Using the English Language Arts Foundation for Implementation Document (FFI)

1. Planning for Quality Learning, Instruction, and Assessment Using theEnglish Language Arts Foundation for Implementation Document (FFI) An FFI document is the teacher’s “toolbox” for planning for quality instruction and assessment for/as/of learning.

2. About this Tutorial • This tutorial is designed to help educators make meaning of the English Language Arts: Foundation for Implementation, 1998 document (FFI). • Planning with an FFI document ensures that best practices are being implemented in Manitoba classrooms. • Learning to use this document for planning is an effective and efficient means to quality learning, teaching, and assessing learning and teaching.

3. Select Your Learning Part You can return to this slide at any time by clicking on the Home button. Navigating around the tutorial: • Part One - Knowing Where to Start • Part Two - Targeting Learning Outcomes • Part Three - Planning for Quality Learning, Instruction, and Assessment • Part Four - Quality Assessment • Part Five - An Example Theme/Unit: Goal Setting You can click on each “Part” to enter that section … … or travel through the tutorial one slide at a time by clicking on the next button.

4. Select Your Learning Part The tutorial consists of five parts: • Part One - Knowing Where to Start • Part Two - Targeting Outcomes • Part Three - Using the Four Column Planner • Part Four – Focusing on Quality Assessment for/as Learning • Part Five - An Example Theme/Unit: Goal Setting

5. Part One Knowing Where to Start

6. Part One - Knowing Where to Start GLO Icons General Learning Outcome Maps 4 Columns Specific Learning Outcomes Suggestions for Instruction Suggestions for Assessment Learning Teaching Resources. Target 2-3 learning outcomes. Choose strategies: • Activate • Acquire • Apply Select criteria for observation. • BLM 2 • BLM 5 Classroom Library • Quality literature. • Text sets. Use the Organizational Features of the Foundation For Implementation (FFI) to Navigate through the Document

7. Part One - Knowing Where to Start This literacy curriculum (FFI) is organized around five integrated General Learning Outcomes (GLOs) The General Learning Outcomes (GLO) are represented by Icons which help you connect to the big idea that each represents. It is through a GLO, or a big idea,that you will find an “entry point” into the document.

8. Icons of the Five General Learning Outcomes (GLOs) Part One - Knowing Where to Start GLO 2 GLO 3 GLO 1 GLO 4 GLO 5 GLO 1 Explore Thoughts, Ideas, Feelings, and Experiences.

9. Icons of the Five General Learning Outcomes (GLOs) Part One - Knowing Where to Start GLO 2 GLO 3 GLO 1 GLO 4 GLO 5 GLO 2 Comprehend and Respond Personally and Critically to Oral, Literary, and Media Texts.

10. Icons of the Five General Outcomes (GOs) Part One - Knowing Where to Start GLO 2 GLO 3 GLO 1 GLO 4 GLO 5 GLO 3 Manage Ideas and Information.

11. Icons of the Five General Learning Outcomes (GLOs) Part One - Knowing Where to Start GLO 2 GLO 3 GLO 1 GLO 4 GLO 5 GLO 4 Enhance the Clarity and Artistry of Communication.

12. Icons of the Five General Learning Outcomes (GLOs) Part One - Knowing Where to Start GLO 2 GLO 3 GLO 1 GLO 4 GLO 5 GLO 5 Celebrate and Build Community.

13. You will use the GLO icons to find an entry point into the Foundation for Implementation (FFI) document. Part One - Knowing Where to Start GLO 2 GLO 3 GLO 1 GLO 4 GLO 5

14. A Learner-Centered Approach to Planning Part One - Knowing Where to Start 1234 I need to STOP and REFLECT before I target specific learning outcomes. This reflecting is all done in pencil because formative assessment for learning informs instruction. Plans will change as you go.

15. In a learner-centered approach to planning we need to reflect on: Part One - Knowing Where to Start 1234

16. In a learner-centered approach to planning we need to reflect on: Part One - Knowing Where to Start 1234 What do I want my students to know and be able to do at the end of this learning experience?

17. In a learner-centered approach to planning we need to reflect on: Part One - Knowing Where to Start 1234 What will the evidence of student learning look and sound like?

18. In a learner-centered approach to planning we need to reflect on: Part One - Knowing Where to Start 1234 How will I design the classroom contexts and processes to facilitate learning?

19. In a learner-centered approach to planning we need to reflect on: Part One - Knowing Where to Start 1234 WhatGeneral Learning Outcomewill guide instruction, learning, and assessment through this learning experience?

