POPEIProvincial Outreach Program for Early Intervention

November 24, 2017Sasha Žekulin - Teacher Consultant

Engaging Literacy for ALL with the Redesigned Curriculum and the Core Competencies

Workshop Objectives

POPEI co-planned this workshop's objectives in consultation with SD 52’s District Partner

•examining differentiated instruction

•engaging literacy activities that foster language development for all students

•considerations for guiding self-reflection, self-assessment & goal setting in relation to the Core Competencies

Starting at the Start!

Effective Classrooms - ALL Learn to Read and Write

Adapted from - Classrooms That Work - They Can All Read and Write - Cunningham & Allington

variety of formats for instruction• whole-class, small-group, collaborative, independent • groupings change regularly

well managed & high levels of engagement• safe & orderly environment, choice, collaboration

continued…

skills and strategies explicitly taught & coached• modelling & demonstration • kids practice & are coached - small group or one-on-one

comprehensive, balanced instruction• teaching comprehensive skills & strategies

Effective Classrooms - ALL Learn to Read and Write

Adapted from - Classrooms That Work - They Can All Read and Write - Cunningham & Allington

meaning is central• higher-level thinking skills, problem-solving, conversations, problem-solving

cross-curricular focus• reading and writing is integrated into other content areas

…continued

kids do A LOT of reading and writing• engaged throughout the day

wide variety of materials are used• variety of texts, multi-sensory & first hand experiences

Differentiated Instruction

image from here

What Is Differentiated Instruction?

Differentiated Instruction (or DI) focuses on:whom we teach, where we teach, and how we teach.

Its primary goal is ensuring effective learning for varied individuals.

From - Integrating Differentiated Instruction and Understanding By Design- Tomlinson & McTighe

This approach can also be called responsive teaching.

Differentiated Instruction - Learn Alberta

Differentiated instruction is any instructional strategy

that recognizes and supports individual

differences in learning.

Every student does not learn the same way

Two Universal Truths

Every student does not develop at the same speed

Adapted from - It's About Time: Planning Interventions and Extensions in Elementary School - Mattos & Buffum

cognitive abilitieslearning styles

socioeconomic & family factorsreadiness

learning pacegender influences

cultural/ethnic influences

how students value learning

confidence in learning

Our Diverse Classrooms

Adapted from -Differentiated Instruction Strategies to Promote Student Learning & Differentiated Instruction in Action - Tomlinson

teachers differentiate:

content process product

based on student:

readiness interests learning profiles

growth motivation success

to increase:

respectful tasks that are:

authentic challenging engaging

✦ Learning Environment

✦ Learning Activities

✦ Presentation

✦Resources and Materials

✦Assignments and Assessment

Differentiated Instruction - Learn Alberta

Planning for Differentiated Instruction

The learning environment is the overall layout of the classroom, the way you use that space, and elements such as lighting.

Learning Environment

The learning environment also refers to a safe, respectful, engaged, collaborative learning culture.

Learning Environment & Culture

Adapted from - The First Days of School - Wong & Wong and The First Six Weeks of School - Denton & Kriete

Our goal is to create a climate of warmth, inclusion and safety.

✓students know school is a place to give and receive love

✓there is trust - it is essential for learning

✓students know one another - and us!

✓we develop a sense of belonging

✓we create a safe space for risk taking - for them and for us!

It’s important to cultivate an environment where:

Student Centred-Learning

Adapted from - Teaching with the Brain in Mind - Jensen

Engaging the brain helps to increase students' intrinsic motivation. To keep their attention, teachers should:

✓provide choices

✓provide change of location ✓provide balance of novelty and ritual ✓make learning relevant ✓make learning personal ✓make learning engaging - emotional, energetic, physical

Aboriginal Worldviews and Perspectives in the Classroom

One of the biggest themes in the First Peoples’ Principles of Learning is:

From - BC Ministry of Education - Aboriginal Worldviews and Perspectives Document

strengths-based, learner-centred practice

“This begins with educators knowing their students as individuals and configuring instruction to connect with their

interests and build on their strengths to engender confidence and enjoyment in learning”

logo by Chris Paul - from BC MOE

 

 

POPEI Prov inc ia l Outreach Program for Ear ly Intervent ion

www.popei.ca

Planning Strategies to Consider

Learning Environment The learning environment is the overall layout of the classroom, the way you use that space, and elements such as lighting. Even minor tweaks can help ensure the classroom is supportive and comfortable for all students.

