Making a Difference in Reading:
Evidence-Based Practices	
  
Sunshine	
  Coast,	
  Session	
  3	
  	
  &	
  4	
  
March	
 ...
Michelle Hikida, Librarian, LIF support
Rick Hikida, Gr 4/5
CreaDng	
  a	
  Plan	
  
Together	
  the	
  teachers	
  choose...
Inquiry Projects, Gr. 4/5	
  
Format	
  
Once	
  a	
  week,	
  45	
  minutes,	
  for	
  the	
  enEre	
  year	
  
Purpose	
...
September-­‐	
  December	
  
	
  Developing	
  a	
  Sense	
  of	
  Wonder	
  	
  
	
  1.	
  	
  TesEng	
  Wonders	
  	
  (...
January	
  -­‐	
  ??	
  
We	
  divided	
  the	
  class	
  in	
  half	
  and	
  we	
  are	
  responsible	
  
for	
  assisEn...
Why do we believe in collaboration?
•  smaller	
  groups	
  or	
  2	
  teachers	
  circulaEng	
  
to	
  meet	
  the	
  nee...
Goal: Reading and Writing with
Fluency
•  Grade	
  8	
  English	
  
•  Dawnn	
  Thorsen,	
  CT	
  and	
  Sheryl	
  Proskiw...
•  Both	
  classes	
  have	
  24	
  kids	
  
•  Both	
  classes	
  have	
  3	
  kids	
  on	
  IEPs	
  
•  Classroom	
  man...
Day 1: Mystery Writing
•  Enter	
  class	
  to	
  see	
  the	
  scene	
  of	
  the	
  crime	
  
•  5	
  minute	
  write	
 ...
•  WriEng	
  is	
  collected	
  as	
  kids	
  leave	
  
•  Plenty	
  of	
  Eme	
  for	
  both	
  teachers	
  to	
  move	
 ...
Jo-Anne Goble
Gr 5
Walnut Grove, Smithers
Strategies	
  for:	
  	
  
catching	
  students	
  up/	
  	
  
supporDng	
  developing	
  readers/	
  
revisiDng	
  or	
  ...
Student
products copied
back to back…
read/
respond
How	
  can	
  you	
  
use	
  this?	
  
Sample	
  is	
  not	
  
necessarily	
  the	
  
best.	
  Consider	
  	
  
less	
  text….	
  
…desirable	
  
student…	
  
Le...
Sunshine Coast.int.sec.reading.may2014
Sunshine Coast.int.sec.reading.may2014
Sunshine Coast.int.sec.reading.may2014
Sunshine Coast.int.sec.reading.may2014
Sunshine Coast.int.sec.reading.may2014
Sunshine Coast.int.sec.reading.may2014
Sunshine Coast.int.sec.reading.may2014
Sunshine Coast.int.sec.reading.may2014
Sunshine Coast.int.sec.reading.may2014
Sunshine Coast.int.sec.reading.may2014
Sunshine Coast.int.sec.reading.may2014
Sunshine Coast.int.sec.reading.may2014
Sunshine Coast.int.sec.reading.may2014
Sunshine Coast.int.sec.reading.may2014
Sunshine Coast.int.sec.reading.may2014
Sunshine Coast.int.sec.reading.may2014
Sunshine Coast.int.sec.reading.may2014
Sunshine Coast.int.sec.reading.may2014
Sunshine Coast.int.sec.reading.may2014
Sunshine Coast.int.sec.reading.may2014
Sunshine Coast.int.sec.reading.may2014
Sunshine Coast.int.sec.reading.may2014
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Sunshine Coast.int.sec.reading.may2014

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The final half day session of a conversation with intermediate and secondary teachers on how to support the development of readers with content texts and narrative texts. Samples from Richmond, Prince Rupert and Smithers.

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Sunshine Coast.int.sec.reading.may2014

