Bcpta.inclusive literacy practices
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Transcript of Bcpta.inclusive literacy practices
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 [email protected]
“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