Consider:

• Learning can occur anywhere in the classroom • That a well-organized space helps with student independence • Arranging your classroom to support scaffolded instruction (whole-class, small group &

independent learning) • Planning a physical space for any students with special needs to ensure accessibility • Establishing classroom routines & overall environment that make students feel safe &

supported • Allow the students to choose a quiet work area (if they need it) • Use headphones, modified lighting, alternative desks, etc. • Vary seating arrangements based on student need

o Ensure that despite flexible seating arrangements, no students are isolated • Ensure easy access to materials (with icon/image prompts for non-readers) • Vary the environment where learning occurs (outside, laboratory, field trip etc.)

Routines

o Establish routines for various ‘transition’ times of the day (including first thing in the morning)

o Establish routines for o Materials Management

§ work in progress – where does it go? § completed work – where does it go? § consider assigning classroom jobs – what can the students manage on

their own? § establish what goes in student’s desks and what doesn’t § colour-coded work folders § baskets for each curricular area (icon based for non-readers) § student portfolios § filing cabinets

Planning Strategies to Consider    

Learning Activities Learning opportunities should be varied to ensure all students get opportunities to explore concepts in different ways. Time needs to be flexible. Flexible time gives teachers opportunities to address different needs and speeds.

Consider:

• Use a combination of individual, paired, small group and whole class activities & vary how pairings/groups are chosen

• Provide opportunities for a range of skills such as discussion, writing and viewing • Alternate quiet and active times • Plan transitions to ensure a smooth flow from one activity to the next • Allow some students more time to complete assignment • Identify which students require structure, and provide them with detailed schedules and

advanced warning of major changes to routine • Build in time to respond to student needs for re-teaching and/or extension • Consider ways to activate, clarify and extend prior knowledge, and to help students

make connections between what they know and what they will be learning • Consider extension activities that allow students to reinforce, extend and apply their

learning in a variety of contexts • Identify in advance alternative activities to use if students need a change in pace or a

refocusing of attention

Suggestions for Groups & Group Work o Use flexible groupings – students should not remain in the same groups for long periods

of time § Grouping decisions can be based on:

• student learning profile (including readiness to learn) • interest • student need • student choice • random groupings • homogeneous (organizing by ability) • heterogeneous (or multi-level/mixed ability)

§ Managing group work can include: • giving each group their own set of instructions (eliminates the whole group

receiving multiple directions) • record directions for small group work (audio or written) • use task cards to break down directions into smaller chunks • assign/have students volunteer to be helpers for their peers

o students wear “ask me” hats or visors o “expert” of the day o consultants

 

 

POPEI Prov inc ia l Outreach Program for Ear ly Intervent ion

www.popei.ca

Presentation

How you present information and ideas is vital for differentiation. Presentation styles should be varied to meet the different abilities and learning styles of students in the classroom.

Consider:

• Make use of opportunities for collaboration & co-teaching • Provide material in manageable chunks • Repeat instructions and provide them orally, in writing & with visual supports • Have students repeat instructions • Create a storyboard of words and pictures • Make use of diagrams, illustrations, concrete materials and multimedia technology to

explore and illustrate concepts • Use computer projector to display information, images, videos etc. in large format for

the whole class • Use different colours – pens, chalk, index cards, on flipcharts, on written documents, etc. • Identify key concepts, words and questions and present them in a variety of different

formats • Introduce and reinforce concepts in a varied manner:

o write key concepts/words in large print o display and label important images or diagrams o highlight important words or passages in large print

• Use students in your demonstrations - get them involved!

Planning Strategies to Consider    

Resources and Materials

Vary teaching tools to respond to student needs. This may include varying the formats, the reading level of the materials, or the use of technology.

