Igniting a Passion for Literacy, 3rd evening session with passionate and dedicated Langley teacher teams. How are you using your data? Finding time to read with each child each day - samples from whole class instruction.

1. Igniting a Passion for Literacy:
Excellence in Literacy Instruction
Langley Primary Teams
Oct 5, 2015, Feb 23, Apr 5, 2016
Faye Brownlie
www.slideshare.net/fayebrownlie/
langleyprimary#3

2. As we begin our last term…
• A#er the data collec-on and student reading levels have
been established, how is the data analyzed?
• Strengths and areas to strengthen for the class?
• Strengths and areas to strengthen for the small groups?
• Strengths and areas to strengthen for each student?
• Who analyzes the informa-on?
• How is it shared?
• How do you know that your teaching is making a
difference?
• When you analyze how a student spends -me during the
day, in literacy situa-ons, what is the focus of the -me?

3. Our vulnerable children deserve
teachers who believe in each
child’s ability to learn and
teachers who believe they have
the skills to teach each and
every child.

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

5. The struggling reader, no maCer 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 ac-ons.
-Johnson & Keier

6. • “This may be surprising, but there is a growing body
of research showing no consistent relaHonship
between student-text matching and learning.”
• “Except for the earlier menHoned O’Connor study,
and that only with beginning reading levels, there is
no credible evidence supporHng learning benefits
from teaching kids at their [reading] levels.”
Tim Shanahan, “Should We Teach Students at Their Reading Levels?” – Reading Today,
Sept/Oct, 2014 (Summary of research address at IRA, New Orleans, 2014)

7. 98% on grade level at year end:
Mathes, et al (2004); Vellu-no, et al (1996);
Phillips, et al (1998)
• Every successful interven-on study used
either 1-1 expert tutoring or 1-3 very small
group expert reading instruc-on.
• None of the studies used a scripted reading
program.
• All had students engaged in reading 2/3 of the
lesson.

8. 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
Educa-on Week, August 15, 2007

9. M – meaning
Does this make sense?
S – language structure
Does this sound right?
V – visual informa-on
Does this look right?
How did you figure that out?

10. Charlotte’s Web
with Brandy Friesen, gr. 4, Delta
• Strengths: love the book!!
• Challenges:
– Great diversity
– Many ELL, several learning challenges, 2-3 with
behaviour challenges
– Vocabulary
– Thinking and understanding text
– Response

11. • Timer: whip around – what has happened so
far? What do you know?
• Reading in pairs. Both need to read at least a
line on each page. Coach each other.
• 3 post it notes: ques-ons, image, great
language, emo-ons – no more than one of
each
• 3 minute write: friendship

12. The teachable moment…
• A liCle maple tree in the swamp heard the
cricket song and turned bright red with
anxiety.

13. The Life Cycle of a Salmon
Jennifer Forbes & Cathy Van der Mark,
Gr. 3, Smithers
Learning Inten-on:
-iden-fy powerful words to increase our
vocabulary when describing the life cycle of a
salmon
2 hours

15. • 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 1 or 2 OR Sumi’s changes

16. • A#er 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

17. • haunches
• cedar
• secreted
• lingered
• mucous
• fragrance
• algae
• larvae

21. Both lessons: 75 minutes, a#er
lunch☺
• Mundy Road with Kris-ne Wong, gr. 1
– Focus on beginning, middle, end
• 9 EAL students
• 1 very young student
• Blakeburn with Lori Clerkson, gr. 1
– Focus on story starters, moving beyond ‘I did, I
did, I did…”

33. • Sylvia Bisbee – Roberts Creek, gr. 1