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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?
Igniting a Passion for Literacy,
Part 4
Langley	Elementary	Schools	
Sept	28,	Oct	18,	Jan	19,	Apr	12	
Faye	Brownlie	
Slideshare.net/fayebrownlie/langleyapr12
Learning Intentions
•  I	will	conEnue	to	think	about	how	we	use	
leveled	text	informaEon.	
•  I	have	a	plan	to	collaborate	with	someone	
before	the	end	of	the	year.	
•  I	have	a	plan	to	try	something	new	with	a	
literacy	strategy	or	working	with	the	core	
competencies.
The Leveling Question
•  It	is	detrimental	to	a	student’s	self-esteem	and	to	
their	love	of	reading	when	they	are	encouraged	
to	measure	their	own	progress	by	‘moving	up	
levels’.	
–  Fountas	and	Pinnell	2017	
•  Fountas	and	Pinnell	created	the	F&P	Text	Level	
Gradient	to	be	used	as	a	teacher’s	tool	for	
assessment	and	instrucEon.		The	levels	aren’t	
meant	to	be	shared	with	children	or	parents.	
–  Fountas	and	Pinnell	Literacy	Post,	Sept	29,	2016
•  Telling	students	to	choose	by	“level”	is	not	an	
authenEc	way	to	select	books	to	read	
independently.	
•  They	[families]	may	see	the	level	as	a	very	
exact	measurement,	but	students	don’t	always	
read	at	a	precise	level.
•  Listening	to	a	child	read	should	give	you	
informaEon	to	guide	your	instrucEon.	
– What	paYerns	do	you	noEce?	
– What	strengths/strategies	does	the	reader	
demonstrate?	
– Is	the	reader	self-monitoring?	
– Is	the	reader	creaEng	meaning?
•  How	oen	do	you	measure	everyone	with	
their	levels?	How	is	this	informaEon	used?
•  How	oen	do	you	measure	everyone	with	
their	levels?	How	is	this	informaEon	used?	
– SummaEve,	reporEng	out,	tracking	overall	
changes	–	once	a	year	is	sufficient	
– What	strengths	does	the	group	of	readers	
demonstrate?	
– What	needs	to	be	the	next	focus?
Stories of collaboration…
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
In-class writing, collaboration, core
competencies, gr. 2/3
•  Marnie	Manners	
•  Faye	Brownlie	
•  WriEng	project	in	Burnaby	focusing	on	
infusing	the	PosiEve	Personal	and	Cultural	
IdenEty	Core	Competency	into	WriEng
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	segng.	The	new	friend	takes	him	to	meet	another	
animal	who	helps	him	to	get	home	by	some	sort	of	
transportaEon.	Lars	safely	arrives	home,	is	reunited	with	his	
family	and	tells	them	about	his	adventure.
•  Goal:		move	beyond	retelling	to	create	a	story	following	his	
recipe	
•  Class	had	idenEfied	the	recipe	
•  Review	recipe	
•  Introduce	the	‘story	necklace’	–	3-4	recipe	cards,	1	for	each	
chunk	
•  Model,	with	their	help,	the	wriEng	
•  Students	leave	the	carpet,	having	idenEfied:	
–  The	new	animal	
–  The	new	segng	
–  The	method	of	transportaEon
•  Aer	wriEng:	
•  Voice:		Provide	evidence	of	how	your	wriEng	sounds	like	you	
•  Core	Competency:		How	did	you	keep	on	wriEng?		What	did	
you	say	or	do	to	show	such	stamina?	
	 	PPCI:I	can	describe	and	demonstrate	pride	in	my	posiEve	
qualiEes,	characterisEcs,	and/or	skills.	
	 	CriEcal	Thinking:		I	can	consider	more	than	one	way	to	
proceed	and	make	choices	based	on	my	reasoning	and	what	
I	am	trying	to	do.	
	 	Personal	Awareness:		I	can	set	realisEc	goals,	use	strategies	
to	accomplish	them,	and	persevere	with	challenging	tasks.		
