Continuing the conversation of what makes a difference in literacy each day for all learners. This session focused on 2 whole class strategy sequences, conferences and reading trains.

1. Teaching Reading: Every Child,
Every Day
Campbell River
May 18, 2017
Faye Brownlie
slideshare.net/fayebrownlie/campbellriver2

2. Reading is understanding.
Reading is thinking.
Reading is making sense in
disciplines.

3. Every Child, Every Day –
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 and writing 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 Core Competency
•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, Grade 1
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