A full day session for the Brandon Reading Council based on Allington and Gabriel's Every Child Every Day recommendations. Primary and
Elementary examples from BC classrooms were shown throughout the day to put these principles into practice.
1. Every Child, Every Day:
Creating Readers
Faye
Brownlie
Brandon
Reading
Council
Feb.
25,
2014
www.slideshare.et/fayebrownlie/
brandon
2. Learning Intentions
• I
can
find
evidence
of
current
reading
research
and
the
big
ideas
of
literacy
in
my
pracEce
and
become
curious
about
incorporaEng
a
pracEce
that
is
different
to
me
• I
am
leaving
with
a
quesEon
and
a
plan
3. •
Richard
Allington
and
Rachael
Gabriel
(EducaEonal
Leadership,
March,
2012)
have
proposed
6
teaching
pracEces
that
if
applied
daily,
greatly
improve
all
students'
chances
in
becoming
readers.
Their
pracEces:
choice,
accuracy,
understanding,
personally
meaningful
wriEng,
talk,
and
listening
to
a
fluent
reader.
We
will
examine
how
to
include
each
of
these
pracEces
throughout
the
day
and
how
these
pracEces
support
improved
student
reading
for
all
students
-‐
from
those
who
need
addiEonal
support
and
ELL
to
passionate
readers.
Using
early
years
and
middle
years
examples,
come
and
see
how
to
create
readers
who
not
only
CAN
read,
but
WANT
to
read!
4. “Every
Child,
Every
Day”
–
Richard
Allington
and
Rachael
Gabriel
In
EducaEonal
Leadership,
March
2012
6
elements
of
instrucEon
for
ALL
students!
5. 1.
Every
child
reads
something
he
or
she
chooses.
6. 2. Every
child
reads
accurately.
-‐intensity
and
volume
count!
-‐98%
accuracy
-‐less
than
90%
accuracy,
doesn’t
improve
reading
at
all
9. M
–
meaning
Does
this
make
sense?
S
–
language
structure
Does
this
sound
right?
V
–
visual
informaEon
Does
this
look
right?
10. • Building accuracy, fluency, and
understanding with repeated readings in
different ways, often in literacy centres.
11.
12.
13.
14. 3. Every
child
reads
something
he
or
she
understands.
-‐at
least
2/3
of
Eme
spent
reading
and
rereading
NOT
doing
isolated
skill
pracEce
or
worksheets
-‐build
background
knowledge
before
entering
the
text
-‐read
with
quesEons
in
mind
16. Background
knowledge
has
a
greater
impact
on
adolescents
being
able
to
read
a
text
than
anything
else.
-‐Doug
Fisher,
Richard
Allington
17.
18.
19. Why is this adaptation the best for
this environment?
• Examine
the
pictures,
the
capEons
and
the
graphics,
the
text
• Look
for
what
strikes
you,
what
jumps
out
as
unique
and/or
important
to
remember
• Place
3
post-‐it
notes
on
3
different
points
that
support
your
inquiry/argument
• Come
to
the
circle
to
start
the
conversaEon
with
the
informaEon
behind
the
post-‐it
notes
20.
21.
22.
23.
24.
25. The 10
A Scholastic Series for Inquiry
Editor: Jeff Wilhelm
• 100
Etles
grades
6-‐10
• 50
Etles
grades
4-‐8
Smartest Adaptations in Nature
-Scholastic
26. Think Aloud
•
•
•
•
•
•
Gradual
release
Builds
interest
and
background
knowledge
Builds
oral
language
Introduces
key
concepts
and
vocabulary
Builds
quesEons
Models
and
pracEces
‘close’
reading
27. 4. Every
child
writes
about
something
personally
meaningful.
-‐connected
to
text
-‐connected
to
themselves
-‐real
purpose,
real
audience
38. Gallery Walk – Writing Lesson
Place
a
series
of
pictures
around
the
room
Students
in
groups
of
3
3
minutes
per
picture
Chat
–
How
could
you
use
this
image
in
your
wriEng?
• Build
on
one
another’s
thinking
• View
4
pictures
•
•
•
•
39.
40.
41.
42.
43.
44.
