Continuing to work with 'Every Child, Every Day' as a framework and being guided by strengths and stretches from the EPRA, several whole class reading sequences are presented: making connections in K, deepening our understanding with networked connections, exploding a sentence.

1. Igniting a Passion for Literacy, #2
Coquitlam
November 19, 2018
Faye Brownlie
Slideshare.net/fayebrownlie.coquitlam.nov

2. literacyworldwide.org/rightstoread
• “The ability to read is the difference between
inclusion in, and exclusion from, society.”
• Bernadette Dwyer, Dublin City University,
Ireland; President of Board of Directors, ILA
• “Children’s Rights to Read – And Our Responsibilities to
Protect Them” – Emily Chiariello. In Literacy Today, Vol
36, #2, Sept/Oct 2018

3. • June 2018
• Plaintiffs: Gary B. vs. Snyder
– ‘a group of low-income students of color from the
lowest-performing public schools in Detroit’
• Argument
– ‘due to low-quality instruction and poor
conditions of their schools, state education
officials had denied them even a “minimally
adequate education”’

4. US federal judge, Michigan
• Ruling:
– “Literacy – though important – is not a
fundamental right.”
• Response:
– “Literacy - the passport to all learning and a
harbinger of social progress – is a fundamental
human right.” (ILA)
– Task force to draft Children’s Right to Read

6. Learning Intentions
• I continue to grow my understanding of the framework
of ‘Every Child, Every Day’ and can find evidence of this
in my practice.
• I have a plan to incorporate a whole class
reading/writing/thinking sequence that is different to
me.
• I have a plan to work with others.
• I am leaving with a question.

7. “Every Child, Every Day” – Richard Allington and Rachael Gabriel
In Educational Leadership, March 2012
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.

8. Curriculum Design
• Engaging
• Voice and choice
• Deepening thinking
• Involves learners in assessment conversations
and decisions
• Moving learners toward independence

10. • The guests were astounded to hear that a
woman had cooked the dish.

14. K – Building Connections/Response to
Reading
• Practice making connections
• Choose a symbol
• Talk about how this helps our reading
• Read together and make connections
• Students show their connections by drawing
and writing
• with Jessica Chan, Inman, Burnaby

21. Building Deeper Connections
• Grade 2 with Kinder Mann, Burnaby
• Explain how connections help us deepen our understanding
of a story.
• Make connections with the cover
• Give kids a post-it note with their name
• Read the story as kids silently place their post-it notes
when they make a connection.
• Reread the ‘improved’ story now that it is richer with all our
connections.
• Write about your connection with the story – one that
really helped you think more deeply about the story.

22. Ralph Tells a Story – Abby Hanlon