The document provides details about evidence-based reading practices being implemented by teachers in collaboration at various schools. It describes how teachers work together to create focused plans, conduct quick checks of student understanding daily, and divide classes in half to provide more individual support during inquiry projects where students research topics of their choosing and share their learning. Collaboration allows teachers to better meet student needs through smaller grouping and shared planning, preparation and learning.

1. Making a Difference in Reading:
Evidence-Based Practices
Sunshine
Coast,
Session
3
&
4
March
5,
May
7,
2014
Faye
Brownlie
www.slideshare.net/fayebrownlie/sunshinecoast/inter.sec
reading/2014

2. Michelle Hikida, Librarian, LIF support
Rick Hikida, Gr 4/5
CreaDng
a
Plan
Together
the
teachers
choose
an
area
of
focus,
create
a
plan
and
decide
on
the
goals/PLO’s
being
addressed.
Assessment
for
Learning
The
last
few
minutes
of
each
lesson
is
a
quick
check-­‐in.
What’s
working?
What’s
not?
What’s
next?

3. Inquiry Projects, Gr. 4/5
Format
Once
a
week,
45
minutes,
for
the
enEre
year
Purpose
• To
engage
students
in
authenEc
reading
and
wriEng
around
topics
of
their
choice.
• To
develop
the
students’
ability
to
ask
quesEons
and
be
able
to
engage
in
mini-­‐inquiries
to
answer
these
wonders/quesEons.
• To
be
able
to
document
their
learning
in
different
ways.

4. September-­‐
December
Developing
a
Sense
of
Wonder
1.
TesEng
Wonders
(divide
the
class
in
½
)
-­‐magnets,
bubbles
2.
How
to
Wonders
(whole
class
in
the
library,
Lib
lead)
-­‐origami,
Lego,
magic
tricks,
pom
pom
animals,
science
experiments,
cat’s
cradle,
duct
tape
wallets
-­‐focus:
how
to
read
informaEon
text
to
find
out
something
you
didn’t
know
how
to
do
3.
Research
Wonders
(divided
the
class
in
½)
-­‐exploring
invesEgaEng,
evaluaEng
different
online
resources
-­‐alternate
lead
roles,
CT
&
Lib,
based
on
familiarity
with
website/app
-­‐introducing
ways
to
document
learning
(30
Hands,
Keynote,
PicCollage,
Power
Point,
Doceri,
Haiku
Deck)
4.
EvaluaEon
Wonders
-­‐guided
pracEce
as
a
whole
class
-­‐individual
wonder
projects
-­‐begin
with
an
“I
wonder…”

5. January
-­‐
??
We
divided
the
class
in
half
and
we
are
responsible
for
assisEng
our
group
in
developing
their
topic,
checking
in
and
supporEng
their
learning.
15
kids
each.
Easily
able
to
support
each
individually.
The
students
engage
in
their
own
inquiry
projects.
At
the
end
of
each
project,
they
share
their
learning
with
the
class
and
then
start
again.

24. Why do we believe in collaboration?
• smaller
groups
or
2
teachers
circulaEng
to
meet
the
needs
of
all
the
students
• shared
learning
• sharing
the
planning
and
preparaEon
• collaboraEng
with
others
creates
a
synergy
**
Rick,
the
CT,
is
now
working
2/week
on
the
inquiry
projects,
the
2nd
period
with
his
RT

25. Goal: Reading and Writing with
Fluency
• Grade
8
English
• Dawnn
Thorsen,
CT
and
Sheryl
Proskiw,
ELD,
Prince
Rupert
Middle
School
• Have
co-­‐taught
for
2
years
– TRUST
– All
we
need
is
a
GOAL
– Every
2nd
day
in
both
classes

26. • Both
classes
have
24
kids
• Both
classes
have
3
kids
on
IEPs
• Classroom
management
improved
with
daily
20
minutes
of
silent
reading
• Class
1
– Lower
self-­‐esteem
– 18
have
had
ESD
support
at
some
point
• Class
2
– 4
students
have
challenged
grade
8
math
– EA
– More
diversity

28. Day 1: Mystery Writing
• Enter
class
to
see
the
scene
of
the
crime
• 5
minute
write
– Set
the
scene
– What
happened?
– Why?
– Mood?
• Dawnn
modeled
a
start
on
the
board
• Change
groups
according
to
your
coloured
name
tag
• Character
(all
names
of
actual
people
in
the
school)
– One
reads
the
character’s
point
of
view
– 5
minutes,
add
on
• Change
groups
• Piece
of
evidence
– Examine
the
evidence
together
– 5
minutes,
add
on

32. • WriEng
is
collected
as
kids
leave
• Plenty
of
Eme
for
both
teachers
to
move
around
to
support
and
extend
all
learners
• Students
very
on
task
• Tomorrow:
– Teachers
will
have
chosen
one
phrase/line
from
each
writer
– Display
for
all
to
see
– Look
for
strengths
– Move
to
wriEng
own
detecEve
story

33. Jo-Anne Goble
Gr 5
Walnut Grove, Smithers

34. Strategies
for:
catching
students
up/
supporDng
developing
readers/
revisiDng
or
reviewing
• Instead of reading text -read
student products
• Instead of writing- respond briefly
to student products
• Instead of writing- read/discuss and
decide whether you agree

35. Student
products copied
back to back…
read/
respond
How
can
you
use
this?

36. Sample
is
not
necessarily
the
best.
Consider
less
text….
…desirable
student…
Less
daunDng
than
the
assignment.