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Communicate Learning
Teaching for Learning
2
3
If the desired result is for learners to...
then you need evidence of the student’s ability to demonstrate their learning using specific tasks.
Finally you design rich, engaging learning experiences based on Stage 1 and Stage 2 decisions
Conversations
Observations
Products
mRLC
Gr. 1-8 Reading, Writing and Math Illustrated End of Year Expectations
Help to set clear learning and teaching expectations or targets of what to aim for in terms of achievement
represent a synthesis of the most current research of the methodology and structures that are important to literacy instruction and learning.
Useful in planning with the end in mind – expectations, assessment, learning sequences
Audience: new teachers, teachers across the curriculum
Guide on-going professional conversations and decisions about planning, teaching, assessment and reporting.
Clear achievement expectations representing level 4 attainment, Manitoba Provincial Report Card
Complimentary to the mRLC Essential Learning and Backward Unit Planning processes
mRLC Illustrated End of Year
Expectations
IEYES ARE NOTSTANDARDS, EXEMPLARS
IEYES ARE…
EXPECTATIONS
ENTRYPOINTS
“THE NORTH STAR”
X
√
The Document…
The Big Picture – Why is Literacy so important?
Critical for students to be engaged, successful learners. However, students need to do more than simply read and write.
Learning depends on students being able to understand, respond to, and use a variety of oral, literary and media texts to think, to locate, interpret and evaluate information, and to communicate.
Students need to use reading and writing skills and strategies as interactive tools to meet specific learning purposes across curricular areas.
The Document…
Using The IEYE
For the success of all learners, teachers need to share a common vision of expectation.
Examining the IEYEs together, teachers can share, reflect and extend their understandings about literacy assessment and instruction.
Each Grade Level includes:
The Introduction
Grade __ Illustrated End of Year Expectations for Reading
Grade __ Illustrated End of Year Expectations for Writing
Appendices
Table Groups: Number off 1 – 6
Coding Your Thinking:Read over and code your assigned section of the IEYE. You will be sharing the content with your Table Group.
√ - something I know and do – post on yellow Post-it
! - something new or interesting – post on green Post-its
? - something I question or need to know more about – post on pink Post-its
Table Group Discussion: Share your responses with your group. Table Summary Statement – The IEYEs are like ____________
because _____________ Place post – its on wall charts
Activity:
Jigsaw
Appendix
On your own:
The 5 Appendix pieces were selected with great care.
Skim over each one and think about why each was included.
In Tables - Whole group discussion:
Importance of each appendix to assessment and instruction
The 3 IEYE Essential Questions
Learning Expectations: What are the learning outcomes/expectations for reading and writing at each grade level?
Assessment: How do we determine if students are meeting the expected learning outcomes?
Instructional Strategies: How do we support students in developing their strategies and skills AND meeting the learning outcomes?
Essential Question 1
Learning Expectations: What are the learning outcomes/expectations for reading at each grade level?
Grade 4 Reading Illustrated End of Year Expectations
The Grade 4 Reader: By the end of Grade 4, students will read, respond to and think critically about fiction and nonfiction texts at Fountas and Pinnell Level S. Students will locate and evaluate information and ideas within texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum.
Behaviours to notice and support at this level are: Reads rapidly and fluently, both orally and silently, with
attention to meaning Problem-solves when challenges arise: uses word recognition
and analysis strategies ….
Page 1
Focusing on Reading Behaviours- P. 1
As a team:
List the important/notable behaviours that change from grade to grade:
Post and Compare with transition grades
Grade 1-2 Grade 3-4 Grade 5-6 Grade 7-8
Focusing on Characteristics of Writers – P. 3
On Own: √ the behaviours you are currently
teaching and students are practicing during writing instruction and independent practice
the key changes in behaviours to notice and support at your grade level
As a team: Grade level charts – Key Changes in Texts Post and Compare with transition grades
1-23-4
5-6
7-8
Key Characteristics of The Grade __ Writer…
This page supports planning, assessment, feedback and reporting
Shows behaviours expected for each step in the writing process
Provides teachers with specific language to describe the writer.
Helps teachers select and reflect on next steps
page 3
Essential Question 2
Assessment: How do we determine if students are meeting the expected learning outcomes?
