1. Making a Difference in Reading –
Evidence-Based Practices
PITA
2013
October
24
Faye
Brownlie
www.slideshare.net/fayebrownlie

2. Learning Intentions
• I
can
find
evidence
of
current
reading
research
and
the
big
ideas
of
literacy
in
my
pracFce
and
become
curious
about
incorporaFng
a
pracFce
that
is
different
to
me
• I
am
leaving
with
a
quesFon
and
a
plan

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

4. 1.
Every
child
reads
something
he
or
she
chooses.

5. 2. Every
child
reads
accurately.
-­‐intensity
and
volume
count!
-­‐98%
accuracy
-­‐less
than
90%
accuracy,
doesn’t
improve
reading
at
all

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

7. 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

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

9. Gr 4/5
• QuesFoning
from
pictures
• Sort
and
predict
• Quadrants
of
a
thought
• Concept
map

21. 5.
Every
child
talks
with
peers
about
reading
and
wriFng.

22. Think
Aloud
•
•
•
•
•
•
Gradual
release
Builds
interest
and
background
knowledge
Builds
oral
language
Introduces
key
concepts
and
vocabulary
Builds
quesFons
Models
and
pracFces
‘close’
reading

23. 1975:
Year
of
the
Cat
Today
is
Tet,
the
first
day
of
the
lunar
calendar.

24. Every
Tet
we
eat
sugary
lotus
seeds
and
luFnous
rice
cakes.
We
wear
all
new
clothes,
even
underneath.

25. Mother
warns
how
we
act
today
foretells
the
whole
year.

26. Everyone
must
smile
No
mager
how
we
feel.
No
one
can
sweep,
for
why
sweep
away
hope?
No
one
can
splash
water,
for
why
spash
away
joy?

28. 6. Every
child
listens
to
a
fluent
adult
read
aloud.
-­‐different
kinds
of
text
-­‐with
some
commentary

29. 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
wriFng.
6. Every
child
listens
to
a
fluent
adult
read
aloud.

30. “Achievement Now” Alfred Tatum, DeKalb, Illinois
• Kids
could
travel
throughout
the
day
and
read
less
than
3
pages
of
text
-­‐
in
a
high
achieving
high
school
• Kids
could
go
to
the
school
and
become
smarter,
but
not
become
beger
readers

31. • Brownlie,
Fullerton,
Schnellert
–
It’s
All
about
Thinking
–
Collabora5ng
to
support
all
learners
in
Math
&
Science,
2011
• Brownlie,
King
-­‐
Learning
in
Safe
Schools
–
Crea5ng
classrooms
where
all
students
belong,
2nd
ed,
Pembroke
Publishers,
2011
• Brownlie,
Schnellert
–
It’s
All
about
Thinking
–
Collabora5ng
to
support
all
learners
in
English
&
Humani5es,
2009
• Brownlie,
Feniak,
Schnellert
-­‐
Student
Diversity,
2nd
ed.,
Pembroke
Pub.,
2006
• Brownlie,
Jeroski
–
Reading
and
Responding,
grades
4-­‐6,
2nd
ediFon,
Nelson,
2006
• Brownlie
-­‐
Grand
Conversa5ons,
Portage
and
Main
Press,
2005
• Brownlie,Feniak,
McCarthy
-­‐
Instruc5on
and
Assessment
of
ESL
Learners,
Portage
and
Main
Press,
2004