P Grade 4 ELA Fountas & Pinnell

Grade 4 Day 9:00 – 9:20 Welcome 9:20 – 10:00 Activate and Engage – Think- Pair Share Explore and Discover 10:00 – 10:20Organizing and Integrating (Data Discussion) 10:20 – 10:30Break 10:30 – 11:30Curriculum Connections and F&P 11:30 – 12:00Nonfiction Reading Power Revisited 12:00 – 12:45Lunch 12:45 – 1:45Balanced Literacy 1:45 – 2:30Breakout Session #1 2:35 – 3:20Breakout Session #2

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

Grade 4 Literacy Initiative

You know you are a teacher if

Grade 4 Literacy Initiative Why use data to make decisions about literacy teaching and learning?

Grade 4 Literacy Initiative Why Fountas and Pinnell?

Grade 4 Literacy Initiative Done that....now what? Explicit Strategy Instruction

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

Think – Pair - Share ThinkPairShare 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.

Exploring and Discovering Breakout into small groups to view and discuss the F&P 2010 fall data.

Organizing and Integrating Discussions 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?

Curriculum Overview

Broad Areas of Learning (Goals of Education Synthesized) Lifelong Learners Sense of Self, Community, and Place (Striving for Balance) Engaged Citizens

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)

Goals of Education Broad Areas of Learning Cross-curricular Competencies AIM Goal #1Goal #2Goal #3 OutcomesOutcomesOutcomes Indicators Indicators Indicators

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.

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.

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.

Within, About, Beyond the Text Comprehension Strategy Chart (F&P handout) Curriculum Connections (p 28) Fountas & Pinnell Continuum

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.

Nonfiction Reading Power 1.Share a Success 2.Share a Struggle 3.Share a Surprise 4.Share a Resource HOWARD

Adrienne Gear's Nonfiction Reading Power

Balanced Literacy:

BALANCED LITERACY

Breakouts John 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