Strategies & Skills That Meet
Expectations for most
Strategies & Skills to teach to the Whole
Group
Strategies & Skills to teach in Small Group
Students
Replace with class profile done for Lakeshore SD
Reading Level
Key Ideas Interprets
Responds Critically
Student
Accuracy
Fluency
WCPM
# 1Pre-
Reading
# 2Main Idea
# 5Self-
Assess
# 3Making
Inferences
#4Connectio
n and Evaluating
A 100% 4 142 4 4 3 3 3
B 95% 2 89 3 2 1 1 2
C 99% 3 125 3 3 2 2 3
D 100% 3 100 2 3 2 2 2
E 99% 4 150 4 4 3 4 3
F 93% 1 110 2 3 2 2 3
G 99% 3 132 3 3 3 3 3
H 100% 4 145 3 4 2 2 2
I 89% 1 85 2 1 1 1 2
Using the Data to Inform Instruction:
Highlight scores that fall below the following cutoffs:
Accuracy < 97 %
Fluency < 3 on Fluency Rubric
Reading Rate < 120 WCPM
Comprehension < 3 on Rubric scores
What could be a whole class focus for comprehension strategy instruction?
What do I need to differentiate to support the specific reading skills needs of individual students?
Reading Action PlanLearning Destination Strategy Assessment/
Indicator
Reading Fluency
Readers Theater
Choral / SharedReading
Drama
Repeated Readings
Paired Reading
Reading Aloud
Observation of performances
Reading Conferences
Audio Tapes
Running Record/SRA
Prairie Spirit Writing Continuum
Expanding – Gr. 3-4
Illustrated End of Year Expectations
Grade 3
4 3 2 1
ELEMENTS
STORY STRUCTURE
Strong evidence of setting, characters, challenge, plot and a conclusion
Evidence of setting, characters, challenge, plot and a conclusion that can be followed in sequence, and a solution.
Use of setting, characters, challenge and plot and some ability to create an adventure
The story needs setting, characters, a challenge, or plot.
Challenge & Action
Contains challenges and actions to draw the audience in. All events are connected.
Contains challenges and actions to draw the audience in.Most events are connected.
Contains one or two challenges and actions to draw the audience in.Events may connect.
Needs challenges and actions to draw the audience in
ORGANIZATION Well stated adventure Beginning, middle and ending are obvious. Good flow of events from beginning to end
Good set up of adventure Beginning, middle and ending are present Events are sequenced
Adventure is partially described Attempts beginning, middle, and end section Some events in sequence
Adventure is difficult to define Beginning, middle and/or end missing Ideas are not sequenced
PRESENTATION/ENGAGEMENT
Creates a feeling of challenge/action/risk throughout story. Word choice and sentence patterns engage audience.
Creates a feeling of challenge/action/risk most of the time. Word choice and sentence patterns engage audience most of the time.
Creates a feeling of challenge/action/risk sometimes Word choice and sentence patterns engage audience sometime.
Needs to create a feeling of challenge/action/risk. Limited word choice and sentence patterns.
CONVENTIONS Minimal errors Some errors but do not interfere with understanding the story.
Errors interfere with understanding the story to some extent.
Errors seriously interfere with understanding the story.
Strategies & Skills That Meet
Expectations for most
Strategies & Skills to teach to the Whole
Group
Strategies & Skills to teach in Small Group
Students
Writing Class Profile
Writing Action PlanLearning
DestinationStrategy Assessment/
Indicator
OrganizationModeled Writing
Shared Writing
Mentor Texts borrowing strategies from authors
Graphic Organizers BME, Web
Observation during Writing Workshop & Content Area Writing
Writing Conferences
Portfolios
Checklists and Rubrics
Essential Question 3
Instructional Strategies:
How do we support students in developing their strategies and skills AND meeting the learning outcomes?
Focusing on Characteristics of Texts
Reading - P. 3On Own: √ the text characteristics you are currently
teaching and students are encountering through reading instruction
Jot down names of Mentor Texts beside the characteristics.
the key changes in texts at my grade level
As a team: Grade level charts – Key Changes in Texts Post and Compare with transition grades Share Mentor Text options with team
1-2 3-4
5-6
7-8
How to use Key Characteristics of Texts…
Supports planning, assessment, feedback and reporting
Helps teachers select text that will best meet the learners’ needs
Provides teachers with specific language to describe what the reader has under control as opposed to, “He’s reading at level ___.”
Supports purchases of resources
Helps teachers reflect on next stepsPage 3
The Lesson Reading - p. 1
Discuss:
How does the lesson plan engage and support students in the expected performance?
Will students know the purpose of the lesson? (why)
Will students know the intent of the lesson? (what is expected)
The LessonWriting – page 1
Discuss:
How does the lesson plan engage and support students in the expected performance?
Will students know the purpose of the lesson? (why)
Will students know the intent of the lesson? (what is expected)
