The document provides an overview of evidence-based practices for improving reading skills at the intermediate level. It discusses six elements of effective reading instruction according to research by Allington and Gabriel: 1) students read texts they choose, 2) read accurately, 3) understand what they read, 4) write about personally meaningful topics, 5) discuss their writing with peers, and 6) receive feedback on their writing. Examples are given for lessons incorporating some of these elements, such as a gallery walk activity to inspire student writing.

1. Making a Difference in Reading:
Evidence-Based Practices
Intermediate
Sea
to
Sky
Suppor,ng
Diversity
Feb.
8,
2013
Faye
Brownlie

2. Learning Intentions
• I
can
find
evidence
of
current
reading
research
and
the
big
ideas
of
literacy
in
my
prac,ce
and
become
curious
about
incorpora,ng
a
prac,ce
that
is
different
to
me
• I
can
consider
the
impact
of
my
language
on
my
learning
community
• I
am
leaving
with
a
ques,on
and
a
plan

3. “Every
Child,
Every
Day”
–
Richard
Allington
and
Rachael
Gabriel
In
Educa,onal
Leadership,
March
2012
6
elements
of
instruc,on
for
ALL
students!

4. 1.
Every
child
reads
something
he
or
she
chooses.

5. 2. Every
child
reads
accurately.
-­‐intensity
and
volume
count!
-­‐98%
accuracy
-­‐less
than
90%
accuracy,
doesn’t
improve
reading
at
all

6. 3. Every
child
reads
something
he
or
she
understands.
-­‐at
least
2/3
of
,me
spent
reading
and
rereading
NOT
doing
isolated
skill
prac,ce
or
worksheets
or
comprehension
ques,ons
-­‐build
background
knowledge
before
entering
the
text
-­‐read
with
ques,ons
in
mind

7. The
10
Greatest
Canadian
Environmentalists
–
Discovery
Series,
Scholas,c

11. 4. Every
child
writes
about
something
personally
meaningful.
-­‐connected
to
text
-­‐connected
to
themselves
-­‐real
purpose,
real
audience

12. 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
wri,ng?
• Build
on
one
another’s
thinking
• View
4
pictures

19. • Eagle
Dreams
-­‐
Wri.en
by
Sheryl
McFarlane
;
Illustra;ons
by
Ron
Lightburn;
• ISBN:
1-­‐55143-­‐016-­‐9

20. • Task:
a
piece
of
wri,ng,
choose
your
genre,
think
about
the
criteria
• As
you
are
moving
to
your
desk,
keep
walking
un,l
you
have
your
first
line
in
your
head
• 12
minutes
to
write
• As
students
are
wri,ng,
move
about
the
room,
underlining
something
powerful
(criteria
connected)
in
each
person’s
wri,ng

21. • 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
emo,on
or
made
a
picture
– Hook
–
first
line
made
me
want
to
keep
reading

22. 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.
Ager
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.

23. Sample
3
Once
upon
a
,me
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
con,nued
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
…

24. 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
,me
to
eat
a
dinner
say
mother
say
…

25. • Kids
can
add/edit/con,nue
to
work
• Set
up
for
next
class
– Work
on
same
criteria
– Hear
again,
pieces
that
work
– Move
to
where
kids
can
iden,fy
criteria
in
their
own
work
and
ask
for
help
with
criteria
that
are
struggling
with
• Ager
repeated
prac,ce,
students
choose
one
piece
to
work
up,
edit,
revise,
and
hand
in
for
marking
• Feedback
is
con,nuous,
personal,
,mely,
focused

26. 5.
Every
child
talks
with
peers
about
reading
and
wri,ng.