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Kamloops Gr 2.3.Reading.Oct 2014


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Evidence-based strategies for grade 2/3 - what makes a difference in reading. Collaboration, Shanahan's discussion re: levelled text, Allington's 6.

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Kamloops Gr 2.3.Reading.Oct 2014

  1. 1. Big Ideas in Literacy: making a difference for all children Kamloops Grade 2/3 Faye Brownlie
  2. 2. Learning Intentions • I have polished my mental model of what is effec=ve teaching of reading. • I have a beAer idea of how to use evidence-­‐based reading strategies with a colleague. • I am commiAed to having all my students read with JOY! • I am leaving with a ques=on and a plan.
  3. 3. Kamloops Students • What are their strengths? • Where do they need to strengthen? • What is your ‘ac=on plan’ as you work with each?
  4. 4. Dashawn I am capable I have ideas They are relevant And connected Wait for me Listen to me I can do it Thank you for finding Pa=ence
  5. 5. Dakoda Enthusias=c Very curious Loves to share his knowledge Spends =me with adults Has a passion for science Just wants to belong Confidence Wants to be successful ‘My mind is a machine’ Scien=st
  6. 6. Tea Loves her family Creates and craZs Seeks affirma=on Trusts Desires success Importance of rela=onship Socially mo=vated Confidence building
  7. 7. Jovan Sounding out Recognizes more words Caring of others Will always try Read out loud Mythical creatures evil and good ‘Clear pictures in my head’ Found his confidence
  8. 8. Teachers’ Reflections: what made a difference for vulnerable readers (2012-13) • 1:1 support • Rela=onship • Choice • Focus on meaning
  9. 9. 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 prac=ce.
  10. 10. “Every Child, Every Day” – Richard Allington and Rachael Gabriel In Educa=onal Leadership, March 2012 6 elements of instruc=on for ALL students!
  11. 11. 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 wri=ng. 6. Every child listens to a fluent adult read aloud.
  12. 12. • Choice • Accuracy • Talking with peers
  13. 13. Strategy Cards – Catching Readers Before They Fall (Johnson & Keier)
  14. 14. Building Independence • Build criteria with your students – What do good readers do? • No=ce when the students are using the co-­‐ created criteria • Ask the students “What should I no=ce about what you are doing when you are reading?”
  15. 15. Browsing Bags – gr. 2/3 • Early readers: just right books, repeated readings of the same books, expert books (perhaps from GR) • More developed readers: a variety of different genres • Read to self, read to a friend, read to an adult • Reflec=on: I liked. I learned. I am wondering about.
  16. 16. Reading Train • Children are sinng side by side in two lines. • The reader starts reading when the whistle blows and con=nues to read un=l the whistle blows again. • One person reads, the other synthesizes the main idea, asks a ques=on, or makes a connec=on.
  17. 17. Teaching Reading Strategies • The costume at the door was scary. Sam could feel his heart ___________.
  18. 18. • The costume at the door was scary. Sam could feel his heart r___________.
  19. 19. What strategies did you use? • Thinking about meaning. • Thinking about parts of speech. • Thinking if the word would sound right. • With the ‘r’ you now had visual informa=on to add in. • Children who are struggling with reading, oZen have trouble using all sources of informa=on and tend to rely on just one…their easiest one!
  20. 20. • How can you integrate the flexible use of reading strategies throughout the day?
  21. 21. Balance • Where do your students spend their =me?
  22. 22. • “This may be surprising, but there is a growing body of research showing no consistent rela=onship between student-­‐text matching and learning.” • Tim Shanahan, “Should We Teach Students at Their Reading Levels?” – Reading Today, Sept/ Oct, 2014 (Summary of research address at IRA, New Orleans, 2014)
  23. 23. • “Except for the earlier men=oned O’Connor study, and that only with beginning reading levels, there is no credible evidence suppor=ng learning benefits from teaching kids at their levels.” • Tim Shanahan, “Should We Teach Students at Their Reading Levels?” – Reading Today, Sept/ Oct, 2014
  24. 24. • “Instruc=onal level is not where lessons should begin, but where they need to end.” • Tim Shanahan, “Should We Teach Students at Their Reading Levels?” – Reading Today, Sept/ Oct, 2014
  25. 25. Building Understanding
  26. 26. Quadrants of a Thought Image Words Ques=ons Emo=ons
  27. 27. Voices of the Wild – Jonathan London I am Bear scavenging among the man’s things. There is food here in the ashes of his campfire, and more – I sniff it on the air nearby. But he comes, his kayak sliding in, his paddle raised, his voice, in a shout: GET OUT! GET OUT! I rear up, stand tall, all claws and teeth ROARRR! He slaps water and yells and I – I scratch the white moon on my belly, yawn and amble off to look for berries.
  28. 28. Take away questions • Do all my students engage in all 5 aspects of reading/wri=ng daily? – Where do we spend most of our =me? • How much =me do my most vulnerable students spend on leveled text? • Are we having fun with reading and wri=ng?