Sunshine coast.reading.sept.2013

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Afternoon session on evidence-based reading practices for grades K-9. Session framed by Allington and Gabriel's 6 daily practices for all learners.

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Sunshine coast.reading.sept.2013

  1. 1. Quality Reading Instruction: Evidence-Based Practice Sunshine  Coast   Pro  D  a0ernoon   Sept  23,  2013   Faye  Brownlie   www.slideshare.net  
  2. 2. Learning Intentions •  I  can  find  evidence  of  current  reading  research   and  the  big  ideas  of  literacy  in  my  pracFce  and   become  curious  about  incorporaFng  a  pracFce   that  is  different  to  me   •  I  am  leaving  with  a  quesFon  and  a  plan  
  3. 3. “Every  Child,  Every  Day”  –  Richard  Allington  and   Rachael  Gabriel   In  EducaFonal  Leadership,  March  2012   6  elements  of  instrucFon  for  ALL  students!  
  4. 4. 1.    Every  child  reads  something  he  or  she   chooses.  
  5. 5. 2.  Every  child  reads  accurately.   -­‐intensity  and  volume  count!   -­‐98%  accuracy   -­‐less  than  90%  accuracy,  doesn’t  improve   reading  at  all  
  6. 6. Browsing  Bags–  Lousesa   Newman,  Jennifer  Hall   Tait  Elementary  
  7. 7. Browsing Bags
  8. 8. 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        
  9. 9. The  10  Greatest  Canadian  Environmentalists  –  Discovery  Series,   ScholasFc  
  10. 10. 4.  Every  child  writes  about  something   personally  meaningful.    -­‐connected  to  text    -­‐connected  to  themselves    -­‐real  purpose,  real  audience  
  11. 11. K/Grade  1  WriFng   Commons  &  Jakovac   Samples  from  June  7th,  2012  
  12. 12. 5.    Every  child  talks  with  peers  about  reading   and  wriFng.  
  13. 13. Hot Seat The Outsiders – gr.8 with Brent Spencer The Glass Castle – gr.12 with Amy Stevenson •  Students  choose  a  role   •  May  generate  quesFons  in  advance  that   ‘could’  be  asked  of  them   •  Begin  with  teacher  as  moderator   •  Audience  of  the  class  poses  quesFons  to  the   panel;  can  interview  in  role   •  Quick  write  between  groups  
  14. 14. The Outsiders – S. E. Hinton •  Three  quesFons  for  quick  writes:   – What  is  the  big  deal  about  the  Greasers?   – Do  the  Greasers  feel  more  than  the  Socs?   – What  will  your  character  be  doing  in  10  years   Fme?  
  15. 15. 6.  Every  child  listens  to  a  fluent  adult  read   aloud.      -­‐different  kinds  of  text      -­‐with  some  commentary  
  16. 16. 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   wriFng.   6.  Every  child  listens  to  a  fluent  adult  read  aloud.  
  17. 17. 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.    
  18. 18. “Achievement Now” - Alfred Tatum, DeKalb, Illinois •  Kids  could  travel  throughout  the  day  and   read  less  than  3  pages  of  text  -­‐  in  a  high   achieving  high  school   •  Kids  could  go  to  the  school  and  become   smarter,  but  not  become  beper  readers  

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