20. Planning for Quality … Part One - Knowing Where to Start 1234 What do I want my students to know and be able to do in this learning experience? Quality refers to targeted learning outcomes for determining appropriate assessment criteria. When teachers in Manitoba use their FFI for planning for quality, all students are being assessed on the same criteria. What will the evidence of student learning look and sound like? How will I design the classroom contexts and processes to facilitate learning? What GLO will be my entry point into the ELA Foundation for Implementation? Four Steps in Planning with the End in Mind (adapted from McTighe)

21. Planning for Quality … Part One - Knowing Where to Start 1234 What do I want my students to know and be able to do in this learning experience? What will the evidence of student learning look and sound like? Before planning units, themes or learning sequences, I need to reflect on the needs of the learners and the English language arts processes and content. How will I design the classroom contexts and processes to facilitate learning? What GLO will be my entry point into the ELA Foundation for Implementation?

22. Planning for Quality … Part One - Knowing Where to Start 1234 What do I want my students to know and be able to do in this learning experience? What will the evidence of student learning look and sound like? How will I design the classroom contexts and processes to facilitate learning? This may be focused observations of processes/performances; demonstrations; student products; student and teacher reflections … What GLO will be my entry point into the ELA Foundation for Implementation?

23. Planning for Quality … Part One - Knowing Where to Start • This may be whole group or co-operative/flexible groups; workshop; reading process and writing process; goal-setting and reflection; explicit / implicit instruction; formative assessment for/as learning; inquiry… 1234 What do I want my students to know and be able to do in this learning experience? What will the evidence of student learning look and sound like? How will I design the classroom contexts and processes to facilitate learning? What GLO will be my entry point into the ELA Foundation for Implementation?

24. Planning for Quality … Part One - Knowing Where to Start 1234 What do I want my students to know and be able to do in this learning experience? What will the evidence of student learning look and sound like? What General Learning Outcome will best fit the learning needs? How will I design the classroom contexts and processes to facilitate learning? What GLO will be my entry point into the ELA Foundation for Implementation?

25. Planning for Quality … Part One - Knowing Where to Start 1234 What do I want my students to know and be able to do in this learning experience? This is my “entry point” into the FFI document. What will the evidence of student learning look and sound like? How will I design the classroom contexts and processes to facilitate learning? What GLO will be my entry point into the ELA Foundation for Implementation?

26. Planning for Quality … Part One - Knowing Where to Start 1234 What do I want my students to know and be able to do in this learning experience? What will the evidence of student learning look and sound like? Then, the FFI document will show me where to go and what to do next. How will I design the classroom contexts and processes to facilitate learning? What GLO will be my entry point into the ELA Foundation for Implementation?

27. Planning for Quality … Part One - Knowing Where to Start 1234 What do I want my students to know and be able to do in this learning experience? What will the evidence of student learning look and sound like? How will I design the classroom contexts and processes to facilitate learning? What GLO will be my entry point into the ELA Foundation for Implementation? Four Steps in Planning with the End in Mind (adapted from McTighe)

28. A Learner-Centered Approach to Planning Part One - Knowing Where to Start 1234 Now I am ready to start targeting specific learning outcomes.

29. Part One - Knowing Where to StartPause , Practice and Reflect… Pauseand take some time to become acquainted with your FFI document. You may want topracticeyour developing understanding by working through the following scenarios: What’s the GLO? Scenario 1- Teacher’s Goal: I want my students to be able to access and organize information from a variety of sources for their science inquiry. [GLO3] Scenario 2- Teacher’s Goal: I want my students to be able to set and reflect upon attainable learning goals. [GLO1] Scenario 3- Teacher’s Goal: I want my students to be able to write a reflection in their co-operative groups. [GLO5] Scenario 4- Teacher’s Goal: I want my students to be able to choose from a broad variety of quality literature for enjoyment and learning. [GLO2] Scenario 5- Teacher’s Goal: I want my students to explore a variety of forms and techniques in quality literature to be able to communicate ideas and information to a real audience. [GLO4 and/or GLO2] Reflect… What do you notice about the teacher’s goals? What connections can you make to your practice? How might setting goals for instruction help you use your FFI more effectively and efficiently?

30. Part Two Targeting Learning Outcomes

31. Part Two – Targeting Outcomes Foundation For Implementation K-4 and 5-8: Overview p. 5-6 • “In a balanced language arts program, the language arts and the learning outcomes are integrated into logical and developmentally appropriate learning sequences.” • “…single learning outcomes are rarely taught in isolation. Effective integrated language arts classroom learning experiences typically address many learning outcomes simultaneously.” • “The specific learning outcomes listed in the four columns are not intended to be taught in the order in which they are written.” • “Language arts instruction and assessment should always occur within meaningful literacy contexts.”

