenDfy
criteria
in
their
own
work
and
ask
for
help
with
criteria
that
are
struggling
with
• A]er
repeated
pracDce,
students
choose
one
piece
to
work
up,
edit,
revise,
and
hand
in
for
marking
• Feedback
is
conDnuous,
personal,
Dmely,
focused

37. Quick Writes
• Give
a
word
• 15
seconds
to
think
• 2-­‐3
minutes
to
write
• Word
count
• Find
a
phrase,
short
piece
you’d
like
to
share
• As
the
students
stand
and
share,
listen
for
nuggets
you
might
be
able
to
use
in
some
way
in
your
wriDng
• –
the
words
we
used
today

38. Picture Prompts
• Talk
to
your
partner
about
what
you
are
seeing,
wondering,
thinking
about
in
this
picture…think
about
how
it
connects
to
‘paint’
and
‘train’
• Share
2-­‐3
pictures.
• Walk
and
talk
with
a
partner:
what
is
the
story
behind
the
pictures?
What
is
the
story/text
that
is
sparked
in
your
thinking
by
the
words,
the
wriDng,
the
conversaDon,
the
pictures.
• Quick
write
of
10
minutes
or
so.