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