Literacy for All. Second in a 3 part series. Implementation of 'Every Child, Every Day', working with the core competencies, engaging all learners. How do we best work to include all leaners? K-7.

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

6. Creating a whole
-Sharon Jeroksi
• This is about the students – personaliza=on, inclusion,
diversity. Its not about filling in a template or checking off
aspects on a rubric – it’s about what students are
becoming and how to support them
• The competencies come from students – what they are
doing, able to do, valuing, working on.
• We don’t start with the competencies and find a student.
We HAVE a student who has lots of competence.
• We talk about a set of competencies, but it is really a
whole--3 or 6 competencies don’t equal a whole person –
its just a way of working.
• We always reconstruct – put it together—we can’t ever stop
in the deconstructed place.

7. Strengths-based!!!
We are NOT searching for what kids are NOT
good at.
We build on strengths, not fill in holes.

8. • No checklists
• No rubrics
No=ce – Name - Nurture

9. Narrative Writing – Gr 2/3
with Marnie Manners, Burnaby
• Students have been reading and retelling Lars, the polar
bear stories by Hans de Beer
• The story plot is that Lars, the polar bear, is bored/lonely in
his home at the North Pole. Something unexpected
happens (an iceberg floats away, he gets caught in a fishing
net/trap and travels by boat/plane/train) and is taken to
another place (jungle/city). He meets another animal in the
new sehng. The new friend takes him to meet another
animal who helps him to get home by some sort of
transporta=on. Lars safely arrives home, is reunited with his
family and tells them about his adventure.

10. • Goal: move beyond retelling to create a story following his
recipe
• Class had iden=fied the recipe
• Review recipe
• Introduce the ‘story necklace’ – 3-4 recipe cards, 1 for each
chunk
• Model, with their help, the wri=ng
• Students leave the carpet, having iden=fied:
– The new animal
– The new sehng
– The method of transporta=on

11. • AFer wri=ng:
• Voice: Provide evidence of how your wri=ng sounds
like you
• PPCI: How did you keep on wri=ng? What did you say
or do to show such stamina?
• Circle 2 words that are unique or specialized in your
wri=ng

24. Demonstration Lesson: Grade 4/5
Goal: increased engagement &
thinking
Strengths of my class:
- Coopera=ve
- Eager and want to learn
- Suppor=ve of each other
Stretches
- Communica=on and Cri=cal Thinking amongst
my students

25. The Sequence
• Goal today – stretch your thinking and work like a detec=ve to use
clues to figure things out
• Essen=al ques=on: 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

28. Explode the Sentence
• One day many years ago, children were
playing in the village, learning to be good
warriors and hunters.

32. Critical Thinking Core Competency
•I am becoming an ac=ve listener; I ask ques=ons and make connec=ons.
Evidence:
•When I talk and work with peers, I express my ideas and encourage others to express theirs; I share
roles and responsibili=es.
Evidence:
•I recount and comment on events and experiences.
Evidence:

35. Unpacking the Lesson
• What struck you?
– Engagement of the kids
– 1 hour, 40 minutes
– All could par=cipate
– Major shiFs in thinking
– Content woven into massive thinking
– All responses were accepted
– Your language: each child was honoured and liFed up
☺
– I could do this!!

36. Next Steps
• Next day, begin with another image and another sentence
to explode (should take half the =me)
• Move to groups of 2-3 and have each group of students
explode a different sentence
• Share the sentences and an interpreta=ve 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,
highligh=ng content.

37. K – Core Competencies
• What is my job?
• Based on
– Cri=cal thinking
– Communica=on
– Posi=ve personal and cultural iden=ty

41. Deeper Thinking with Visual
Literacy
- Joanna Fournier and Christy Rollo
• Very diverse classes
• Collaborate on almost everything
• Include in-class LA support as much as
possible, working on in-class ELL
• Opening the curriculum to embed the core
competencies

42. Japanese Internment
❖ What stories are inspired by war, fear, oceans,
mountains, family, seeking a better life?
❖ Is it ever necessary to take away personal rights for the
safety of all?
❖ How would you live and feel separated from your
family? Your connection to home?

