A day's discussion re: literacy for all, with a particular focus on K-7. Discussion grew from 'Every Child, Every Day' into writing, whole class reading strategies, and support for the vulnerable reader.

1. Literacy for All☺
Merri%
April 25, 2017
Faye Brownlie
Slideshare.net/fayebrownlie.merri%

2. “Every Child, Every Day” – Richard Allington and
Rachael Gabriel
In EducaNonal Leadership, March 2012
6 elements of instrucNon for ALL students!

3. 1. Every child reads something he or she
chooses.

4. 2. Every child reads accurately.
-intensity and volume count!
-98% accuracy
-less than 90% accuracy, doesn’t improve
reading at all

5. 3. Every child reads something he or she
understands.
-at least 2/3 of Nme spent reading and
rereading NOT doing isolated skill pracNce or
worksheets
-build background knowledge before
entering the text
-read with quesNons in mind

6. 4. Every child writes about something
personally meaningful.
-connected to text
-connected to themselves
-real purpose, real audience

7. 5. Every child talks with peers about reading
and wriNng.

8. 6. Every child listens to a fluent adult read
aloud.
-different kinds of text
-with some commentary

9. 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
wriNng.
6. Every child listens to a fluent adult read aloud.

10. Support for Vulnerable Students
• Good classroom teaching
• Daily 1:1 or small group teaching
– Word work
– Reading of just right or instrucNonal text
– WriNng about reading
Fountas & Pinnell

11. M – meaning
Does this make sense?
S – language structure
Does this sound right?
V – visual informaNon
Does this look right?
How did you figure that out?

12. Grade 1/2, Sunshine Coast
• The strengths:
– Cha%y, love to share ideas, take risks with their
spelling
• The challenge:
– Very diverse group
– Some resistant to wriNng, others write pages
• The goal:
– Teaching wriNng in a fun and inclusive way to help
everyone grow

21. K – Building Connections/Response
to Reading
• PracNce making connecNons
• Choose a symbol
• Talk about how this helps our reading
• Read together and make connecNons
• Students show their connecNons by drawing
and wriNng
• with Jessica Chan, Inman, Burnaby

35. Volcano Surfing Sequence

36. Intensive Vocabulary Building
Before During A-er
acNve
cinder cone
erupted
steep slopes
billowing
crater
degree
angle

38. • Aher making the tough climb to the top,
volcano surfers put on ___________________
clothing – including ___________ goggles and
someNmes _____________ jumpsuits – to
keep out all the ash.

39. • Aher making the tough climb to the top,
volcano surfers put on
p___________________ clothing – including
p___________ goggles and someNmes
o_____________ jumpsuits – to keep out all
the ash.

40. • Aher making the tough climb to the top,
volcano surfers put on pro_________(3 syllables, root
word, keep you safe) clothing – including p______
(material) goggles and someNmes o______ (colour)
jumpsuits – to keep out all the ash.

41. Why is volcano surfing risky?
• Read with the quesNon in mind.
• Answer the quesNon, with a partner, orally.
• Answer the quesNon in wriNng, using as many of
the key terms from the text as possible. Can you
give 3 reasons? 4?
• In Crazy Challenges – Jill Eggleton
• Key Links Literacy

44. • What is something in your pracNce that
affirms?
• What is something that you could refine?
• What is something that you could aspire to?
• What opportuniNes are there to let something
go?