Grade 4 ELA Fountas & Pinnell
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Transcript of Grade 4 ELA Fountas & Pinnell
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Grade 4 ELAFountas & Pinnell
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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
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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
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Grade 4 Literacy Initiative
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Grade 4 Literacy Initiative
• You know you are a teacher if.......
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Grade 4 Literacy Initiative
• Why use data to make decisions about literacy teaching and learning?
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Grade 4 Literacy Initiative
• Why Fountas and Pinnell?
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Grade 4 Literacy Initiative
• Done that....now what?
• Explicit Strategy Instruction
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• 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
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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.
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Exploring and Discovering
• Breakout into small groups to view and discuss the F&P 2010 fall data.
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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?
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Curriculum Overview
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Broad Areas of Learning (Goals of Education Synthesized)
• Lifelong Learners
• Sense of Self, Community, and Place (Striving for Balance)
• Engaged Citizens
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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)
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Goals of EducationBroad Areas of Learning
Cross-curricular Competencies
Outcomes Outcomes Outcomes Indicators Indicators Indicators
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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.
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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.
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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.
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Within, About, Beyond the Text
Comprehension Strategy Chart (F&P handout)
Curriculum Connections (p 28)
Fountas & Pinnell Continuum
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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.
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Nonfiction Reading Power
1. Share a Success2. Share a Struggle3. Share a Surprise4. Share a Resource
HOWARD
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Adrienne Gear'sNonfiction
Reading Power
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Balanced Literacy:
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BALANCED LITERACY
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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
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