Volcano surfing is risky for several reasons. The steep slopes of the volcano make the tough climb to the top dangerous. Once at the top, surfers are exposed to billowing ash and crater eruptions, which can burn and injure them. The degree and angle of the slopes combined with ash and lava flows create hazardous conditions for those surfing down the volcano.

1. School Teams: a literacy
focus
Coquitlam: Central, Mundy Road, Pinetree Way
Sept 20, 2019
Faye Brownlie
www. Slideshare.net/fayebrownlie/coquitlamliteracyteams,sept2019

2. Learning Intentions
• I have a better idea of ‘what counts’ in effective literacy instruction.
• Every Child, Every Day
• CR4YR
• I have a plan for collecting more assessment information, formally and
informally, to use as feedback for myself in lesson planning and to
potentially use as summative information.

3. 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
3

4. Collective Teacher Efficacy –
John Hattie, Collaborative Impact Conference, 2017
• …the collective belief of teachers in their ability to positively
affect students
• Effect size of d=1.57
• New #1 influence related to student achievement
• It is more than just belief; it is a collaborative conversation based
on evidence.

5. Who are your learners?

6. • Performance-based reading assessment
• Using performance standards
• Writing samples
• Using performance standards
• 1:1 reading conferences
• Choice text
• Assigned text
• Observation
• Conversation
• 1:1 and small group phonics and phonemic awareness tasks
• Work samples

7. K-3 phonemic awareness
• Rhyme
• Initial sounds
• Final sounds
• Blending syllables (pen cil)
• Blending phonemes (sound out, then pull back together as a word)
• Syllables

8. What counts?

9. Teachers’ Reflections
• What made a difference for vulnerable learners
(CR4YR, 2012-2013)
• 1:1 support
• Relationship
• Choice
• Focus on meaning

10. “Every Child, Every Day” – Richard Allington and
Rachael Gabriel
In Educational Leadership, March 2012
6 elements of instruction for ALL students!

11. 1. Every child reads something he or she chooses.

12. 2. Every child reads accurately.
-intensity and volume count!
-98% accuracy
-less than 90% accuracy, doesn’t improve reading at all

13. 3. Every child reads something he or she understands.
-at least 2/3 of time spent reading and rereading NOT
doing isolated skill practice or worksheets
-build background knowledge before entering the text
-read with questions in mind

14. 4. Every child writes about something personally
meaningful.
-connected to text
-connected to themselves
-real purpose, real audience

15. Writers’ Workshop – Student Diversity 3rd ed
• The foundation of your literacy programming
• Establish this first!!!!
• K/1 – begin with interactive writing, writing/drawing/creating
text in front of your learners, representing thinking with drawing,
adding letters and sounds
• 2-7 – write in front of your students, at least 2 whole class writing
in response to experiences, read alouds, classroom inquiries each
week

16. •When students write, they generate deeper
thinking in any content area.
• Kelly Gallagher “The Writing Journey” EL, Feb 17

17. • Improvement in writing is grounded in
practice, in getting words on the page – lots
of them. There are no shortcuts.
• Gallagher & Kittle, EL, April 18

18. • Focus on ideas
• Do not focus on transcription – punctuation,
capitalization, spacing, spelling, handwriting, high-
frequency words
• “…compositional skills develop, and are mastered,
long before transcription skills” (Flower & Hayes,
1981; Ray & Glover,2008; Roberts & Wibens,
2010)
• Auguste, “The Balancing Act of Kindergarten Writing Instruction”, EL, April
2018

19. 5. Every child talks with peers about reading and writing.

20. 6. Every child listens to a fluent adult read aloud.
-different kinds of text
-with some commentary

21. 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.

23. • The goal was for each teacher to learn about the characteristics of each level
to inform their decisions in teaching …
• We created the levels for books, and not as labels for children…

29. Volcano Surfing Sequence

30. Intensive Vocabulary BuildingBefore During After
active
cinder cone
erupted
steep slopes
billowing
crater
degree
angle

32. • After making the tough climb to the top, volcano surfers put on
___________________ clothing – including ___________ goggles and
sometimes _____________ jumpsuits – to keep out all the ash.

33. • After making the tough climb to the top, volcano surfers put on
p___________________ clothing – including p___________ goggles and
sometimes o_____________ jumpsuits – to keep out all the ash.

34. • After making the tough climb to the top, volcano surfers put on
pro_________(3 syllables, root word, keep you safe) clothing – including p______
(material) goggles and sometimes o______ (colour) jumpsuits – to keep out all
the ash.

36. Why is volcano surfing risky?
• Read with the question in mind.
• Answer the question, with a partner, orally.
• Answer the question in writing, using as many of the key terms from the text as possible.
Can you give 3 reasons? 4?
• In Crazy Challenges – Jill Eggleton
• Key Links Literacy