Inclusive Literacy Practices Stay  Calm  and  Teach  On  

BCPTA  April  11th  2014  Faye  Brownlie  

Slideshare.net/fayebrownlie/bcpta/inclusive  literacy  

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.  

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  

“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  

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  

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…”    

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  

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  

•  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  

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