•  Circle	2	words	that	are	unique	or	specialized	in	your	wriEng
Langley 4 Igniting a Passion for LIteracy
Langley 4 Igniting a Passion for LIteracy
Langley 4 Igniting a Passion for LIteracy
Langley 4 Igniting a Passion for LIteracy
Langley 4 Igniting a Passion for LIteracy
Langley 4 Igniting a Passion for LIteracy
Langley 4 Igniting a Passion for LIteracy
Langley 4 Igniting a Passion for LIteracy
Langley 4 Igniting a Passion for LIteracy
Langley 4 Igniting a Passion for LIteracy
Langley 4 Igniting a Passion for LIteracy
Langley 4 Igniting a Passion for LIteracy
Teaching reading and writing to
increase engagement and deep
thinking, include core competencies
and big ideas, gr. 4/5
Strengths	of	my	class:	
-  CooperaEve		
-  Eager	and	want	to	learn	
-  SupporEve	of	each	other	
Stretches	
-  	CommunicaEon	and	CriEcal	Thinking	amongst	my	students		
Some	big	ideas	that	the	other	4/5	teacher	and	I	have	been	working	towards	are:	
-Energy	can	be	transformed.	For	science	grades	4	and	5	
-Natural	resources	conEnue	to	shape	the	economy	and	idenEty	of	different	regions	of	
Canada.	Grade	5	Socials	
-InteracEons	between	First	Peoples	and	Europeans	lead	to	conflict	and	cooperaEon,	
which	conEnues	to	shape	Canada’s	idenEty.	Grade	4	Socials	
I	would	like	you	to	demo.	
I	am	hoping	to	be	able	to	make	the	teaching/learning	more	authenEc	and	real	for	my	
students	and	to	increase	their	engagement.
The Sequence
•  Goal	today	–	stretch	your	thinking	and	work	like	a	detecEve	to	use	
clues	to	figure	things	out	
•  EssenEal	quesEon:		How	does	where	you	live	affect	how	you	live?	
–  How	can	you	answer	this	already?	
–  Partner	talk,	then	group	share	
•  Image:		see	–	think	–	wonder	
•  Quick	write	
•  Explode	the	sentence	
•  Reflect	with	core	competencies
Langley 4 Igniting a Passion for LIteracy
Langley 4 Igniting a Passion for LIteracy
Explode the Sentence
•  One	day	many	years	ago,	children	were	
playing	in	the	village,	learning	to	be	good	
warriors	and	hunters.
Langley 4 Igniting a Passion for LIteracy
Langley 4 Igniting a Passion for LIteracy
Langley 4 Igniting a Passion for LIteracy
Langley 4 Igniting a Passion for LIteracy
Critical Thinking Core Competency
•I	am	becoming	an	acEve	listener;	I	ask	quesEons	and	make	connecEons.			
Evidence:	
•When	I	talk	and	work	with	peers,	I	express	my	ideas	and	encourage	others	to	express	theirs;	I	share	
roles	and	responsibiliEes.			
Evidence:	
•I	recount	and	comment	on	events	and	experiences.	
Evidence:
Langley 4 Igniting a Passion for LIteracy
Langley 4 Igniting a Passion for LIteracy
Unpacking the Lesson
•  What	struck	you?	
–  Engagement	of	the	kids	
–  1	hour,	40	minutes	
–  All	could	parEcipate	
–  Major	shis	in	thinking	
–  Content	woven	into	massive	thinking	
–  All	responses	were	accepted	
–  Your	language:		each	child	was	honoured	and	lied	up	
☺	
–  I	could	do	this!!
Next Steps
•  Next	day,	begin	with	another	image	and	another	sentence	
to	explode	(should	take	half	the	Eme)	
•  Move	to	groups	of	2-3	and	have	each	group	of	students	
explode	a	different	sentence	
•  Share	the	sentences	and	an	interpretaEve	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,	
highlighEng	content.

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