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- 1. Changing Results forYoung Readers North Vancouver Feb 6, 2017 Faye Brownlie slideshare.net/ fayebrownlie.northvancouver
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- 3. 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 wriIng. 6. Every child listens to a fluent adult read aloud.
- 4. Reading is thinking. Readingis understanding.
- 5. Big Ideas – Teaching counts! • Our instrucIonal 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, emoIonally, and intellectually
- 6. Where do yourmost vulnerable students spend their time?
- 7. If we wantto change achievement, we must change instruction.
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- 9. We CAN teachall 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 pracIce.
- 10. M – meaning Does this make sense? S– language structure Does this sound right? V – visual information Does this look right? How did you figure that out?
- 11. Eyes on print. Atleast 30 minutes a day.
- 12. Belonging – grades2/3 Michelle Hikida • Structured Inquiry – All teacher quesIons • EssenIal quesIons – What is the best part of you? – What are your gi^s? – Who is the person you want to be?
- 13. • Each day read a new book, collected characterisIcs of characters and made lists. • Watched Utube videos, read music lyrics – collected characterisIcs of characters and added to the lists. • Daily students chose a book from the basket and read. • Sharing circle at end of reading – connecIons to the characterisIcs of characters in the book – – What is the best part of you? – What are your gi^s? – Who is the person you want to be?
- 25. Core Competencies • CommunicaIon • Thinking – CreaIve – CriIcal • Personal – PosiIve personal & cultural idenIty – Personal awareness & responsibility – Social responsibility
- 26. The Sequence • Goal today – stretch your thinking and work like a detecIve to use clues to figure things out • EssenIal quesIon: How does where you live effect how you live? – How can you answer this already? – Partner talk, then group share • Image: see – think – wonder • Quick write • Explode the sentence • Reflect with core competencies
- 28. Explode the Sentence • One day many years ago, children were playing in the village, learning to be good warriors and hunters.
- 31. Critical Thinking CoreCompetency •I am becoming an acIve listener; I ask quesIons and make connecIons. Evidence: •When I talk and work with peers, I express my ideas and encourage others to express theirs; I share roles and responsibiliIes. Evidence: •I recount and comment on events and experiences. Evidence:
- 34. Unpacking the Lesson • What struck you? – Engagement of the kids – 1 hour, 40 minutes – All could parIcipate – Major shi^s in thinking – Content woven into massive thinking – All responses were accepted – Your language: each child was honoured and li^ed up ☺ – I could do this!! – Evidence – language used from the beginning
- 35. Next Steps • Next day, begin with another image and another sentence to explode (should take half the Ime) • Move to groups of 2-3 and have each group of students explode a different sentence • Share the sentences and an interpretaIve comment about each • Can the students, together, move to read their sentences in order? • Retype the same 10 sentences – as 10, 7 and 5. Students choose which they want and re-order them BME • Keep listening to the kids read • Read the text, and reflect on how where you live affects how you live. • Repeat process with 2 other Roy Henry Vickers books, highlighIng content.
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