bctela/cr, k-5, 2014
DESCRIPTION
What are we finding out from the Changing Results for Young Readers initiative? What evidence-based reading practices are being used by teachers in the project, throughout BC? What do teachers report helps to make a difference for vulnerable readers?TRANSCRIPT
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?