Full day session, focusing on reading/writing/thinking sequences, intermediate and secondary. Included: word work for emergent readers and writers, critical literacy, building background knowledge, responding to text through identity , setting, and character.

1. Reading/Writing Sequences for
Grades 4-9, Non-Fiction and
Fiction
Faye Brownlie
Nechako Lakes
November 24, 2023

2. Learning Intentions/Key Questions:
How have my learners
grown since September?
How do I plan with
connecting, processing,
personalizing and
transforming?
How do I instruct to
include ALL learners in
meaningful, whole class
literacy lessons?
What evidence do I collect
that shows my teaching is
making a difference?

3. Who: The child and the class of children
Word Recognition/
Word Production
Creating Meaning/
Communication
How: Teachers’ response to the child’s strengths
and stretches
What:
The
Frame-
work

4. Relationship Between TeacherSupport and Student Controlin Reading
Interactive
Read-Aloud
Shared
Reading
Guided Reading
With
Leveled
Books
Lit
Circles
Independent
Reading
Oral Language – “Reading and writing are floating on a sea of talk” - James Britton
Adapted by Faye Brownlie from 2017 Irene C. Fountas and Gay Su Pinnell from Guided Reading, Second Edition Portsmouth, NH, Heinemann
Literacy is the ability and willingness tomake meaning from textand express oneself ina variety of modes and for a variety of purposes.
Literacy includes making connections, analyzing critically, comprehending, creating, and communicating.
B.C. Ministry of Education, 2017
It's all about making meaning. All the subsets of reading— fluency, decoding, vocabulary development — are important in how they help the
reader derive meaning from text. All aspects of writing — from letter-sound relationship to the construction of sentences and the use of vocabulary
are basedon communicating.
High
Student
Control
Low
Student
Control
High
Teacher
Support
Low
Teacher
Support

5. Building BK on Residential Schools before reading My
Name is Seepeetza, Lisa Pugh, Horse Lake, Gr 6/7
• Cluster of what you know
• Quick write
• Wonder at vertical spaces, teams of 3
• Share top 2
• Quick write
• 2 U tube videos
• Quick write
• Underline and share powerful line – found poem
• Exit slip: what can you do to move forward?

15. • Why did the government and churches feel everybody had to be the same?
• Were the teachers and nuns forced to abuse the kids?
• What happens if siblings are put together and the nuns didn’t know?
• How was this legal?
• I think they are brave.
• Some people survived residential schools.
• The kids were scared.
• Why would the church run the schools?
• This should never happen again with anything.
• What they suffered
• Similar to concentration camps
• The survivors had nothing good to take away from the schools.
• I think the survivors of the school are extremely brave.
• Why would they take the kids/entire families for so long just because they were different or weird?
• Just seeing how sad they were really makes we wonder what were some of the hardest things they experienced.
• I also noticed in some of the videos that all the kids looked sad, but all the adults looked happy or were smiling.
• Did he die because he ate poisoned food?
• Why do people expect us to deal with it when they didn’t deal with it?

16. Next:
• New vocabulary
• Introduce 2 information texts
• Read to find answers to several of your questions
• Record what you are learning
• Share significant findings
• Add on to your recording/writing
• Setting the stage for My Name Is Seepeetza

17. Word Work
• These samples are from early primary. The structure will be similar
but could be used to help address the sound/symbol work that some
of your emerging learners in intermediate and secondary classrooms
need to become more proficient readers.
• Use with discretion! Students need more time with eyes on text that
simply word work and the more the word work can be infused into
the actual work of reading and writing – or grow from it, the better.

18. Word Work – 15 minutes ‘filler’
• Whiteboards, felts, and erasers
• After reading and responding to I Hope – Monique Grey Smith
• Had addressed ‘hope’ - silent ‘e’ to make vowel ‘o’ say its name
• Write ‘hop’; change to ‘hope’
• Try ‘mop’; change to ‘mopping’, then ‘mopped’. Challenge: I mopped the
floor.
• Try ‘stop’; change to ‘stopping’. Challenge: I hope he is stopping at the stop
sign.
• Skills: silent ‘e’ to make vowel long, CVC for short vowel, double the final
consonant with CVC words when adding suffix ‘ing’ or ‘ed’ (not ‘t’), ‘p’ is
below the line, ‘d’ is not ‘the’, irregular word patterns: ‘floor’ and ‘sign’

19. Word Work – whole class
• Children sit in a circle, each with a whiteboard.
• 3 times/week – 10-20 minutes
• ”I’m going to say 3 different words. Write the best word for you. If you finish
writing the word and are ready for a challenge, try and write it in a sentence.”
• Choose words that will provide appropriate practice and stretch for ALL your
children. This grade ½ class stretches from letter/sound and short ‘a’, cvc pattern,
through long vowels with silent ‘e’, to word patterns that are showing up in the
more sophisticated writers’ writing.
• Provide individual feedback as the children are writing their words.
• Comment on the patterns and spelling strategies that you notice being used.
• Example of words:
• rat, rate, react
• cat, Kate, caught

20. Word Work 10-15 minutes of explicit
instruction!!! Groups formed from writing.
Great with your resource teacher
• Choose a phonemic focus for your group.
• Ask learners to bring a piece of paper or a whiteboard.
• Introduce your phonemic skill: CVC pattern, CVCe…
• Bubble gum your word and have the students work with you to spell the
word – i.e., cat
• Change the first consonant and make new words.
• Learners write their words on their papers, then share them
• Play games with the words.
• Change the initial and final consonants first.
• Watch for these spelling patterns showing up in the learners’ independent
writing.

