bctela/cr, k-5, 2014

Cultivating Passion K-5 Skilled, Joyful Readers

October  24,  2014  

BCTELA  

Terry  Fox  Secondary,  Coquitlam  

slideshare.net/fayebrownlie/bctela/cr  

Learning Intentions

•  I  have  polished  my  mental  model  of  what  is  effecJve  teaching  of  reading  

•  I  have  beLer  understanding  of  the  CR4YR  project  

•  I  am  commiLed  to  having  all  my  students  read  with  JOY!  

•  I  am  leaving  with  a  quesJon  and  a  plan  

CR4YR: the plan

•  6/7  half  day  sessions  •  District  teams  of  12-­‐15  

•  School-­‐based  teams  of  classroom  teachers,  learning  assistance  teachers,  some  principals  

•  Personal  inquiry  quesJon  •  Case  study  student  •  Whole  class  strategies  and  structures  

CR4YR: the themes •  Evidence-­‐based  reading  instrucJon  •  CollaboraJon:    co-­‐teaching,  in  class  support  •  Social-­‐emoJonal  learning  

•  Self-­‐regulaJon  •  Indigenous  principles  of  learning  •  Spiral  of  inquiry  

Check out the website!

•  youngreaders.ca  

Teachers’ Reflections: what made a difference for

vulnerable readers (2012-13)

•  1:1  support  •  RelaJonship  •  Choice  •  Focus  on  meaning  

2013-14 Vulnerable Readers

•  8%  -­‐  The  gap  in  reading  with  understanding  grew.  – Usually  had  aLendance  issues.  

•  17%  -­‐  Now  reading  at  grade  level.  •  49%  -­‐  Decreased  the  gap.  •  26%  -­‐  The  gap  stayed  the  same.  – Which  means  they  grew  a  year.  

–  30%  of  case  studies  completed  (153/543)  –  743  educators,  11  150  primary  students  

•  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  pracJce.  

“Every  Child,  Every  Day”  –  Richard  Allington  and  Rachael  Gabriel  

In  EducaJonal  Leadership,  March  2012  

6  elements  of  instrucJon  for  ALL  students!  

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  

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

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  

M  –  meaning  

Does  this  make  sense?  

S  –  language  structure  Does  this  sound  right?  

V  –  visual  informaJon  Does  this  look  right?  

Browsing  Bags  

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

3.  Every  child  reads  something  he  or  she  understands.      -­‐at  least  2/3  of  Jme  spent  reading  and  rereading  NOT  doing  isolated  skill  pracJce  or  worksheets      -­‐build  background  knowledge  before  entering  the  text      -­‐read  with  quesJons  in  mind        

•  What  do  we  do  to  scaffold  students  to  allow  them  to  read  beyond  their  instrucJonal  levels?  

•  “InstrucJonal  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

•  “This  may  be  surprising,  but  there  is  a  growing  body  of  research  showing  no  consistent  relaJonship  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)

•  “Except  for  the  earlier  menJoned  O’Connor  study,  and  that  only  with  beginning  reading  levels,  there  is  no  credible  evidence  supporJng  learning  benefits  from  teaching  kids  at  their  levels.”  

•  Tim Shanahan, “Should We Teach Students at Their Reading Levels?” – Reading Today, Sept/Oct, 2014

Building Independence •  Build  criteria  with  your  students  – What  do  good  readers  do?    

•  NoJce  when  the  students  are  using  the  co-­‐created  criteria  

•  Ask  the  students  “What  should  I  noJce  about  what  you  are  doing  when  you  are  reading?”  

Key Links Literacy – Nelson Ed. •  www.nelson.com/keylinks  

•  K-­‐2  •  Shared  Readers  •  Levelled  Readers,  FicJon  and  Non-­‐FicJon  

•  With  a  5  day  plan  for  the  shared  readers  and  a  6  step  re-­‐visit/focus  plan  for  the  levelled  readers  

Gr 4/5 •  QuesJoning  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  

A Primary Writing Prompt: the grab bag

•  4  items  in  a  bag,  kids  with  a  paper  with  4  boxes  

•  Pull  out  1  item  at  a  Jme,  explore  how  it  might  be  used  in  a  story  

•  Kids  draw  how  the  item  might  be  used  •  Repeat  with  each  item  with  kids  drawing  both  items  in  2nd  box,  …  

•  In  4th  box,  either  draw  all  4  items  or  begin  to  write  their  story  

Both  lessons:    75  minutes,  aper  lunch  

•  Mundy  Road  with  KrisJne  Wong  – Focus  on  beginning,  middle,  end  

•  9  EAL  students  •  1  very  young  student  

•  Blakeburn  with  Lori  Clerkson  – Focus  on  story  starters,  moving  beyond  ‘I  did,  I  did,  I  did…”    

5.    Every  child  talks  with  peers  about  reading  and  wriJng.  

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

   -­‐different  kinds  of  text  

   -­‐with  some  commentary  

Strong Readers – Set B Strong Nations Publishing

•  www.strongnaJons.com  

•  6  packs  •  Set  B,  levels  11-­‐20  

Take away questions •  Do  all  my  students  engage  in  all  5  aspects  of  reading/wriJng  daily?      – Where  do  we  spend  most  of  our  Jme?  

•  How  much  Jme  do  my  most  vulnerable  students  spend  on  leveled  text?  

•  Are  we  having  fun  with  reading  and  wriJng?