45. • Eagle
Dreams
-‐
Wri.en
by
Sheryl
McFarlane
;
Illustra;ons
by
Ron
Lightburn;
• ISBN:
1-‐55143-‐016-‐9
46. • Task:
a
piece
of
wriEng,
choose
your
genre,
think
about
the
criteria
• As
you
are
moving
to
your
desk,
keep
walking
unEl
you
have
your
first
line
in
your
head
• 12
minutes
to
write
• As
students
are
wriEng,
move
about
the
room,
underlining
something
powerful
(criteria
connected)
in
each
person’s
wriEng
47. • Each
student
shares
what
was
underlined
• Listen
to
hear
something
you
might
want
to
borrow
• As
a
class,
decide
on
why
each
was
underlined
• Create
the
criteria:
– Words
that
are
WOW
– Details
that
showed
emoEon
or
made
a
picture
– Hook
–
first
line
made
me
want
to
keep
reading
48. Sample
1
One
cool
and
breezy
night,
in
a
prairie,
a
boy
sat
on
the
rim
of
his
open
window,
looking
out
at
the
moon,
hoping
for
something
to
happen.
Aqer
a
few
minutes,
he
went
back
in
and
close
his
window.
Robin
sighed.
“I
wished
my
life
has
more
excitement
in
it,
“
he
thought,
before
he
turned
off
his
light
and
went
to
bed,
he
took
one
quick
look
at
his
kite
on
top
of
his
bed
that’s
shaped
like
an
eagle,
and
went
to
sleep.
49. Sample
3
Once
upon
a
Eme
there
was
a
boy
that
was
facinated
by
eagles,
he
asked
his
father
to
get
one
for
him
but
he
couldn’t.
Then
the
boy
thought
about
a
way
to
catch
an
eagle
and
then
a
different
gender
one
for
more
eagles.
Delighted
with
his
idea
that
he
thought
of
last
night,
he
conEnued
his
plan.
He
put
3
fishes
in
the
open
with
a
trap,
and
went
to
bed.
Then
he
heard
a
noise
that
sounded
like
an
eagle.
When
he
had
checked
the
trap,
he
found
an
eagle
that
was
in
his
trap.
Happily
jumping
around,
the
eagle
made
him
inspired
to
make
a
home
for
the
eagle.
He
created
a
bond
with
the
eagle.
He
remembered
how
much
his
father
despised
eagles.
He
lead
the
eagle
to
a
secret
place
in
the
forest
where
his
father
never
went.
He
came
downstairs
and
his
father
was
in
a
rage.
He
threatened
to
ground
his
son
if
he
didn’t
kill
the
eagles.
Shocked,
the
boy
asked
why
he
told
him
so.
The
father
said
they
…
50. Sample
4
At
Sunday,
the
Ximing
and
his
father
mother
go
travel.
On,
Ximing
say
“I’m
see
a
eagle!”
His
father
and
his
mother
is
going
to
his.
And
his
mother
say
“Oh,
Help
it!”
OK.
It
was
heal.
OK.
We
are
go
back
home!
At
home:
Today
is
very
funning.
Because
we
are
helpa
eagle!
I’m
so
happy
now!
Ximing
is
Eme
to
eat
a
dinner
say
mother
say
…
51. • Kids
can
add/edit/conEnue
to
work
• Set
up
for
next
class
– Work
on
same
criteria
– Hear
again,
pieces
that
work
– Move
to
where
kids
can
idenEfy
criteria
in
their
own
work
and
ask
for
help
with
criteria
that
are
struggling
with
• Aqer
repeated
pracEce,
students
choose
one
piece
to
work
up,
edit,
revise,
and
hand
in
for
marking
• Feedback
is
conEnuous,
personal,
Emely,
focused
52. 5.
Every
child
talks
with
peers
about
reading
and
wriEng.
53. 6. Every
child
listens
to
a
fluent
adult
read
aloud.
-‐different
kinds
of
text
-‐with
some
commentary
54. 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
wriEng.
6. Every
child
listens
to
a
fluent
adult
read
aloud.
55. CR4YR Results 201213
• The
struggling
readers
who
were
given
MORE
choice
tended
to
close
the
gap
more.
• The
more
readers
struggled,
the
less
choice
they
received.
Those
who
made
the
least
progress
had
the
LEAST
choice.
• Readers
who
are
NOT
struggling
tend
to
have
choice.
56. 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;
relaEonships
• choice/personalizaEon
(kids
who
struggled
the
most
oqen
had
the
least
amount
of
choice)
• A
focus
on
purpose
and
meaning
Sharon
Jeroski,
August
2013
sjeroski@shaw.ca