Consider:

• Allow students to have access to the same materials, just at different reading levels • Use both printed and non-printed materials (audio, video, images, etc.) • Use both teacher resources and resources the students have created • Engage in the use of community resources (library, radio station, fire station, newspaper,

local experts) • Allow for the use of adapted materials, as needed. For example:

o scribe o audio recordings o drawing pictures o enlarged print o computer/mobile device o manipulatives o line indicators, graph paper, adapted lined paper etc. o erasable highlighters or small flashlight for line tracking o adapted worksheets for additional room for ‘thinking space’, colour-coded

directions, highlighted keywords etc. • Allow students to use educational technology

o Computers – with varied applications for word processing, drawing and creating work (video, audio, graphic organizers, online posters, etc.)

o Mobile devices – with varied applications o Audio books or instructions in CD or MP3 format

 

 

POPEI Prov inc ia l Outreach Program for Ear ly Intervent ion

www.popei.ca

Assignments and Assessment The 'final result' or product can vary when you differentiate assessment. Vary the difficulty and format to allow students to demonstrate their learning. Allow students to choose how they demonstrate their knowledge. It is important to differentiate the type of tasks, not just the quantity.

Consider:

• Provide assignment options - individual or group: o different endings to stories o displays or models o comic-strips o dramatic presentations o visual timelines o puppet shows o trading cards o dioramas o puzzle creator o create a video o create a podcast o letter exchange – pen pals, authors, members of the community

• Provide additional time for work to be completed, as needed • Provide options for demonstrating knowledge and understanding:

o orally o with a scribe o have students answer fewer questions o write questions at varying reading levels o different format (see assignment options above)

• Allow students to complete assignments using technology Adapted from:

• Differentiated Instruction – Learn Alberta • Establishing Routines in a Differentiated Classroom • Differentiating Instruction in the Regular Classroom – Diane Heacox

Images from:

Educlips

Buddy Book Walk

image from www.toddparr.com

Read-Aloud

POPEI Activity Packs

Flip that Flop

Adapted from - Keep ‘Em Thinking

• reflect on a mistake that you have made - a flop

• then think about the learning experience that resulted - how you flipped that flop - and learned from that flop

• write and/or draw about your flop on The Flop sandal

• write and/or draw about how you flipped that flop on the How I flipped that flop sandal

• discuss your flops and how you flipped that flop with your group

Adapted from - Keep ‘Em Thinking

POPEI Student Friendly Core Competencies Overview

Which Big Competency or Facet?

POPEI’s Core Competencies Facets Summary

Inclusive Literacy Activities - Access Points for All

Use developmentally

appropriate reading, listening,

and viewing strategies to make

meaning

Create stories and other texts to

deepen awareness of self, family, and

community

Plan and create a variety of

communication forms for different

purposes and audiences

exchange ideas and perspectives

oral language strategies

metacognitive strategies

writing processes

ALL MOST FEW

literary elements and devices

presentations, visuals and/or

dramatic forms

Comprehensive Literacy Instruction

POPEI Literacy Centres POPEI Language Games to Support Phonological Awareness

It is important to consider:

✓students learn by talking

Comprehensive Literacy Instruction Principles

✓students need to process large amounts of written language

Adapted From - The Fountas & Pinnell Literacy Continuum - Fountas & Pinnell

✓reading & comprehension is expanded through talking & writing

✓learning deepens when students are reading, talking, and writing across the curriculum

Word Work Concepts of Print

Phonological Awareness Letter Knowledge & Sounds

High Frequency Words Vocabulary

Spelling & Word Study

Oral Language

Reading

Active Read Aloud

Shared Reading

Guided Reading

Independent Reading

Writing

Modelled Writing

Shared/Interactive Writing

Guided Writing

Independent Writing

Adapted From - Guided Reading Basics - Jamison Rog & The Fountas & Pinnell Literacy Continuum - Fountas & Pinnell

Comprehensive Literacy Framework

I do, you watch

I do, you help

You do it together

You do, I help

You do, I watch

Gradual Release of Responsibility: Scaffolded Support

Assessment as Learning

Assessment as learning helps all students develop capacity for independence and to grow the skills of goal setting, self-monitoring,

and reflecting on thinking and learning (metacognitive skills).

Learn Alberta

Students engage in peer and self-assessment, and through this process, learn to make sense of information, relate it to prior knowledge and use

it for new learning.

Adapted from - Growing Success - Assessment, Reporting & Evaluation in Ontario Schools & & Literacy Today

It’s a quick gathering of information about student understanding.

