Brandon.every child, every day.2014

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A full day session for the Brandon Reading Council based on Allington and Gabriel's Every Child Every Day recommendations. Primary and
Elementary examples from BC classrooms were shown throughout the day to put these principles into practice.

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Brandon.every child, every day.2014

  1. 1. Every Child, Every Day: Creating Readers Faye  Brownlie   Brandon  Reading  Council   Feb.  25,  2014   www.slideshare.et/fayebrownlie/ brandon  
  2. 2. 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  am  leaving  with  a  quesEon  and  a  plan  
  3. 3. •   Richard  Allington  and  Rachael  Gabriel  (EducaEonal   Leadership,  March,  2012)  have  proposed  6  teaching   pracEces  that  if  applied  daily,  greatly  improve  all   students'  chances  in  becoming  readers.    Their   pracEces:    choice,  accuracy,  understanding,  personally   meaningful  wriEng,  talk,  and  listening  to  a  fluent   reader.    We  will  examine  how  to  include  each  of  these   pracEces  throughout  the  day  and  how  these  pracEces   support  improved  student  reading  for  all  students  -­‐   from  those  who  need  addiEonal  support  and  ELL  to   passionate  readers.    Using  early  years  and  middle  years   examples,  come  and  see  how  to  create  readers  who   not  only  CAN  read,  but  WANT  to  read!  
  4. 4. “Every  Child,  Every  Day”  –  Richard  Allington  and   Rachael  Gabriel   In  EducaEonal  Leadership,  March  2012   6  elements  of  instrucEon  for  ALL  students!  
  5. 5. 1.    Every  child  reads  something  he  or  she   chooses.  
  6. 6. 2.  Every  child  reads  accurately.   -­‐intensity  and  volume  count!   -­‐98%  accuracy   -­‐less  than  90%  accuracy,  doesn’t  improve   reading  at  all  
  7. 7. Our key questions: Did  that  make  sense?  
  8. 8. Our key questions:   How  did  you  figure  that  out?  
  9. 9. M  –  meaning   Does  this  make  sense?   S  –  language  structure   Does  this  sound  right?   V  –  visual  informaEon   Does  this  look  right?  
  10. 10. •  Building accuracy, fluency, and understanding with repeated readings in different ways, often in literacy centres.
  11. 11. 3.  Every  child  reads  something  he  or  she   understands.      -­‐at  least  2/3  of  Eme  spent  reading  and   rereading  NOT  doing  isolated  skill  pracEce  or   worksheets      -­‐build  background  knowledge  before   entering  the  text      -­‐read  with  quesEons  in  mind        
  12. 12. Background Knowledge Close Reading Think Aloud Inquiry How do animals adapt?
  13. 13. Background  knowledge  has  a  greater  impact  on   adolescents  being  able  to  read  a  text  than   anything  else.        -­‐Doug  Fisher,  Richard  Allington  
  14. 14. Why is this adaptation the best for this environment? •  Examine  the  pictures,  the  capEons  and  the   graphics,  the  text   •  Look  for  what  strikes  you,  what  jumps  out  as   unique  and/or  important  to  remember   •  Place  3  post-­‐it  notes  on  3  different  points  that   support  your  inquiry/argument   •  Come  to  the  circle  to  start  the  conversaEon   with  the  informaEon  behind  the  post-­‐it  notes  
  15. 15. The 10 A Scholastic Series for Inquiry Editor: Jeff Wilhelm •  100  Etles  grades  6-­‐10   •  50  Etles  grades  4-­‐8   Smartest Adaptations in Nature -Scholastic  
  16. 16. Think Aloud •  •  •  •  •  •  Gradual  release   Builds  interest  and  background  knowledge   Builds  oral  language   Introduces  key  concepts  and  vocabulary   Builds  quesEons   Models  and  pracEces  ‘close’  reading  
  17. 17. 4.  Every  child  writes  about  something   personally  meaningful.    -­‐connected  to  text    -­‐connected  to  themselves    -­‐real  purpose,  real  audience  
  18. 18. K/Grade  1  WriEng   Commons  &  Jakovac   Samples  from  June  7th,  2012  
  19. 19. Gallery Walk – Writing Lesson Place  a  series  of  pictures  around  the  room   Students  in  groups  of  3   3  minutes  per  picture   Chat  –  How  could  you  use  this  image  in  your   wriEng?   •  Build  on  one  another’s  thinking   •  View  4  pictures   •  •  •  • 
  20. 20. •  Eagle  Dreams  -­‐    Wri.en  by  Sheryl  McFarlane  ;   Illustra;ons  by  Ron  Lightburn;     •  ISBN:  1-­‐55143-­‐016-­‐9  