43. Japanese Internment

44. Feedback Frames
From Brooke Douglas

45. Self Reflec=on

46. Features of High-Engagement Learning
Environments
• available supply of appropriately difficult texts
• op=ons that allow students more control over
the texts to be read and the work to be
accomplished
• the collabora=ve nature of much of the work
• the opportunity to discuss what was read and
writen
• the meaningfulness of the ac=vi=es
• Allington & Johnston, 2002; Presley, 2002; Wigfield, 1997; Almasi & McKeown, 1996;
Turner, 1995

47. Background knowledge has a greater impact on
being able to read a text than anything else.
-Doug Fisher, Richard Allington

48. • Universal Design for Learning
• Backwards Design
• Low floor, high ceiling

49. Belonging – grades 2/3
Michelle Hikida
• Structured Inquiry
– All teacher ques=ons
• Essen=al ques=ons
– What is the best part of you?
– What are your giFs?
– Who is the person you want to be?

50. • Each day read a new book, collected characteris=cs of
characters and made lists.
• Watched Utube videos, read music lyrics – collected
characteris=cs of characters and added to the lists.
• Daily students chose a book from the basket and read.
• Sharing circle at end of reading – connec=ons to the
characteris=cs of characters in the book –
– What is the best part of you?
– What are your giFs?
– Who is the person you want to be?

62. How can we support our learners in
moving beyond the lines in their
written response to text?
• Leslie Leitch, Nakusp
• Grade 6/7
• In prepara=on for on-line response posts
• Text: A Monster Calls – Patrick Ness

65. • What’s happening?
• Who cares?
• Why does it mater?

67. • Big ideas
• Descrip=ve
• Adjec=ves
• Word choice
• Supported inferences
• Emo=ons – felt
• Touched hearts
• Clear examples of
(emo=ons, happenings)
• Personifica=on
• Metaphor – simile
• Comparison
• Thinking like someone else
• Imagine

68. The Sequence
• Whip around – catch up on the story
• Explode the sentence
• Write to show you understand – move beyond a
retelling, take a risk, go deep, explain why what
happens maters and to whom
• Share a phrase, a word, a sentence that is powerful in
your wri=ng
• Make a class list of what counts – beginning criteria
• Use those phrases to make a class found poem
• Reorganize twice to make the poem flow

69. Elias
• Conor seems to have been defeated. He has
been overwhelmed with nega=ve emo=ons, fear,
anger, sadness, and pain. He hides his feelings
with flat emo=ons, and pushes away all help. I
think he is very Anxious, because of all the
pressure put on him from the bullies, his mom’s
sickness and possibly his mom and dad’s devorce.
His posi=ve emo=ons are being stolen every =me
he has the nightmare. His grandmother doesn’t
help either…

70. Riley
• I think the most important thing in the story
right know is the words rissing and darkness. I
think rissing means that he is beginning to
figure out his truth and why it is important. I
think the truth is that his mom will die and
that is where the word darkness comes in …

71. Lucas
• What is going on in the last three chapters is
that Conor’s mom is gehng worse and worse
every single treatment. Conor is gehng more
effected and anger from the scary storytelling
monster that is going to tell Conor three
different stories, Conor is also gehng bullied
by a group of kids in school which is effec=ng
Conor the same way as the scary storytelling
monster and his mothers treatments…

72. Phoenix
• I think conors feeling nothing. He dosent
seem to feel very much. How would you now
what he were feeling…

73. The next day…
• Review the criteria and reorganize into categories
• Read the next chapter
• Have students meet in small groups
• Provide a choice of 2-3 sentences for students to
explode in small groups
• Students write a draF for their on-line post
• Students iden=fy, alone, then with a partner,
where their wri=ng has achieved the criteria
• What works? What’s next?
• Students edit for sentences, grammar, and post

74. • What is something in your prac=ce that
affirms?
• What is something that you could refine?
• What is something that you could aspire to?
• What opportuni=es are there to let something
go?