Kootenay Columbia - reading & writing with skill & passion
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Kootenay Columbia - reading & writing with skill & passion

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Grades 2-5, first of three sessions, focusing on teaching all students to read and write with increased skill and passion. What does the research say? Using Allington and Gabriel's framework of ...

Grades 2-5, first of three sessions, focusing on teaching all students to read and write with increased skill and passion. What does the research say? Using Allington and Gabriel's framework of Every Child Every Day, we examine how to put this into practice in the classroom.

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Kootenay Columbia - reading & writing with skill & passion Kootenay Columbia - reading & writing with skill & passion Presentation Transcript

  • Reading and Writing with Skill and Passion – grades 2-5 SD  20   October  22,  2013  (1st  of  3)   Faye  Brownlie   www.slideshare.net  
  • Learning Intentions •  I  can  find  evidence  of  current  reading  research   in  my  pracFce   •  I  have  a  plan  to  incorporate  a  pracFce  that  is   different  to  me   •  I  am  leaving  with  a  quesFon  
  • •  What would happen if… •  Belief •  Practice
  • We CAN teach all our kids to read. •  Struggling  readers  need  to  read  MORE  than   non-­‐struggling  readers  to  close  the  gap.   •  Struggling  readers  need  to  form  a  mental   model  of  what  readers  do  when  reading.   •  Struggling  readers  need  to  read  for  meaning   and  joy     •  Struggling  readers  do  NOT  need  worksheets,   scripted  programs,  or  more  skills  pracFce.  
  • 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;  VelluFno,  et  al,  1996).     -­‐Richard  Allington,  keynote  address,  IRA,  2011  
  • 98% on grade level at year end:   Mathes,  et  al  (2004);  VelluFno,  et  al  (1996);   Phillips,  et  al  (1998)   •  Every  successful  intervenFon  study  used   either  1-­‐1  expert  tutoring  or  1-­‐3  very  small   group  expert  reading  instrucFon.     •  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  
  • The  struggling  reader,  no  ma`er  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  acFons.            -­‐Johnson  &  Keier  
  • Our key questions: Did  that  make  sense?  
  • Our key questions:   How  did  you  figure  that  out?  
  • M  –  meaning   Does  this  make  sense?   S  –  language  structure   Does  this  sound  right?   V  –  visual  informaFon   Does  this  look  right?  
  • The  best  way  to  develop  phonemic   segmentaFon  is  through  invented  spelling;   children  with  pens  and  pencils,  drawing  and   wriFng.    -­‐Marilyn  Adams,  1990   -­‐about  20%  of  children  do  not  develop   phonemic  segmentaFon  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  staFsFcal  difference  for   any  phonics     •  NaFonal  Reading  Panel  
  • “Every  Child,  Every  Day”  –  Richard  Allington  and   Rachael  Gabriel   In  EducaFonal  Leadership,  March  2012   6  elements  of  instrucFon  for  ALL  students!  
  • 1.    Every  child  reads  something  he  or  she   chooses.  
  • CR4YR Results 201213 •  The  struggling  readers  who  were  given  MORE   choice  tended  to  close  the  gap  more.   •  The  more  readers  struggled,  the  less  choice   they  received.    Those  who  made  the  least   progress  had  the  LEAST  choice.   •  Readers  who  are  NOT  struggling  tend  to  have   choice.  
  • 2.  Every  child  reads  accurately.   -­‐intensity  and  volume  count!   -­‐98%  accuracy   -­‐less  than  90%  accuracy,  doesn’t  improve   reading  at  all  
  • Building Independence •  Build  criteria  with  your  students   –  What  do  good  readers  do?     •  NoFce  when  the  students  are  using  the  co-­‐ created  criteria   •  Ask  the  students  “What  should  I  noFce  about   what  you  are  doing  when  you  are  reading?”  
  • •  Read  something  he  chooses   •  Talks  to  a  peer  about  his  reading  
  • Strategy Cards – Catching Readers Before They Fall (Johnson & Keier)
  • 3.  Every  child  reads  something  he  or  she   understands.      -­‐at  least  2/3  of  Fme  spent  reading  and   rereading  NOT  doing  isolated  skill  pracFce  or   worksheets      -­‐build  background  knowledge  before   entering  the  text      -­‐read  with  quesFons  in  mind        
  • Shared Reading Lesson Picture Book Strategy Lesson
  • Gr 3 Joni Cunningham, Richmond •  •  •  •  •  Building  vocabulary  from  pictures   Establishing  ficFon/non-­‐ficFon   PredicFng     Directed  drawing   WriFng  to  retell  and  connect  
  • The Swaps Who   Give  away   Want   scarecrow   hat   walking  sFck   badger   walking  sFck   ribbon   crow  
  • Gr 4/5 •  QuesFoning  from  pictures   •  Sort  and  predict   •  Quadrants  of  a  thought   •  Concept  map  
  • 4.  Every  child  writes  about  something   personally  meaningful.    -­‐connected  to  text    -­‐connected  to  themselves    -­‐real  purpose,  real  audience  
  • 5.    Every  child  talks  with  peers  about  reading   and  wriFng.  
  • •  2  post-­‐it  notes  each   •  Read  to  find  something     –  New  to  you   –  InteresFng   –  That  you  liked   –  That  you  wonder  about   •  Place  your  post-­‐it  notes  on  your  ‘talking   points’  and  find  a  partner  
  • 6.  Every  child  listens  to  a  fluent  adult  read   aloud.      -­‐different  kinds  of  text      -­‐with  some  commentary  
  • To do… •  Try  something  from  today   •  Scan  Catching  Readers  before  They  Fall  and   Comprehension  ConnecFons   •  Try  something  from  ONE  of  these  books   before  January   •  Come  prepared  to  share  what  you  did   differently  and  how  it  worked