Igniting a passion for literacy. 2nd dinner meeting in school teams. Reminder of Allington's framework, then time spent on the data we are collecting (Benchmarks and Fountas and Pinnel) and how this is informing our teaching. Responsive teaching. Intermediate sequence, primary with making inferences. Small group reading - literacy centres and reading trains.

1. Igniting a Passion for Literacy:
Excellence in Literacy Instruction
Langley Primary Teams
Oct 5, 2015, Feb 23, Apr 5, 2016
Faye Brownlie
www.slideshare.net/fayebrownlie/
langleyprimary#2

2. Learning Intentions
• I am polishing my ‘Every Child, Every Day’ prac9ces.
• I have been considering where my vulnerable child is comfortable
and stretched during our literacy learning.
• I can polish my small group work in Guided Reading and Literacy
Centers.
• I have a plan to incorporate a whole class or small group reading/
wri9ng/thinking sequence that is different to me.
• I have a plan to work with others.
• I am leaving with a ques9on.

3. “Every Child, Every Day”
– Richard Allington and Rachael Gabriel
In Educa9onal Leadership, March 2012
6 elements of instruction for ALL students!

4. 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
wri9ng.
6. Every child listens to a fluent adult read aloud.

5. Reading is understanding.
Reading is thinking.

6. Where do your most vulnerable
students spend their time?

7. If we want to change
achievement, we must change
instruction.

8. The Balance
• Whole class reading is thinking instruc9on
• Shared reading – modeling strategies and co-
crea9ng meaning
• Small group/guided reading
• 1:1 conferences – oral reading,
comprehension, feedback
• Choice and independent prac9ce
• Daily wri9ng

9. Small Group Reading
Instruction/Guided Reading

10. Reading Assessment
• The goal of a forma9ve reading assessment is
to determine the strengths and areas to
strengthen of a student’s reading with
understanding.

11. Fountas & Pinnell
• Measure accuracy, fluency, comprehension,
independent reading level, instruc9onal
reading level
• Goal: instruc9onal reading level

12. Some points and questions to
consider:
• It is not the accuracy that is so important, it is
what you no9ce in terms of reading behaviour
so you can use this informa9on to teach with.
– Watch for a paZern
• Is the child monitoring for sense?
Listen to kids read DAILY and give them feedback☺

13. • Self correc9on
– “In the highly proficient reader around the middle of
grade 2, we would not expect to hear a great deal of
overt self-correc9on if the reading is taking place with
ease.”
• Students before Level L (mid grade 2) need 90%
accuracy; afer need 95%
– As texts become longer, readers need to accurately
process in order to maintain the meaning and have
built up more automa9city with recognizing words.

14. • The structure of the small group needs to
change as children become more wide range
readers
• Guided Reading is not a 9me for round robin
reading.
• Do all students need to be assessed to
ascertain their level?

15. • Comprehension conversa9on
– 3 levels of ques9ons
• Within the text
• Beyond the text
• About the text
Are these levels of ques9ons reflected in
your on-going reading with the students?

16. • Is your assessment suppor9ng your teaching
and your children’s learning, or is it geing in
the way?
• The greatest strength of a leveling system is
teaching us how to do a running record, how
to listen to a child read and no9ce and
respond, and how to conference with a child.
It is NOT the resul9ng number or the leZer.

17. Support for Vulnerable Students
• Good classroom teaching
• Daily 1:1 or small group teaching
– Word work
– Reading of just right or instruc9onal text
– Wri9ng about reading
Fountas & Pinnell

18. Literacy Centres, Gr 1/2
with Lisa Schwartz
• Begin with whole class modeling of flexible
use of strategies
• Opportuni9es for guided prac9ce – 10
minutes per centre
• Reflect, whole group: something you learned
or a challenge you solved in reading/wri9ng

26. Read to a Stuffie

32. Time for Reading
• Choice books
• Accuracy
• Understanding

33. Browsing Bags – gr. 1/2/3
• Early readers: just right books, repeated
readings of the same books, expert books
(perhaps from GR)
• More developed readers: a variety of different
genres
• Read to self, read to a friend, read to an adult
• Reflec9on: I liked. I learned. I am wondering
about.

34. Browsing Bags

36. Browsing Bags

42. Strategy Cards – Catching Readers
Before They Fall (Johnson & Keier)

44. Reading Train
• Kindergarten
• Louesa Byrne, Thompson Elementary,
Richmond SD38

47. Creating an Inquiry Classroom
- increasing engagement and
thinking
• With Angela Curle, grade 5/6
• Lakeview Elementary, Quesnel

48. Goal: create curiosity and
questioning, deepen thinking
• Model ‘no9ce’, ‘think’, ‘ques9on’ with a picture
• Students, in groups of 3, ‘no9ce’, ‘think’,
‘ques9on’ with another picture
• Students move to add on to a 2nd picture
• Model ‘explode the sentence’
• Students, in groups of 3, ‘explode the sentence’
• Begin to read the text. No9ce engagement and
thinking.

59. Dear Mrs. La Rue,
How could you do this to me? This is a PRISON,
not a school. You should see the other dogs.
They are BAD DOGS, Mrs. La Rue! I do not fit
in. Even the journey here was a horror.

62. Inferences
12th Avenue
Louise Thibodeau 2/3
• Inference/evidence
• Prac9ced one image together
• Worked in partners around different images
from the text
• Shared
• Read the text

70. • What will you try?
• With whom will you work?
• How will you work to support access for all
your students?
• What is your take-away ques9on?
• See you on April 5th☺