Teaching Reading: Session 1 September 2013:


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How to facilitate changing a fixed mindset to a growth mindset, and learning how to do a running record and other non-standardized reading assessments

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  • Your teacher has just given you a poor grade – you think “I can’t do this”; ‘I’m just not good at --------”; Change – your teacher’s job is to point our what you can and can’t do. Go to teacher and ask what you need to do to get better. If he/she just says“study harder”, then find someone (homework club, skills teacher, etc) you can give you some strategies for helping you remember information so that you won’t forget.The problem with the fixed mindset self (p. 225) is that that is who the student thinks they are and keeping themselves the same is their comfort zone, their sense of self esteem (tough, but not very good at school). To let this go is difficult, if not threatening – you are being asked teo embrace things like “challenge, struggle, criticisms, and setbacks, things that make you feel insecure, that you won’t be yourself anymore. Howver, the growth mindset will actually help you to be more yourself, and make you realize you can grow.You are a really good basketball player, but your coach benches you because you won’t follow instructions. You are really mad at your coach – it’s all his fault.Change: Ask yourself what kind of team you would have if everyone did what they wanted, if no one followed the coach’s directions. Look at one of the weaker players – what is he doing to get better. Ability isn’t static – that weak player might surpass you, if you don’t start working your butt off.
  • This is especially true when you are wishing someone else would change; you also need to examine how fixed your view is of them.You can stay in blame mode or “I’m no good” mode or . . . You can do some self-reflection to see where you went wrong and how you can either change or move forward. If you maintain the fixed mindset, you’re stuck in time; with a growth mindset, you’ll make an effort to learn what you need to do no to repeat your mistakes or get better at what you want to get better at. Remember that the parts of the brain that deal with regulating your emotions play a crucial role in cognition (thinking)
  • From Christine Fraser’s presentation in June: literacy difficulties can be linked to conduct disorder and delinquent behaviour in older students
  • p. 228, Make a plan: Think of something you need to do,, something you want to learn, or a problem you have to confront.What is it? When will you follow through? Where will you do it? How will you do it? Visualize it: when, where, and howMention attachment, (preferably a parent, but a significant adult will do – need 2 in the school) autonomy ( the opportunity for choice will build a sense of ownership and strong sense of self – no one novel classes!!)), and challenge (curiosity stimulates children to learn – duh) from Teaching Struggling Readers (2003) by Carol Lyons
  • Child: the Oz booksOlder student: Gone With the WindAdult: too many to list – Harry Potter, A Fine Balance, The Help, Island Beneath the Sea
  • You need to make yourself transparent to students – read them a story that makes you cry or laugh or righteously angry
  • But if what they’ve got in front of them is a too difficult book – they can’t create those images . . .5 finger rule or running record rules
  • Introduce some YA literature
  • When I read A Little Princess (1905), I was the poor little rich girl; when I read Gone with the Wind,(1936), I was Scarlet O’Hara – they captured my imagination
  • Very often weak readers’ only fix-up strategy is to re-read.
  • Excerpts from good young adult fiction
  • Teaching Reading: Session 1 September 2013:

    1. 1. Teaching Reading Session 1 September 27th, 2013 8:30-11:30 :
    2. 2. Ice breaker Coloured strips to introduce yourself Yellow - your dream job Green - favourite hobby Blue - favourite vacation Orange - favourite movie/book Purple - wildcat – tell us whatever you like
    3. 3. Anecdote from Peter Johnston Choice Words: How Our Language Affects Children’s Learning
    4. 4. Learning Intentions 1. You will learn how to focus your students away from the fixed mindset and towards the growth mindset and incorporate the emotionality of reading.
    5. 5. Assessment 2. You will understand the value of a running record for ongoing assessment of a student’s reading ability and be introduced to other non-standardized assessments
    6. 6. Changing Mindset 1. Learn to listen to your fixed mindset voice
    7. 7. 2. Recognize that you have a choice
    8. 8. Emotional Memory Emotional memory exerts a powerful influence on thought processes. Emotional memory registers and retains positive and negative occurrences if they are repeated. If a child has difficulty learning something, she will oftentimes experience a negative emotion. Lack of confidence is often associated with feelings of being incapable of learning. Those feelings are common in students who have not learned how to read. (Coles, 1998)
    9. 9. These students’ emotions and self-perception must be changed for literacy to improve.
    10. 10. 3. Talk back to it with a growth mindset voice No matter the ability--whether it's intelligence, creativity, self-control, charm, or athleticism—studies show them to be profoundly malleable. When it comes to mastering any skill, your experience, effort, and persistence matter a lot. (The Trouble with Bright Girls in Psychology Today, Jan 2011)
    11. 11. 4. Take the growth mindset action
    12. 12. Books leave lasting impressions… Consider the books you loved as a child, an older student, an adult and as a teacher. With an elbow partner: Discuss some of your favorite books and WHY are they your favorite?
    13. 13. What are these discussions arousing in you?
    14. 14. Assessment 2. You will understand the value of a running record for ongoing assessment of a student’s reading ability and be introduced to other non-standardized assessments
    15. 15. Three main sources of information  Meaning (how we understand the story; context, background knowledge)  Structure (how we say things; the rhythm of the language)  Visual (the way we see letters and words; how they look and sound)
    16. 16. Scoring a running record A student gets credit for all correct or corrected words  E = Errors (insertions; omissions; substitutions; wrong tense; endings left off; asks for help (you respond ―you try it‖); told the word (wait only 3 seconds); prompted to ―try that again‖  SC = Self Correct (says the word incorrectly, then corrects himself; repeated correctly any number of times, either word or phrase)  Proper nouns should be taught first, then counted as errors.
    17. 17. Scoring # of words correct X 100 = _____% # of words in text Independent: 98-100% accuracy with excellent or satisfactory comprehension Instructional: 95-97% accuracy with excellent or satisfactory comprehension or 98-100% accuracy with limited comprehension Frustration: below 95% accuracy with any comprehension score Fountas & Pinnell Benchmark Assessment System, 2009
    18. 18. It is more than just decoding…  If students don’t understand what they are reading then they are not really reading  Good readers use the same strategies no matter what they are reading
    19. 19. 7 Keys to unlocking meaning… 1. Create mental images 2. Use background knowledge 3. Ask questions 4. Make inferences 5. Determine the most important ideas or themes 6. Synthesize information 7. Use ―fix-up‖ strategies
    20. 20. Create Mental Images  Good readers create a wide range of visual, auditory, and other sensory images as they read  They become emotionally involved with what they read
    21. 21. Without sensory images…  Reading is just a blank slate  Reading is just another ―chore‖ that must be done or avoided
    22. 22. Intensified involvement…  If your students  Beg you to keep reading  Give you details that reflect a good grasp of the story  Laugh or cry at the appropriate places  Are able to make predictions  Read aloud with expression  Extend the story beyond what is actually on the page  Chances are they are creating sensory images
    23. 23. Fostering Involvement:  Students need to know that creating mental images is a vital part of reading  Your students need to watch you demonstrate how to create mental images
    24. 24. 3. Ask questions  Good readers generate questions before, during and after reading  They clarify meaning, make predictions, and focus their attention on what’s important
    25. 25. If text is too difficult, students can’t do this.
    26. 26. Assessments  Jamieson, Lori. (2007) HIP Reading Assessment: Graded oral reading assessments for students in grades 3 to 8  Fountas and Pinnell Benchmark Reading Assessment System, 2009
    27. 27. A personal response… Readers who are not able to foster a personal connection to what they are reading will be  unable to make predictions  the real meaning will escape them  the words are just sounds strung together
    28. 28. Fix-up Options:  Rereading  Raising new questions  Drawing inferences  Making predictions  Seeking help from an outside source  Stop and think  Try to get a mental image  Inspect the pictures or other text features
    29. 29. Students must read in order to write…  If you want students to write in a particular genre then you must give them multiple opportunities to hear, read, experiment with and analyze the genres themselves before writing.
    30. 30. What makes a difference? Teacher:  Develops a relationship with students  Is flexible and resourceful  Considers the child’s interests, strengths and passions  Enables the student to make choices  Focuses on meaning (not skills)  Ensures the student gets 1:1 support  Collaborates with other teachers
    31. 31. Richard Allington says . . . Every Day, Every Child  Will read something they have selected.  Will read something accurately.  Will read something they understand.  Will write something that is meaningful  Will talk to peers about their reading and writing.  Will listen to a fluent adult read aloud.
    32. 32. Pro-D  October 1: Start Where They Are book club  October 8: Tuned Out book club  October 23: Faye Brownlie  October 25: BCTELA and Cris Tovani  November 12: Faye Brownlie