Self-Monitoring SkillsThese skills need to be taught:

★provide time for students to self-monitor their understanding

★students become more motivated when they understand their current knowledge level

★they feel a sense of accomplishment and that they are making progress

Adapted From - Motivating Students - 25 Strategies to Light the Fire of Engagement - Chapman & Vagle

GOT It!

Adapted from - Tools for Thoughtful Assessment - Boutz, Silver, Jackson & Perini

Growth Over Time

My name:

Date goal was set:

My Goal

I am having trouble doing this right now.

I can do this with a lot of help.

I can almost do this by myself.

I can do this by myself!

Check in: mark dates & progress checks here:

I succeeded because:

Start! Finish! Yay!

I feel…

I learned…

Self-Monitoring Grid

Adapted From - Motivating Students - 25 Strategies to Light the Fire of Engagement - Chapman & Vagle

I am totally confused!

I understand some of the

problemI am getting it! I understand and

own my thinking.I completely understand!

I’m lost. I do not

understand.

I do not know what to ask.

I understand enough to ask

questions.

I can explain, show, or

demonstrate my understanding

I completely understand, and the knowledge comes naturally

now, it’s automatic.

I feel unmotivated

and frustrated

I am unsure, but I could either give

up or keep going.

I am curious and willing to continue learning.

I am motivated and could teach the material to

others

I am comfortable with the material, but

I might get bored. I am

ready for the next challenge

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comprehensive

inclusive

literacy

instruction

What Do We Want Our Students To….

Big IdeasUNDERSTAND

DO & KNOWLearning Standards

:Curricular Competencies :Content

Core Competencies

BE

Adapted from a Shelley Moore concept

Integrating First Peoples’ Content

Adapted from - FNESC - Authentic First Peoples Resources

texts can be useful to present authentic First Peoples’ voices & culture

incorporate First Peoples’ story telling techniques

opportunities for cross-curricular & core competencies integration

Strong Nations Publishing

Core Competencies Connections

Authentic First Peoples’ Resources BC ERAC Aboriginal Resources

Core Competencies

C T PS

What we want our students to

BE

The Core Competencies are:

★skills (stuff you can do)

★knowledge (stuff you know)

★and strategies (actions and plans you use)

‣ to work and play by yourself and with others, manage your emotions, and make good decisions.

POPEI Student Friendly Core Competencies Overview

Communication CompetencyC helps us to:

‣get information and ideas from various places (teachers, friends, books, online)

‣give information to different people in different ways (sharing, reflecting, presenting)

‣and work collaboratively (working together, working cooperatively, in groups)

POPEI Student Friendly Core Competencies Overview

Communication CompetencyC helps us to:

‣get information and ideas from various places (teachers, friends, books, online)

‣give information to different people in different ways (sharing, reflecting, presenting)

‣and work collaboratively (working together, working cooperatively, in groups)

POPEI Student Friendly Core Competencies Overview

Buddy Book Walk

Read-Aloud

image from amazon.ca

• split into pairs - and sit near your partner

• one of you will have instructions on how to draw a picture, the other will take a piece of paper and a pen/pencil

• if you have the instructions, you are going to give your partner directions on how to draw the image

• if you have the paper and a pen/pencil - you get to draw what your partner tells you

Draw My Picture Game

Adapted from - The Draw My Picture Game POPEI Activity Packs

1. Draw a medium-sized circle in the middle of your paper.

2. Draw a medium-sized square below the circle but have the top of it touch the bottom of the circle.

3. Draw a medium-sized heart in the square.

4. Draw two smaller rectangles, one on each side of the square. • draw them wide and not tall• they should touch the sides of the square• the top of each rectangle should line up with the top of the square.

