The document discusses literacy education. It begins by providing the Ministry of Education's definition of literacy as involving making meaning from text, expressing oneself in various modes and purposes, and including skills like connecting, analyzing critically, comprehending, creating and communicating. It then discusses recommendations for daily literacy activities in classrooms from authors Allington and Gabriel, including ensuring every child reads something they choose and understand, writes about meaningful topics, and engages in discussions about reading and writing. The document ends by discussing the importance of read alouds, independent reading, and literacy centers/stations, and ensuring vulnerable students have support and engaging literacy activities throughout the day.

1. Igniting a Passion for
Literacy, #4
Coquitlam
April 16, 2019
Faye Brownlie
Slideshare.net/fayebrownlie.coquitlam.april

2. Ministry of Education’s Definition of Literacy
Literacy is the ability and willingness to make meaning from
text and express oneself in a 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
2

3. Every Child, Every Day –
Allington, Gabriel
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 writing.
6. Every child listens to a fluent adult read aloud.

4. The Power and Promise of Read-Alouds and
Independent Reading
Literacy Leadership Brief, ILA, 2018
• Read alouds
• From a variety of genres
• Invitation into the world of text, building vocabulary and background knowledge,
modeling thinking and engagement with text
• Complex instructional interactions
• Independent reading
• Self-selected text
• Explicit instruction about what, why, and how readers read
• Teacher monitoring and support during the reading
• Authentic conversation about what the students are reading
• Build engagement, motivation and joy in reading.
• “…the best readers are those who read the most and the poorest readers are those
who read the least.”

5. How can you increase the time DAILY for read
alouds and independent reading in May and
June?

6. Support for Vulnerable Students
• Good classroom teaching
• Daily 1:1 or small group teaching
• Word work
• Reading of just right or instructional text
• Writing about reading
Fountas & Pinnell

7. Literacy Centres, Gr 1/2
with Lisa Schwartz
• Begin with whole class modeling of flexible use of
strategies
• Opportunities for guided practice – 10 minutes per
centre – all opportunities for reading and writing
• Reflect, whole group: something you learned or a
challenge you solved in reading/writing

18. Read to a Stuffie

22. Learning Stations – Primary
Literacy – Tanis Anderson

23. Literacy Stations:
Independent MEANINGFUL Activities
• The activities must be meaningful.
• The expectations around independent work must be explicit.
• Take the time to NOT take a group until expectations are clear and
practiced with all learners.
• Create ‘My Job/Your Job’ charts.

29. Where do your at-promise learners spend
their time? What literacy activities populate
their day?

30. Dsylexia – response to the IDA
Research Advisory Addendum, ILA, 2016
• …there is abundant research documenting that teachers, not
programs, are the most powerful in-school influence on student
success (e.g., Konstantopoulos & Sun, 2012; Nye, Konstantopolous, &
Hedges, 2004; Tivnan & Hemphill, 2005). Teachers need to know how
to teach literacy well and how to respond when students do not
develop literacy as quickly as expected. Teaching well requires being
able to plan and provide instruction that is responsive to what
students know and are able to do across the many aspects of literacy
learning.

31. Sequence Focus:
-deep thinking and reasoning about text
-making text to text connections
-connecting visual images with written text
-providing opportunities to listen to and coach
children reading
-easy to differentiate

32. Creating the story with images
• Ask questions of the picture
• What do you wonder?
• Try and answer the questions in your head but not out loud J
• See how your brain starts to make connections!

36. A chief’s son went fishing alone, and a terrible storm arose.
“My son,” cried his mother, “where have you been? We thought you were lost in a
storm a year ago!”
The boy and his hosts began to dance around the fire together to the steady beat of
the drums.
He soon found himself washed ashore under a strange sky he had never seen before.
That night the whole village celebrated his return and marveled at the boy as he
danced with the staff and told of the large and mysterious people under the strange
sky.
After they finished eating, the chief said to the others, “Let us sing a welcome song
and invite our guest to join in the dance of our people.”

38. What has changed in your
literacy programming – or the
balance of your literacy
programming this year?
What hasn’t changed?
What would you like to change
or add?
What would you like to keep?