A brief overview of 'Every Child, Every Day' and its implications for vulnerable readers. Including a whole class lesson on making thoughtful connections.

1. Teaching Reading: Every Child,
Every Day
Campbell River
Nov 24, 2016
Faye Brownlie
slideshare.net/fayebrownlie/campbellriver

2. Reading is understanding.
Reading is thinking.

3. Where do your most vulnerable
students spend their time?

4. Support for Vulnerable Students
• Good classroom teaching
• Daily 1:1 or small group teaching
– Word work
– Reading of just right or instrucJonal text
– WriJng about reading
Fountas & Pinnell

5. “Every Child, Every Day” – Richard Allington and
Rachael Gabriel
In EducaJonal Leadership, March 2012
6 elements of instrucJon for ALL students!

6. 1. Every child reads something he or she
chooses.

7. 2. Every child reads accurately.
-intensity and volume count!
-98% accuracy
-less than 90% accuracy, doesn’t improve
reading at all

8. 3. Every child reads something he or she
understands.
-at least 2/3 of Jme spent reading and
rereading NOT doing isolated skill pracJce or
worksheets
-build background knowledge before
entering the text
-read with quesJons in mind

18. Read to a Stuffie

24. 4. Every child writes about something
personally meaningful.
-connected to text
-connected to themselves
-real purpose, real audience

25. 5. Every child talks with peers about reading
and wriJng.

26. 6. Every child listens to a fluent adult read
aloud.
-different kinds of text
-with some commentary

27. 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
wriJng.
6. Every child listens to a fluent adult read aloud.

28. Building Deeper Connections
• Grade 2 with Kinder Mann, Burnaby
• Explain how connecJons help us deepen our understanding
of a story.
• Make connecJons with the cover
• Give kids a post-it note with their name
• Read the story as kids silently place their post-it notes when
they make a connecJon.
• Reread the ‘improved’ story now that it is richer with all our
connecJons.
• Write about your connecJon with the story – one that
really helped you think more deeply about the story.

29. Ralph Tells a Story – Abby Hanlon