BJF.Delta.Nov Redesigned ELA Curriculum K-3

Implementing the Redesigned Language Arts Curriculum K-3

BarbaraJarvisFounda/onSeriesNov2andFeb7

FayeBrownlie,LisaSchwartz,MichelleHikidaSlideshare.net/fayebrownlie/bjf.delta.nov

Learning Intentions •  IhaveabeFerideaofhowtoworkwiththeBigIdeasintheredesignedlanguageartscurriculum.

•  IbeFerunderstandhowtoweavethecorecompetenciesthroughouttheday.

•  IamleavingwithastructureorastrategythatisnewtomeandthatIcantrywithmystudents.

Big Ideas •  Makethiscurriculum3dimensional•  Translateintoessen/alques/ons•  Givemeaningtothepiecesofcurriculumcompetenciesandcontent

•  Includeallstudents

Core Competencies •  Communica/on•  Thinking– Crea/ve– Cri/cal

•  Personal– Posi/vepersonal&culturaliden/ty– Personalawareness&responsibility– Socialresponsibility

•  Embedded•  Allkids,allsubjects,allgrades•  AreNOTachecklistoraseriesofseparatelessons

•  Allstudentsdeveloptobecomeengage,life-longlearners

•  AreincludedintheJunereportcardasastudentself-assessment/reflec/on

No/ce

Name

Nurture

First Peoples •  Contentandperspec/veexplicitlytaught•  Textandstorieswoventhroughout•  FirstPeople’sUnderstandings– Respect– Raisingyourpaddle/liZingup–  Inclusion– …

November2016LisaSchwartz

lschwartz@sd38.bc.caTwiFer:@lisaschwartz05

ReadingwithJoyandmeaningDelta

LearningInten+ons•  Icanmakeconnec/onsbetweenreadingstrategiesandinstruc/onandthere-designedlanguageartscurriculum.

•  Icanseehowcorecompetenciescanbeuncoveredthroughreadinginstruc/onandreading/me.

•  Ihaveoneideatotakeawayandtry.

Whatisyourfavouritejoyfulliteracymemory?

MyBigIdea

"Readingshouldnotbepresentedtochildrenasachoreorduty.ItshouldbeofferedtothemasapreciousgiZ."-KateDiCamillo

CurricularCompetencies

Every Child, Every Day: Six Elements of Effective Reading Instruction

A summary from Richard Allington, Educational Leadership, March 2012

1. Every child, everyday reads something they have chosen themselves.

2. Every child reads accurately. Research shows that reading at 98% or higher

accuracy is essential for reading acceleration.

3. Every child reads something he or she understands. This takes a lot of reading and

rereading of text that students find engaging.

4. Every child writes about something personally meaningful. When they write about

something they care about, they use conventions of spelling and grammar because it mat-

ters that their ideas are communicated.

5. Every child talks with their peers about reading and writing. Research has demonstrated

that conversation with peers improves comprehension and engagement with text.

6. Every child listens to a fluent adult reader read aloud. This increases students’ own flu-

ency and comprehension skills, expands vocabulary, background knowledge, awareness

of genre and text structure.

S.D. #71

Let’sDoitTogether

TheReadingProcessandWordSolving

Meaning-Doesthatmakesense?

Sound-Doesthatsoundright?

Visual-Doesthatlookright?

FillintheBlank

Icanseemymom,sheis___________thecar.

Nowwhatwordmakessense?

Icanseemymom,sheisw___________thecar.

•  StrategiesUsed:•  Thinkingaboutthemeaningofthesentence•  Yourwordchoiceswerethesamepartofspeech

•  Youknewwhatwouldsoundright•  AZerIaddedthe“w”youalsousedvisualinforma/on

•  **earlyreadershavetroubleusingallsourcesofinforma/onandtendtorelyonone.Whicheveronecomeseasiestforthem

WholeClassLessonsUsingBigBooks•  Workwithoneortwopages(5-10Minutes)

•  Coveruponeortwowords•  Readthesentencetogetherleavingoutthemissingword

•  Askthemforallofthepossibili/esforthemissingword•  Recordtheirsugges/ons•  Tryeachwordtheysuggestedcrossingoutwordsthatdon’tmakesense

LongLongskinnySharpBigPointythe

Communicate

CoordinateMateLookfor

TalkTellShare

Find

ExplicitInstruc/onofSkills

•  Sightword•  Wordfamilies

•  Phonics•  PhonemicAwareness(soundsandrhymingwords)

Whileexplicit,embedtheselessonsintocon/nuoustextasmuchaspossibletomakeitmeaningful.

CurricularCompetencies

Let’sprac+cewithafriend

Everychildreadssomethingheorshechooses.

•  Justrightforthebrain•  Justrightfortheheart

3WaystoReadaBook

ReadthewordsReadthepicturesRetellthestory

BrowsingBags

BrowsingBags

•  Earlyreaders:Justrightbooks,repeatedreadingofthesamebooks,expertbooks.

•  Moredevelopedreaders:Avarietyofgenres.

•  Readtoself,readtoafriend,readtoanadult.

•  Reflec/on:Iliked.Ilearned.Iamwonderingabout.

TimetoReadwithaPartner(ReadtoSomeone)

•  Childrenaretakingturnsreadingtoeachother•  Onepersonisthereader,onepersonisthecoach.•  Usethebookmarkforreference.•  Whenthepersonreadingcomestoawordtheydon’tknow,thecoachasks,“Doyouwant/meorhelp?”

