1. Illustrated End of Year Expectations Presenters: Pat Adamson & Karen David adamsonp@shaw.ca karen.david.55@gmail.com mRLC

2. Communicate Learning Teaching for Learning 2

3. If the desired result is for learners to... then you need evidence of the student’s ability to demonstrate their learning using specific tasks. Finally you design rich, engaging learning experiences based on Stage 1 and Stage 2 decisions Conversations ObservationsProducts 3

4. mRLC Gr. 1-8 Reading, Writing and Math Illustrated End of Year Expectations  Help to set clear learning and teaching expectations or targets of what to aim for in terms of achievement  represent a synthesis of the most current research of the methodology and structures that are important to literacy instruction and learning.  Useful in planning with the end in mind – expectations, assessment, learning sequences  Audience: new teachers, teachers across the curriculum

5.  Guide on-going professional conversations and decisions about planning, teaching, assessment and reporting.  Clear achievement expectations representing level 4 attainment, Manitoba Provincial Report Card  Complimentary to the mRLC Essential Learning and Backward Unit Planning processes mRLC Illustrated End of Year Expectations

6. IEYES ARE NOT STANDARDS, EXEMPLARS IEYES ARE… EXPECTATIONS ENTRYPOINTS “THE NORTH STAR” X √

7. The Document… The Big Picture – Why is Literacy so important?  Critical for students to be engaged, successful learners. However, students need to do more than simply read and write.  Learning depends on students being able to understand, respond to, and use a variety of oral, literary and media texts to think, to locate, interpret and evaluate information, and to communicate.  Students need to use reading and writing skills and strategies as interactive tools to meet specific learning purposes across curricular areas.

8. The Document… Using The IEYE For the success of all learners, teachers need to share a common vision of expectation. Examining the IEYEs together, teachers can share, reflect and extend their understandings about literacy assessment and instruction.

9. Each Grade Level includes:  The Introduction  Grade __ Illustrated End of Year Expectations for Reading  Grade __ Illustrated End of Year Expectations for Writing  Appendices

10. Table Groups:  Number off 1 – 6 Coding Your Thinking: Read over and code your assigned section of the IEYE. You will be sharing the content with your Table Group. √ - something I know and do – post on yellow Post-it ! - something new or interesting – post on green Post-its ? - something I question or need to know more about – post on pink Post-its Table Group Discussion:  Share your responses with your group.  Table Summary Statement – The IEYEs are like ____________ because _____________  Place post – its on wall charts Activity: Jigsaw

11. Appendix On your own:  The 5 Appendix pieces were selected with great care.  Skim over each one and think about why each was included. In Tables - Whole group discussion: Importance of each appendix to assessment and instruction

12. The 3 IEYE Essential Questions  Learning Expectations: What are the learning outcomes/expectations for reading and writing at each grade level?  Assessment: How do we determine if students are meeting the expected learning outcomes?  Instructional Strategies: How do we support students in developing their strategies and skills AND meeting the learning outcomes?

13. Essential Question 1 Learning Expectations: What are the learning outcomes/expectations for reading at each grade level?

14. The Grade 4 Reader: By the end of Grade 4, students will read, respond to and think critically about fiction and nonfiction texts at Fountas and Pinnell Level S. Students will locate and evaluate information and ideas within texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. Behaviours to notice and support at this level are:  Reads rapidly and fluently, both orally and silently, with attention to meaning  Problem-solves when challenges arise: uses word recognition and analysis strategies …. Page 1

15. Focusing on Reading Behaviours- P. 1 As a team:  List the important/notable behaviours that change from grade to grade:  Post and Compare with transition grades Grade 1-2 Grade 3-4 Grade 5-6 Grade 7-8

16. Focusing on Characteristics of Writers – P. 3 On Own:  √ the behaviours you are currently teaching and students are practicing during writing instruction and independent practice  the key changes in behaviours to notice and support at your grade level As a team:  Grade level charts – Key Changes in Texts  Post and Compare with transition grades 1-23-4 5-6 7-8

17. Key Characteristics of The Grade __ Writer…  This page supports planning, assessment, feedback and reporting  Shows behaviours expected for each step in the writing process  Provides teachers with specific language to describe the writer.  Helps teachers select and reflect on next steps page 3

18. Essential Question 2 Assessment: How do we determine if students are meeting the expected learning outcomes?

20. Strategies & Skills That Meet Expectations for most Strategies & Skills to teach to the Whole Group Strategies & Skills to teach in Small Group Students Replace with class profile done for Lakeshore SD

