Revisiting purpose and place of sharing levels of text. Two collaborative sequences: grade 2/3 writing and grade 4/5 deeper thinking, both with core competency focus included.
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 4
Langley Elementary Schools
Sept 28, Oct 18, Jan 19, Apr 12
Faye Brownlie
Slideshare.net/fayebrownlie/langleyapr12
4. 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
10. 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
11. 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
12. 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.
14. • 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
27. Teaching reading and writing to
increase engagement and deep
thinking, include core competencies
and big ideas, gr. 4/5
28. 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.
32. Explode the Sentence
• One day many years ago, children were
playing in the village, learning to be good
warriors and hunters.
37. 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:
40. 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!!
41. 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.