5. Draw a medium-sized triangle above the circle.• The bottom of the triangle should touch the top of the circle.

6. Draw three small stars anywhere inside the triangle.

7. Draw a small triangle in the center of the medium-sized circle.

8. Draw an arc which curves up below the small triangle.

9. Draw two small circles above the small triangle, one slightly to the right and one slightly to the left

Adapted from - The Draw My Picture Game

Draw My Picture Game

Inclusive Literacy Activities - Access Points for All

Use developmentally appropriate reading,

listening, and viewing strategies to

make meaning

oral language strategies

metacognitive strategies

ALL

reading strategies

FEWMOST

literary elements and devices

Engage actively as listeners, viewers, and readers, to

develop understanding of self, identify and

community

Adapted from a Shelley Moore concept

POPEI Student Friendly Core Competencies Overview

Thinking CompetencyT

‣work on how we think and how we learn

‣work on how we come up with ideas and what we do with our ideas (on our own, or in a group)

Thinking about thinking (metacognition), thinking skills, and habits you form when you

encounter a problem are all part of the Thinking Competency.

helps us to:

POPEI Student Friendly Core Competencies Overview

Thinking CompetencyT

‣work on how we think and how we learn

‣work on how we come up with ideas and what we do with our ideas (on our own, or in a group)

Thinking about thinking (metacognition), thinking skills, and habits you form when you

encounter a problem are all part of the Thinking Competency.

helps us to:

POPEI Student Friendly Core Competencies Overview

Thinking CompetencyT

‣work on how we think and how we learn

‣work on how we come up with ideas and what we do with our ideas (on our own, or in a group)

Thinking about thinking (metacognition), thinking skills, and habits you form when you

encounter a problem are all part of the Thinking Competency.

helps us to:

POPEI Student Friendly Core Competencies Overview

Buddy Book Walk

Thinking About Thinking

Adapted from - Genre Connections - McGregror

image from here

Buddy Book Walk

Think Aloud thinking about our thinking

Adapted from - Genre Connections - McGregor

What do you notice? What are you using to help you find information? What strategies are you using when you read?

Where are you finding information? Is all the information you find from the words?

metacognition

Buddy Book Walk

Read-Aloud

image from Strong Nations Publishing

✓reflect on a topic you are an expert in ‣ (yoga, biking, singing, skiing, hockey, etc.)

You’re the Expert

✓begin to write &/or draw about your expert topic on your seed package

✓with your elbow partner, list out five important facts, statements, etc. about your topic‣ count out each important fact on your fingers

POPEI Activity Packs

Inclusive Literacy Activities - Access Points for All

Use developmentally

appropriate reading, listening,

and viewing strategies to make

meaning

Show awareness of how story in First Peoples’

cultures connects people to family and community

oral language strategies

metacognitive strategies

ALL

Create stories and other texts to

deepen awareness of self, family, and

community

writing processes

MOST

Explore oral storytelling processes

Adapted from a Shelley Moore concept

Plan and create a variety of

communication forms for different

purposes and audiences

writing processes

FEW

POPEI Student Friendly Core Competencies Overview

POPEI Student Friendly Core Competencies Overview

Personal and Social CompetencyPS is about:

how you think about yourself how you think about and connect to other people

‣ how you think, reflect, plan about how you learn

‣ how you behave

‣ how you control your emotions

‣ how you take care of yourself

‣ where you come from (your heritage or culture)

‣ how you contribute to your school and your community

‣ how you think, reflect, and plan about how you work in a group

‣ how you collaborate with others

‣ how you work through problems and work create solutions with others

POPEI Student Friendly Core Competencies Overview

Personal and Social CompetencyPS is about:

how you think about yourself how you think about and connect to other people

‣ how you think, reflect, plan about how you learn

‣ how you behave

‣ how you control your emotions

‣ how you take care of yourself

‣ where you come from (your heritage or culture)

‣ how you contribute to your school and your community

‣ how you think, reflect, and plan about how you work in a group

‣ how you collaborate with others

‣ how you work through problems and work create solutions with others

POPEI Student Friendly Core Competencies Overview

Personal and Social CompetencyPS is about:

how you think about yourself how you think about and connect to other people

‣ how you think, reflect, plan about how you learn

‣ how you behave

‣ how you control your emotions

‣ how you take care of yourself

‣ where you come from (your heritage or culture)

‣ how you contribute to your school and your community

‣ how you think, reflect, and plan about how you work in a group

‣ how you collaborate with others

‣ how you work through problems and work create solutions with others

POPEI Student Friendly Core Competencies Overview

Personal and Social CompetencyPS is about:

how you think about yourself how you think about and connect to other people

‣ how you think, reflect, plan about how you learn

‣ how you behave

‣ how you control your emotions

‣ how you take care of yourself

‣ where you come from (your heritage or culture)

