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Teaching Reading Across Disciplines
- 1. It’s All about Thinking: teaching reading and writing across the grades, within different disciplines, throughout the day Borderland September 28, 2015 Faye Brownlie www.slideshare.net/fayebrownlie/borderland
- 2. • Reading is understanding. • Reading is always about making sense.
- 3. • Read each of the following slides. • NoDce the strategies you use as you read. • Compare your strategies with a partner.
- 6. What’s The QuesDon? • If this is the answer, then what’s the quesDon.. A. 0m Q.__________________________________
- 7. This is My Rock - David McCord This is my rock And here I run To steal the secret of the sun; This is my rock And here come I Before the night has swept the sky This is my rock, This is the place I meet the evening face to face.
- 9. Reading is understanding. Reading is making sense in disciplines.
- 10. • NCLB taught us that a simple view of reading instrucDon – in which skills come first and learning from text comes next – does not create engaged readers. What Happens to the Basics? – Elfrieda H. Hiebert P. David Pearson Ed. Leadership, Dec/Jan 2012/13
- 11. McKinsey Report, 2007 • The top-‐performing school systems recognize that the only way to improve outcomes is to improve instrucDon: learning occurs when students and teachers interact, and thus to improve learning implies improving the quality of that interacDon.
- 12. Big Ideas – Teaching counts! • Our instrucDonal choices impact significantly on student learning • We teach responsively – All kids can learn and we know enough collectively to teach all kids! • An unwavering belief that everyone has the right to be included socially, emoDonally, and intellectually
- 13. According to teachers, what worked in CR4YR 2012-13? For students who showed major gains, what worked was: • 1:1 support (this didn’t necessarily mean pull out) • feeling safe and supported; relaDonships • choice/personalizaDon (kids who struggled the most oen had the least amount of choice) • A focus on purpose and meaning Sharon Jeroski, August 2013 sjeroski@shaw.ca
- 14. Background knowledge has a greater impact on being able to read a text than anything else. -‐Doug Fisher, Richard Allington
- 15. • How do we help every student to become a beber reader?
- 16. Choice
- 17. Collaboration
- 18. Challenge
- 19. Respect
- 20. Access not accommodate or adapt
- 21. Differentiation
- 22. “Know thy impact.” Visible Learning for Teachers Maximizing Impact on Learning John Haee, 2012 Is what you are doing, getting you what you want?
- 23. • “…preschool children growing up in professional households heard about 1,500 more words per hour than children living in low-‐income environments, creaDng a 32 million word gap between children in poverty and their more affluent peers before even starDng school.” • Study by Beby Hart and Todd Risley • “interrupDng the Cycle of Word Poverty”-‐B.J. Overturf, in Reading Today, Nov/Dec 2014
- 24. The struggling reader, no maber what grade the child is in, has not built an efficient reading process system to make meaning from texts or help him or her solve problems when stuck… For teachers, that means learning how to teach in support of the child as he or she gains more control of strategic acDons. -‐Johnson Keier
- 25. M – meaning Does this make sense? S – language structure Does this sound right? V – visual informaDon Does this look right? How did you figure that out?
- 26. Note-taking in Food Studies • Best Secondary with Alexia Baldwin and Denise Nemblard, grade 9 Food Studies • Previously had lesson on grains and rice cooking demo • Challenge: S love pracDcal, not the theory; text is 1975, present by lecture • LO: – Rice is part of the grain group – NutriDonal values of different grains of rice – Factors influencing choice of rice – Wild rice, a Canadian component
- 27. • Japanese • Thailand • India • short • nuby • red • risobo • chewy • sDcky • floral
- 28. Specialty Rices 5 important types ! Arborio – essenDal for making ___________ ! BasmaD – extra long grain widely used in _________ with a unique, _______ flavour ! Jasmine – from __________ with a delicate and ___________fragrance ! Wehani -‐ _________ colour with a rich earthy flavour ! GluDnous – sweet-‐tasDng _______ grained rice that becomes _______ and _________ when cooked; used in Chinese and ________ cuisines
- 29. • Universal Design for Learning – In designing the lesson, consider whether there is an ACCESS point for ALL students • Backwards Design – Teach with the end in mind – What is the big idea? The overarching quesDon?
- 30. Strategy Sequence • ConnecDng – Building moDvaDon, accessing and building background knowledge, asking quesDons, seeng a purpose for reading • Processing – Making sense of new text, linking old informaDon to new • Transforming and personalizing – Showing what you know
- 31. “Every Child, Every Day” – Richard Allington and Rachael Gabriel In EducaDonal Leadership, March 2012 6 elements of instrucDon for ALL students!
- 32. 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 wriDng. 6. Every child listens to a fluent adult read aloud.
- 33. • How do you find Dme in each lesson to provide 1:1 feedback for all students?
- 34. Features of High-‐Engagement Learning Environments • available supply of appropriately difficult texts • opDons that allow students more control over the texts to be read and the work to be accomplished • the collaboraDve nature of much of the work • the opportunity to discuss what was read and wriben • the meaningfulness of the acDviDes • Allington Johnston, 2002; Presley, 2002; Wigfield, 1997; Almasi McKeown, 1996; Turner, 1995
- 35. “The most powerful single influence enhancing achievement is feedback”-‐Dylan Wiliam • Quality feedback is needed, not just more feedback • Students with a Growth Mindset welcome feedback and are more likely to use it to improve their performance • Oral feedback is much more effecDve than wriben • The most powerful feedback is provided from the student to the teacher
- 36. Addressing achievement gaps with psychological intervenDons – Yeager, Walton, Cohen, 2013 (Kappan) • Improvement is dependent on: – Effort – Strategies – Support
- 38. Intensive Vocabulary Building Before During A4er acDve cinder cone erupted steep slopes billowing crater degree angle
- 40. • Aer making the tough climb to the top, volcano surfers put on ___________________ clothing – including ___________ goggles and someDmes _____________ jumpsuits – to keep out all the ash.
- 41. • Aer making the tough climb to the top, volcano surfers put on p___________________ clothing – including p___________ goggles and someDmes o_____________ jumpsuits – to keep out all the ash.
- 42. • Aer making the tough climb to the top, volcano surfers put on pro_________(3 syllables, root word, keep you safe) clothing – including p______ (material) goggles and someDmes o______ (colour) jumpsuits – to keep out all the ash.
- 43. Why is volcano surfing risky? • Read with the quesDon in mind. • Answer the quesDon, with a partner, orally. • Answer the quesDon in wriDng, using as many of the key terms from the text as possible. Can you give 3 reasons? 4? • In Crazy Challenges – Jill Eggleton • Key Links Literacy
- 46. K – Building Connections/Response to Reading • PracDce making connecDons • Choose a symbol • Talk about how this helps our reading • Read together and make connecDons • Students show their connecDons by drawing and wriDng • with Jessica Chan, Inman, Burnaby
- 53. Introduction to Mitosis • Whip around – what do you remember about DNA? • QuesDoning from 3 pictures • AnDcipaDon guide – with partner • Read to find out and provide evidence for your answer • Sort and predict – groups of 3 • With Ken Asano, Centennial
- 58. Before Aer
- 59. cancer duplicate cell cycle daughter cells cytokinesis nucleus interphase proteins mitosis divide replicaDon replace spindle fibres funcDon for survival separate
- 60. Reading Moves: What NOT to Do – Allington, EL, Oct 2014, Vol 72, #2 • InterrupDng students to correct their mistakes during oral reading – More oral reading that ever in the past 4 decades – Good readers read more silently than struggling • Twice as many words/minute read silently • Asked to read aloud less oen – Difference in interrupDon • Good: self-‐regulaDon and what makes sense • Struggling: sounds and lebers
- 61. • Asking students low-‐level quesDons aer they’ve finished reading – “not a single study demonstrates that this pracDce actually leads to improved reading comprehension” – Need literate conversaDons • WriDng aer reading • Having conversaDons about texts students have read • Higher-‐order quesDons
- 62. Resources • Assessment Instruc=on of ESL Learners – Brownlie, Feniak, McCarthy, 2004 • Grand Conversa=ons, ThoughFul Responses – a unique approach to literature circles – Brownlie, 2005 • Student Diversity, 2nd ed. – Brownlie, Feniak Schnellert, 2006 • Reading and Responding, gr. 4,5,6 – Brownlie Jeroski, 2006 • It’s All about Thinking – collabora=ng to support all learners (in English, Social Studies and Humani=es) – Brownlie Schnellert, 2009 • It’s All about Thinking – collabora=ng to support all learners (in Math and Science) -‐ Brownlie, Fullerton Schnellert, 2011 • Learning in Safe Schools, 2nd ed – Brownlie King, Oct., 2011