K-9 day spent unpacking 'Every Child, Every Day' and how these practices look in the inclusive classroom. How are all kids included when their needs are very diverse? How do we make these practices manageable and thoughtful?

1. Literacy for All
Port Alberni
Nov 1, Feb 21, Apr 26
Faye Brownlie

2. • What are highly effec=ve literacy prac=ces for
all learners?
• How can we best work together to plan, teach
and assess?
• How does the redesigned curriculum help us
shiF our prac=ce?

3. “Every Child, Every Day” – Richard Allington and
Rachael Gabriel
In Educa=onal Leadership, March 2012
6 elements of instruc=on for ALL students!

4. 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
wri=ng.
6. Every child listens to a fluent adult read aloud.

5. The teeter totter
kids
kids curriculum

7. Big Ideas
• Make this curriculum 3 dimensional
• Translate into essen=al ques=ons
• Give meaning to the pieces of curriculum
competencies and content
• Include all students

8. Big Ideas
• Language and text can be a source of
crea=vity and joy.
• Grade 4/5-8 : Exploring stories and other texts
helps us understand ourselves and make
connec=ons to others and to the world.
• Grade 1: Stories and other texts help us learn
about ourselves and our families (and our
communi=es – 2/3).

9. • AFer making the tough climb to the top,
volcano surfers put on ___________________
clothing – including ___________ goggles and
some=mes _____________ jumpsuits – to
keep out all the ash.

10. • AFer making the tough climb to the top,
volcano surfers put on
p___________________ clothing – including
p___________ goggles and some=mes
o_____________ jumpsuits – to keep out all
the ash.

11. • AFer making the tough climb to the top,
volcano surfers put on pro_________(3 syllables, root
word, keep you safe) clothing – including p______
(material) goggles and some=mes o______ (colour)
jumpsuits – to keep out all the ash.
Crazy Challenges – Jill Eggleton
Key Links Literacy

13. What do you see and why does it
matter?

19. Core Competencies
• Communica=on
• Thinking
– Crea=ve
– Cri=cal
• Personal
– Posi=ve personal & cultural iden=ty
– Personal awareness & responsibility
– Social responsibility

20. • Strengths and stretches
• Class plan
• More than just a level
How does our assessment
information guide our
instruction?

21. 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 nonfic=on
• Focus: Develop difference between factual
informa=on (remember, surprise, interes=ng)
from response and thinking