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Primary Bash in Richmond 2025 - Literacy.pdf
- 1. Engaging Literacy: Reading andWriting Strategies for Diverse and Inclusive Classrooms Faye Brownlie May 22, 2025 Richmond’s Primary Bash
- 2. Daily Literacy Goals– built on oral language and joyful, engaging experiences • Read aloud • Independent reading • Shared reading and response • Write • Word work
- 3. Strategy Sequence • Connecting •Building motivation, accessing and building background knowledge, asking questions, setting a purpose for reading • Processing • Making sense of new text, linking old information to new • Transforming and personalizing • Showing what you know
- 4. Gradual Release ofResponsibility • Teach the strategy or structure to the whole class, then move it to a learning or literacy centre for those who need more practice. • Not everybody needs the same skill at the same time. • Plan for diversity with open-ended structures and strategies.
- 5.
- 6. Emerging Writers • Teacher:Leanne Kenakin, K • Resource Teacher: Jeri Jakovac
- 7. The Writing Lesson 1)Set up our page (line and date) 2) Set our criteria—BBB (Big, Bold, and Beautiful) 3) Teacher(s) draw a picture that tells a story with suggestions from the class 4) Demonstrate drawing with think alouds 5) Label drawings with Kid Writing or “bubblegum writing” (sounding out) 6) Model story telling-verbal 7) Allow students to tell their own stories-verbal 8) Sentence writing (sometimes) with Kid Writing and/or Adult Writing 9) Students do their own stories in their writing books-one teacher circulates, one is at the quiet table.
- 8. Nov 25th • Adaptedfrom and inspired by
- 14. Squiggle Writing • Drawa squiggle on the whiteboard. • Invite a child to make the squiggle into a picture, telling their story and their thinking while they draw. • Invite several children to show new drawings and stories, emphasizing how different we can be, details in our stories, building on another’s ideas… • Model how you might begin your story, including how you get your ideas, how the picture inspires your thinking, how you sound out words… • Children take their journals, draw the squiggle, add on to make a picture and story, then write. • Move among the children, conferencing as they write.
- 15. Teacher: Gaby Young,grade 3 samples
- 21. Teacher: Monica Lee,grades 1/2 Squiggle – Feb 1. Notice the growth, 3 weeks later. Daily writing, lots of conversation, often starting with art.
- 26. Grab Bag –with Venus Wu and the 1/2 Cook team • Place 4 artifacts in a bag. • Gather the children on the carpet and pull out the first artifact. Consider how this artifact could be used in a story. Encourage different opinions and many voices. • Children leave and a draw a picture of how this artifact could be used in a story (on a page folded into 4 boxes). • Return to the carpet and pull out the second artifact. How could both of these artifacts be used in a story? Again, lots of oral language. • Draw how these 2 artifacts could be used in a story. • Repeat with each of the last 2 artifacts. • After this story building, children write their stories.
- 31. Embedding Phonics –beginning with words that make sense, flexibly using word strategies
- 32. • Although theyare ____________, killer whales can _________ completely out of the __________. • Great _______ sharks have been seen ___________ into the air to _________ a ______ or a ______ ________.
- 33. • Although theyare h____________, killer whales can j_________ completely out of the w__________. • Great w_______ sharks have been seen l___________ into the air to c_________ a s______ or a s______ l________.
