Join in the conversation as we explore how the components of Balanced Literacy serve to support comprehensive literacy programming in the 1-4 classroom. We will dive deep into identifying resources and promising practice for each component of Balanced Literacy (Read/Write Aloud, Shared Reading/Writing, Guided Reading/Writing, Independent Reading/Writing and Word Study) and how these can be incorporated into your existing Literacy structures (Daily 5, Literacy Centres, etc.). We will also look at structures for formative, ongoing assessment and how the data collected can support teachers in targeting the next steps for instruction.
Cross-Grade Literacy and Numeracy Exploration - Sarah Thompson
Question - How can we better engage students and strengthen their numeracy/literacy skills?
Big Ideas - Platoons (Cross-Grade Literacy program), small-group skill specific groupings (literacy and numeracy), push in numeracy and literacy support, cross-grade planning for project based learning, increased communication between grade teams and support staff
Goals - to implement a successful push-in numeracy and literacy program, focusing on Platoons and a Math program that supports fundamentals (TBD), which will meet the needs of all students across all grade levels at Sarah Thompson
Participants - Grade 1-5 teachers and learning support specialists - Sarah Thompson School
21st Century Skills - various areas will be addressed throughout the implementation process
Daily 3 Math Focus - Grade 1
Inquiry/Focus Question: How do we incorporate Daily 3 math in grade 1 to create meaningful math experiences that are linked with inquiry and research based strategies.
IB/PYP, professional development for support staff
Our purpose is to develop a common understanding of our IB-Primary Years Program at PWE,
review and discover what are key concept questions, transdisciplinary skill, POI, plus pertinent IB vocabulary, As well, our role as assistants within the PYP Program.
How do we design learning experiences that allow students to make meaningful connections to the curriculum and their lives through the integration of Science, Technology, Engineering, Arts and Math? Would you like to utilize makerspaces in your classroom and school?
If you are interested in STEAM (Science, Technology, Engineering, Arts and Math), Makerspaces and coding/programming join the STEAM Makers Community of Practice.
We have invited the STEM Learning Lab (http://stemlearninglab.com/) to work with a cohort of 20 teachers from Rocky View Schools. STEM Learning Lab will provide professional development in STEAM from concept to design to implementation and will include opportunities for teachers to collaborate, imagine, create and mentor. We will investigate the integration of Technology and Curriculum and a Girls in Tech initiative to encourage girls to become more involved in technology, math and science.
We ask that if you are considering this Community, you are prepared to commit to both C of P days, plus at least one, but preferably both, of the self-directed days. You will also receive release time for 4 more days during the year for a total of 8 PL days. There is a possibility of extending this initiative for up to 2 more years.
Supporting experts include mathematicians, engineers, artists, musicians and scientists, and programmers. Global connections will be made.
Creative ideas for staff working with exceptional children that are applicable to any early education our learning environment. This C of P will be based off the series "Tasks Galore" and we will be sharing ideas as well as offering time to make resources. Please check out the website www.tasksgalore.com to familiarize yourself with all the multi-sensory tasks that are available.
Teaching Social Studies Though Role Playing Games (Gamification)
Continuation from last year. We will be looking at teaching Social Studies through the Tabletop Role Playing Game (RPG) system. We will discuss how to adapt the game system to fit a classroom and how to teach outcomes through the game. This is being used/tested this year in a grade 4 classroom, but this framework could be adapted and used for other grade levels in upper elementary and middle school. We will discuss and adapt some of the work of Csenge V. Zalka in his Master's Thesis "Adventures in the Classroom: Creating Role-Playing Games Based on Traditional Stories for the High School Curriculum." "Games encourage “learning by doing” (Adams, 1973; Bowman, 2010; Hertel & Millis, 2002; Heyman, 1975; Maidment & Bronstein, 1973; Zemliansky & Wilcox, 2010). Simulations require participants to apply their freshly gained knowledge right away instead of learning it and storing it for later. They learn through active participation, and thus the information gained is ingrained through immediate practice and application, which leads to a more permanent form of knowledge. This is also true in the case of role-playing games: By shaping the narrative and experiencing the imaginary setting and background of their adventures (e.g. exploring mythical Hellas) participants will remember their experiences as if they have happened to them, and store them as part of their own memories in a form of personal storytelling." (Csenge V. Zalka, Adventures in the Classroom Creating Role-Playing Games Based on Traditional Stories for the High School Curriculum, p. 28)
The Units of Study in Opinion/Argument, Information, and Narrative Writing in French Immersion classes
As a group, we are going to explore and discuss implementation of the Writing Units of Study in French Immersion (FI) classes. We are going to look at some common French language to use during units such as teaching points, mini lessons and conferences.
We will look at existing material such as “If...Then...Curriculum”, Performance Assessments and learning progressions to see what needs to be adapted for FI. In addition, we will identify French mentor texts that can be used.
This is a continuation of a COP from last year. Please look at the link in the title to see if this is right for you. Whole brain teaching is an instructional system that includes; lesson planning and delivery (direct instruction and collaborative learning), ways to work with challenging students, and character education.
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