21. Skill-Based Groups: Word Concentration
• Each group has 5 words, repeated to make 10 index cards.
• Place the cards face down.
• Children, in pairs, turn one card up, read it, turn another card up, looking
for a pair.
• When pairs are found, they keep the pair.
• Shuffle the cards and begin again.
• 1-2 times a week, 20 + minutes.
• 3 groups in this ½ class:
• CVC ‘at’ words
• ‘ight’ words
• ‘expert’ words
• with, was, because, going…

22. Skill-Based Groups: Spell or Read
• 10-15 word cards per group, arranged in a stack, face down.
• Children in pairs.
• On whiteboard or scrap paper, make 2 columns.
SPELL READ
• One partner chooses a word for the other.
• The partner chooses to see the word and read it or hear the word and spell
it.
• Spelling the word correctly gives 2 points, reading it gives 1 point.
• NO competition but they love keeping score!
• Extending group: words from writing, including ‘aught’, ‘ight’ and ‘ould’
patterns.
• 1-2 times a week, 30minutes.

23. Homework Practice
• For those who need it, ask for it, and think it’s fun to have it
• NOT for those who are emerging as writers and beginning to take
risks with sound/symbol or are just learning their sounds and letters.
• 3 columns
• TEACHER WRITES THE WORDS COPY COVER COMPARE
• Words chosen once a week from child’s writing.
• Maximum of 3-4 words per week.
• Goal is independence and accuracy with these words in their writing.
• Words that are not yet showing up as accurate in daily writing, stay
on the list or are replaced with a very similar word.

24. Modeling
• Whole class
• Small groups
• When coaching 1:1
• Moving from “I do” to ”We do”.
• Modeling word construction to include ALL learners – initial sounds,
syllables, words families, various spelling strategies, vocabulary
choice…

25. • Crossword puzzles from Scholastic
• CVC and long vowels
• Think this is the best game EVER!!

26. Critical Literacy
• Whose voice is heard? Whose voice is not heard?
• Why did the photographer choose this particular image? What did
they want you to notice? Why this lens?
• What do you infer about the beliefs of the writer or the
photographer? Do these beliefs align with yours? Why or why not?
• Read Kelly Gallagher and Penny Kittle for practical ideas and
inspiration! 180 Days is a great read!!

27. Dane Philipenko, Gr 8, NVSS
Clustering, sketching, characters & identity
The Dinner Party – Mona Gardner
• Characteristic: who are you? What 2-3 things might you say? What
would others say about you? Modelled on board with teachers –
inside and outside circle.
• Sketch the setting of the story as it was read aloud. Modeled with
one of the teachers. Built and discussed the setting – dinner party,
India. Setting impacts plot and how the characters react.
• 3 characters: hostess, colonel, American. Collect information as story
is read aloud.
• Quick write. Who was the bravest? Most important? Word count and
evidence from the story.

32. Critical Literacy
• A virtual teacher, 2 classroom teachers, 2 classes in person, and 6-7
transitional learners
• Grade 6/7, used again in secondary classes
• Co-planned by Jean-Ann and Faye
-2-3 weeks on critical literacy and the media, democracy,
government, perspective, bias
-examining images and quotes

33. Curricular Connections
Big Ideas
• Systems of government vary in their respect for
human rights and freedoms.
• Media sources can both positively and negatively
affect our understanding of important events and
issues.
• Exploring and sharing multiple perspectives
extends our thinking.
• Questioning what we hear, read, and view
contributes to our ability to be educated and
engaged citizens.
Curricular Competency
• Question, gather, interpret, and analyze ideas; and
communicate findings and decisions
• Take stakeholders’ perspectives on issues,
developments, or events by making inferences
about their beliefs, values, and motivations.
• Make ethical judgments about events, decisions, or
actions that consider the conditions of a particular
time and place, and assess appropriate ways to
respond.
• Synthesize ideas from a variety of sources to build
understanding.
• Think critically, creatively, and reflectively to
explore ideas within, between, and beyond texts.
• Exchange ideas and viewpoints to build shared
understanding and extend thinking.
• Transform ideas and information to create original
texts.

34. Lesson 1 – one hour
Together
• 40 second write – What is democracy?
• Share out and add on
Parallel Groups
• Whip around and examine the image
• Create a class web
Together: Share out and add on
• Write: What is the story behind the picture? What meaning does the
photographer want us to have? What is your evidence? 5-6 minutes, beginning
with a 40 second write by virtual teacher and students ‘noticing’ what was in the
writing
• Share out a word, phrase, sentence that is positive.
• Summary comments by virtual teacher.

