Putting the Big Literacy Ideas to Work in Primary Classrooms Kamloops Tuesday, October 30th, 2012 Tuesday, November 27th, 2012 Faye Brownlie
Learning Intentions• I can ﬁnd evidence of current reading research and the big ideas of literacy in my pracEce and become curious about incorporaEng a pracEce that is diﬀerent to me • I can consider the impact of my language on my learning community • I am leaving with a quesEon and a plan
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 wriEng. 6. Every child listens to a ﬂuent adult read aloud.
We now have good evidence that virtually every child who enters an American kindergarten can be reading on level by the end of ﬁrst grade (Mathes, et al, 2004; Phillips & Smith, 2010; VelluEno, et al, 1996). -‐Richard Allington, keynote address, IRA, 2011
98% on grade level at year end: Mathes, et al (2004); VelluEno, et al (1996); Phillips, et al (1998) • Every successful intervenEon study used either 1-‐1 expert tutoring or 1-‐3 very small group expert reading instrucEon. • None of the studies used a scripted reading program. • All had students engaged in reading 2/3 of the lesson.
-‐grades 1 and 2 – 60 minutes reading, 30 minutes on skill -‐aim for your kids to read 6 books in school and 6 more a`er school
High Success Reading• 99% accuracy • Reading in phrases • 90% comprehension
Only 1 out of 153 beginning reading programs made a diﬀerence in achievement. *If the program is not listed, there is no reliable research to support it. R. Allington, 2012 What Works Clearinghouse, as quoted in EducaEon Week, August 15, 2007
The struggling reader, no mader what grade the child is in, has not built an eﬃcient reading process system to make meaning from texts or help him or her solve problems when stuck… For teachers, that means learning how to teach in support of the child as he or she gains more control of strategic acEons. -‐Johnson & Keier
M – meaning Does this make sense? S – language structure Does this sound right? V – visual informaEon Does this look right?
The best way to develop phonemic segmentaEon is through invented spelling; children with pens and pencils, drawing and wriEng. -‐Marilyn Adams, 1990 -‐about 20% of children do not develop phonemic segmentaEon readily
• K/1 – spend a maximum of 10 minutes/day on phonics – small impact on phonic knowledge; no diﬀerence on comprehension • Beyond grade 1 – no staEsEcal diﬀerence for any phonics • NaEonal Reading Panel
Worksheets • Don’t underesEmate the child’s capacity. • How complex is this task? • Is this making meaning or matching thinking?
Teach Content to All Learning in Safe Schools, 2nd ed. - Brownlie, King, 2011"
Model Guided practice Independent practice Independent application Pearson & Gallagher (1983)
Think Aloud: Students need • A model • Guided pracEce in following the model • An opportunity to pracEce the strategy, with support as needed • Choice in the degree of complexity they use to complete the task
Sea Oder Pup -‐ Victoria Miles (Orca) There is a forest of seaweed in the ocean. It is a forest of kelp. At the bodom of the kelp forest, Mother sea oder searches for food.
High above, her pup is waiEng. He is wrapped in a piece of kelp so he can’t dri` away while Mother is down below.
Learning Intention: I can write and describe a small event from my morning. Gr. 3 Writing: Model – a small moment Establish criteria Kids write Descriptive feedback on criteria Pearson & Gallagher (1983)
• Choose a topic• Write in front of the students• Students describe ‘what works’ in your writing• Students choose a ‘morning’ topic• Students write• Students self-assess• Students meet with peers to share and provide feedback
All alone, I stepped into my car. With my map in hand, I began to drive. At the lights I turned le`, then the map said to turn right. “Oh, no!” The sign said, “Road closed”. “Help,” I thought. “What am I going to do?”
Notices…criteria• Mystery• Opening• Detailed• Sounds like you (Voice)
Professional Collaboration• InteracEve and on-‐going process • Mutually agreed upon challenges • Capitalizes on diﬀerent experEse, knowledge and experience • Roles are blurred • Mutual trust and respect • Create and deliver targeted instrucEon • GOAL: beder meet the needs of diverse learners
Goal: to support students in working eﬀecEvely in the classroom environment
The Class Review What are the strengths of the class? What are your concerns about the class as a whole? What are your main goals for the class this year? What are the individual needs in your class?