Evidence-based strategies for grade 2/3 - what makes a difference in reading. Collaboration, Shanahan's discussion re: levelled text, Allington's 6.

1. Big Ideas in Literacy:
making a difference for all
children
Kamloops
Grade
2/3
Faye
Brownlie

2. Learning Intentions
• I
have
polished
my
mental
model
of
what
is
effec=ve
teaching
of
reading.
• I
have
a
beAer
idea
of
how
to
use
evidence-­‐based
reading
strategies
with
a
colleague.
• I
am
commiAed
to
having
all
my
students
read
with
JOY!
• I
am
leaving
with
a
ques=on
and
a
plan.

3. Kamloops Students
• What
are
their
strengths?
• Where
do
they
need
to
strengthen?
• What
is
your
‘ac=on
plan’
as
you
work
with
each?

4. Dashawn
I
am
capable
I
have
ideas
They
are
relevant
And
connected
Wait
for
me
Listen
to
me
I
can
do
it
Thank
you
for
finding
Pa=ence

5. Dakoda
Enthusias=c
Very
curious
Loves
to
share
his
knowledge
Spends
=me
with
adults
Has
a
passion
for
science
Just
wants
to
belong
Confidence
Wants
to
be
successful
‘My
mind
is
a
machine’
Scien=st

6. Tea
Loves
her
family
Creates
and
craZs
Seeks
affirma=on
Trusts
Desires
success
Importance
of
rela=onship
Socially
mo=vated
Confidence
building

7. Jovan
Sounding
out
Recognizes
more
words
Caring
of
others
Will
always
try
Read
out
loud
Mythical
creatures
evil
and
good
‘Clear
pictures
in
my
head’
Found
his
confidence

8. Teachers’ Reflections:
what made a difference for
vulnerable readers
(2012-13)
• 1:1
support
• Rela=onship
• Choice
• Focus
on
meaning

9. 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
prac=ce.

11. “Every
Child,
Every
Day”
–
Richard
Allington
and
Rachael
Gabriel
In
Educa=onal
Leadership,
March
2012
6
elements
of
instruc=on
for
ALL
students!

12. 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
wri=ng.
6. Every
child
listens
to
a
fluent
adult
read
aloud.

13. • Choice
• Accuracy
• Talking
with
peers

14. Strategy Cards – Catching Readers
Before They Fall (Johnson & Keier)

15. Building Independence
• Build
criteria
with
your
students
– What
do
good
readers
do?
• No=ce
when
the
students
are
using
the
co-­‐
created
criteria
• Ask
the
students
“What
should
I
no=ce
about
what
you
are
doing
when
you
are
reading?”

16. Browsing Bags – gr. 2/3
• Early
readers:
just
right
books,
repeated
readings
of
the
same
books,
expert
books
(perhaps
from
GR)
• More
developed
readers:
a
variety
of
different
genres
• Read
to
self,
read
to
a
friend,
read
to
an
adult
• Reflec=on:
I
liked.
I
learned.
I
am
wondering
about.

17. Reading Train
• Children
are
sinng
side
by
side
in
two
lines.
• The
reader
starts
reading
when
the
whistle
blows
and
con=nues
to
read
un=l
the
whistle
blows
again.
• One
person
reads,
the
other
synthesizes
the
main
idea,
asks
a
ques=on,
or
makes
a
connec=on.

18. Teaching Reading Strategies
• The
costume
at
the
door
was
scary.
Sam
could
feel
his
heart
___________.

19. • The
costume
at
the
door
was
scary.
Sam
could
feel
his
heart
r___________.

20. What strategies did you use?
• Thinking
about
meaning.
• Thinking
about
parts
of
speech.
• Thinking
if
the
word
would
sound
right.
• With
the
‘r’
you
now
had
visual
informa=on
to
add
in.
• Children
who
are
struggling
with
reading,
oZen
have
trouble
using
all
sources
of
informa=on
and
tend
to
rely
on
just
one…their
easiest
one!

21. • How
can
you
integrate
the
flexible
use
of
reading
strategies
throughout
the
day?

22. Balance
• Where
do
your
students
spend
their
=me?

23. • “This
may
be
surprising,
but
there
is
a
growing
body
of
research
showing
no
consistent
rela=onship
between
student-­‐text
matching
and
learning.”
• Tim Shanahan, “Should We Teach Students at
Their Reading Levels?” – Reading Today, Sept/
Oct, 2014 (Summary of research address at IRA,
New Orleans, 2014)

24. • “Except
for
the
earlier
men=oned
O’Connor
study,
and
that
only
with
beginning
reading
levels,
there
is
no
credible
evidence
suppor=ng
learning
benefits
from
teaching
kids
at
their
levels.”
• Tim Shanahan, “Should We Teach Students at
Their Reading Levels?” – Reading Today, Sept/
Oct, 2014

25. • “Instruc=onal
level
is
not
where
lessons
should
begin,
but
where
they
need
to
end.”
• Tim Shanahan, “Should We Teach Students at
Their Reading Levels?” – Reading Today, Sept/
Oct, 2014

26. Building Understanding

27. Quadrants
of
a
Thought
Image
Words
Ques=ons
Emo=ons

28. Voices
of
the
Wild
–
Jonathan
London
I
am
Bear
scavenging
among
the
man’s
things.
There
is
food
here
in
the
ashes
of
his
campfire,
and
more
–
I
sniff
it
on
the
air
nearby.
But
he
comes,
his
kayak
sliding
in,
his
paddle
raised,
his
voice,
in
a
shout:
GET
OUT!
GET
OUT!
I
rear
up,
stand
tall,
all
claws
and
teeth
ROARRR!
He
slaps
water
and
yells
and
I
–
I
scratch
the
white
moon
on
my
belly,
yawn
and
amble
off
to
look
for
berries.

31. Take away questions
• Do
all
my
students
engage
in
all
5
aspects
of
reading/wri=ng
daily?
– Where
do
we
spend
most
of
our
=me?
• How
much
=me
do
my
most
vulnerable
students
spend
on
leveled
text?
• Are
we
having
fun
with
reading
and
wri=ng?