BCTELA
October 21, 2016
Faye Brownlie
slideshare.net/fayebrownlie/BCTELA2016
!  How are ALL of your students included in
meaningful literacy and math throughout
the day?
!  How does your language LIFT UP the
learner?
!  How does what you are learning about
your learners today inform what you are
doing tomorrow?
BCTELA 2016
!  Make this curriculum 3 dimensional
!  Translate into essential questions
!  Give meaning to the pieces of curriculum
competencies and content
!  Include all students
!  Communication
!  Thinking
◦  Creative
◦  Critical
!  Personal
◦  Positive personal & cultural identity
◦  Personal awareness & responsibility
◦  Social responsibility
!  Content and perspective explicitly taught
!  Text and stories woven throughout
!  First People’s Understandings
◦  Respect
◦  Raising your paddle/lifting up
◦  Inclusion
◦  …
BCTELA 2016
BCTELA 2016
BCTELA 2016
BCTELA 2016
Concept
Understand
KnowDo Self
Who am I?
What’s my
role/job? How do I
affect the
environment?
What are my gifts?
SCI:: Daily and seasonal changes affect
all living things.
SS: Rights, roles, and responsibilities
shape our identity and help build healthy
relationships with others; stories tell about
who we are.
SCI: observe, ask questions,
experience and interpret local
environment
SS: Explain the significance of
personal or local events, objects,
people or places; acknowledge
different perspectives on people,
places, or issues, or events in their
lives.
SCI: FP’s knowledge of weather
and seasonal changes; living
things change to accommodate
seasonal cycles
SS: Personal and family history
and traditions; people, places,
and events in the local
community, and in local First
Peoples communities.
LA: stories help us learn about ourselves and
our family; everyone has a story; we connect
with others through listening and speaking;
curiosity & wonder lead us to new
discoveries about ourselves and our world.
Math:
1-1 correspondence & sense of 5 and 10 are
essential for numeracy fluency; objects have
attributes that can be described, measured,
and compared; elements in patterns can be
identified.
Creative thinking:
I get ideas when I play.
Critical thinking:
I can show if I like
something or not.
Communication:
I recognize different
points of view and can
disagree respectfully.
Social/Personal
Development:
I can describe my family
and community.
Documenting students’
comprehension of
big ideas
Soft Start and
Morning Meetings,
Outdoor
Explorations,
Story Workshop
Sharing Circle,
Mid-Point Check-in,
Closing Circles
(Knowledge Building
Circles)
Lauren MacLean & April Pikkarainen
Kindergarten Sept 2016
!  Sparked by What’s Next forThis Beginning
Writer? 2nd ed
BCTELA 2016
Students need:
•  To feel safe to experiment with drawing
pictures and writing words
•  To know the criteria or what is expected
(BBB)
•  To work at their individual instruction
level (just-right level) and nudged forward
•  To have fun and to feel proud
1)  Set up our page (line and date)
2)  Set our criteria—BBB (Big, Bold, and Beautiful)
3)  Draw a picture that tells a story with suggestions from the
class
4)  Demonstrate drawing with think alouds
5)  Label drawings with Kid Writing or “bubblegum
writing” (sounding out)
6)  Model story telling-verbal
7)  Allow students to tell their own stories-verbal
8)  Sentence writing (sometimes) with Kid Writing and/or Adult
Writing
9)  Students do their own stories in their writing books-one
teacher circulates, one is at the quiet table.
BCTELA 2016
BCTELA 2016
BCTELA 2016
BCTELA 2016
BCTELA 2016
BCTELA 2016
!  Communicating with parents
!  “I’m really excited about digital
portfolios.”
!  Focus on the big ideas of the redesigned
curriculum. What do we value? What
does learning look like?
