Kootenay Columbia - reading & writing with skill & passion
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Reading and Writing with Skill and Passion – grades 2-5 SD 20 October 22, 2013 (1 st of 3) Faye Brownlie www.slideshare.net
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Transcript of Kootenay Columbia - reading & writing with skill & passion
Reading and Writing with Skill and Passion – grades 2-5
SD 20 October 22, 2013 (1st of 3)
Faye Brownlie www.slideshare.net
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
• What would happen if…
• Belief • Practice
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.
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
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.
-‐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
High Success Reading • 99% accuracy • Reading in phrases • 90% comprehension
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
Our key questions:
Did that make sense?
Our key questions:
How did you figure that out?
M – meaning
Does this make sense?
S – language structure Does this sound right?
V – visual informaFon Does this look right?
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
• 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
“Every Child, Every Day” – Richard Allington and Rachael Gabriel
In EducaFonal Leadership, March 2012
6 elements of instrucFon for ALL students!
1. Every child reads something he or she chooses.
CR4YR Results 2012-13 • 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.
2. Every child reads accurately.
-‐intensity and volume count!
-‐98% accuracy
-‐less than 90% accuracy, doesn’t improve reading at all
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?”
• Read something he chooses • Talks to a peer about his reading
Strategy Cards – Catching Readers Before They Fall (Johnson & Keier)
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
Shared Reading Lesson
Picture Book Strategy Lesson
Gr 3 Joni Cunningham, Richmond
• Building vocabulary from pictures • Establishing ficFon/non-‐ficFon • PredicFng • Directed drawing • WriFng to retell and connect
The Swaps Who Give away Want
scarecrow hat walking sFck
badger walking sFck ribbon
crow
Gr 4/5 • QuesFoning from pictures • Sort and predict
• Quadrants of a thought
• Concept map
4. Every child writes about something personally meaningful. -‐connected to text -‐connected to themselves -‐real purpose, real audience
5. Every child talks with peers about reading and wriFng.
• 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
6. Every child listens to a fluent adult read aloud.
-‐different kinds of text
-‐with some commentary
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
