The document discusses strategies and observations from educators aimed at enhancing reading comprehension for students, highlighting the importance of personalized learning, choice, and supportive relationships. It outlines effective instructional elements including guided reading, writing about meaningful topics, and peer discussions. Key practices such as 1:1 support, the establishment of literacy centers, and varied reading opportunities are emphasized for fostering student engagement and success.

1. If They Are Not Making Meaning,
They Are Not Reading!
Chilliwack
April
4,
2014
Faye
Brownlie
Slideshare.net/fayebrownlie/
chilliwack.primary.making
meaning

2. According
to
teachers,
what
worked
in
CR4YR
2012-­‐13?
For
students
who
showed
major
gains,
what
worked
was:
• 1:1
support
(this
didn’t
mean
pull
out;
examples
to
follow)
• feeling
safe
and
supported;
relaJonships
• choice/personalizaJon
(kids
who
struggled
the
most
oLen
had
the
least
amount
of
choice)
• A
focus
on
purpose
and
meaning
Sharon
Jeroski,
August
2013
sjeroski@shaw.ca

4. Our key questions:
Did
that
make
sense?

5. Our key questions:
How
did
you
figure
that
out?

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

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

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

10. 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.

11. Small Group Reading/Guided
Reading

12. A Daily Menu
• Read
aloud
(model)
• Think
aloud;
shared
reading
(guided
pracJce)
• Small
group
shared
reading
(guided
pracJce)
• Individual
pracJce
(independent
pracJce

independent
applicaJon)
• Writers’
workshop
(model)
• Shared
wriJng
–
interacJve
(guided
pracJce)
• Independent
wriJng
(guided
pracJce)

13. Michelle Hikida
Diefenbaker Elem., Richmond
• LIF
learning
support
and
teacher
librarian
• School
focus
on
extra
support
in
grade
1
• 2
classroom
teachers
in
2012-­‐13,
3
in
2013-­‐14
• Co-­‐plan
and
adjust
according
to
student
need

14. • Set
up
literacy
centres,
all
reading
• On
days
with
no
GR,
30
minutes
of
literacy
centres
(no
RT
on
these
days)
• Focus
on
thinking
and
meaning
making
• Hard
–
harder
–
hardest
for
leveling
books
• Guided
Reading:
2/week
in
1
grade
1
class
and
1/
week
in
the
other
• Beginning
of
May,
changed
to
4
Jmes
a
week
in
the
second
class
• All
students
now
reading
within
expectaJons

15. 45 min. – Guided Reading
• Word
work
– Word
families,
words
from
text,
legers,
sounds
• Few
sight
words
– Word
games
–
5
minutes
• Strategies
of
good
readers
– Build,
review,
focus
on
one
• Picture
walk
• Read
alone
• Read
with
teacher
• Choose
another
book
to
read
– From
previous
texts,
shared
texts,
can
reread
• Eyes
on
print
30
minutes/day

16. Literacy Centres – Lisa Schwartz
• Focus
on
building
a
balanced
and
differenJated
literacy
program
• Focus
on
meaning
• MulJple
opportuniJes
to
read

20. Literacy Centres in FI – Brooke
Douglas
• Focus
on
building
a
balanced
and
differenJated
literacy
program
• Building
language
skills
and
vocabulary

23. K – Building Connections/Response
to Reading
• PracJce
making
connecJons
• Choose
a
symbol
• Talk
about
how
this
helps
our
reading
• Read
together
and
make
connecJons
• Students
show
their
connecJons
by
drawing
and
wriJng
• with
Jessica
Chan,
Burnaby

24. Strong
NaJons
Publishing

30. Gr 3
Joni Cunningham, Richmond
• Building
vocabulary
from
pictures
• Establishing
ficJon/non-­‐ficJon
• PredicJng
• Directed
drawing
• WriJng
to
retell
and
connect

37. The Swaps
Who
Give
away
Want
scarecrow
hat
walking
sJck
badger
walking
sJck
ribbon
crow