Teaching with ALL Students in Mind: Collaborative Literacy Practices
Considering the shifts of the re-designed curriculum, including a focus on core competencies, examples of story necklaces in writing classrooms and a sequence guided by an essential question are presented.
1. Teaching with ALL Students in
Mind: Collaborative Literacy
Practices
Crosscurrents
Friday, Feb 24
Teaching with ALL Students in Mind: Collabora9ve Literacy Prac9ces
The redesigned curriculum centers on big ideas and core competencies, both
aspects of planning which are highly suppor8ve of teaching classes of diverse
students. How can we work with this structure and con8nue to support
inclusion of all learners?
Collabora8on is key. Explora8on is key. Keeping the learners in focus at all 8mes
is key. In this session, Faye will present classroom examples that include all
learners and work within our redesigned curriculum. Planning, teaching and
assessing together beEer equips us to reach all learners.
2. The Redesigned Curriculum
• Place-based
– Purpose, purposeful
• Start with strength
– What can you do and what’s next?
– Growth system not proficiency system
• Responsive
– Focus on targeted competencies
• Core competencies
– Communica8on, thinking, personal
• Who can I collaborate with?
3. Core Competencies
• Communica8on
• Thinking
– Crea8ve
– Cri8cal
• Personal
– Posi8ve personal & cultural iden8ty
– Personal awareness & responsibility
– Social responsibility
4. When planning in ELA, consider…
• Big Ideas
– Stories and texts
– Perspec8ve
– Language and its use
– Wondering
• Curricular Competencies
– Comprehend and connect
– Create and communicate
• Content
– Story/text
– Strategies and processes
– Language features, structures and conven8ons
5. 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
6. 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 seXng. The new friend takes him to meet another
animal who helps him to get home by some sort of
transporta8on. Lars safely arrives home, is reunited with his
family and tells them about his adventure.
21. Demonstration Lesson: Grade 4/5
Goal: increased engagement &
thinking
Strengths of my class:
- Coopera8ve
- Eager and want to learn
- Suppor8ve of each other
Stretches
- Communica8on and Cri8cal Thinking amongst
my students
25. Explode the Sentence
• One day many years ago, children were
playing in the village, learning to be good
warriors and hunters.
26.
27.
28.
29. Critical Thinking Core Competency
•I am becoming an ac8ve listener; I ask ques8ons and make connec8ons.
Evidence:
•When I talk and work with peers, I express my ideas and encourage others to express theirs; I share
roles and responsibili8es.
Evidence:
•I recount and comment on events and experiences.
Evidence:
30.
31.
32. Unpacking the Lesson
• What struck you?
– Engagement of the kids
– 1 hour, 40 minutes
– All could par8cipate
– Major shi`s in thinking
– Content woven into massive thinking
– All responses were accepted
– Your language: each child was honoured and li`ed up
☺
– I could do this!!
33. Next Steps
• Next day, begin with another image and another sentence
to explode (should take half the 8me)
• Move to groups of 2-3 and have each group of students
explode a different sentence
• Share the sentences and an interpreta8ve 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,
highligh8ng content.
34. Story Necklace Writing
• Day 1 – read the story
• Day 2 – reread the story
– Introduce the frame of first, then, finally
– Each child receives 3 recipe cards re write a
retelling (or an expansion) of the story with first,
then, finally
– String the recipe cards on a piece of wool to make
a necklace and share☺
42. 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 seXng. The new friend takes him to meet another
animal who helps him to get home by some sort of
transporta8on. Lars safely arrives home, is reunited with his
family and tells them about his adventure.
