Balanced Literacy Sunshine Coast Administrators January 9, 2013
Putting the Big Literacy Ideas to Work in Primary Classrooms Kamloops Tuesday, October 30th, 2012 Tuesday, November 27th, 2012 Faye Brownlie
“Every Child, Every Day” – Richard Allington and Rachael Gabriel In EducaOonal Leadership, March 2012 6 elements of instrucOon for ALL students!
1. Every child reads something he or she chooses.
2. Every child reads accurately. -‐intensity and volume count! -‐98% accuracy -‐less than 90% accuracy, doesn’t improve reading at all
3. Every child reads something he or she understands. -‐at least 2/3 of Ome spent reading and rereading NOT doing isolated skill pracOce or worksheets -‐build background knowledge before entering the text -‐read with quesOons in mind
4. Every child writes about something personally meaningful. -‐connected to text -‐connected to themselves -‐real purpose, real audience
K/Grade 1 WriOng Commons & Jakovac Samples from June 7th, 2012
5. Every child talks with peers about reading and wriOng.
6. Every child listens to a ﬂuent adult read aloud. -‐diﬀerent kinds of text -‐with some commentary
How the world’s most improved school systems keep getting better – McKinsey, 2010Three changes collaboraOve pracOce brought about: 1. Teachers moved from being private emperors to making their pracOce public and the enOre teaching populaOon sharing responsibility for student learning. 2. Focus shieed from what teachers teach to what students learn. 3. Systems developed a model of ‘good instrucOon’ and teachers became custodians of the model. (p. 79-‐81)
Why Inclusion: BC Principles of Learning• Learning requires the acOve parOcipaOon of the learner • People learning in a variety of ways and at diﬀerent rates • Learning is both an individual and a group process • BC Ministry of EducaOon at the beginning of every IRP (since 1994)
Professional Collaboration• InteracOve and on-‐going process • Mutually agreed upon challenges • Capitalizes on diﬀerent experOse, knowledge and experience • Roles are blurred • Mutual trust and respect • Create and deliver targeted instrucOon • GOAL: beker meet the needs of diverse learners
Collaboration…• Takes Ome • Needs a framework • In-‐class collaboraOon without preplanning runs the risk of teachers funcOoning as highly paid educaOon assistants • CollaboraOon without preplanning can place focus of support on learning acOviOes (what is easily observable when entering a classroom) rather than learning outcomes and evidence of thinking and learning