Creating Readers and Writers:  Literacy Frameworks and

Strategies to Include ALL Learners LloydGeorgeElementary

KamloopsMay16,2016

www.slideshare.net/fayebrownlie.lloydgeorge

Learning Intentions •  IunderstandtheEveryChild,EveryDaypracFces,canrecognizetheminmyteaching,andhaveaplantousethemmoreoHen.

•  IbeIerunderstandhowmyteachingpracFcesconnecttotheredesignedcurriculum.

•  Ihaveaplantotrysomethingnewtometoresponddifferentlytomystudentsintheirliteracylearning.

•  Ihaveaplantoco-planorco-teachwithsomeone.

Big Ideas – Teaching counts!

•  OurinstrucFonalchoicesimpactsignificantlyonstudentlearning

• Weteachresponsively

• Weneedamentalmodelof‘whatworks’toguideourteaching

•  Learningshouldbefun,basedonbigideasandnotstressful

Big Ideas – Reading and writing

•  ‘floatonaseaoftalk’–JamesBriIon•  AreapprenFceships–FrankSmith

–  Engage the learners! •  Ifyouarenotengaged,youcan’tbelearning•  Thinkingisthebasisofallourlearning

–  Provide access for all! •  Lowfloor,highceiling•  WorkFrelesslytokeepstudentswithinthecommunityoftheclassroom…Howcanweworktogetherintheclassroom?

Redesigned Curriculum •  CoreCompetencies

–  CommunicaFon–  Thinking:

•  creaFve•  criFcal

–  PersonalandSocial:•  PosiFve&culturalidenFty•  Personalresponsibility&awareness•  Socialresponsibility

•  BigIdeas•  LearningStandards

–  Curricularcompetencies–  Content

If we want to change achievement, we must change

instruction.

“EveryChild,EveryDay”–RichardAllingtonandRachaelGabriel

InEducaFonalLeadership,March2012

6elementsofinstrucFonforALLstudents!

1.Everychildreadssomethingheorshechooses.

2.  Everychildreadsaccurately.

-intensityandvolumecount!

-98%accuracy

-lessthan90%accuracy,doesn’timprovereadingatall

3.  Everychildreadssomethingheorsheunderstands. -atleast2/3ofFmespentreadingandrereadingNOTdoingisolatedskillpracFceorworksheets -buildbackgroundknowledgebeforeenteringthetext -readwithquesFonsinmind

4.  Everychildwritesaboutsomethingpersonallymeaningful.-connectedtotext-connectedtothemselves-realpurpose,realaudience

5.EverychildtalkswithpeersaboutreadingandwriFng.

6.  Everychildlistenstoafluentadultreadaloud.

-differentkindsoftext

-withsomecommentary

1.  Everychildreadssomethingheorshechooses.2.  Everychildreadsaccurately.3.  Everychildreadssomethingheorshe

understands.4.  Everychildwritesaboutsomethingpersonally

meaningful.5.  Everychildtalkswithpeersaboutreadingand

wriFng.6.  Everychildlistenstoafluentadultreadaloud.

Small Group Reading Instruction/Guided Reading

Literacy Centres, Gr 1/2 �with Lisa Schwartz

•  Beginwithwholeclassmodelingofflexibleuseofstrategies

•  OpportuniFesforguidedpracFce–10minutespercentre

•  Reflect,wholegroup:somethingyoulearnedorachallengeyousolvedinreading/wriFng

ReadtoaStuffie

Feedback Frames & Criteria in FI – BrookeDouglas,Richmond

•  StarFngwithafeedbackframestudentsandteachersknowthegoalsofthelesson/unit.Thesearegluedbesidestudentworkforstudentsandteacherstorespondto.

•  ThebigideaorquesFonisontheboardoronthewallandbeingreferredtobytheteacherandthestudentsasafocusforthesession.

•  Thelearningsequenceispostedandexplainedsothatstudentscanwork,generallyattheirownpace,andhavesomethingtorefertoshouldtheyneedareminder.

Mix&MingletoMusic:StrategytoacFvatepriorknowledge,opportunityforstudentstoexchangeideas&

reviewnewlearninginrelaFontothebigquesFonorhowtheywillbepracFcingatargetcompetency.

LooseParts:UsingloosepartsstudentsbuildarepresentaFonoflearningorunderstandingin

responsetoaquesFon.Ex.Whatistheimportanceofplace?What’sthemostimportantaspectofwaterasanaturalresource?Whatisyourgreatestlearningfromthestory?

GalleryWalk:StudentsgetanopportunitytocirculateandlookatthecreaFonsofothersas

inspiraFonandtoextendtheirownthinking.AusefulfollowupisaquickconversaFonaround“WhatdidyounoFce?”“Whatissomethingyouwouldliketotry?”

LooseParts–part2:StudentsareabletoreturntotheirowncreaFonstomakeanychangesorconFnueto

evolvetheirrepresentaFon.

Wri?enReflecAon–ConnecAngtobigideasandcorecompetenciesUsingthefeedbackframeforcriteria,studentsexplainwhattheyhavecreatedaswell

astheirthinkingbefore,during,andaHercreaFng.ThisisagreatFmetohavethempracFcewhateverthespecificwriFngfocusisex.descripFvelanguage.

GrilledevérificaAonpourl’écritNom:

___J’aiuFliséetj’aisurlignélevocabulaireciblé.

___J’aiexpliquéendétailsunaspectimportantdel’eau(lecycle,l’eaupotable,lespuitsenUgandaetc.).

___J’aiuFliséunephrased’introducFonquimontremonsujetetdonneuneopinion.

___J’ailumontexteàvoixhautepourm’assurerqueçaadusens.

___J’aivérifiélesmasculins,lesfémininsetlespluriels.Commentest-cequelaconstrucFonm’aaidéàécrire?

J’aiessayédecommuniquerquelquechoseavecmacréaFon.Décris-la:

UndéfideceIeacFvitéest:

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