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Pita reading


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Pita reading

  1. 1. Making a Difference in Reading – Evidence-Based Practices PITA  2013   October  24   Faye  Brownlie  
  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. M  –  meaning   Does  this  make  sense?   S  –  language  structure   Does  this  sound  right?   V  –  visual  informaFon   Does  this  look  right?  
  7. 7. 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        
  8. 8. 4.  Every  child  writes  about  something   personally  meaningful.    -­‐connected  to  text    -­‐connected  to  themselves    -­‐real  purpose,  real  audience  
  9. 9. Gr 4/5 •  QuesFoning  from  pictures   •  Sort  and  predict   •  Quadrants  of  a  thought   •  Concept  map  
  10. 10. 5.    Every  child  talks  with  peers  about  reading   and  wriFng.  
  11. 11. Think  Aloud   •  •  •  •  •  •  Gradual  release   Builds  interest  and  background  knowledge   Builds  oral  language   Introduces  key  concepts  and  vocabulary   Builds  quesFons   Models  and  pracFces  ‘close’  reading  
  12. 12. 1975:    Year  of  the  Cat   Today  is  Tet,   the  first  day   of  the  lunar  calendar.  
  13. 13. Every  Tet   we  eat  sugary  lotus  seeds   and  luFnous  rice  cakes.   We  wear  all  new  clothes,   even  underneath.  
  14. 14. Mother  warns   how  we  act  today   foretells  the  whole  year.  
  15. 15. Everyone  must  smile   No  mager  how  we  feel.   No  one  can  sweep,   for  why  sweep  away  hope?   No  one  can  splash  water,   for  why  spash  away  joy?  
  16. 16. 6.  Every  child  listens  to  a  fluent  adult  read   aloud.      -­‐different  kinds  of  text      -­‐with  some  commentary  
  17. 17. 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.  
  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  beger  readers  
  19. 19. •  Brownlie,  Fullerton,  Schnellert  –  It’s  All  about  Thinking  –   Collabora5ng  to  support  all  learners  in  Math  &  Science,  2011   •  Brownlie,  King  -­‐  Learning  in  Safe  Schools  –  Crea5ng  classrooms   where  all  students  belong,  2nd  ed,  Pembroke  Publishers,  2011   •  Brownlie,  Schnellert  –  It’s  All  about  Thinking  –  Collabora5ng  to   support  all  learners  in  English  &  Humani5es,  2009   •  Brownlie,  Feniak,  Schnellert  -­‐  Student  Diversity,  2nd  ed.,  Pembroke   Pub.,  2006   •  Brownlie,  Jeroski  –  Reading  and  Responding,  grades  4-­‐6,  2nd  ediFon,   Nelson,  2006   •  Brownlie  -­‐  Grand  Conversa5ons,  Portage  and  Main  Press,  2005   •  Brownlie,Feniak,  McCarthy  -­‐  Instruc5on  and  Assessment  of  ESL   Learners,  Portage  and  Main  Press,  2004