32. Planning for Quality … Part Two – Targeting Outcomes 1234 What do I want my students to know and be able to do in this learning experience? What will the evidence of student learning look and sound like? What General Learning Outcome will best fit the learning needs of my students? How will I design the classroom contexts and processes to facilitate learning? What GO will be my entry point into the ELA Foundation for Implementation?

33. Part Two – Targeting Outcomes A General Learning Outcome Map is my “entry point” to the FFI document. I want my students to organize information from a variety of sources.

34. Part Two – Targeting Outcomes What GLO will be my entry point into the Foundation for Implementation (FFI) document?

35. Part Two – Targeting Outcomes General Learning Outcome 3 includes the specific learning outcomes I need to consider.

36. Part Two – Targeting Outcomes 3.2.2 3.3.1 I want my students to identify a variety of sources and to organize new information.

37. Part Two – Targeting Outcomes I have targeted specific learning outcomes 3.2.2 Identify Sources, and 3.3.1 Organize Information.

38. Part Two – Targeting Outcomes Now, I can choose from a variety of appropriate instructional strategies in column 2 …

39. Part Two – Targeting Outcomes and assessment criteria in column 3 - for learning and instruction.

40. Part Two – Targeting Learning OutcomesPause , Practice and Reflect… Pause and take a few moments to reflect and practice targeting outcomes to meet the needs of your students, and to uncover curriculum. Based on your reflections: • Identify the GLO that will be your “entry point” into your FFI document. • Locate the GLO outcome map in your FFIdocument and target 1 or 2 specific learning outcomes (SLO’s) that will meet the learning needs of your students. The SLO’s will guide your planning for quality learning, teaching, and assessment. • Return to the scenarios in Part One “Knowing Where to Start: Pause, Practice and Reflect”for further practice targeting outcomes. Reflect… • What do you notice about your goals and learners’ needs? • How might targeting outcomes help you use your FFI more effectively and efficiently? • How might targeting outcomes improve learning and teaching in your classroom?

41. Part Three Using the Four Column Planner

42. Part Three – Using the Four Column Planner Another organizational feature of your FFI document is the Four Columns

43. Part Three – Using the Four Column Planner The Four Column Planner The Four-Column Planner is a template for recording plans. This planner is the same format as the four columns in your FFI document. Always plan in pencil because formative assessment for learning informs instruction. Plans will change as you go. Note your reflections and “Think Abouts…” at the top of the planning template. Download the Four Column Planner

44. Part Three – Using the Four Column Planner What do I want my students to know and do? How will my students show what they know and can do? How will I design the literacy learning teaching context?

45. Part Three – Using the Four Column Planner What do I want my students to know and do? How will my students show what they know and can do? How will I design the literacy learning teaching context? Go to the GLO outcome mapto target 1-2 specific learning outcomes - Column 1

46. Part Three – Using the Four Column Planner What do I want my students to know and do? How will my students show what they know and can do? How will I design the literacy learning teaching context? Choose strategies for activating, acquiring, applying - Column 2.

47. Part Three – Using the Four Column Planner What do I want my students to know and do? How will my students show what they know and can do? How will I design the literacy learning teaching context? Record 1-2 criteria from the top section of Column 3 in FFI, Focus for Assessment - Column 3.

48. Part Three – Using the Four Column Planner What do I want my students to know and do? How will my students show what they know and can do? How will I design the literacy learning teaching context? Build text sets, plan field trips… note this in Column 4.

49. Part Three – Using the Four Column PlannerPause , Practice and Reflect… Pause and take a few moments to practice using Scenario 4 in Part One. The teacher’s goal is that her students will choose from a broad variety of quality literature for enjoyment and learning. [GO2]. You may want to download the Four Column Planner to practice the following task: (Word)(PDF) • Locate the GLO 2 map in your FFI. Target 1-2 specific learning outcomes. • Turn to the first page of the targeted SLO(s) in your FFI. (The SLOs are in column 1.) • In column 2, browse the wide variety of suggestions for instruction and consider strategies for a learning teaching sequence (activating, acquiring, applying) to meet your learners’ needs. • Choose the strategies for learning and teaching and note them on your Four Column Planner. (Note a strategy like KWL may be appropriate for activating, acquiring, and applying learning.) • Continue practicing with the other scenarios, or, apply your understanding to your own reflections, goal (s), and learners’ needs.

50. Part Four Focusing on Quality Assessment for/as/of Learning