Reading and Writing for the Love of It

Burnaby  February  26,  4-­‐6  @  Nelson  

www.slideshare.net/fayebrownlie/burnaby/2015  

“Every  Child,  Every  Day”  –  Richard  Allington  and  Rachael  Gabriel  

In  EducaMonal  Leadership,  March  2012  

6  elements  of  instrucMon  for  ALL  students!  

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  

wriMng.  6.  Every  child  listens  to  a  fluent  adult  read  aloud.  

•  “…preschool  children  growing  up  in  professional  households  heard  about  1,500  more  words  per  hour  than  children  living  in  low-­‐income  environments,  creaMng  a  32  million  word  gap  between  children  in  poverty  and  their  more  affluent  peers  before  even  starMng  school.”  

•  Study  by  BeYy  Hart  and  Todd  Risley  •  “interrupMng  the  Cycle  of  Word  Poverty”-­‐B.J.  Overturf,  in  

Reading  Today,  Nov/Dec  2014  

•  “An  impressive  number  of  studies  confirm  that  avid  or  “self-­‐selected”  reading  is  the  main  source  of  our  reading  ability,  vocabulary  knowledge,  our  ability  to  handle  complex  grammaMcal  construcMons,  spelling,  and  our  ability  to  write  in  an  acceptable  style.”  

•  Stephen  Krashan  in  Reading  Today,  Nov/Dec  2014  

Writing to Read – Gr 1/2 Catherine Feniak & Stacey Shaw,

Lord Kitchener, Vancouver

•  NarraMve  wriMng  •  Strengths:    personal  wriMng  •  Stretches:  depth,  meaning,  structure  

•  NoMce  the  vocabulary  and  the  risk-­‐taking  

Writing Necklaces First, Then, Finally

•  Day  1:    read  the  story  •  Day  2:    reread  the  story,  thinking  about  ‘first,  then  and  finally’  

•  Distribute  3  recipe  cards    •  Title  the  cards:    first,  then,  finally  •  Upon  compleMon  of  the  wriMng,  thread  the  cards  into  a  story  necklace  

•  Share  with  a  partner  

A Garfield writing sequence First, then, finally

•  Modeled  as  a  class  how  to  order  the  (6)  cartoon  frames  (first,  then,  finally)  

•  Focused  on  how  to  make  the  decisions  •  Groups  of  3  •  Re-­‐arranged  6  frames  cartoon  to  tell  a  story  •  Gallery  walk  to  see  others’  choices  •  Saw  Jim  Davis’  choices  •  Chose  6  cookie  frames  or  tree  frames  (in  groups)  •  Ordered  and  talk  as  a  group  •  Wrote  individual  story  

Engaging in Literate Conversations

Big Thinking in Kindergarten Lauren Rutley, Houston

•  Animals  in  Winter  –  Stephane  Poulin  •  Recorded  a  few  big  ideas  •  Chose  3  words    •  2  weeks:  acted  out  these  words  and  looked  for  their  connecMon  in  stories  

•  Read  Three  Snow  Bears  –  Jan  BreY  •  Kids  decided  this  was  about  dormancy.  

The Life Cycle of a Salmon Jennifer Forbes & Cathy Van der Mark,

Gr. 3, Smithers

Learning  IntenMon:  -­‐idenMfy  powerful  words  to  increase  our  vocabulary  when  describing  the  life  cycle  of  a  salmon  

2  hours  

•  Partner  talk  –  review  life  cycle  •  Introduce  new  vocabulary  •  Predict  from  book  cover  

•  Thinking  page  to  collect  words,  3  chunks  1)  Sumi  feels,  sees  and  hears  2)  Sumi’s  environment  

3)  choose:    either  or  1  or  2  or  Sumi’s  changes  

•  haunches  •  cedar  •  secreted  •  lingered  •  mucous  •  fragrance  •  algae  •  larvae  

•  Aier  each  chunk,  students  share  their  words  with  their  partner,  then  teacher  collects  as  a  class  

•  Write,  using  powerful  words  to  show  how  Sumi:  – Feels,  sees,  hears  – Changes  physically  – Her  environment  ••Circle  your  powerful  words    

Quick Writes •  Choose  a  word  •  Think  for  15  seconds  •  Write  for  2-­‐3  minutes  •  Count  your  words  •  Highlight  a  word,  phrase  or  sentence  that  is  a  gem  

•  Stand  and  share  •  Repeat  •  These  notebook  entries  become  starMng  points  for  longer  writes.  

• Half  the  populaMon  of  the  world  has  the  same  amount  of  money  as  the  85  richest  people.  

•  Finally,  she  arrived  at  the  quiet  town  without  being  greeted  by  the  crows  of  cocks,  the  voices  of  children  playing  games,  the  sound  of  a  blacksmith  himng  a  red-­‐hot  iron  to  make  a  tool,  or  the  rise  of  smoke  from  fireplaces.  

•  Radiance  of  Tomorrow  –  Ishmael  Beal  

•  Evening  was  approaching  and  the  sky  was  preparing  to  roll  over  and  change  its  side.  

•  Radiance  of  Tomorrow  –  Ishmael  Beal