‣ how you contribute to your school and your community

‣ how you think, reflect, and plan about how you work in a group

‣ how you collaborate with others

‣ how you work through problems and work create solutions with others

Buddy Book Walk

image from Strong Nations Publishing

Read-Aloud

✓ reflect on the problem faced by the salmon in the book, and connect it to your experiences

✓brainstorm problem-solving strategies or solutions for how you could deal with this kind of situation

Peaceful Problem Solving

✓write/illustrate your group’s strategies

POPEI Activity Packs

Peaceful Problem Solving Strategies

images from - The Journey of Dog Salmon - Strong Nations Publishing

Inclusive Literacy Activities - Access Points for All

Plan and create a variety of

communication forms for different

purposes and audiences

writing processes

FEW

Adapted from a Shelley Moore concept

Create stories and other texts to

deepen awareness of self, family, and

community

MOST

literary elements and devices

Show awareness of how story in First Peoples’

cultures connects people to family and community

Use sources of information and prior knowledge

to make meaning

Use developmentally

appropriate reading, listening,

and viewing strategies to make

meaning

oral language strategies

metacognitive strategies

ALL

Exchange ideas and perspectives

to build shared understanding

POPEI Student Friendly Core Competencies Overview

Write a collaborative (short) story at your table.

POPEI Activity Packs

Cooperative Story

Our Cooperative Story

POPEI Student Friendly Core Competencies Overview

Inclusive Literacy Activities - Access Points for All

Use developmentally appropriate reading,

listening, and viewing strategies to

make meaning

Create stories and other texts to

deepen awareness of self, family, and

community

oral language strategies

metacognitive strategies

writing processes

ALL MOST

literary elements and devices

Exchange ideas and perspectives

to build shared understanding

Recognize the structure and

elements of story

Plan and create a variety of

communication forms for different

purposes and audiences

FEW

sentence structure

Adapted from a Shelley Moore concept

Buddy Book Walk

@POPEIBC1 pinterest.com/popeibc

www.popei.ca

Sasha Žekulin SZekulin@sd38.bc.ca

Sources Cited

more info links are available on our website

unless otherwise noted, images from:

Posters created with:

Educlips Presenter Media

Poster My WallBC Ministry of Education - English Language Arts Curriculum

more videos are available on our website

GraphicStock

How to Differentiate Instruction: Twenty Years and Counting

Differentiated Instruction Strategies to Promote Student Learning

Differentiated Instruction - Learn Alberta

Cooperative Story Writing Activity

10 Best Things About Being a Teacher

BC Ministry of Education - Aboriginal Worldviews and Perspectives Document

Long Story Shortz - Universal Design for Learning

Learn Alberta - Assessment

Growing Success - Assessment, Reporting & Evaluation in Ontario Schools

Literacy Today

FNESC - Authentic First Peoples Resources

Things Teachers Say

Books

Classrooms That Work: They Can All Read & Write - Cunningham & Allington

Differentiated Instruction in Action - Tomlinson

Guided Reading - Good First Teaching for All Children - Fountas & Pinnell

The Fountas & Pinnell Literacy Continuum - Fountas & Pinnell

Guided Reading Basics - Jamison Rog

It's About Time: Planning Interventions and Extensions in Elementary School - Mattos & Buffum

Integrating Differentiated Instruction and Understanding By Design- Tomlinson & McTighe

Genre Connections - McGregror

Teaching with the Brain in Mind - Jensen

Motivating Students - 25 Strategies to Light the Fire of Engagement - Chapman & Vagle

The First Days of School - Wong & Wong

The First Six Weeks of School - Denton & Kriete

Extra Information & Resources

• what do I want to be sure to include every day in my teaching?

• what spaces will I need to have in my classroom to make this happen?

• where will my varied approaches to instruction take place?

• what materials will we need?

• how can I organize materials so we can work efficiently, effectively and promote student independence?

