The document outlines strategies for inclusive curriculum design and effective instructional practices to engage all learners, emphasizing social-emotional learning, quality assessment, and thoughtful feedback. It highlights best and non-best practices in literacy, stressing the importance of interactive reading strategies and adapting lessons for diverse classrooms. It concludes with guiding questions for educators to evaluate lesson accessibility and impact on student learning.

1. Priority Practices:
using curriculum design,
quality assessment,
instructional strategies and SEL
to reach and teach all learners
Surrey Series 2017-18
Nov 6, Feb 7, Apr 5, May 7
Faye Brownlie & Leyton Schnellert
Slideshare.net/
fayebrownlie.surrey.nov2017

2. Learning Intentions
• I am feeling more confident about creaLng
lessons and lesson sequences that focus
MEANINGFUL engagement and include ALL
learners
• I am reminded of the power of feedback and
have a plan to increase the feedback students
receive while in class
• I have considered what counts in teaching
reading and and have a plan to increase ‘what
counts’ and let go of a pracLce that has less
impact

3. Story is the mother of all teaching
methods.
(Daniels & Ahmed, 2015)

4. • See the picture and respond (alone)
• Review the picture and respond with others
• NoLce how your ‘reading’ changes
• Get some background – repeat with group

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

12. Universal Design for Learning
MulLple means:
-to tap into background knowledge, to acLvate
prior knowledge, to increase engagement and
moLvaLon
-to acquire the informaLon and knowledge to
process new ideas and informaLon
-to express what they know.
Rose & Meyer, 2002

13. 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

14. Surrey’s Priority Practices
• Curriculum design
• Quality assessment
• InstrucLonal strategies
• Social emoLonal learning

16. Big Ideas
• Make this curriculum 3 dimensional
• Translate into essenLal quesLons
• Give meaning to the pieces of curriculum
competencies and content
• Include all students

18. Some Best Practices in Reading
• Choice
• Volume – student eyes on text
• Reading aloud and modeling thinking
• Thinking strategies
• Encouraging student talk about texts
• Open-ended response to texts
• Responsive, responsible, compassionate
reading

19. Some NOT best practices in literacy
-no research support for decades!
-over-used, under-supported!
• Teaching grammar in isolaLon
• Friday spelling lists
• Assigning topics in wriLng, with no 1:1 no
conferencing, just collecLng the work
• Too much teacher-talk
• Fill in the blanks, MC, closed thinking exercises

20. A way in…The 6 BIG AFL strategies offer a GREAT star:ng place….
Start with one and the rest will follow…

21. Open-ended strategies:
connect
process
personalize/transform
(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007;Kame'enui & Carnine, 2002; )

22. Teaching Reading in a Diverse Class
• Heather Shantz – Cedar Grove, Gr. 3/4
• Kim Stuart Hindle– McGowan Park, Kelowna, Gr. 5
• Focus on reading strategies
– QuesLoning from pictures
– Re-ordering sentences from the text
• Requires close reading
• Opportunity to read with partners
• Opportunity to conference with reading partners
• The Challenge: great diversity in readers!

26. Suddenly, the drumming and dancing stopped. The chief turned to him and said, “We
are glad that the storm has brought you to our village, but now you are thinking of
your own.”
He took the staff and stepped behind the chief. Closing his eyes, he pictured his father
and mother, his house, and the people of his village.
A chief’s son went fishing alone, and a terrible storm arose.
“My son,” cried his mother, “where have you been? We thought you were lost in a
storm a year ago!”
The boy and his hosts began to dance around the fire together to the steady beat of
the drums.
He soon found himself washed ashore under a strange sky he had never seen before.
That night the whole village celebrated his return and marveled at the boy as he
danced with the staff and told of the large and mysterious people under the
strange sky.
“When you wish to return,” he conLnued, “grip my staff Lghtly and stand behind me.”
Amer they finished eaLng, the chief said to the others, “Let us sing a welcome song
and invite our guest to join in the dance of our people.”
The celebraLon went on in this way for many long hours, the boy and his new friends
each learning from the other.

28. The next day:
• With a new partner, retell the story by
rearranging your sentence strips.
• Listen again to the text, with these quesLons
in mind “How is this a survival story? What
skills do the people display that enable them
to survive?”
• In groups of 4, discuss the quesLons.
• Create a class ‘survival’ web.

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

34. Introduction to Mitosis

35. Before Amer

36. cancer duplicate
cell cycle daughter cells
cytokinesis nucleus
interphase proteins
mitosis divide
replicaLon replace
spindle fibres funcLon for survival
separate

37. Literacy Stations:
Independent MEANINGFUL Activities
• The acLviLes must be meaningful.
• The expectaLons around independent work
must be explicit.
• Take the Lme to NOT take a group unLl
expectaLons are clear and pracLced with all
learners.
• Create ‘My Job/Your Job’ charts.

38. Names and Photos
Tanis Anderson, Burnaby
• Take photos of the kids and put the names of
the kids on recipe cards. Kids match the
names and the photos.
• ‘Big, Bold, BeauLful’ – 5 colours in your
picture (What’s Next for This Beginning
Writer)

39. Independent writing to follow
guided reading
• Copy the date and your Ltle of your leveled
text.
• Copy a favorite line from a leveled text and
draw a picture of it.
• Double-entry journal:
– Summary and My Thinking
– Event and My Thinking
– Quote and My Thinking

46. Meaningful in French Immersion
Carrie Bourne, Richmond

47. Quelles lepres peux-tu faire?

48. Quels mots peux-tu faire? (ton nom?)

49. Lire comme professeur

50. Lire
v

53. Consider a NEW lesson or lesson
sequence…
• Is there an access point for ALL learners in
your plan?
• What is your learning target?
• How will you know if what you are doing is
making a difference?

54. Questions to leave with…
• What would happen if…?
• With whom will you work?
• How will you know if what you are doing is
making a difference?