The document discusses effective strategies for teaching reading to struggling readers, emphasizing the importance of enjoyment and meaning over traditional methods like worksheets. It includes various educational techniques used in grade 1 classrooms, such as book bags, 1:1 conferences, and literature circles focusing on relevant cultural themes. The document also features collaborative lesson planning and curriculum development among teachers to enhance student engagement and understanding.

1. Literacy for All
Port Alberni
Nov 1, Feb 21, Apr 26
Faye Brownlie

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 pracJce.

7. • 2

8. ‘Soft Start’ – Sheri Edamura
• Grade 1
• Book bags – class poems, Nelson readers,
some leveled texts
• Read alone
• Student of the day chooses 1 piece to read
together as a shared text
• Previewed “Coming Round the Mountain”
– ou, ow
– Small words in larger
– Picture clues

9. Gr 4/5
• QuesJoning from pictures
• Sort and predict
• Quadrants of a thought
• Concept map

21. Strengthening Choice Reading
• 1:1 conferences
– Book chat – Tell me about what you are reading.
– Read a small secJon to me.
– Response has a meaning and strategy focus
– Extend the thinking
• Whole group response
– Model the format you want from the class read aloud
– Students analyze your response
– Students complete their response
• Be a photographer with 2 lenses: telescopic and long range
• Sketch 2 pictures and explain why each is important in the story

22. Both lessons: 75 minutes, aWer
lunch☺
• Mundy Road with KrisJne Wong, gr. 1
– Focus on beginning, middle, end
• 9 EAL students
• 1 very young student
• Blakeburn with Lori Clerkson, gr. 1
– Focus on story starters, moving beyond ‘I did, I
did, I did…”

34. • Sylvia Bisbee – Roberts Creek, gr. 1

39. Literature Circles: Residential
Schools
• A unit co-developed by
– Marla Gamble, gr. 6 Classroom Teacher, Prince
Rupert, BC
– Marilyn Bryant, Aboriginal EducaJon Program
Resource Teacher
– Raegan Sawka, LUCID Support Teacher (Learning
for Understanding through Culturally Inclusive
ImaginaJve Development)
• Lesson 2: co-designed and co-taught: Marla & Faye

40. • 1st lesson
– Slide presentaJon on First NaJons background in the geographic area
with some reference to residenJal schools
• 2nd lesson
– Whip around
– Write around (?, images, powerful language) 1st paragraph of Fa#y
Legs
– Fishbowl on 1st paragraph of Fa#y Legs – C. Jordan-Fenton & M. Poliak-
Fenton (Annick Press)
– Co-created criteria for effecJve group
– Envelopes of 5-6 pictures from Fa#y Legs
– Make a story
– Share some stories
– Walk and talk
– 4 minute write – story behind the pictures

41. • My name is Olemaun Pokiak – that’s OO-lee-
mawn - but some of my classmates used to
call me “Fahy Legs”. They called me that
because a wicked nun forced me to wear a
pair of red stockings that made my legs look
enormous. But I put an end to it. How? Well,
I am going to let you in on a secret that I have
kept for more than 60 years: the secret of how
I made those stockings disappear.

50. Books used: