What are we finding out from the Changing Results for Young Readers initiative? What evidence-based reading practices are being used by teachers in the project, throughout BC? What do teachers report helps to make a difference for vulnerable readers?

1. Cultivating Passion K-5
Skilled, Joyful Readers
October
24,
2014
BCTELA
Terry
Fox
Secondary,
Coquitlam
slideshare.net/fayebrownlie/bctela/cr

2. Learning Intentions
• I
have
polished
my
mental
model
of
what
is
effecJve
teaching
of
reading
• I
have
beLer
understanding
of
the
CR4YR
project
• I
am
commiLed
to
having
all
my
students
read
with
JOY!
• I
am
leaving
with
a
quesJon
and
a
plan

3. CR4YR: the plan
• 6/7
half
day
sessions
• District
teams
of
12-­‐15
• School-­‐based
teams
of
classroom
teachers,
learning
assistance
teachers,
some
principals
• Personal
inquiry
quesJon
• Case
study
student
• Whole
class
strategies
and
structures

4. CR4YR: the themes
• Evidence-­‐based
reading
instrucJon
• CollaboraJon:
co-­‐teaching,
in
class
support
• Social-­‐emoJonal
learning
• Self-­‐regulaJon
• Indigenous
principles
of
learning
• Spiral
of
inquiry

5. Check out the website!
• youngreaders.ca

6. Teachers’ Reflections:
what made a difference for
vulnerable readers
(2012-13)
• 1:1
support
• RelaJonship
• Choice
• Focus
on
meaning

7. 2013-14 Vulnerable Readers
• 8%
-­‐
The
gap
in
reading
with
understanding
grew.
– Usually
had
aLendance
issues.
• 17%
-­‐
Now
reading
at
grade
level.
• 49%
-­‐
Decreased
the
gap.
• 26%
-­‐
The
gap
stayed
the
same.
– Which
means
they
grew
a
year.
– 30%
of
case
studies
completed
(153/543)
– 743
educators,
11
150
primary
students

8. • What would happen if…
• Belief
• Practice

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
pracJce.

11. “Every
Child,
Every
Day”
–
Richard
Allington
and
Rachael
Gabriel
In
EducaJonal
Leadership,
March
2012
6
elements
of
instrucJon
for
ALL
students!

12. 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
wriJng.
6. Every
child
listens
to
a
fluent
adult
read
aloud.

13. 1.
Every
child
reads
something
he
or
she
chooses.

14. CR4YR Results 2012-13
• 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.

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

16. M
–
meaning
Does
this
make
sense?
S
–
language
structure
Does
this
sound
right?
V
–
visual
informaJon
Does
this
look
right?

17. Browsing
Bags

18. Strategy Cards – Catching Readers
Before They Fall (Johnson & Keier)

21. 3. Every
child
reads
something
he
or
she
understands.
-­‐at
least
2/3
of
Jme
spent
reading
and
rereading
NOT
doing
isolated
skill
pracJce
or
worksheets
-­‐build
background
knowledge
before
entering
the
text
-­‐read
with
quesJons
in
mind

22. • What
do
we
do
to
scaffold
students
to
allow
them
to
read
beyond
their
instrucJonal
levels?

23. • “InstrucJonal
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

24. • “This
may
be
surprising,
but
there
is
a
growing
body
of
research
showing
no
consistent
relaJonship
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)

25. • “Except
for
the
earlier
menJoned
O’Connor
study,
and
that
only
with
beginning
reading
levels,
there
is
no
credible
evidence
supporJng
learning
benefits
from
teaching
kids
at
their
levels.”
• Tim Shanahan, “Should We Teach Students at
Their Reading Levels?” – Reading Today, Sept/
Oct, 2014

26. Building Independence
• Build
criteria
with
your
students
– What
do
good
readers
do?
• NoJce
when
the
students
are
using
the
co-­‐
created
criteria
• Ask
the
students
“What
should
I
noJce
about
what
you
are
doing
when
you
are
reading?”

39. Key Links Literacy – Nelson Ed.
• www.nelson.com/keylinks
• K-­‐2
• Shared
Readers
• Levelled
Readers,
FicJon
and
Non-­‐FicJon
• With
a
5
day
plan
for
the
shared
readers
and
a
6
step
re-­‐visit/focus
plan
for
the
levelled
readers

40. Gr 4/5
• QuesJoning
from
pictures
• Sort
and
predict
• Quadrants
of
a
thought
• Concept
map

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

51. A Primary Writing Prompt:
the grab bag
• 4
items
in
a
bag,
kids
with
a
paper
with
4
boxes
• Pull
out
1
item
at
a
Jme,
explore
how
it
might
be
used
in
a
story
• Kids
draw
how
the
item
might
be
used
• Repeat
with
each
item
with
kids
drawing
both
items
in
2nd
box,
…
• In
4th
box,
either
draw
all
4
items
or
begin
to
write
their
story

52. Both
lessons:
75
minutes,
aper
lunch
• Mundy
Road
with
KrisJne
Wong
– Focus
on
beginning,
middle,
end
• 9
EAL
students
• 1
very
young
student
• Blakeburn
with
Lori
Clerkson
– Focus
on
story
starters,
moving
beyond
‘I
did,
I
did,
I
did…”

59. 5.
Every
child
talks
with
peers
about
reading
and
wriJng.

60. 6. Every
child
listens
to
a
fluent
adult
read
aloud.
-­‐different
kinds
of
text
-­‐with
some
commentary

61. Strong Readers – Set B
Strong Nations Publishing
• www.strongnaJons.com
• 6
packs
• Set
B,
levels
11-­‐20

65. Take away questions
• Do
all
my
students
engage
in
all
5
aspects
of
reading/wriJng
daily?
– Where
do
we
spend
most
of
our
Jme?
• How
much
Jme
do
my
most
vulnerable
students
spend
on
leveled
text?
• Are
we
having
fun
with
reading
and
wriJng?