  21. 21. •  Task:    a  piece  of  wriEng,  choose  your  genre,   think  about  the  criteria   •  As  you  are  moving  to  your  desk,  keep  walking   unEl  you  have  your  first  line  in  your  head   •  12  minutes  to  write   •  As  students  are  wriEng,  move  about  the  room,   underlining  something  powerful  (criteria   connected)  in  each  person’s  wriEng  
  22. 22. •  Each  student  shares  what  was  underlined   •  Listen  to  hear  something  you  might  want  to   borrow   •  As  a  class,  decide  on  why  each  was  underlined   •  Create  the  criteria:   –  Words  that  are  WOW   –  Details  that  showed  emoEon  or  made  a  picture   –  Hook  –  first  line  made  me  want  to  keep  reading  
  23. 23. Sample  1   One  cool  and  breezy  night,  in  a  prairie,  a  boy  sat   on  the  rim  of  his  open  window,  looking  out  at   the  moon,  hoping  for  something  to  happen.     Aqer  a  few  minutes,  he  went  back  in  and  close   his  window.    Robin  sighed.  “I  wished  my  life   has  more  excitement  in  it,  “  he  thought,   before  he  turned  off  his  light  and  went  to  bed,     he  took  one  quick  look  at  his  kite  on  top  of  his   bed  that’s  shaped  like  an  eagle,  and  went  to   sleep.  
  24. 24. Sample  3   Once  upon  a  Eme  there  was  a  boy  that  was  facinated  by  eagles,  he   asked  his  father  to  get  one  for  him  but  he  couldn’t.    Then  the  boy   thought  about  a  way  to  catch  an  eagle  and  then  a  different  gender   one  for  more  eagles.    Delighted  with  his  idea  that  he  thought  of  last   night,  he  conEnued  his  plan.    He  put  3  fishes  in  the  open  with  a   trap,  and  went  to  bed.    Then  he  heard  a  noise  that  sounded  like  an   eagle.    When  he  had  checked  the  trap,  he  found  an  eagle  that  was   in  his  trap.    Happily  jumping  around,  the  eagle  made  him  inspired  to   make  a  home  for  the  eagle.    He  created  a  bond  with  the  eagle.    He   remembered  how  much  his  father  despised  eagles.    He  lead  the   eagle  to  a  secret  place  in  the  forest  where  his  father  never  went.     He  came  downstairs  and  his  father  was  in  a  rage.    He  threatened  to   ground  his  son  if  he  didn’t  kill  the  eagles.  Shocked,  the  boy  asked   why  he  told  him  so.    The  father  said  they  …  
  25. 25. Sample  4   At  Sunday,  the  Ximing  and  his  father  mother  go   travel.    On,  Ximing  say  “I’m  see  a  eagle!”    His   father  and  his  mother  is  going  to  his.    And  his   mother  say  “Oh,  Help  it!”    OK.    It  was  heal.    OK.     We  are  go  back  home!   At  home:   Today  is  very  funning.  Because  we  are  helpa  eagle!     I’m  so  happy  now!  Ximing  is  Eme  to  eat  a  dinner   say  mother  say  …  
  26. 26. •  Kids  can  add/edit/conEnue  to  work   •  Set  up  for  next  class   –  Work  on  same  criteria   –  Hear  again,  pieces  that  work   –  Move  to  where  kids  can  idenEfy  criteria  in  their  own   work  and  ask  for  help  with  criteria  that  are  struggling   with   •  Aqer  repeated  pracEce,  students  choose  one   piece  to  work  up,  edit,  revise,  and  hand  in  for   marking   •  Feedback  is  conEnuous,  personal,  Emely,  focused  
  27. 27. 5.    Every  child  talks  with  peers  about  reading   and  wriEng.  
  28. 28. 6.  Every  child  listens  to  a  fluent  adult  read   aloud.      -­‐different  kinds  of  text      -­‐with  some  commentary  
  29. 29. 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.  
  30. 30. 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.  
  31. 31. According  to  teachers,  what  worked  in  CR4YR   2012-­‐13?   For  students  who  showed  major  gains,  what  worked  was:   •  1:1  support  (this  didn’t  necessarily  mean  pull  out)   •  feeling  safe  and  supported;  relaEonships   •  choice/personalizaEon  (kids  who  struggled  the  most  oqen   had  the  least  amount  of  choice)   •  A  focus  on  purpose  and  meaning     Sharon  Jeroski,  August  2013   sjeroski@shaw.ca  
  32. 32. No fun grade one. YIKES….!!!
  33. 33. •  What’s  your  plan?   •  Who  will  you  work  with?   •  How  will  you  know  that  what  you  have  done  is   making  a  difference?  

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