BCTELA 2016
BCTELA 2016
BCTELA 2016
BCTELA 2016
BCTELA 2016
BCTELA 2016
!  1:1 math game Racing Numbers
!  Notice what the child knows and how his
thinking and self concept is extended by
Sheri’s language and questions
!  Whole class math game
!  Individual interview
BCTELA 2016
BCTELA 2016
!  Performance-based reading assessment
◦  Using performance standards
!  Writing samples
◦  Using performance standards
!  1:1 reading conferences
◦  Choice text
◦  Assigned text
!  Observation
!  Conversation
!  Work samples
!  Strengths and stretches
!  Class plan
!  More than just a level
!  Follow up from EPRA, choice text
!  Demo lesson: How do we use what we have
learned in the assessment?
!  Co-plan, teach, reflect as a team
!  Students keen on nonfiction
!  Focus: Develop difference between factual
information (remember, surprise, interesting)
from response and thinking
BCTELA 2016
BCTELA 2016
BCTELA 2016
BCTELA 2016
BCTELA 2016
BCTELA 2016
BCTELA 2016
BCTELA 2016
BCTELA 2016
!  Term 1: Non-fiction
!  Term 2: Literature Circles
!  Term 3: Inquiry
!  Inquiry unit co-planned and sometimes
co-taught with Lisa Schwartz
BCTELA 2016
!  Focus on big thinking
!  Social responsibility, social emotional
learning and self-regulation woven
throughout
!  How do these books help our thinking
about belonging?
!  Began whole class
◦  What is belonging?
◦  Do you have to be the same to belong?
◦  How does it feel when you belong?
◦  How does it feel when you don’t belong?
!  Read together and modeled the thinking
paper together
!  Moved to reading alone and with partners
from ‘choice’ books, all thematically tied
to ‘belonging’
!  Read a book alone or with a partner, thinking about
the belonging connection
!  Record your thinking with a thinking paper
!  How will you represent what belonging means to
you?
!  When you are done building, grab a recipe card and
record your thinking
!  Group debrief: focus on the big ideas
◦  Who used colour?
◦  Who used shape?
◦  How did you connect your thinking about belonging to
what you read?
BCTELA 2016
BCTELA 2016
BCTELA 2016
BCTELA 2016
BCTELA 2016
BCTELA 2016
BCTELA 2016
BCTELA 2016
BCTELA 2016
BCTELA 2016
BCTELA 2016
BCTELA 2016
!  Inspiration from Marie Thom and Lisa
Schwartz at CR4YR
!  Working with loose parts
!  Creating NEW early readers!!!
BCTELA 2016
BCTELA 2016
BCTELA 2016
BCTELA 2016
BCTELA 2016
!  Are your learners leaving you as more
independent learners?
!  Are your learners feeling more positive
about themselves as learners?
!  Is your classroom a community where
children belong and learn?
!  What will you do less of?
!  What new practice are you going to try?
!  What question will you keep in your back
pocket to guide your own learning?

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BCTELA 2016

  • 1. BCTELA October 21, 2016 Faye Brownlie slideshare.net/fayebrownlie/BCTELA2016
  • 2. !  How are ALL of your students included in meaningful literacy and math throughout the day? !  How does your language LIFT UP the learner? !  How does what you are learning about your learners today inform what you are doing tomorrow?