21. Reading Level Key IdeasInterpretsResponds Critically Stude nt Accura cy Fluenc y WCP M # 1 Pre- Readi ng # 2 Main Idea # 5 Self- Assess # 3 Making Inferences #4 Connection and Evaluating A 100%41424433 3 B 95%2893211 2 C 99%31253322 3 D 100%31002322 2 E 99%41504434 3 F 93%11102322 3 G 99%31323333 3 H 100%41453422 2 I89%18521112

22. Using the Data to Inform Instruction: Highlight scores that fall below the following cutoffs:  Accuracy < 97 %  Fluency< 3 on Fluency Rubric  Reading Rate < 120 WCPM  Comprehension < 3 on Rubric scores  What could be a whole class focus for comprehension strategy instruction?  What do I need to differentiate to support the specific reading skills needs of individual students?

23. Reading Action Plan Learning DestinationStrategyAssessment/ Indicator Reading Fluency Readers Theater Choral / Shared Reading Drama Repeated Readings Paired Reading Reading Aloud Observation of performances Reading Conferences Audio Tapes Running Record/SRA

24. Prairie Spirit Writing Continuum Expanding – Gr. 3-4 Illustrated End of Year Expectations Grade 3

26. 4321 ELEMENTS STORY STRUCTURE Strong evidence of setting, characters, challenge, plot and a conclusion Evidence of setting, characters, challenge, plot and a conclusion that can be followed in sequence, and a solution. Use of setting, characters, challenge and plot and some ability to create an adventure The story needs setting, characters, a challenge, or plot. Challenge & Action Contains challenges and actions to draw the audience in. All events are connected. Contains challenges and actions to draw the audience in. Most events are connected. Contains one or two challenges and actions to draw the audience in. Events may connect. Needs challenges and actions to draw the audience in ORGANIZATION Well stated adventure Beginning, middle and ending are obvious. Good flow of events from beginning to end Good set up of adventure Beginning, middle and ending are present Events are sequenced Adventure is partially described Attempts beginning, middle, and end section Some events in sequence Adventure is difficult to define Beginning, middle and/or end missing Ideas are not sequenced PRESENTATION/ ENGAGEMENT Creates a feeling of challenge/action/risk throughout story. Word choice and sentence patterns engage audience. Creates a feeling of challenge/action/risk most of the time. Word choice and sentence patterns engage audience most of the time. Creates a feeling of challenge/action/risk sometimes Word choice and sentence patterns engage audience sometime. Needs to create a feeling of challenge/action/risk. Limited word choice and sentence patterns. CONVENTIONSMinimal errorsSome errors but do not interfere with understanding the story. Errors interfere with understanding the story to some extent. Errors seriously interfere with understanding the story.

27. Strategies & Skills That Meet Expectations for most Strategies & Skills to teach to the Whole Group Strategies & Skills to teach in Small Group Students Writing Class Profile

28. Writing Action Plan Learning DestinationStrategyAssessment/ Indicator Organization Modeled Writing Shared Writing Mentor Texts borrowing strategies from authors Graphic Organizers BME, Web Observation during Writing Workshop & Content Area Writing Writing Conferences Portfolios Checklists and Rubrics

29. Essential Question 3 Instructional Strategies: How do we support students in developing their strategies and skills AND meeting the learning outcomes?

30. Focusing on Characteristics of Texts Reading - P. 3 On Own:  √ the text characteristics you are currently teaching and students are encountering through reading instruction  Jot down names of Mentor Texts beside the characteristics.  the key changes in texts at my grade level As a team:  Grade level charts – Key Changes in Texts  Post and Compare with transition grades  Share Mentor Text options with team 1-2 3-4 5-6 7-8

31. How to use Key Characteristics of Texts…  Supports planning, assessment, feedback and reporting  Helps teachers select text that will best meet the learners’ needs  Provides teachers with specific language to describe what the reader has under control as opposed to, “He’s reading at level ___.”  Supports purchases of resources  Helps teachers reflect on next steps Page 3

32. The Lesson Reading - p. 1 Discuss:  How does the lesson plan engage and support students in the expected performance?  Will students know the purpose of the lesson? (why)  Will students know the intent of the lesson? (what is expected)

34. The Lesson Writing – page 1 Discuss:  How does the lesson plan engage and support students in the expected performance?  Will students know the purpose of the lesson? (why)  Will students know the intent of the lesson? (what is expected)