Download - Quesnel Reading Intermediate Nov 2016
Teaching Reading: Strategies for Success in the Intermediate
Classroom Quesnel
Nov28,29,2016FayeBrownlie
slideshare.net/fayebrownlie/quesnel.reading.nov2016
• Reading is thinking.
• Reading is about understanding and making meaning across disciplines and with different kinds of text.
• So when we teach reading, our focus is on meaning making – always!!!
What counts? • Time• Tasks• Talk• Teaching
Without research support!!! • Weeklyspellinglists• ComprehensionquesIons
• Vocabularylists• Fakereading
Reading Moves: What NOT to Do – Allington, EL, Oct 2014, Vol 72, #2
• InterrupIngstudentstocorrecttheirmistakesduringoralreading– Moreoralreadingthateverinthepast4decades– Goodreadersreadmoresilentlythanstruggling
• Twiceasmanywords/minutereadsilently
• AskedtoreadaloudlessoPen– DifferenceininterrupIon
• Good:self-regulaIonandwhatmakessense• Struggling:soundsandleVers
• Askingstudentslow-levelquesIonsaPerthey’vefinishedreading– “notasinglestudydemonstratesthatthispracIceactuallyleadstoimprovedreadingcomprehension”
– NeedliterateconversaIons• WriIngaPerreading• HavingconversaIonsabouttextsstudentshaveread• Higher-orderquesIons
I want to focus on …�
• Eachlearnerasanindividualandacommunitymember• Tasksthatareworthwhileandmeaningful• AFLstrategiesembeddedthroughouttheday• Balanceintheprogramming:
– Wholeclass,smallgroup,individual– MulIplewaysoflearning
• TimeforcollaboraIon:– Co-planning– Co-teaching
• Maintainingafirm,research-based,pedagogicalfoundaIon
Support for Vulnerable Students
• Goodclassroomteaching• Daily1:1orsmallgroupteaching– Wordwork– ReadingofjustrightorinstrucIonaltext– WriIngaboutreading
Fountas&Pinnell
Opinion Line-Ups • Reviewthepreviouslesson’sconcepts• Askstudentstoassumeapointofview• Presenttheproblem,theneachopIon,oneataIme• APereachopIon,havestudentsline-upastowhethertheyagree,disagreeoraresomewherein-between
• HavestudentstalkabouttheirposiIon– Beginwithseveralvolunteers– IncreasespeakingopportuniIesasconfidencerises(smallgroups,1:1–withpersonnexttoyouORfoldtheline)
• Studentsreturntotheirseatsandwritetoexplainwheretheywouldnowbeintheline-upandwhy
Hypothermia
1. Ifyoufallintoabodyofcoldwater,youwilldiein5-10minutes.
Hypothermia
2.Ifyourcarlandsinabodyofwater,youshouldremoveyourseatbeltandopenthedoor.
Hypothermia
ReadtofindoutwhatProfessorPopsiclewouldsay.
Bepreparedtoshareyourevidence.
JotnotesonwhatisimportanttorememberaboutsavingyourselfincoldwatersituaIons.
Charlotte’s Web �with Brandy Friesen, gr. 4, Hellings • Strengths:lovethebook!!• Challenges:– Greatdiversity– ManyELL,severallearningchallenges,2-3withbehaviourchallenges
– Vocabulary– Thinkingandunderstandingtext– Response
• Timer:whiparound–whathashappenedsofar?Whatdoyouknow?
• CollectinformaIononawebontheboard.• Readinginpairs.Bothneedtoreadatleastalineoneachpage.Coacheachother.
• 3postitnotes:quesIons,image,greatlanguage,emoIons–nomorethanoneofeach
• 3minutewrite:friendship
Avocabularysampling…
• trough• gander• slops• goslings• orb• radial
The teachable moment… • AliVlemapletreeintheswampheardthecricketsongandturnedbrightredwithanxiety.
How can we support our learners in moving beyond the lines in their
written response to text?
• LeslieLeitch,Nakusp• Grade6/7• InpreparaIonforon-lineresponseposts• Text:AMonsterCalls–PatrickNess
TheSequence
• Whiparound–catchuponthestory• Explodethesentence• Writetoshowyouunderstand–movebeyondaretelling,takearisk,godeep,explainwhywhathappensmaVersandtowhom
• Shareaphrase,aword,asentencethatispowerfulinyourwriIng
• Makeaclasslistofwhatcounts• Usethosephrasestomakeaclassfoundpoem• Reorganizetwicetomakethepoemflow
Elias
• Conorseemstohavebeendefeated.HehasbeenoverwhelmedwithnegaIveemoIons,fear,anger,sadness,andpain.HehideshisfeelingswithflatemoIons,andpushesawayallhelp.IthinkheisveryAnxious,becauseofallthepressureputonhimfromthebullies,hismom’ssicknessandpossiblyhismomanddad’sdevorce.HisposiIveemoIonsarebeingstoleneveryImehehasthenightmare.Hisgrandmotherdoesn’thelpeither…
Riley
• Ithinkthemostimportantthinginthestoryrightknowisthewordsrissinganddarkness.Ithinkrissingmeansthatheisbeginningtofigureouthistruthandwhyitisimportant.Ithinkthetruthisthathismomwilldieandthatiswheretheworddarknesscomesin…
Lucas
• WhatisgoingoninthelastthreechaptersisthatConor’smomisgeqngworseandworseeverysingletreatment.ConorisgeqngmoreeffectedandangerfromthescarystorytellingmonsterthatisgoingtotellConorthreedifferentstories,ConorisalsogeqngbulliedbyagroupofkidsinschoolwhichiseffecIngConorthesamewayasthescarystorytellingmonsterandhismotherstreatments…
Phoenix
• Ithinkconorsfeelingnothing.Hedosentseemtofeelverymuch.Howwouldyounowwhathewerefeeling…