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Campbell River Every Child 2
- 1. Teaching Reading: EveryChild, Every Day Campbell River May 18, 2017 Faye Brownlie slideshare.net/fayebrownlie/campbellriver2
- 2. Reading is understanding. Readingis thinking. Reading is making sense in disciplines.
- 3. Every Child, EveryDay – Allington & Gabriel, 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 wriIng. 6. Every child listens to a fluent adult read aloud.
- 4. 1:1 conferences • Meaning based conversaIon • No more than ONE thing to correct or work on at a Ime • Follow the lead of the student • Try to listen to ALL your kids read once a day
- 5. Reading Train • Kindergarten • Louesa Byrne, Thompson Elementary, Richmond SD38
- 8. Teaching reading andwriting to increase engagement and deep thinking, include core competencies and big ideas, gr. 4/5
- 9. The Sequence • Goal today – stretch your thinking and work like a detecIve to use clues to figure things out • EssenIal quesIon: How does where you live affect how you live? – How can you answer this already? – Partner talk, then group share • Image: see – think – wonder • Quick write • Explode the sentence • Reflect with core competencies
- 17. Explode the Sentence • One day many years ago, children were playing in the village, learning to be good warriors and hunters.
- 20. Critical Thinking CoreCompetency •I am becoming an acIve listener; I ask quesIons and make connecIons. Evidence: •When I talk and work with peers, I express my ideas and encourage others to express theirs; I share roles and responsibiliIes. Evidence: •I recount and comment on events and experiences. Evidence:
- 23. Unpacking the Lesson • What struck you? – Engagement of the kids – 1 hour, 40 minutes – All could parIcipate – Major shics in thinking – Content woven into massive thinking – All responses were accepted – Your language: each child was honoured and liced up ☺ – I could do this!!
- 24. Next Steps • Next day, begin with another image and another sentence to explode (should take half the Ime) • Move to groups of 2-3 and have each group of students explode a different sentence • Share the sentences and an interpretaIve comment about each • Can the students, together, move to read their sentences in order? • Retype the same 10 sentences – as 10, 7 and 5. Students choose which they want and re-order them BME • Keep listening to the kids read • Read the text, and reflect on how where you live affects how you live. • Repeat process with 2 other Roy Henry Vickers books, highlighIng content.
- 26. Wendy Coish, Grade1 Walnut Park, Bulkley Valley • Follow up from EPRA, choice text • Demo lesson: How do we use what we have learned in the assessment? • Co-plan, teach, reflect as a team • Students keen on nonficIon • Focus: Develop difference between factual informaIon (remember, surprise, interesIng) from response and thinking