The document discusses effective reading strategies for struggling readers in grades 2-5, emphasizing the need for personalized reading choices and engagement. It highlights research findings that suggest struggling students require more reading practice and meaningful engagement over traditional worksheets and scripted programs. Key instructional elements include promoting student choice, ensuring accuracy in reading, and encouraging peer discussions, along with integrating meaningful writing and reading aloud by fluent adults.

1. Reading and Writing with Skill
and Passion – grades 2-5
SD
20
October
22,
2013
(1st
of
3)
Faye
Brownlie
www.slideshare.net

2. Learning Intentions
• I
can
find
evidence
of
current
reading
research
in
my
pracFce
• I
have
a
plan
to
incorporate
a
pracFce
that
is
different
to
me
• I
am
leaving
with
a
quesFon

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

4. 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
pracFce.

6. We
now
have
good
evidence
that
virtually
every
child
who
enters
an
American
kindergarten
can
be
reading
on
level
by
the
end
of
first
grade
(Mathes,
et
al,
2004;
Phillips
&
Smith,
2010;
VelluFno,
et
al,
1996).
-­‐Richard
Allington,
keynote
address,
IRA,
2011

7. 98% on grade level at year end:
Mathes,
et
al
(2004);
VelluFno,
et
al
(1996);
Phillips,
et
al
(1998)
• Every
successful
intervenFon
study
used
either
1-­‐1
expert
tutoring
or
1-­‐3
very
small
group
expert
reading
instrucFon.
• None
of
the
studies
used
a
scripted
reading
program.
• All
had
students
engaged
in
reading
2/3
of
the
lesson.

8. -­‐grades
1
and
2
–
60
minutes
reading,
30
minutes
on
skill
-­‐aim
for
your
kids
to
read
6
books
in
school
and
6
more
a^er
school

9. High Success Reading
• 99%
accuracy
• Reading
in
phrases
• 90%
comprehension

10. The
struggling
reader,
no
ma`er
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
acFons.
-­‐Johnson
&
Keier

11. Our key questions:
Did
that
make
sense?

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

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

14. The
best
way
to
develop
phonemic
segmentaFon
is
through
invented
spelling;
children
with
pens
and
pencils,
drawing
and
wriFng.
-­‐Marilyn
Adams,
1990
-­‐about
20%
of
children
do
not
develop
phonemic
segmentaFon
readily

15. • K/1
–
spend
a
maximum
of
10
minutes/day
on
phonics
–
small
impact
on
phonic
knowledge;
no
difference
on
comprehension
• Beyond
grade
1
–
no
staFsFcal
difference
for
any
phonics
• NaFonal
Reading
Panel

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

17. 1.
Every
child
reads
something
he
or
she
chooses.

18. CR4YR Results 201213
• 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.

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

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

21. • Read
something
he
chooses
• Talks
to
a
peer
about
his
reading

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

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

26. Shared Reading Lesson
Picture Book Strategy Lesson

27. Gr 3
Joni Cunningham, Richmond
•
•
•
•
•
Building
vocabulary
from
pictures
Establishing
ficFon/non-­‐ficFon
PredicFng
Directed
drawing
WriFng
to
retell
and
connect

34. The Swaps
Who
Give
away
Want
scarecrow
hat
walking
sFck
badger
walking
sFck
ribbon
crow

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

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

57. 5.
Every
child
talks
with
peers
about
reading
and
wriFng.

58. • 2
post-­‐it
notes
each
• Read
to
find
something
– New
to
you
– InteresFng
– That
you
liked
– That
you
wonder
about
• Place
your
post-­‐it
notes
on
your
‘talking
points’
and
find
a
partner

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

60. To do…
• Try
something
from
today
• Scan
Catching
Readers
before
They
Fall
and
Comprehension
ConnecFons
• Try
something
from
ONE
of
these
books
before
January
• Come
prepared
to
share
what
you
did
differently
and
how
it
worked