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Grade 4 ELAFountas & Pinnell

Grade 4 Day9:00 – 9:20 Welcome9:20 – 10:00 Activate and Engage – Think- Pair Share

Explore and Discover10:00 – 10:20 Organizing and Integrating (Data Discussion)10:20 – 10:30 Break10:30 – 11:30 Curriculum Connections and F&P11:30 – 12:00 Nonfiction Reading Power Revisited12:00 – 12:45 Lunch12:45 – 1:45 Balanced Literacy1:45 – 2:30 Breakout Session #12:35 – 3:20 Breakout Session #2

Norms

• Make today about your learning• Start on time and end on time• Be honest and respectful• Ask questions• Focus on what we CAN DO• Dare to dream BIG

Grade 4 Literacy Initiative

Grade 4 Literacy Initiative

• You know you are a teacher if.......

Grade 4 Literacy Initiative

• Why use data to make decisions about literacy teaching and learning?

Grade 4 Literacy Initiative

• Why Fountas and Pinnell?

Grade 4 Literacy Initiative

• Done that....now what?

• Explicit Strategy Instruction

• Unobstructed access to facts can produce unlimited good only if it is matched by the desire and ability to find out what they mean and where they lead. Norman Cousins

Think – Pair - ShareThink Pair Share

Make a prediction of the number of students in A-K, L-N, O-T, U-Z. Also make prediction for where girls and boys will be in each area. Make predictions for the areas of comprehension and fluency. Record your assumption behind your prediction. (ex: I believe 20% of the students are at levels O-T because (this is the assumption part) I have a very strong class and they were all at grade level or above so below should be small.

Exploring and Discovering

• Breakout into small groups to view and discuss the F&P 2010 fall data.

Organizing and IntegratingDiscussions on data: Think About ... Why do we need to improve? Where can we improve? Where do we fall behind? Differences/Similarities between boys and girls? Do we see a trend in the movement? What do we do about those kids who didn’t move? What do we do with those above grade level? Comprehension Strategies – Where do they fit in?

Curriculum Overview

Broad Areas of Learning (Goals of Education Synthesized)

• Lifelong Learners

• Sense of Self, Community, and Place (Striving for Balance)

• Engaged Citizens

Cross-curricular Competencies(Synthesis of CELs)

• Developing Thinking (related to CEL of Critical and Creative Thinking)

• Developing Identity and Interdependence (related to CELs of Personal and Social Development and Technological Literacy)

• Developing Literacies (related to CELs of Communication, Numeracy, Technological Literacy, and Independent Learning)

• Developing Social Responsibility (related to CELs of Communication, Critical and Creative Thinking, Personal and Social Development, and Independent Learning)

Goals of EducationBroad Areas of Learning

Cross-curricular Competencies

Outcomes Outcomes Outcomes Indicators Indicators Indicators

AIM(K-12)

The K-12 aim for English language arts curricula is to help students understand and appreciate language, and to use it confidently and competently in a variety of situations for learning, communication, work, life, and personal satisfaction.

Goals for English Language Arts• Comprehend and Respond (CR). Students will develop their abilities to

view, listen to, read, comprehend, and respond to a variety of contemporary and traditional grade-level-appropriate texts in a variety of forms (oral, print, and other media) from First Nations, Métis, and other cultures for a variety of purposes including for learning, interest, and enjoyment.

• Compose and Create (CC). Students will develop their abilities to, speak, write, and use other forms of representation to explore and present thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences.

• Assess and Reflect (AR). Students will develop their abilities to assess and reflect on their own language skills; discuss the skills of effective viewers, listeners, readers, representers, speakers, and writers; and set goals for future improvement.

Curriculum Link

You will have an opportunity to correlate the Grade 3 ELA curriculum to Within, About, and Beyond the text.

View the outcomes and indicators beginning in CR3.1

For the indicators listed, identify if it is W/B/A text and identify what processing system of reading it refers to.

Within, About, Beyond the Text

Comprehension Strategy Chart (F&P handout)

Curriculum Connections (p 28)

Fountas & Pinnell Continuum

Curriculum Connections to F&P

• 1. Read the OUTCOME then each INDICATOR .

• 2. Underline the strategy in the indicator – NAME IT

• 3. Determine if it is WITHIN, BEYOND, or ABOUT the text.

Use the F&P Systems of Strategic Actions circular chart.

Nonfiction Reading Power

1. Share a Success2. Share a Struggle3. Share a Surprise4. Share a Resource

HOWARD

Adrienne Gear'sNonfiction

Reading Power

Balanced Literacy:

BALANCED LITERACY

BreakoutsJohn

Committee Room

Michelle

Board Room

Gary

Technology Room

Charlotte

Anna Ingham Room

Breakout One

1:45 – 2:30

Springside

PJ Gillen

Canora

Davison

Grayson

Miller

MC Knoll

Yorkdale Central

Victoria

Preeceville

Fort Livingstone

Invermay Dr. Brass

Hoffman Norquay

Columbia Sturgis

Churchbridge Saltcoats

Calder Macdonald

Breakout Two

2:35 – 3:20

Invermay

Hoffman

Columbia

Churchbridge

Calder

Macdonald

Saltcoats

Sturgis

Norquay

Dr Brass

Springside Fort Livingstone

PJ Gillen Preeceville

Canora Victoria

Davison Yorkdale Central

Grayson MC Knoll

Miller