35. Read in Bloomberg:
https://apple.news/AcCSnYzycS9yOZURtVr7tSw

38. 40 seconds
What do you notice about the writing?
What am I trying to do in my writing?
Power has shifted. It was with the police, but now it is with the
protesters, as evidenced by the great numbers, the crowding, the lack
of a look of fear on their faces. The police seem intimidated and where
are their masks?!??!

39. Strength has shifted from the police to
the protesters, as the protesters are
closer to the once-protected doors. The
police must believe that this situation is
helpless, as they turned their faces
away from the protesters, frowning and
surprised, muddled and confused.
Though with guns, they refuse to use it
in any way. No communication or
connection is established between the
police and the protesters.
The red caps of the protesters bring
them mental strength and awareness.
The protesters are not wearing masks,
showing that Trump remaining as
president is ore vital, crucial than
anything.

43. Day 2: Using student response to build next steps
• Strengths I noticed in the responses
• Use of detail from the picture
• Use of evidence to back up opinions and inferences
• Beginning to take a stand interpreting the picture
• Use of background knowledge and context
• Other thoughts I had to add on to my response
• Protesters are facing toward the door, moving past the police
• Police are holding their shields against the protesters
• Police are not in front of the door
• Ratifying the vote inside the building (claim of unreliable vote)
• To consider
• What is said
• What is not said
• Criteria
• The big idea of the picture (what you infer)
• What the photographer wants you to believe
• Evidence in the details to support your big idea
• Connection to democracy

48. I noticed that this place they’re at is
the same as the last photo I saw.
Everyone is wearing a military/como
suit. I see bags and a few clothing
beside the couch. And their
appears to be someone
sleeping/resting near the couch tea.
People are wearing masks, and are
social distanced.

49. Police in camouflaged clothing,
exhausted and busy, walk past
statues of former presidents. To
finish their mission of protecting
citizens from danger due to violent
protests. Sleepy and homesick, the
police settle down in the Rotunda,
sleeping under couches and missing
family and home. Men and women
walk orderly on the reflective,
smooth floor hold guns for
protection. One holds a coffee cup,
to keep him alert. Is this what
protesters want? Is this what they
think to be ‘democracy’?
Peace is only held in the moment, no
visitors, only the tired guards, social-
distanced and well-dressed with
masks. How long will peace last?

50. Moved to Guided Practice
-Students worked in table groups, each with the same image
-Table groups reported out 2-3 key observations or inferences
with support
-Individual write – 8 minutes - too long

52. CRITICAL LITERACY ANALYSIS ASSIGNMENT
THE LEARNING OBJECTIVE is to show how you can identify and explain the reasons that
support your viewpoint/interpretation using a combination of the evidence from what you
saw in the photo and read in the caption and your background knowledge. This is called
Critical Literacy.
(How do you know what you know?) (What is being said? What is not be said?)
1. Read over the four 5-10 minute writes that we did on the four photos that Ms.
Brownlie and I have shown you last week that have been posted in the gallery.
___#1- Jan. 11th ___#2 - Jan. 13th ___ #3- Jan. 14th___ #4 - Jan 15th
2. Choose the one that you would like to rework and submit for feedback
3. Hand in both the original photo write and the one you have expanded and reworked.
4. Have a look at the writing samples Ms. Brownlie completed while you were writing.
What do you notice about her writing? How does it follow the equation below:
Background knowledge + Evidence you see in the photo = Justified Interpretation
5. When you are reworking your writing look to see if you have the pieces from the
criteria checklist.

53. CRITERIA CHECKLIST
- Open your writing with a summary statement about your big idea
- Take a stand to present your interpretation or point of view
- Use details from the picture to support your point of view
- Connect with your background knowledge to support your ideas
- Justify your interpretation by linking your details and your background
knowledge to give reasons for your thinking
- Linking the picture taken with your interpretation about democracy
- Examine critically what is and is not being said
- What message does the media want you to believe about this image?
- Close with a restatement of your big idea
DUE DATE: TUESDAY, JANUARY 19TH FOR REWORK

54. https://www.foxnews.com/politics/nancy-
pelosis-office-stormed-during-capitol-chaos-
senate-chamber-also-breached
1 day ago [Jan 7, 2021]
• Thomas Jefferson said it best when he stated "the government should
be afraid of the people, not the people should be afraid of
government." Today, the government was afraid of the people. And I
truly hope it woke the government up to having too much power over
the people.

55. Clustering, sketching, characters & identity
The Dinner Party – Mona Gardner. Dane Philipenko, Gr 8, NVSS
• Characteristic: who are you? What 2-3 things might you say? What
would others say about you? Modelled on board with teachers –
inside and outside circle.
• Sketch the setting of the story as it was read aloud. Modeled with
one of the teachers. Built and discussed the setting – dinner party,
India. Setting impacts plot and how the characters react.
• 3 characters: hostess, colonel, American. Collect information as story
is read aloud.
• Quick write. Who was the bravest? Most important? Word count and
evidence from the story.

61. Implementing
What connections did you
make with today’s work?
What would you like to change
or add to the literacy work you
are doing with your learners?
What ideas are you taking away
from today?
What will you try?