- 34. • Although theyare h____________, killer whales can j_________ (1 syllable, silent ‘e’) (1 syllable, short vowel) completely out of the w__________. (2 syllables) • Great w_______ sharks have been seen l___________ into the (1 syllable, silent ‘e’) (2 syllables, long vowel sound) air to c_________ a s______ or a s______ l________. (1 syllable)(1 syllable, long vowel) (same) (2 syllables, 1 long vowel)
- 36. Adapted with permissionfrom the work of Faye Brownlie, Harpreet Esmail, Erin Reid and Deb Vanderwood Comprehension • Tells a story from pictures • Identifies main events/structure of a story • Retells information from a non-fiction text • Retells a story in a different setting or with a different character • Connects personal feelings/ emotions • Links background knowledge to text • Makes inferences, predictions, and comparisons Decoding In Context Click here for ideas and assessment Phonological Awareness Click here for ideas and assessment • Develops language to describe experiences and ideas • Oral language grows beyond subject-verb-object to include adjectives, adverbs • Connects to cultural and family knowledge • Connects to real world/life experiences Vocabulary and Background Knowledge Click here for ideas and assessment Phonics • Alphabetic principle • Individual consonants • Short vowels • Consonant digraphs (th, ch, sh, wh, ph, ing) • Consonant blends • Short vowel patterns • CVC • CVCC, CCVC • Long vowels • Silent e (CVCe) • Vowel teams (CVVC) • R controlled vowels • Diphthongs and other vowel patterns Click here for ideas and assessment • Holds books correctly • Understands the directionality of print • Turns the pages • Differentiates pictures from words • Differentiates letters, words, sentences • Reads simple pattern books or poems from memory • Matches voice to print • Identifies and uses punctuation • Identifies text features Concepts of Text Click here for ideas and assessment • Self-regulation • MSV (meaning, syntax, visual): • Does this make sense? • Does this sound right? • Does this look right? • Using context • Using picture clues • Miscue substitutions make sense • Miscues mirror speech patterns • Recognizes common sight words • Phonemic Awareness • Segmenting • Initial/final/ medial sounds • 2 and 3 phoneme words • Internal consonant • 4+5 phoneme words • Blending • 2, 3 then 4+ phoneme words • Add, delete, substitute phonemes • Syllables • Rhyming • Word Families Reading, Writing, Speaking, Listening Pillars of Literacy K-2 Click here for ideas and assessment
- 37. Information Reading andNote Making • Modeled how to make notes after reading an information text, using the frame: Learned, Liked, Wonder • Students chose their information text from the Scholastic Oceans Alive Series. Accessible: many pictures, only 1-2 key ideas per page • Students worked alone or in pairs, the first time with the teacher supporting. • Students continued to read and research while the teacher worked with pairs of students, conferencing and guiding their reading. • At the end of the period, students shared a fascinating fact or a challenge and how they overcame it in their reading.
- 43. Information Reading andNote Making • Whole class read aloud. • Connecting to prior knowledge. • Introducing 3-5 new content vocabulary. • Processing as a narrative – BME – and the big idea and watching for embedded content. • Transforming and Personalizing – something you now know about bats.
- 44. Lesson: Whole ClassRead-Aloud Big Idea: non-fiction detail can be found within a fiction story. Bats and moose are both interesting animals. The skills of someone small can help someone big. Connecting: What do you know about bats? Introduced 3 vocabulary: nocturnal, colony, roost. Processing: Read and discuss. What are we finding out out about bats? Predicting events. Searching for evidence to support predictions. Hunter? Bird walk on hunters – Why? What? Who? Different rules for Indigenous peoples. Transforming/Personalizing: When the bats worked together, they saved the moose. The little bat saved the moose by finding him. Both baby bat and baby moose disobeyed their parents – lucky this time, but not good! Class web as dismissed for hand washing – one fact you know from the book about bats.
- 46. Writing in responseto a shared read – Gr K/1 Goals: -recognition and generation of rhyme -increase vocabulary -collect information on independent, written sound/symbol -connect with/respond to text
- 47. Sequence • Read thetext • Emphasize the rhymes within Mr. Fine, Porcupine • Draw and write the fruit Mr. Fine could have on his spikes • Expand vocabulary, practice sound-symbol as children write • Be prepared to change your plan and respond to your students! • Create a message for Mr. Fine using interactive writing • Supports letter formation, sound-symbol development, spaces between words – transcription • Supports thinking beyond the text – what next?
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- 50. • A teacher’sprofessional judgement is more important to a child’s learning than any scripted programme.
- 51. • Reading andwriting • ‘float on a sea of talk’ – James Britton • Are apprenticeships – Frank Smith • Engage the learners! • If you are not engaged, you can’t be learning • Thinking is the basis of all our learning • Provide access for all! • Low floor, high ceiling • Work tirelessly to keep students within the community of the classroom • Strengths-based language