  • 4. !  Make this curriculum 3 dimensional !  Translate into essential questions !  Give meaning to the pieces of curriculum competencies and content !  Include all students
  • 5. !  Communication !  Thinking ◦  Creative ◦  Critical !  Personal ◦  Positive personal & cultural identity ◦  Personal awareness & responsibility ◦  Social responsibility
  • 6. !  Content and perspective explicitly taught !  Text and stories woven throughout !  First People’s Understandings ◦  Respect ◦  Raising your paddle/lifting up ◦  Inclusion ◦  …
  • 11. Concept Understand KnowDo Self Who am I? What’s my role/job? How do I affect the environment? What are my gifts? SCI:: Daily and seasonal changes affect all living things. SS: Rights, roles, and responsibilities shape our identity and help build healthy relationships with others; stories tell about who we are. SCI: observe, ask questions, experience and interpret local environment SS: Explain the significance of personal or local events, objects, people or places; acknowledge different perspectives on people, places, or issues, or events in their lives. SCI: FP’s knowledge of weather and seasonal changes; living things change to accommodate seasonal cycles SS: Personal and family history and traditions; people, places, and events in the local community, and in local First Peoples communities. LA: stories help us learn about ourselves and our family; everyone has a story; we connect with others through listening and speaking; curiosity & wonder lead us to new discoveries about ourselves and our world. Math: 1-1 correspondence & sense of 5 and 10 are essential for numeracy fluency; objects have attributes that can be described, measured, and compared; elements in patterns can be identified. Creative thinking: I get ideas when I play. Critical thinking: I can show if I like something or not. Communication: I recognize different points of view and can disagree respectfully. Social/Personal Development: I can describe my family and community. Documenting students’ comprehension of big ideas Soft Start and Morning Meetings, Outdoor Explorations, Story Workshop Sharing Circle, Mid-Point Check-in, Closing Circles (Knowledge Building Circles) Lauren MacLean & April Pikkarainen Kindergarten Sept 2016
  • 12. !  Sparked by What’s Next forThis Beginning Writer? 2nd ed
  • 14. Students need: •  To feel safe to experiment with drawing pictures and writing words •  To know the criteria or what is expected (BBB) •  To work at their individual instruction level (just-right level) and nudged forward •  To have fun and to feel proud
  • 15. 1)  Set up our page (line and date) 2)  Set our criteria—BBB (Big, Bold, and Beautiful) 3)  Draw a picture that tells a story with suggestions from the class 4)  Demonstrate drawing with think alouds 5)  Label drawings with Kid Writing or “bubblegum writing” (sounding out) 6)  Model story telling-verbal 7)  Allow students to tell their own stories-verbal 8)  Sentence writing (sometimes) with Kid Writing and/or Adult Writing 9)  Students do their own stories in their writing books-one teacher circulates, one is at the quiet table.
  • 22. !  Communicating with parents !  “I’m really excited about digital portfolios.” !  Focus on the big ideas of the redesigned curriculum. What do we value? What does learning look like?
  • 29. !  1:1 math game Racing Numbers !  Notice what the child knows and how his thinking and self concept is extended by Sheri’s language and questions !  Whole class math game !  Individual interview
  • 32. !  Performance-based reading assessment ◦  Using performance standards !  Writing samples ◦  Using performance standards !  1:1 reading conferences ◦  Choice text ◦  Assigned text !  Observation !  Conversation !  Work samples
  • 33. !  Strengths and stretches !  Class plan !  More than just a level
  • 34. !  Follow up from EPRA, choice text !  Demo lesson: How do we use what we have learned in the assessment? !  Co-plan, teach, reflect as a team !  Students keen on nonfiction !  Focus: Develop difference between factual information (remember, surprise, interesting) from response and thinking
  • 44. !  Term 1: Non-fiction !  Term 2: Literature Circles !  Term 3: Inquiry !  Inquiry unit co-planned and sometimes co-taught with Lisa Schwartz
  • 46. !  Focus on big thinking !  Social responsibility, social emotional learning and self-regulation woven throughout !  How do these books help our thinking about belonging?
  • 47. !  Began whole class ◦  What is belonging? ◦  Do you have to be the same to belong? ◦  How does it feel when you belong? ◦  How does it feel when you don’t belong? !  Read together and modeled the thinking paper together !  Moved to reading alone and with partners from ‘choice’ books, all thematically tied to ‘belonging’
  • 48. !  Read a book alone or with a partner, thinking about the belonging connection !  Record your thinking with a thinking paper !  How will you represent what belonging means to you? !  When you are done building, grab a recipe card and record your thinking !  Group debrief: focus on the big ideas ◦  Who used colour? ◦  Who used shape? ◦  How did you connect your thinking about belonging to what you read?
  • 61. !  Inspiration from Marie Thom and Lisa Schwartz at CR4YR !  Working with loose parts !  Creating NEW early readers!!!
  • 67. !  Are your learners leaving you as more independent learners? !  Are your learners feeling more positive about themselves as learners? !  Is your classroom a community where children belong and learn?
  • 68. !  What will you do less of? !  What new practice are you going to try? !  What question will you keep in your back pocket to guide your own learning?