  1. 1. Making a Difference in Reading: Evidence-Based Practices   Sunshine  Coast,  Session  3    &  4   March  5,  May  7,  2014   Faye  Brownlie   www.slideshare.net/fayebrownlie/sunshinecoast/inter.sec   reading/2014    
  2. 2. Michelle Hikida, Librarian, LIF support Rick Hikida, Gr 4/5 CreaDng  a  Plan   Together  the  teachers  choose  an  area  of  focus,  create  a  plan   and  decide  on  the  goals/PLO’s  being  addressed.   Assessment  for  Learning   The  last  few  minutes  of  each  lesson  is  a  quick  check-­‐in.        What’s  working?      What’s  not?      What’s  next?  
  3. 3. Inquiry Projects, Gr. 4/5   Format   Once  a  week,  45  minutes,  for  the  enEre  year   Purpose   • To  engage  students  in  authenEc  reading  and  wriEng   around  topics  of  their  choice.   • To  develop  the  students’  ability  to  ask  quesEons  and  be   able  to  engage  in  mini-­‐inquiries  to  answer  these   wonders/quesEons.   • To  be  able  to  document  their  learning  in  different  ways.  
  4. 4. September-­‐  December    Developing  a  Sense  of  Wonder      1.    TesEng  Wonders    (divide  the  class  in  ½  )      -­‐magnets,  bubbles    2.    How  to  Wonders    (whole  class  in  the  library,  Lib  lead)                -­‐origami,  Lego,  magic  tricks,  pom  pom  animals,  science  experiments,      cat’s  cradle,  duct  tape  wallets      -­‐focus:    how  to  read  informaEon  text  to  find  out  something  you        didn’t  know  how  to  do    3.    Research  Wonders    (divided  the  class  in  ½)                -­‐exploring  invesEgaEng,  evaluaEng  different  online  resources      -­‐alternate  lead  roles,  CT  &  Lib,  based  on  familiarity  with  website/app      -­‐introducing  ways  to  document  learning      (30  Hands,  Keynote,  PicCollage,  Power  Point,  Doceri,  Haiku  Deck)    4.    EvaluaEon  Wonders        -­‐guided  pracEce  as  a  whole  class      -­‐individual  wonder  projects      -­‐begin  with  an  “I  wonder…”        
  5. 5. January  -­‐  ??   We  divided  the  class  in  half  and  we  are  responsible   for  assisEng  our  group  in  developing  their  topic,   checking  in  and  supporEng  their  learning.    15  kids   each.    Easily  able  to  support  each  individually.   The  students  engage  in  their  own  inquiry  projects.     At  the  end  of  each  project,  they  share  their  learning   with  the  class  and  then  start  again.  
  6. 6. Why do we believe in collaboration? •  smaller  groups  or  2  teachers  circulaEng   to  meet  the  needs  of  all  the  students   •  shared  learning   •  sharing  the  planning  and  preparaEon   •  collaboraEng  with  others  creates  a   synergy   **  Rick,  the  CT,  is  now  working  2/week  on   the  inquiry  projects,  the  2nd  period  with   his  RT  
  7. 7. Goal: Reading and Writing with Fluency •  Grade  8  English   •  Dawnn  Thorsen,  CT  and  Sheryl  Proskiw,  ELD,   Prince  Rupert  Middle  School   •  Have  co-­‐taught  for  2  years   – TRUST   – All  we  need  is  a  GOAL   – Every  2nd  day  in  both  classes  
  8. 8. •  Both  classes  have  24  kids   •  Both  classes  have  3  kids  on  IEPs   •  Classroom  management  improved  with  daily  20   minutes  of  silent  reading   •  Class  1   –  Lower  self-­‐esteem   –  18  have  had  ESD  support  at  some  point     •  Class  2   –  4  students  have  challenged  grade  8  math   –  EA   –  More  diversity  
  9. 9. Day 1: Mystery Writing •  Enter  class  to  see  the  scene  of  the  crime   •  5  minute  write   –  Set  the  scene   –  What  happened?   –  Why?   –  Mood?   •  Dawnn  modeled  a  start  on  the  board   •  Change  groups  according  to  your  coloured  name  tag   •  Character  (all  names  of  actual  people  in  the  school)   –  One  reads  the  character’s  point  of  view   –  5  minutes,  add  on   •  Change  groups   •  Piece  of  evidence   –  Examine  the  evidence  together   –  5  minutes,  add  on  
  10. 10. •  WriEng  is  collected  as  kids  leave   •  Plenty  of  Eme  for  both  teachers  to  move  around  to   support  and  extend  all  learners   •  Students  very  on  task   •  Tomorrow:   –  Teachers  will  have  chosen  one  phrase/line  from  each   writer   –  Display  for  all  to  see   –  Look  for  strengths   –  Move  to  wriEng  own  detecEve  story  
  11. 11. Jo-Anne Goble Gr 5 Walnut Grove, Smithers
  12. 12. Strategies  for:     catching  students  up/     supporDng  developing  readers/   revisiDng  or  reviewing     •  Instead of reading text -read student products •  Instead of writing- respond briefly to student products •  Instead of writing- read/discuss and decide whether you agree
  13. 13. Student products copied back to back… read/ respond How  can  you   use  this?  
  14. 14. Sample  is  not   necessarily  the   best.  Consider     less  text….   …desirable   student…   Less  daunDng   than  the   assignment.  
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