Designed for the spring forum for BCPTA, Stay Calm and Teach On, a selection of inclusive literacy practices - including grab bag writing, making inferences, setting up literacy centres and small group reading where children read, read, read.

1. Inclusive Literacy Practices
Stay
Calm
and
Teach
On
BCPTA
April
11th
2014
Faye
Brownlie
Slideshare.net/fayebrownlie/bcpta/inclusive
literacy

2. We CAN teach all our kids to read.
• Struggling
readers
need
to
read
MORE
than
non-­‐struggling
readers
to
close
the
gap.
• Struggling
readers
need
to
form
a
mental
model
of
what
readers
do
when
reading.
• Struggling
readers
need
to
read
for
meaning
and
joy

• Struggling
readers
do
NOT
need
worksheets,
scripted
programs,
or
more
skills
pracMce.

3. According
to
teachers,
what
worked
in
CR4YR
2012-­‐13?
For
students
who
showed
major
gains,
what
worked
was:
• 1:1
support
(this
didn’t
necessarily
mean
pull
out)
• feeling
safe
and
supported;
relaMonships
• choice/personalizaMon
(kids
who
struggled
the
most
oTen
had
the
least
amount
of
choice)
• A
focus
on
purpose
and
meaning
Sharon
Jeroski,
August
2013
sjeroski@shaw.ca

4. “The
most
powerful
single
influence
enhancing
achievement
is
feedback”-­‐Dylan
Wiliam
• Quality
feedback
is
needed,
not
just
more
feedback
• Students
with
a
Growth
Mindset
welcome
feedback
and
are
more
likely
to
use
it
to
improve
their
performance
• Oral
feedback
is
much
more
effecMve
than
wri`en
• The
most
powerful
feedback
is
provided
from
the
student
to
the
teacher

5. A Primary Writing Prompt:
the grab bag
• 4
items
in
a
bag,
kids
with
a
paper
with
4
boxes
• Pull
out
1
item
at
a
Mme,
explore
how
it
might
be
used
in
a
story
• Kids
draw
how
the
item
might
be
used
• Repeat
with
each
item
with
kids
drawing
both
items
in
2nd
box,
…
• In
4th
box,
either
draw
all
4
items
or
begin
to
write
their
story

6. Both
lessons:
75
minutes,
aTer
lunch
• Mundy
Road
with
KrisMne
Wong
– Focus
on
beginning,
middle,
end
• 9
EAL
students
• 1
very
young
student
• Blakeburn
with
Lori
Clerkson
– Focus
on
story
starters,
moving
beyond
‘I
did,
I
did,
I
did…”

24. Inferences
12th
Avenue
Louise
Thibodeau
2/3
Text:
The
Great
White
Man-­‐EaMng
Shark
• Inference/evidence
• PracMced
one
image
together
• Worked
in
partners
around
different
images
from
the
text
• Shared
• Read
the
text

29. Michelle Hikida
Diefenbaker Elem., Richmond
• LIF
learning
support
and
teacher
librarian
• School
focus
on
extra
support
in
grade
1
• 2
classroom
teachers
in
2012-­‐13,
3
in
2013-­‐14
• Co-­‐plan
and
adjust
according
to
student
need

30. • Set
up
literacy
centres,
all
reading
• On
days
with
no
GR,
30
minutes
of
literacy
centres
(no
RT
on
these
days)
• Focus
on
thinking
and
meaning
making
• Hard
–
harder
–
hardest
for
leveling
books
• Guided
Reading:
2/week
in
1
grade
1
class
and
1/
week
in
the
other
• Beginning
of
May,
changed
to
4
Mmes
a
week
in
the
second
class
• All
students
now
reading
within
expectaMons

31. 45 min. – Guided Reading
• Word
work
– Word
families,
words
from
text,
le`ers,
sounds
• Few
sight
words
– Word
games
–
5
minutes
• Strategies
of
good
readers
– Build,
review,
focus
on
one
• Picture
walk
• Read
alone
• Read
with
teacher
• Choose
another
book
to
read
– From
previous
texts,
shared
texts,
can
reread
• Eyes
on
print
30
minutes/day