This document discusses balanced literacy and collaborative teaching practices. It provides 6 elements of instruction that should be implemented for all students, which include ensuring every student reads texts they choose and understand, writes about personally meaningful topics, discusses reading and writing with peers, and listens to an adult read aloud. The document advocates for teachers to collaborate by sharing practices publicly and focusing on student learning outcomes. Effective collaboration requires an ongoing interactive process, capitalizing on different expertise to better meet diverse learner needs.

1. Balanced Literacy
Sunshine
Coast
Administrators
January
9,
2013

2. Putting the Big Literacy Ideas to
Work in Primary Classrooms
Kamloops
Tuesday,
October
30th,
2012
Tuesday,
November
27th,
2012
Faye
Brownlie

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

4. 1.
Every
child
reads
something
he
or
she
chooses.

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

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

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

8. K/Grade
1
WriOng
Commons
&
Jakovac
Samples
from
June
7th,
2012

18. 5.
Every
child
talks
with
peers
about
reading
and
wriOng.

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

20. The teeter totter
learners curriculum
kids

21. How the world’s most improved school
systems keep getting better –
McKinsey, 2010
Three
changes
collaboraOve
pracOce
brought
about:
1. Teachers
moved
from
being
private
emperors
to
making
their
pracOce
public
and
the
enOre
teaching
populaOon
sharing
responsibility
for
student
learning.
2. Focus
shieed
from
what
teachers
teach
to
what
students
learn.
3. Systems
developed
a
model
of
‘good
instrucOon’
and
teachers
became
custodians
of
the
model.
(p.
79-­‐81)

22. Why Inclusion:
BC Principles of Learning
• Learning
requires
the
acOve
parOcipaOon
of
the
learner
• People
learning
in
a
variety
of
ways
and
at
different
rates
• Learning
is
both
an
individual
and
a
group
process
• BC
Ministry
of
EducaOon
at
the
beginning
of
every
IRP
(since
1994)

23. Professional Collaboration
• InteracOve
and
on-­‐going
process
• Mutually
agreed
upon
challenges
• Capitalizes
on
different
experOse,
knowledge
and
experience
• Roles
are
blurred
• Mutual
trust
and
respect
• Create
and
deliver
targeted
instrucOon
• GOAL:
beker
meet
the
needs
of
diverse
learners

24. Collaboration…
• Takes
Ome
• Needs
a
framework
• In-­‐class
collaboraOon
without
preplanning
runs
the
risk
of
teachers
funcOoning
as
highly
paid
educaOon
assistants
• CollaboraOon
without
preplanning
can
place
focus
of
support
on
learning
acOviOes
(what
is
easily
observable
when
entering
a
classroom)
rather
than
learning
outcomes
and
evidence
of
thinking
and
learning

25. No plan, no point

26. Goal:
to
support
students
in
working
effecOvely
in
the
classroom
environment

27. Rationale:
By
sharing
our
collecOve
knowledge
about
our
classes
of
students
and
developing
a
plan
of
acOon
based
on
this,
we
can
beker
meet
the
needs
of
all
students.

28. A Key Belief
IntervenOon
is
focused
on
classroom
support.