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Chilliwack.primary.meaning making

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Meaning-making is the goal of reading. In this 2 hour session, we focus on creating teaching reading to all students through a meaning-based approach and creating readers who can read and who enjoy …

Meaning-making is the goal of reading. In this 2 hour session, we focus on creating teaching reading to all students through a meaning-based approach and creating readers who can read and who enjoy reading.

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  • 1. If They Are Not Making Meaning, They Are Not Reading! Chilliwack   April  4,  2014   Faye  Brownlie   Slideshare.net/fayebrownlie/ chilliwack.primary.making  meaning  
  • 2. According  to  teachers,  what  worked  in  CR4YR   2012-­‐13?   For  students  who  showed  major  gains,  what  worked  was:   •  1:1  support  (this  didn’t  mean  pull  out;  examples  to  follow)   •  feeling  safe  and  supported;  relaJonships   •  choice/personalizaJon  (kids  who  struggled  the  most  oLen   had  the  least  amount  of  choice)   •  A  focus  on  purpose  and  meaning     Sharon  Jeroski,  August  2013   sjeroski@shaw.ca  
  • 3. Our key questions: Did  that  make  sense?  
  • 4. Our key questions:   How  did  you  figure  that  out?  
  • 5. M  –  meaning   Does  this  make  sense?   S  –  language  structure   Does  this  sound  right?   V  –  visual  informaJon   Does  this  look  right?  
  • 6. Strategy Cards – Catching Readers Before They Fall (Johnson & Keier)
  • 7. “Every  Child,  Every  Day”  –  Richard  Allington  and   Rachael  Gabriel   In  EducaJonal  Leadership,  March  2012   6  elements  of  instrucJon  for  ALL  students!  
  • 8. 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.  
  • 9. Small Group Reading/Guided Reading
  • 10. A Daily Menu •  Read  aloud  (model)   •  Think  aloud;  shared  reading  (guided  pracJce)   •  Small  group  shared  reading  (guided  pracJce)   •  Individual  pracJce  (independent  pracJce   independent  applicaJon)   •  Writers’  workshop  (model)   •  Shared  wriJng  –  interacJve  (guided  pracJce)   •  Independent  wriJng  (guided  pracJce)  
  • 11. 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  
  • 12. •  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  Jmes  a  week  in   the  second  class   •  All  students  now  reading  within  expectaJons  
  • 13. 45 min. – Guided Reading •  Word  work   –  Word  families,  words  from  text,  legers,  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  
  • 14. Literacy Centres – Lisa Schwartz •  Focus  on  building  a  balanced  and   differenJated  literacy  program     •  Focus  on  meaning   •  MulJple  opportuniJes  to  read  
  • 15. Literacy Centres in FI – Brooke Douglas •  Focus  on  building  a  balanced  and   differenJated  literacy  program     •  Building  language  skills  and  vocabulary  
  • 16. K – Building Connections/Response to Reading •  PracJce  making  connecJons   •  Choose  a  symbol   •  Talk  about  how  this  helps  our  reading   •  Read  together  and  make  connecJons   •  Students  show  their  connecJons  by  drawing   and  wriJng   •  with  Jessica  Chan,  Burnaby  
  • 17. Strong  NaJons  Publishing  
  • 18. Gr 3 Joni Cunningham, Richmond •  Building  vocabulary  from  pictures   •  Establishing  ficJon/non-­‐ficJon   •  PredicJng     •  Directed  drawing   •  WriJng  to  retell  and  connect  
  • 19. The Swaps Who   Give  away   Want   scarecrow   hat   walking  sJck   badger   walking  sJck   ribbon   crow  

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