The document outlines strategies for effective teaching and learning in inclusive classrooms, focusing on research-based practices in reading. It emphasizes the importance of reading for meaning, choice, and support for struggling readers, detailing key instructional elements such as personal connections and peer discussions. The document encourages fostering a positive reading identity and using formative assessments to enhance student learning experiences.

1. Quality Teaching and Learning in
Inclusive Classrooms and Schools
Richmond
Professional Learning Network
Feb 19, 2016
Slideshare.net/fayebrownlie/richmond/
pns/feb

2. Shape of the Day
• 8:30-10 – Keynote
• 10:20-11:05 - Break out #1
• 11:15 - 12:00 - Break out #2
• 12:00 - 12:30 - Lunch
• 12:30 - 1:30 Keynote

5. Learning Intentions:
• I understand research-based pracGce in reading
and can recognize these pracGces in my work
with students.
• I can infuse joy and meaning into the teaching of
reading.
• I have a plan for a new strategic sequence to use
with my students to directly support them as
readers and thinkers.
• I am beLer able to use formaGve assessment, day
by day, in my reading instrucGon.

6. Reading is understanding.
Reading is thinking.
Reading is making sense in
disciplines.

7. The goal of teaching reading is
to create kids who can read and
who choose to read.

8. 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 pracGce.

9. Reading Theory and Practice
-the mental model

10. CR4YR : Changing Results for Young Readers Report 2012-2015

11. What made a difference?
• A focus on meaning
• 1:1 support within the regular classroom
• Belonging – a relaGonship with the teacher
• IdenGty – seeing self as a reader
• Choice
• Teacher collaboraGon

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

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

15. • “An impressive number of studies confirm that
avid or “self-selected” reading is the main
source of our reading ability, vocabulary
knowledge, our ability to handle complex
grammaGcal construcGons, spelling, and our
ability to write in an acceptable style.”
• Stephen Krashan in Reading Today, Nov/Dec 2014

16. 2. Every child reads accurately.
-intensity and volume count!
-98% accuracy
-less than 90% accuracy, doesn’t improve reading at
all
Aim at 95% accuracy for students beyond mid-late
grade 2.

17. The struggling reader, no maLer 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 acGons.
-Johnson & Keier

18. M – meaning
Does this make sense?
S – language structure
Does this sound right?
V – visual informaGon
Does this look right?
How did you figure that out?

24. snow
cocoa
outside
slide

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

26. Background knowledge has a greater impact on
being able to read a text than anything else.
-Doug Fisher, Richard Allington

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

28. Volcano Surfing Sequence

29. Intensive Vocabulary Building
Before During A?er
acGve
cinder cone
erupted
steep slopes
billowing
crater
degree
angle

31. • Ajer making the tough climb to the top,
volcano surfers put on ___________________
clothing – including ___________ goggles and
someGmes _____________ jumpsuits – to
keep out all the ash.

32. • Ajer making the tough climb to the top,
volcano surfers put on
p___________________ clothing – including
p___________ goggles and someGmes
o_____________ jumpsuits – to keep out all
the ash.

33. • Ajer making the tough climb to the top,
volcano surfers put on pro_________(3 syllables, root
word, keep you safe) clothing – including p______
(material) goggles and someGmes o______ (colour)
jumpsuits – to keep out all the ash.

34. Why is volcano surfing risky?
• Read with the quesGon in mind.
• Answer the quesGon, with a partner, orally.
• Answer the quesGon in wriGng, using as many of
the key terms from the text as possible. Can you
give 3 reasons? 4?
• In Crazy Challenges – Jill Eggleton
• Key Links Literacy

37. K – Building Connections/Response
to Reading
• PracGce making connecGons
• Choose a symbol
• Talk about how this helps our reading
• Read together and make connecGons
• Students show their connecGons by drawing
and wriGng
• with Jessica Chan, Inman, Burnaby

45. 5. Every child talks with peers about reading
and wriGng.

46. 6. Every child listens to a fluent adult read
aloud.

47. 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
wriGng.
6. Every child listens to a fluent adult read aloud.

48. Resources
• Assessment & Instruc=on of ESL Learners – Brownlie, Feniak,
& McCarthy, 2004
• Grand Conversa=ons, ThoughFul Responses – a unique
approach to literature circles – Brownlie, 2005
• Student Diversity, 2nd ed. – Brownlie, Feniak & Schnellert,
2006
• Reading and Responding, gr. 4,5,&6 – Brownlie & Jeroski,
2006
• It’s All about Thinking – collabora=ng to support all learners
(in English, Social Studies and Humani=es) – Brownlie &
Schnellert, 2009
• It’s All about Thinking – collabora=ng to support all learners
(in Math and Science) - Brownlie, Fullerton & Schnellert, 2011
• Learning in Safe Schools, 2nd ed – Brownlie & King, Oct., 2011