The document discusses inclusive literacy practices emphasizing the need for struggling readers to engage in meaningful reading and to develop mental models of reading strategies. It highlights the importance of 1:1 support, safe relationships, and personalized choices in fostering literacy growth. Effective feedback, particularly oral from students to teachers, is crucial for enhancing student achievement and encouraging a growth mindset.

1. Inclusive Literacy Practices
Stay
Calm
and
Teach
On
BCPTA
April
11th
2014
Faye
Brownlie
Slideshare.net/fayebrownlie/bcpta/inclusive
literacy

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
pracMce.

3. According
to
teachers,
what
worked
in
CR4YR
2012-­‐13?
For
students
who
showed
major
gains,
what
worked
was:
• 1:1
support
(this
didn’t
necessarily
mean
pull
out)
• feeling
safe
and
supported;
relaMonships
• choice/personalizaMon
(kids
who
struggled
the
most
oTen
had
the
least
amount
of
choice)
• A
focus
on
purpose
and
meaning
Sharon
Jeroski,
August
2013
sjeroski@shaw.ca

4. “The
most
powerful
single
influence
enhancing
achievement
is
feedback”-­‐Dylan
Wiliam
• Quality
feedback
is
needed,
not
just
more
feedback
• Students
with
a
Growth
Mindset
welcome
feedback
and
are
more
likely
to
use
it
to
improve
their
performance
• Oral
feedback
is
much
more
effecMve
than
wri`en
• The
most
powerful
feedback
is
provided
from
the
student
to
the
teacher

5. A Primary Writing Prompt:
the grab bag
• 4
items
in
a
bag,
kids
with
a
paper
with
4
boxes
• Pull
out
1
item
at
a
Mme,
explore
how
it
might
be
used
in
a
story
• Kids
draw
how
the
item
might
be
used
• Repeat
with
each
item
with
kids
drawing
both
items
in
2nd
box,
…
• In
4th
box,
either
draw
all
4
items
or
begin
to
write
their
story

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

24. Inferences
12th
Avenue
Louise
Thibodeau
2/3
Text:
The
Great
White
Man-­‐EaMng
Shark
• Inference/evidence
• PracMced
one
image
together
• Worked
in
partners
around
different
images
from
the
text
• Shared
• Read
the
text

29. Michelle Hikida
Diefenbaker Elem., Richmond
• LIF
learning
support
and
teacher
librarian
• School
focus
on
extra
support
in
grade
1
• 2
classroom
teachers
in
2012-­‐13,
3
in
2013-­‐14
• Co-­‐plan
and
adjust
according
to
student
need

30. • Set
up
literacy
centres,
all
reading
• On
days
with
no
GR,
30
minutes
of
literacy
centres
(no
RT
on
these
days)
• Focus
on
thinking
and
meaning
making
• Hard
–
harder
–
hardest
for
leveling
books
• Guided
Reading:
2/week
in
1
grade
1
class
and
1/
week
in
the
other
• Beginning
of
May,
changed
to
4
Mmes
a
week
in
the
second
class
• All
students
now
reading
within
expectaMons

31. 45 min. – Guided Reading
• Word
work
– Word
families,
words
from
text,
le`ers,
sounds
• Few
sight
words
– Word
games
–
5
minutes
• Strategies
of
good
readers
– Build,
review,
focus
on
one
• Picture
walk
• Read
alone
• Read
with
teacher
• Choose
another
book
to
read
– From
previous
texts,
shared
texts,
can
reread
• Eyes
on
print
30
minutes/day