Lloyd George, Kamloops

Creating Readers and Writers:
Literacy Frameworks and
Strategies to Include ALL Learners
Lloyd George Elementary
Kamloops
May 16, 2016
www.slideshare.net/
fayebrownlie.lloydgeorge

Learning Intentions
•  I understand the Every Child, Every Day pracFces,
can recognize them in my teaching, and have a
plan to use them more oHen.
•  I beIer understand how my teaching pracFces
connect to the redesigned curriculum.
•  I have a plan to try something new to me to
respond diﬀerently to my students in their
literacy learning.
•  I have a plan to co-plan or co-teach with
someone.

Big Ideas
– Teaching counts!
•  Our instrucFonal choices impact signiﬁcantly on
student learning
•  We teach responsively
•  We need a mental model of ‘what works’ to guide our
teaching
•  Learning should be fun, based on big ideas and not
stressful

Big Ideas
–  Reading and writing
•  ‘ﬂoat on a sea of talk’ – James BriIon
•  Are apprenFceships – 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 Frelessly to keep students within the community of
the classroom…How can we work together in the classroom?

Redesigned Curriculum
•  Core Competencies
–  CommunicaFon
–  Thinking:
•  creaFve
•  criFcal
–  Personal and Social:
•  PosiFve & cultural idenFty
•  Personal responsibility & awareness
•  Social responsibility
•  Big Ideas
•  Learning Standards
–  Curricular competencies
–  Content

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

“Every Child, Every Day” – Richard Allington and
Rachael Gabriel
In EducaFonal Leadership, March 2012
6 elements of instrucFon for ALL students!

1. Every child reads something he or she
chooses.

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

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

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

5. Every child talks with peers about reading
and wriFng.

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

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
wriFng.
6.  Every child listens to a ﬂuent adult read aloud.

Small Group Reading
Instruction/Guided Reading

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

Feedback Frames & Criteria in FI –
Brooke Douglas, Richmond
•  StarFng with a feedback frame students and
teachers know the goals of the lesson/unit. These
are glued beside student work for students and
teachers to respond to.
•  The big idea or quesFon is on the board or on the
wall and being referred to by the teacher and the
students as a focus for the session.
•  The learning sequence is posted and explained so
that students can work, generally at their own
pace, and have something to refer to should they
need a reminder.

Mix & Mingle to Music:
Strategy to acFvate prior knowledge, opportunity for students to exchange ideas &
review new learning in relaFon to the big quesFon or how they will be pracFcing a
target competency.
Loose Parts:
Using loose parts students build a representaFon of learning or understanding in
response to a quesFon. Ex. What is the importance of place? What’s the most
important aspect of water as a natural resource? What is your greatest learning
from the story?
Gallery Walk:
Students get an opportunity to circulate and look at the creaFons of others as
inspiraFon and to extend their own thinking. A useful follow up is a quick
conversaFon around “What did you noFce?” “What is something you would like to
try?”
Loose Parts – part 2:
Students are able to return to their own creaFons to make any changes or conFnue to
evolve their representaFon.
Wri?en ReﬂecAon – ConnecAng to big ideas and core competencies
Using the feedback frame for criteria, students explain what they have created as well
as their thinking before, during, and aHer creaFng. This is a great Fme to have
them pracFce whatever the speciﬁc wriFng focus is ex. descripFve language.

Grille de vérificaAon pour l’écrit Nom :
___ J’ai uFlisé et j’ai surligné le vocabulaire ciblé.
___ J’ai expliqué en détails un aspect important de l’eau (le cycle, l’eau potable, les
puits en Uganda etc.).
___ J’ai uFlisé une phrase d’introducFon qui montre mon sujet et donne une opinion.
___ J’ai lu mon texte à voix haute pour m’assurer que ça a du sens.
___ J’ai vérifié les masculins, les féminins et les pluriels.
Comment est-ce que la construcFon m’a aidé à écrire?
J’ai essayé de communiquer quelque chose avec ma créaFon. Décris-la :
Un défi de ceIe acFvité est :
•

Lloyd George, Kamloops

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