The document discusses effective literacy strategies for teachers to support struggling readers in various instructional contexts. It emphasizes the importance of using multiple reading strategies and modeling techniques to help students make meaning from texts. Additionally, it highlights the impact of language choices in teaching on children's learning and future development.

1. Looking Deeper into Literacy
Aug
31,
Sept
1,
2015
FNSA
Schools
supported
by
Teresa
Blackstone
Faye
Brownlie
www.slideshare.net/fayebrownlie/FNSAliteracy
Day
2

2. RESPONSE
TO
INTERVENTION
(RTI)
S,
MOORE
ADAPTATIONS
&
MODIFICATIONS-­‐
SDL
2012

3. Only
1
out
of
153
beginning
reading
programs
made
a
difference
in
achievement.
*If
the
program
is
not
listed,
there
is
no
reliable
research
to
support
it.
R.
Allington,
2012
What
Works
Clearinghouse,
as
quoted
in
EducaXon
Week,
August
15,
2007

4. The
struggling
reader,
no
maZer
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
acXons.
-­‐Johnson
&
Keier

5. Did
that
make
sense?

6. How
did
you
figure
that
out?

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

9. Teaching Reading Strategies
• It
had
been
hot
and
dry
all
summer.
Suddenly
it
_____________.
The
wind
____________
and
the
rain
____________
down.

10. Teaching Reading Strategies
• It
had
been
hot
and
dry
all
summer.
Suddenly
it
ch_____________.
The
wind
h____________
and
the
rain
p
____________
down.

11. Teaching Reading Strategies
• It
had
been
hot
and
dry
all
summer.
Suddenly
it
changed.
The
wind
howled
and
the
rain
pelted
down.

12. What strategies did you use?
• Thinking
about
meaning.
• Thinking
about
parts
of
speech.
• Thinking
if
the
word
would
sound
right.
• With
the
‘r’
you
now
had
visual
informaXon
to
add
in.
• Children
who
are
struggling
with
reading,
ogen
have
trouble
using
all
sources
of
informaXon
and
tend
to
rely
on
just
one…their
easiest
one!

13. • How
can
you
integrate
the
flexible
use
of
reading
strategies
throughout
the
day?

14. Instruc(onal
Context
Text
Choice/Level/
Purpose
Accessibility
Who
does
the
work?
Read
aloud
A
stretch.
Model
model
model.
Most
kids
couldn’t
read
this
on
their
own.
Challenging.
The
teacher
–
and
moves
to
co-­‐
construct
understanding
with
the
kids.
Shared
reading
Just
beyond
most
kids.
Model
and
guided
pracXce.
Somewhat
challenging
for
many.
Read
together
and
think
together.
Guided
reading/
small
group
instrucXon
Just
right
books.
Guided
and
some
independent
pracXce.
Matched
to
individual
students.
The
student
reads
and
thinks
with
side
by
side
guidance.
Independent
reading
Wide
range
of
choice.
Independent
applicaXon.
With
‘producXve
effort’
and
stamina,
level
can
vary.
The
student,
reading
with
purpose
to
understand.
Inspired
by
Burkins
&
Yaris,
co-­‐founders
of
“ThinkTank
for
21st
Century
Literacy”
Blog:
burkinsandyaris.com

19. snow
cocoa
outside
slide

20. A Daily Menu - primary
• Read
aloud
(model/think
aloud)
• Reading/wriXng
strategies,
shared
reading
(guided
pracXce)
• Small
group
shared/guided
reading
(guided
pracXce)
• Individual
pracXce
(independent
pracXce
!
independent
applicaXon)
• Writers’
workshop
(model)
• Shared
wriXng
–
interacXve
(guided
pracXce)
• Independent
wriXng
(guided
!pracXce)

21. A Daily Menu - intermediate
• Read
aloud
(model/think
aloud)
• Reading/wriXng
strategies,
shared
reading
(guided
pracXce)
• Guided
reading
for
SOME
kids
• Individual
pracXce
(independent
pracXce
!
independent
applicaXon)
• Writers’
workshop
(model
and
support)
• Independent
wriXng
(guided
!pracXce)

22. Language Counts!
…our
language
choices
have
serious
consequences
for
children’s
learning
and
for
who
they
become
as
individuals
and
as
a
community.
…the
language
we
choose
in
our
teaching
changes
the
worlds
children
inhabit
now
and
those
they
will
build
in
the
future.
-­‐Peter
H.
Johnston,
2012

23. • My
class
is
a
3-­‐4
reading
level
to
a
32.
• This
is
my
low
group.
• I
have
14
IEPs
in
my
class.
• I
have
a
behavior
class.
• How
many
special
needs
do
you
have?
• I’ve
a
split
class.

24. Language Counts!
• Thank
you
• What
are
you
reading
that
is
interesXng
to
you?
• I
think
we
have
come
off
course.
What
can
we
do
to
get
back
on
course?
• We
only
get
to
write
for
4
minutes!
• I
don’t
think
I
was
clear
enough
with
my
instrucXons.
Can
we
stop
for
a
moment
and
have
you
help
me
be
clearer?

25. • Brownlie,
Fullerton,
Schnellert
–
It’s
All
about
Thinking
–
Collabora(ng
to
support
all
learners
in
Math
&
Science,
2011
• Brownlie,
King
-­‐
Learning
in
Safe
Schools
–
Crea(ng
classrooms
where
all
students
belong,
2nd
ed,
Pembroke
Publishers,
2011
• Brownlie,
Schnellert
–
It’s
All
about
Thinking
–
Collabora(ng
to
support
all
learners
in
English
&
Humani(es,
2009
• Brownlie,
Feniak,
Schnellert
-­‐
Student
Diversity,
2nd
ed.,
Pembroke
Pub.,
2006
• Brownlie,
Jeroski
–
Reading
and
Responding,
grades
4-­‐6,
2nd
ediXon,
Nelson,
2006
• Brownlie
-­‐
Grand
Conversa(ons,
Portage
and
Main
Press,
2005
• Brownlie,Feniak,
McCarthy
-­‐
Instruc(on
and
Assessment
of
ESL
Learners,
Portage
and
Main
Press,
2004