SelfAssessmentoftheCoreCompetencies

•  Iamanac/velistener.(Communica/on)

•  Icangive,receiveandactonfeedback.(Communica/on)

•  Icanperseverethroughchallengingtasks.(PersonalAwareness&Responsibility)

CoreCompetenciesPersonalAwarenessandResponsibility:

•  Icanperseverewithchallengingtasks.•  Icanimplement,monitor,andadjustaplanandassesstheresults.

Communica+on:•  Icantakeonrolesandresponsibili/esinagroup.•  Icanrecountexperiencesandac/vi/esandtellsomethingIlearned.

Icantryitonmyown.

WHAT:

•  Studentsarereadingavarietyofgenres•  Authen/creading•  Studentsarehavingfunwhilereading•  Givesopportuni/esfortheteachertodosomesmallgroup,explicitreadinginstruc/onorreadingconferences

LiteracyCentres/Reader’sWorkshop

WHY:•  Prac/cereadingstrategiesandlessonsthathave

beentaughtinwholegrouporsmallgroup•  Reallifeapplica/onsforreading•  Readfordifferentpurposes•  Findingjoyindifferentreadingexperiences•  Increasechoiceandmo/va/on

•  Nobusywork.Noworksheets.Noaddedmarking.•  30minutesofeyesonprintaday

PurposeofLiteracyCentres/Reader’sWorkshop

ReadLikeaScien+st

PossibleReadLikeaScien+stMiniLesson

•  Howtoaccessnon-fic/onbookswithalotofprintordifficultvocabulary?

•  Usepicturesandheadingstomakemeaning

•  Modelhowtoinferfrompictures

Ifwedon’thavegravity,wewillflyuptothesky

HowtoReading•  MichelleHikida-DiefenbakerElementary.Howtoinquiryprojects.

JokeBooks:ReadLikeaComedian

WouldYouRather?

ReadLikeanAuthor:Createyourownbooks

Gumball AMinecraZAdventure

ReadLikeanAr/st

ListeningtoReading

WordWorkProvoca+on

WhatwordscanyoucreateusingtheseleQers?

Whatdoesyouralphabetlooklike?

Whataresomethingsthatyoudothatsupportjoyfulliteracyinyour

classroom?

ReadingTrain

•  Studentsinpairs,besideeachotherintworows.

•  Thereaderstartsreadingwhenthewhistleblowsandcon/nuestoreadun/lthewhistleblowsagain.

•  EarlyPrimary:Oneisthereaderandtheotherisalistener.Thereaderreadsthesamebook.

•  LatePrimary/Intermediate:Onepersonreads,theothersynthesizesthemainidea.

InquiryBuildingOurCommunity

MichelleHikidamhikida@sd38.bc.ca

WondersFromtheHeart

Thebestandmostbeau8fulthingsintheworldcannotbeseen,nottouchedbutarefelt.

HelenKeller

Thesearenotques8onswecanfindtheanswertoinbooks.Theseanswerscomefromourheartsandminds.

Weanswersthesemorelikeapoetthanascien8st.

Wehopedthatwondersfromtheheartwillteachthemtowritewithmorevoiceandexpression.

APlaceForWonder G.Heard&J.McDonough

HeartWonders

HowdoIgetabestfriend?

WhydoIlovemydogsomuch?

Whydowehavefamilies?

Whoismyhero?

WhatamImostproudof?

HowcanIbecomeabeFeratdrawing?

WhoAmI?Iden+ty

Icaniden/fymyindividualcharacteris/cs.

Icandescribe/expressmyaFributes,characteris/csandskills.

Communica+on

Icanunderstandandshareinforma/onaboutatopicthatisimportanttome.

Icanpresentinforma/onclearlyandinanorganizedway.

LookingLikeMe

ByW.Myers

Whatisthestoryofyourname?

WhatistheBestPartofYou?

TheBestPartofMe:Children TalkAboutTheirBodiesin PicturesandWords

ByW.Ewald

WhatAreYourGiVs? SweetestKula ByC.Kulluk&ANeonakis

IwasBornPreciousandSacredByDeboraAbood

Whoisthepersonyouwanttobe?

Wereadbooks

WewatchedYoutubeVideos

WeListenedtoMusicLyrics

ABasketofBooks

Wereadandhadsomeamazingdiscussionsaboutthedifferenthabitsofmindsandtraitsthedifferentcharactersdisplayed.

Makinganac+onplan

Asaclasswebrainstormourplan:•  Dona/ngtothefoodbank•  Actofapprecia/on–ambulancedrivers

•  Dona/ngtotheneedy•  Volunteeringataseniorcenter•  CleaningliFerinourcommunity

•  Helpingyoungerstudents

Big Ideas •  Languageandtextcanbeasourceofcrea/vityandjoy.

•  Grade1:Storiesandothertextshelpuslearnaboutourselvesandourfamilies(andourcommuni/es–2/3).

What do you see and why does it matter?

Critical Thinking Competency •  Icanuseevidencetomakesimplejudgments.•  Icanaskques/ons.•  Icanmakepredic/ons.

•  Icantellorshowsomethingaboutmythinking.

Communication Competency •  Withsupport,Icanbepartofagroup.•  Infamiliarsitua/ons,withdirectsupport,Icommunicatewithpeersandadults.

•  Iunderstandandsharebasicinforma/onabouttopicsthatareimportanttome.

•  ItalkandlistentopeopleIknow.•  Iplanandcompleteac/vi/eswithpeersandadults.