Begin With the End In Mindthink about the teaching you want to do

plan your space to match the way you want to teach

Adapted from - Spaces and Places - Diller

Students develop:

✓an appreciation for literacy through exposure to various forms, methods and genres

✓awareness and enjoyment of language

✓growth as readers, writers & thinkers in a supported environment - leading to independence

✓ language skills and vocabulary leading to an ever-increasing core of skills and words

continued…

Why is a Comprehensive Approach to Literacy Instruction Important?

Why is a Comprehensive Approach to Literacy Instruction Important?

Students develop:

✓a variety of reading, writing and word solving skills

✓various thinking processes - through the development of oral language skills

✓ability to make connections to prior knowledge, texts & the world around them

✓skills to communicate ideas, thoughts, feelings & experiences

…continued

✦all students can be engaged in meaningful literacy activities that are appropriate to their diverse abilities

✦ familiar routines & schedules are easy for students to participate in with increased independence (alone, with a partner, or small group)

Benefits of Literacy Routines

✦while students are engaged in these activities, you can be providing additional support and intervention to those who need it

Classroom routines give our students a sense of calm and stability, knowing there are predictable things they can count on.

Adapted from - Literacy & Learning Lessons from a Longtime Teacher - Routman

The Literacy and Numeracy Secretariat of Ontario

Sample Literacy Block #1

•

Sample Literacy Block #2• Independent Reading • Opening Routines: song, calendar etc. • Interactive Writing • Writing Workshop • Read Aloud • Shared Reading • Guided Reading & Centres

Red Group -buddy reading -writing centre

-poem box -indep. reading

Blue Group -poem box

-buddy reading -computers/tech

-writing centre

Green Group -indep. reading

-poem box -writing centre

-buddy reading

Yellow Group -writing centre -indep. reading -buddy reading -computers/tech

Adapted from - Fountas & Pinnell

*time allotted for each component would vary,

depending on grade level and time of year

Reading & Writing Interest Surveys

Adapted from - Benchmark Assessment System - Fountas & Pinnell

WHY Do this?

✦helps to learn about children’s reading & writing interests and habits

✦helps to raise self-awareness of reading & writing strengths and areas

for growth

✦helps to create a class profile - to gauge which reading experiences

would be appropriate for the whole class, small-groups or individuals

Adapted from - Benchmark Assessment System - Fountas & Pinnell

WHAT To Notice

✦ if children have a difficult time thinking about books or reading &

writing experiences that bring them joy

✦ the extent of children’s reading & writing experiences (including variety of

topics, genres and authors)

✦ level of self-awareness with reading strengths and areas for growth

Reading & Writing Interest Surveys

Reading & Writing Interest Surveys

POPEI’s Reading & Writing Interest Surveys - including Word format

Curricular Competencies concepts of print, oral and visual texts (K-1) create stories and text text structures plan and create stories and text plan and create communication forms

BC Curriculum - Writing Standards K-3

Content writing processes (1-3) concepts of print (K-1) letter knowledge (K) & letter formation (1-2) sentence structure (1-3) conventions (Grades 1-3)

English Language Arts Curriculum

★all have elaborations for additional instructional information

Curricular Competencies reading, listening, and viewing strategies engage actively as listeners, viewers, and readers exchange ideas and perspectives plan and create various communication forms (1-3) explore oral storytelling process

BC Curriculum - Oral Language Standards

Content oral language strategies vocabulary to talk about texts (1-2) metacognitive strategies features of oral language (2-3)

English Language Arts Curriculum

★all have elaborations for additional instructional information

Curricular Competencies reading, listening, and viewing strategies concepts of print, oral and visual texts conventions of spelling, grammar and punctuation (1-3) expanding word knowledge (3)

BC Curriculum - Word Work Standards - K-3

Content concepts of print & print awareness (K-1) letter knowledge phonemic and phonological awareness letter formation/legible handwriting conventions (1-3)

English Language Arts Curriculum

★all have elaborations for additional instructional information

Curricular Competencies read fluently at grade level (1-3) reading, listening, and viewing strategies foundational concepts of print, oral and visual texts engage actively as listeners, viewers, and readers story in First Peoples' cultures

BC Curriculum - Reading StandardsEnglish Language Arts Curriculum

Content structure of story (K-1) elements of story (2-3) literary elements and devices reading strategies phonemic and phonological awareness (K-1)

★all have elaborations for additional instructional information