Kamloops.oct.2012

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Allington's 6 areas of literacy for 'Every Child, Every Day'. Primary focus.

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Kamloops.oct.2012

  1. 1. Putting the Big Literacy Ideas to Work in Primary Classrooms Kamloops   Tuesday,  October  30th,  2012   Faye  Brownlie  
  2. 2. Learning Intentions•  I  can  find  evidence  of  current  reading  research   and  the  big  ideas  of  literacy  in  my  pracCce  and   become  curious  about  incorporaCng  a  pracCce   that  is  different  to  me  •  I  can  consider  the  impact  of  my  language  on   my  learning  community  •  I  am  leaving  with  a  quesCon  
  3. 3. “Every  Child,  Every  Day”  –  Richard  Allington  and   Rachael  Gabriel  In  EducaConal  Leadership,  March  2012  6  elements  of  instrucCon  for  ALL  students!  
  4. 4. 1.    Every  child  reads  something  he  or  she   chooses.  
  5. 5. 2.  Every  child  reads  accurately.  -­‐intensity  and  volume  count!  -­‐98%  accuracy  -­‐less  than  90%  accuracy,  doesn’t  improve   reading  at  all  
  6. 6. 3.  Every  child  reads  something  he  or  she   understands.      -­‐at  least  2/3  of  Cme  spent  reading  and   rereading  NOT  doing  isolated  skill  pracCce  or   worksheets      -­‐build  background  knowledge  before   entering  the  text      -­‐read  with  quesCons  in  mind        
  7. 7. 4.  Every  child  writes  about  something   personally  meaningful.    -­‐connected  to  text    -­‐connected  to  themselves    -­‐real  purpose,  real  audience  
  8. 8. K/Grade  1  WriCng   Commons  &  Jakovac  Samples  from  June  7th,  2012  
  9. 9. 5.    Every  child  talks  with  peers  about  reading   and  wriCng.  
  10. 10. 6.  Every  child  listens  to  a  fluent  adult  read   aloud.      -­‐different  kinds  of  text      -­‐with  some  commentary  
  11. 11. 1.  Every  child  reads  something  he  or  she  chooses.  2.  Every  child  reads  accurately.  3.  Every  child  reads  something  he  or  she   understands.  4.  Every  child  writes  about  something  personally   meaningful.  5.  Every  child  talks  with  peers  about  reading  and   wriCng.  6.  Every  child  listens  to  a  fluent  adult  read  aloud.  
  12. 12. Creating Learners, Creating Community•  Thank  you  •  Building  agency  through  causal  statements  •  Eye  to  eye  •  Feedback  on  the  effort  and  the  strategy,  not   the  person  –  no  judgment  •  Fixed-­‐performance  vs  dynamic  process   –  Peter  H.  Johnston,  Carol  Dweck,  Close,  Brownlie  

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