Changing Results for Young Readers - 3rd in a series of half day sessions for primary teachers and administrators.

1. Making a Difference in Reading:
Evidence-Based Practices
CHANGING
RESULTS
FOR
YOUNG
READERS
Feb.
20,
2013
Kamloops
Young
Readers,
Session
3
Faye
Brownlie

2. Learning Intentions
• I
can
find
evidence
of
current
reading
research
in
my
prac6ce
• I
have
polished
my
mental
model
of
what
is
effec6ve
teaching
of
reading
• I
have
an
enhanced
idea
of
how
to
collaborate
with
another
educator
in
my
building
• I
am
leaving
with
a
ques6on
and
a
plan

3. PIRLS, 2011
Progress in International Reading Literacy Study
• Grade
4,
every
5
years
• 2011
–
45
countries
• 2600
students
in
148
schools
in
BC
in
2011
• BC
also
par6cipated
in
2006
• Measures
trends
in
reading
achievement
• Examines
policies
and
prac6ces
related
to
literacy
hKp://www.bced.gov.bc.ca/assessment/nat_int_pubspirls.htm

4. PIRLS, 2011
Progress in International Reading Literacy Study
• 2
–
40
minute
sessions
• Mul6ple-­‐choice
and
constructed
response
• 4
passages
–
2
fic6on;
2
non-­‐fic6on
• Ques6onnaire
for
students,
teachers,
principals,
parents
–
to
beKer
understand
the
prac6ces
associated
with
reading
performance

5. PIRLS, 2011 – BC Results
Progress in International Reading Literacy Study
• Mean
score
significantly
above
interna6onal
AND
Canadian
averages
• No
change
from
2006
to
2011,
but
other
countries
did
increase
from
2006
• 15%
-­‐
Advanced
Benchmark;
55%
-­‐
High
Benchmark
(4
Interna6onal
Benchmarks)
• Performed
beKer
in
literary
reading
than
in
informa6onal
reading

6. PIRLS, 2011 – BC Results
Progress in International Reading Literacy Study
• Reported
high
levels
of
enjoyment
of
reading
and
self-­‐confidence
• The
more
o_en
students
read
stories
or
novels,
the
beKer
they
tended
to
perform
in
reading
• 26%
of
students
reported
not
speaking
En/Fr
at
home.
No
difference
in
their
level
of
achievement!!!!

7. PIRLS, 2011 – BC Results
Progress in International Reading Literacy Study
• Comprehension
Processes
– retrieving
and
straighborward
inferencing
– interpre6ng,
integra6ng,
and
evalua6ng
*Most
high
performing
countries,
including
BC,
did
beKer
on
the
laKer.

8. What Happens to the Basics? –
Elfrieda H. Hiebert & P David Pearson
.
Ed. Leadership, Dec/ Jan 2012/13
• Common
Core
primary
classrooms
are
characterized
by
– Building
knowledge
– Increasing
students’
responsibility
for
reading
(capacity
and
stamina)
– Providing
more
6me
for
student
involvement
with
text

9. What Happens to the Basics? –
Elfrieda H. Hiebert & P David Pearson
.
Ed. Leadership, Dec/ Jan 2012/13
• NCLB
taught
us
that
a
simple
view
of
reading
instruc6on
–
in
which
skills
come
first
and
learning
from
text
comes
next
–
does
not
create
engaged
readers.

10. What Happens to the Basics? –
Elfrieda H. Hiebert & P David Pearson
.
Ed. Leadership, Dec/ Jan 2012/13
• …since
NCLB,
6me
devoted
to
reading
instruc6on
in
many
schools
had
doubled,
whereas
6me
students
actually
spent
reading
text
had
increased
by
only
about
15%.
• Brenner,
Hiebert,
and
Tompkins
(2009)

11. What Happens to the Basics? –
Elfrieda H. Hiebert & P David Pearson
.
Ed. Leadership, Dec/ Jan 2012/13
• …instruc6on
in
grades
2-­‐3
should
focus
on
the
goals
–
consolida6on
of
word
knowledge
and
the
use
of
text
to
acquire
world
knowledge
–
not
on
pushing
for
texts
that
have
par6cular
readability
levels.

12. M
–
meaning
Does
this
make
sense?
S
–
language
structure
Does
this
sound
right?
V
–
visual
informa6on
Does
this
look
right?

13. K – Building Connections/Response
to Reading
• Prac6ce
making
connec6ons
• Choose
a
symbol
• Talk
about
how
this
helps
our
reading
• Read
together
and
make
connec6ons
• Students
show
their
connec6ons
by
drawing
and
wri6ng
• with
Jessica
Chan,
Burnaby

20. No plan, no point
• Collabora6on:
together
we
are
beKer

21. Goal:
to
support
students
in
working
effec6vely
in
the
classroom
environment

22. Grade 2/3 Writing Criteria
• An opening sentence with a hook
• Details
• Distinguished words

27. Autumn
Bear
Author-­‐Diane
Culling
Illustrator
-­‐
Cindy
Vincent
Snowberry
Books,
2007
ISBN
978-­‐0-­‐9736678-­‐2-­‐0

28. One
September
morning
•a
piece
of
fog
touched
me.
As
I
looked
out
my
window
the
gold
leaves
dri_ed
out
of
the
tree
as
I
dragged
my
feet
down
the
stairs
to
breakfreast,
as
I
waited
for
the
school
bus
I
feel
puffs
of
wind
pick
up
my
hair
when
the
school
bus
came
I
slowley
walk
up
the
stairs
as
I
bundled
•
in
a
seat
as
I
went
down
the
steps
I
saw
birds
migra6ng
south
as
if
leaves
followed
them
it
looked
like
they
were
air
dancing.•
-­‐Allyson,
gr.2

29. • As
the
cool
fall
leafs
fall
the
aniamails
hide
in
thir
hafertat
an
the
people
put
worm
fire
on
and
they
have
hot
chocolet
with
mashmao.
If
feel
couze
with
the
blaket
on
you.
You
feel
like
you
want
to
stay
home
forever.
The
wind
hits
your
face
it
feels
like
somebudys
teeching
except
it’s
the
breeze.
-­‐by
Jason,
gr.3

30. Autumn
Wind
• When
the
Autumn
wind
blows
it
makes
me
shiver.
It
really
makes
me
quiver.
The
wind
is
cold
and
really
bold,
it
feels
refreshing
on
my
face.
I
get
to
keep
my
own
pace.
My
hair
would
blow
I
can
be
slow,
I
walk
on
the
ground
I
don’t
have
a
frown,
it
feels
so
good
and
it
keeps
me
in
a
joyful
mood
it
keeps
me
happy
for
the
rest
of
the
day
and
I
want
to
play
and
play.
A_er
the
Autumn
wind
blows
on
my
face
it
is
really
cool,
it
almost
feels
as
cold
as
my
pool.
By
Samantha,
gr.3

32. Grade 1 Writing Criteria
•powerful beginning
•detail

34. Pinduli
By
Janell
Cannon
Harcourt,
2004

39. Guided Reading
• Cayoosh
Elementary
• Met
in
GR
groups
4
6mes/week
• Principal,
CT,
LST,
AB
ed
support
worker,
EA
• 4
groups
per
class,
some6mes
5
• 30
minutes/day
• Every
5th
day,
met
as
a
team,
in
the
class,
to
review
the
week’s
progress