The Redesigned Curriculum: a home for quality teaching and

learning in inclusive classrooms�Supporting ALL of Our Literacy

Learners HendersonandTrudeau

Jan30,2017FayeBrownlie

slideshare.net/fayebrownlie.henderson.jan

Learning Intentions •  IcanbeBeruseBigIdeas,UniversalDesignforLearningandBackwardsDesigninmyplanningandteaching.

•  IbeBerunderstandhowtoincorporateteachingthecorecompetenciesthroughoutmyteachingandhaveaplantoincorporatemoreKmeforthese.

•  Ihaveanewstrategicsequencetotry.•  IhaveidenKfiedandamconsideringreplacingalesseffecKveclassroompracKce:somethingIcandolessofwithsomethingIcandomoreof.

Your Class Profile •  Whatarethestrengthsofyourclass?–  Thinkof2or3!– WhatareyoucelebraKngthattheyhavelearned?

•  WhataretheareasyouarewanKngtostretchorstrengthenthisterm?–  Choosenomorethan2☺

•  Whatisyourplan?

When planning in Language Arts, consider…

•  BigIdeas–  Storiesandtexts–  PerspecKve–  Languageanditsuse–  Wondering

•  CurricularCompetencies–  Comprehendandconnect–  Createandcommunicate

•  Content–  Story/text–  Strategiesandprocesses–  Languagefeatures,structuresandconvenKons

Big Ideas •  Makethiscurriculum3dimensional•  TranslateintoessenKalquesKons•  Givemeaningtothepiecesofcurriculumcompetenciesandcontent

•  Includeallstudents

Core Competencies •  CommunicaKon•  Thinking– CreaKve– CriKcal

•  Personal– PosiKvepersonal&culturalidenKty– Personalawareness&responsibility– Socialresponsibility

What is my job? -K�Lauren Maclean and �

April Pikkarainen

CriKcalthinkingCommunicaKonPersonalawarenessandresponsibility

HowdoIknowI’mdoingagreenlightjob?seed–sprout-flower

Deeper Thinking with Visual Literacy�

- Joanna Fournier and Christy Rollo, 6/7

•  Verydiverseclasses•  Collaborateonalmosteverything

•  Includein-classLAsupportasmuchaspossible,workingonin-classELL

•  Openingthecurriculumtoembedthecorecompetenciesthroughouttheday

Why visual literacy? •  Weinterpretourworldlargelythroughthesenseofsight.

•  Providesanopportunitytointerpret,negoKate,makemeaningandshareinavisualformat.

•  PairingorallanguageandvisualshelpsstudentsdeveloptheircommunicaKonandcomprehension.

•  Providesalllearnerswithanentrypoint(accessestheirbackgroundknowledgeandgivesthemanopportunitytolistentoothers’ideasandshare).

•  Developsdeeperthinking(makinginferences,metaphoricallanguage,usingsymbolism).

Loose Parts and Materials •  Awayforstudentstoshowtheirthinking,andunderstanding;very

powerful.•  Springboardfororalstories:picturebooks,abigidea,oratheme.•  IntroduceanopenendedquesKontoprovokethinking(a

provocaKon).•  Buildaseeng,apaBern,animage(2Dor3D),usingnaturalor

foundmaterials.•  PartnerorgrouptalkKmeandreflecKonmakesthinkingvisible.•  FormaKveandsummaKveassessmentofstudentunderstandingof

conceptsandbigideas.•  PartnerwithdigitaltoolssuchasthecameraappandShadow

Puppet(screencasKng)torecordthinking.

JapaneseInternment❖  What stories are inspired by war, fear, oceans,

mountains, family, seeking a better life?

❖  Is it ever necessary to take away personal rights for the safety of all?

❖  How would you live and feel separated from your family? Your connection to home?

JapaneseInternment

FeedbackFrames

From Brooke Douglas

SelfReflecKon

What Doesn’t Work: Literacy Practices We Should Abandon �

–NellDuke,2016(Edutopia)

•  ‘Lookupthelist’vocabularyinstrucKon•  Givingstudentsprizesforreading•  Weeklyspellingtests

•  Unsupportedindependentreading•  Takingawayrecessaspunishment

Belonging – grades 2/3�Michelle Hikida

•  StructuredInquiry– AllteacherquesKons

•  EssenKalquesKons– Whatisthebestpartofyou?– Whatareyourgiks?

– Whoisthepersonyouwanttobe?

•  Eachdayreadanewbook,collectedcharacterisKcsofcharactersandmadelists.

•  WatchedUtubevideos,readmusiclyrics–collectedcharacterisKcsofcharactersandaddedtothelists.

•  Dailystudentschoseabookfromthebasketandread.•  Sharingcircleatendofreading–connecKonstothecharacterisKcsofcharactersinthebook–– Whatisthebestpartofyou?– Whatareyourgiks?– Whoisthepersonyouwanttobe?

Core Competencies •  CommunicaKon•  Thinking– CreaKve– CriKcal

•  Personal– PosiKvepersonal&culturalidenKty– Personalawareness&responsibility– Socialresponsibility

The Sequence •  Goaltoday–stretchyourthinkingandworklikeadetecKveto

usecluestofigurethingsout

•  EssenKalquesKon:Howdoeswhereyouliveeffecthowyoulive?

–  Howcanyouanswerthisalready?–  Partnertalk,thengroupshare

•  Image:see–think–wonder•  Quickwrite•  Explodethesentence•  Reflectwithcorecompetencies

Explode the Sentence •  Onedaymanyyearsago,childrenwereplayinginthevillage,learningtobegoodwarriorsandhunters.

Critical Thinking Core Competency •IambecominganacKvelistener;IaskquesKonsandmakeconnecKons.

Evidence:

•WhenItalkandworkwithpeers,Iexpressmyideasandencourageotherstoexpresstheirs;IsharerolesandresponsibiliKes.

Evidence:

•Irecountandcommentoneventsandexperiences.

Evidence:

Unpacking the Lesson •  Whatstruckyou?–  Engagementofthekids–  1hour,40minutes– AllcouldparKcipate– Majorshiksinthinking–  Contentwovenintomassivethinking– Allresponseswereaccepted–  Yourlanguage:eachchildwashonouredandlikedup☺

–  Icoulddothis!!

Next Steps •  Nextday,beginwithanotherimageandanothersentence

toexplode(shouldtakehalftheKme)•  Movetogroupsof2-3andhaveeachgroupofstudents

explodeadifferentsentence•  SharethesentencesandaninterpretaKvecommentabout

each•  Canthestudents,together,movetoreadtheirsentencesin

order?•  Retypethesame10sentences–as10,7and5.Students

choosewhichtheywantandre-orderthemBME•  Keeplisteningtothekidsread•  Readthetext,andreflectonhowwhereyouliveaffects

howyoulive.•  Repeatprocesswith2otherRoyHenryVickersbooks,

highlighKngcontent.