2nd half day session for teams of educators from schools. Developing readers in primary classrooms: research and practice.

1. Putting the Big Literacy Ideas to
Work in Primary Classrooms
Kamloops
Tuesday,
October
30th,
2012
Tuesday,
November
27th,
2012
Faye
Brownlie

2. Learning Intentions
• I
can
find
evidence
of
current
reading
research
and
the
big
ideas
of
literacy
in
my
pracEce
and
become
curious
about
incorporaEng
a
pracEce
that
is
different
to
me
• I
can
consider
the
impact
of
my
language
on
my
learning
community
• I
am
leaving
with
a
quesEon
and
a
plan

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

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

5. 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;
VelluEno,
et
al,
1996).
-­‐Richard
Allington,
keynote
address,
IRA,
2011

6. 98% on grade level at year end:
Mathes,
et
al
(2004);
VelluEno,
et
al
(1996);
Phillips,
et
al
(1998)
• Every
successful
intervenEon
study
used
either
1-­‐1
expert
tutoring
or
1-­‐3
very
small
group
expert
reading
instrucEon.
• None
of
the
studies
used
a
scripted
reading
program.
• All
had
students
engaged
in
reading
2/3
of
the
lesson.

7. -­‐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

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

9. Only
1
out
of
153
beginning
reading
programs
made
a
difference
in
achievement.
*If
the
program
is
not
listed,
there
is
no
reliable
research
to
support
it.
R.
Allington,
2012
What
Works
Clearinghouse,
as
quoted
in
EducaEon
Week,
August
15,
2007

10. The
struggling
reader,
no
mader
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
acEons.
-­‐Johnson
&
Keier

11. Did
that
make
sense?

12. How
did
you
figure
that
out?

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

14. The
best
way
to
develop
phonemic
segmentaEon
is
through
invented
spelling;
children
with
pens
and
pencils,
drawing
and
wriEng.
-­‐Marilyn
Adams,
1990
-­‐about
20%
of
children
do
not
develop
phonemic
segmentaEon
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
staEsEcal
difference
for
any
phonics
• NaEonal
Reading
Panel

16. Worksheets
• Don’t
underesEmate
the
child’s
capacity.
• How
complex
is
this
task?
• Is
this
making
meaning
or
matching
thinking?

17. Teach Content to All
Learning in Safe Schools, 2nd ed. - Brownlie, King, 2011"

18. Model
Guided practice
Independent practice
Independent application
Pearson
&
Gallagher
(1983)

19. Think
Aloud:
Students
need
• A
model
• Guided
pracEce
in
following
the
model
• An
opportunity
to
pracEce
the
strategy,
with
support
as
needed
• Choice
in
the
degree
of
complexity
they
use
to
complete
the
task

20. Sea
Oder
Pup

21. Sea
Oder
Pup
-­‐
Victoria
Miles
(Orca)
There
is
a
forest
of
seaweed
in
the
ocean.
It
is
a
forest
of
kelp.
At
the
bodom
of
the
kelp
forest,
Mother
sea
oder
searches
for
food.

22. High
above,
her
pup
is
waiEng.
He
is
wrapped
in
a
piece
of
kelp
so
he
can’t
dri`
away
while
Mother
is
down
below.

23. Learning Intention: I can write and describe a
small event from my morning.
Gr. 3 Writing:
Model – a small moment
Establish criteria
Kids write
Descriptive feedback on
criteria
Pearson
&
Gallagher
(1983)

24. • Choose a topic
• Write in front of the students
• Students describe ‘what works’ in your writing
• Students choose a ‘morning’ topic
• Students write
• Students self-assess
• Students meet with peers to share and provide
feedback

25. All
alone,
I
stepped
into
my
car.
With
my
map
in
hand,
I
began
to
drive.
At
the
lights
I
turned
le`,
then
the
map
said
to
turn
right.
“Oh,
no!”
The
sign
said,
“Road
closed”.
“Help,”
I
thought.
“What
am
I
going
to
do?”

26. Notices…criteria
• Mystery
• Opening
• Detailed
• Sounds like you (Voice)

30. No plan, no point

31. Professional Collaboration
• InteracEve
and
on-­‐going
process
• Mutually
agreed
upon
challenges
• Capitalizes
on
different
experEse,
knowledge
and
experience
• Roles
are
blurred
• Mutual
trust
and
respect
• Create
and
deliver
targeted
instrucEon
• GOAL:
beder
meet
the
needs
of
diverse
learners

32. Goal:
to
support
students
in
working
effecEvely
in
the
classroom
environment

33. The
Class
Review
What
are
the
strengths
of
the
class?
What
are
your
concerns
about
the
class
as
a
whole?
What
are
your
main
goals
for
the
class
this
year?
What
are
the
individual
needs
in
your
class?