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Grade 4 ELA Fountas & Pinnell

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 – 10:20 Organizing and Integrating (Data Discussion) 10:20 – 10:30 Break 10:30 – 11:30 Curriculum Connections and F&P

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Grade 4 ELA Fountas & Pinnell

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  1. P Grade 4 ELA Fountas & Pinnell

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

  3. 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

  4. Grade 4 Literacy Initiative

  5. Grade 4 Literacy Initiative • You know you are a teacher if.......

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

  7. Grade 4 Literacy Initiative • Why Fountas and Pinnell?

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

  9. 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

  10. Think – Pair - Share

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

  12. 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?

  13. Curriculum Overview

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

  15. 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)

  16. Goals of EducationBroad Areas of LearningCross-curricular Competencies OutcomesOutcomesOutcomes Indicators Indicators Indicators

  17. 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.

  18. 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.

  19. 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.

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

  21. 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.

  22. Nonfiction Reading Power • Share a Success • Share a Struggle • Share a Surprise • Share a Resource HOWARD

  23. Adrienne Gear's Nonfiction Reading Power

  24. Balanced Literacy:

  25. BALANCEDLITERACY

  26. Breakouts

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