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Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
Bcpta.inclusive literacy practices
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Bcpta.inclusive literacy practices

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Designed for the spring forum for BCPTA, Stay Calm and Teach On, a selection of inclusive literacy practices - including grab bag writing, making inferences, setting up literacy centres and small …

Designed for the spring forum for BCPTA, Stay Calm and Teach On, a selection of inclusive literacy practices - including grab bag writing, making inferences, setting up literacy centres and small group reading where children read, read, read.

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  • 1. Inclusive Literacy Practices Stay  Calm  and  Teach  On   BCPTA   April  11th  2014   Faye  Brownlie   Slideshare.net/fayebrownlie/bcpta/inclusive  literacy  
  • 2. We CAN teach all our kids to read. •  Struggling  readers  need  to  read  MORE  than   non-­‐struggling  readers  to  close  the  gap.   •  Struggling  readers  need  to  form  a  mental   model  of  what  readers  do  when  reading.   •  Struggling  readers  need  to  read  for  meaning   and  joy     •  Struggling  readers  do  NOT  need  worksheets,   scripted  programs,  or  more  skills  pracMce.  
  • 3. According  to  teachers,  what  worked  in  CR4YR   2012-­‐13?   For  students  who  showed  major  gains,  what  worked  was:   •  1:1  support  (this  didn’t  necessarily  mean  pull  out)   •  feeling  safe  and  supported;  relaMonships   •  choice/personalizaMon  (kids  who  struggled  the  most  oTen   had  the  least  amount  of  choice)   •  A  focus  on  purpose  and  meaning     Sharon  Jeroski,  August  2013   sjeroski@shaw.ca  
  • 4. “The  most  powerful  single  influence  enhancing   achievement  is  feedback”-­‐Dylan  Wiliam   •  Quality  feedback  is  needed,  not  just  more  feedback   •  Students  with  a  Growth  Mindset  welcome  feedback   and  are  more  likely  to  use  it  to  improve  their   performance   •  Oral  feedback  is  much  more  effecMve  than  wri`en   •  The  most  powerful  feedback  is  provided  from  the   student  to  the  teacher  
  • 5. A Primary Writing Prompt: the grab bag •  4  items  in  a  bag,  kids  with  a  paper  with  4   boxes   •  Pull  out  1  item  at  a  Mme,  explore  how  it  might   be  used  in  a  story   •  Kids  draw  how  the  item  might  be  used   •  Repeat  with  each  item  with  kids  drawing  both   items  in  2nd  box,  …   •  In  4th  box,  either  draw  all  4  items  or  begin  to   write  their  story  
  • 6. Both  lessons:    75  minutes,  aTer   lunch   •  Mundy  Road  with  KrisMne  Wong   – Focus  on  beginning,  middle,  end   •  9  EAL  students   •  1  very  young  student   •  Blakeburn  with  Lori  Clerkson   – Focus  on  story  starters,  moving  beyond  ‘I  did,  I   did,  I  did…”    
  • 7. Inferences   12th  Avenue   Louise  Thibodeau  2/3   Text:    The  Great  White  Man-­‐EaMng  Shark   •  Inference/evidence   •  PracMced  one  image  together   •  Worked  in  partners  around  different  images   from  the  text   •  Shared   •  Read  the  text  
  • 8. Michelle Hikida Diefenbaker Elem., Richmond •  LIF  learning  support  and  teacher  librarian   •  School  focus  on  extra  support  in  grade  1   •  2  classroom  teachers  in  2012-­‐13,  3  in  2013-­‐14   •  Co-­‐plan  and  adjust  according  to  student  need  
  • 9. •  Set  up  literacy  centres,  all  reading   •  On  days  with  no  GR,  30  minutes  of  literacy   centres  (no  RT  on  these  days)   •  Focus  on  thinking  and  meaning  making   •  Hard  –  harder  –  hardest  for  leveling  books   •  Guided  Reading:  2/week  in  1  grade  1  class  and  1/ week  in  the  other   •  Beginning  of  May,  changed  to  4  Mmes  a  week  in   the  second  class   •  All  students  now  reading  within  expectaMons  
  • 10. 45 min. – Guided Reading •  Word  work   –  Word  families,  words  from  text,  le`ers,  sounds       •  Few  sight  words   –  Word  games  –  5  minutes   •  Strategies  of  good  readers   –  Build,  review,  focus  on  one   •  Picture  walk   •  Read  alone   •  Read  with  teacher   •  Choose  another  book  to  read   –  From  previous  texts,  shared  texts,  can  reread   •  Eyes  on  print  30  minutes/day  

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