Tonight's focus is redesigned curriculum planning, using loose parts in different ways, a structured, teacher-guided inquiry, and a lesson sequence to support students in creating more thoughtful on-line responses.

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 3
Langley Elementary Schools
Sept 28, Oct 18, Jan 19, Apr 12
Faye Brownlie
Slideshare.net/fayebrownlie/langleyjan19

3. Learning Intentions
• I have a plan to try something new to me.
• I have a beGer idea of how to use big ideas or
essenIal quesIons to guide my teaching.
• I have an idea of how I will shiK my teaching
to respond to what I am learning about my
students.

4. Your Class Profile
• What are the strengths of your class?
– Think of 2 or 3!
– What are you celebraIng that they have learned?
• What are the areas you are wanIng to stretch or
strengthen this term?
– Choose no more than 2☺
• What is your plan?

5. When planning, consider…
• Big Ideas
– Stories and texts
– PerspecIve
– Language and its use
– Wondering
• Curricular Competencies
– Comprehend and connect
– Create and communicate
• Content
– Story/text
– Strategies and processes
– Language features, structures and convenIons

6. Loose Parts
• As a prompt for storytelling
• As an alternate way to explain your learning

7. Oral Storytelling – Bev Marisco,
Campbell River
• Read class a FN story about local animals
hiding in the forest.
• Boys hid the animals in the forest because a
big flood was happening. One of the boys had
recently seen the flooding of the Campbell
River.
• It looked like chaos but they were reenacIng a
flood!

10. Gr 1. Note the organized seZng.

11. • The children use the deer hide, rocks, sIcks,
glass beads, animals to tell their story at
centre Ime.
• Use the document camera for a larger
audience.
• OKen the Aboriginal Support Teacher reads a
story before centre Ime.

12. What is the relationship between
humans and energy?
• A culminaIng acIvity in a grade 3/4 class
• Lisa Schwartz, Richmond

13. Learning IntenIons: Gr. 3/4
• I can use different materials (loose parts) to
show my thinking (criIcal competency)
• Using the materials helped me get my ideas
(creaIve competency)
• I was able to make a connecIon to humans
and energy and represent my ideas
(communicaIon competency)

18. Belonging – grades 2/3
Michelle Hikida
• Structured Inquiry
– All teacher quesIons
• EssenIal quesIons
– What is the best part of you?
– What are your giKs?
– Who is the person you want to be?

19. • Each day read a new book, collected characterisIcs of
characters and made lists.
• Watched Utube videos, read music lyrics – collected
characterisIcs of characters and added to the lists.
• Daily students chose a book from the basket and read.
• Sharing circle at end of reading – connecIons to the
characterisIcs of characters in the book –
– What is the best part of you?
– What are your giKs?
– Who is the person you want to be?

31. How can we support our learners in
moving beyond the lines in their
written response to text?
• Leslie Leitch, Nakusp
• Grade 6/7
• In preparaIon for on-line response posts
• Text: A Monster Calls – Patrick Ness

34. • What’s happening?
• Who cares?
• Why does it maGer?

36. • Big ideas
• DescripIve
• AdjecIves
• Word choice
• Supported inferences
• EmoIons – felt
• Touched hearts
• Clear examples of
(emoIons, happenings)
• PersonificaIon
• Metaphor – simile
• Comparison
• Thinking like someone else
• Imagine

37. The Sequence
• Whip around – catch up on the story
• Explode the sentence
• Write to show you understand – move beyond a
retelling, take a risk, go deep, explain why what
happens maGers and to whom
• Share a phrase, a word, a sentence that is powerful in
your wriIng
• Make a class list of what counts – beginning criteria
• Use those phrases to make a class found poem
• Reorganize twice to make the poem flow

38. Elias
• Conor seems to have been defeated. He has
been overwhelmed with negaIve emoIons, fear,
anger, sadness, and pain. He hides his feelings
with flat emoIons, and pushes away all help. I
think he is very Anxious, because of all the
pressure put on him from the bullies, his mom’s
sickness and possibly his mom and dad’s devorce.
His posiIve emoIons are being stolen every Ime
he has the nightmare. His grandmother doesn’t
help either…

39. Riley
• I think the most important thing in the story
right know is the words rissing and darkness. I
think rissing means that he is beginning to
figure out his truth and why it is important. I
think the truth is that his mom will die and
that is where the word darkness comes in …

40. Lucas
• What is going on in the last three chapters is
that Conor’s mom is geZng worse and worse
every single treatment. Conor is geZng more
effected and anger from the scary storytelling
monster that is going to tell Conor three
different stories, Conor is also geZng bullied
by a group of kids in school which is effecIng
Conor the same way as the scary storytelling
monster and his mothers treatments…

41. Phoenix
• I think conors feeling nothing. He dosent
seem to feel very much. How would you now
what he were feeling…

42. The next day…
• Review the criteria and reorganize into categories
• Read the next chapter
• Have students meet in small groups
• Provide a choice of 2-3 sentences for students to
explode in small groups
• Students write a draK for their on-line post
• Students idenIfy, alone, then with a partner,
where their wriIng has achieved the criteria
• What works? What’s next?
• Students edit for sentences, grammar, and post

43. • What is something in your pracIce that
affirms?
• What is something that you could refine?
• What is something that you could aspire to?
• What opportuniIes are there to let something
go?