reading plus - supporting vulnerable readers and everybody else

Margaret Paxton SD 48 District Implementation Day 2/11/12

Reading Plus

Supporting Vulnerable Readers and Everybody Else


Reading…

+ Self-regulation+ Social-emotional learning+ Spirals of Inquiry+ Assessment for Learning+ Aboriginal Ways of Knowing

Where is the Joy of Reading?


High Success Reading

• Only 1/153 beginning reading programs made a difference in achievement.

• Big chunks of time with “just right text”

• 99% Accuracy


Coaching for Comprehension

1. M is for Meaning – Does that make sense?

2. S is for Language Structure – Does that sound right?

3. V is for Visual Information – Does that look right?

Meaning is the driver….


Marilyn Adams, 1990

“ The best way to develop phonemic segmentation is through invented spelling; children with pens and pencile, drawing and writing.”

About 20% of children do not develop phonemic segmentation readily.

K/1 = 10 minutes/day max.


Every Child, Every Day

1.Every child reads something he or she chooses.

2.Every child reads accurately.

3.Every child reads something he or she understands and can connect to.

4.Every child writes about something personally meaningful

5.Every child talks with peers about reading and writing

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


Faye’s Questions

• How clear is the learning intention to me and my students?

• Are there opportunities for my students to work in different sized groups?

• Am I enthused about learning to read?

• Am I having 1:1 dialogue/conferences with my students?


Reading is about thinking and constructing meaning…

• Does a worksheet support that?

• Are we underestimating student’s capacity?

• Can we put a border on a sheet of paper and call it a working/thinking paper?

• How can students show what they know in ways that make sense to them?


Constructivism and the Gradual Release of Responsibility.

• Teacher modelling

• Guided practice

• Independent practice

• Independent application


Think Alouds for K - 12

• Takes no prep

• Wonder

• Predict

• Get stuck

• Use a strategy

• Accept feedback

• Set goals


A Collaborative Model of Support

• Students may do well in a Resource Room, but students who struggle do not generalize well. They will do better in the context of the classroom.

• Class review process – Learning in Safe Schools – a strengths-based model

• No plan – no point (Layton)


How powerful is the language we use?

• Combined or multi-age classrooms, because splits begin with division, not community.

• Students with special needs, not special needs or special ed. Kids.

• Resource Teacher, Learning Services Teacher, not Resource Room Teacher


Choice Words

• Thank you

• Because you worked hard…

• Because you stopped and re-read…

• I noticed…

• Something brilliant you did was…

• Something I like about you is…

Give feedback on effort and use of strategy.


The Daily 5

Fostering literacy independence in the elementary grades.


Shhh….There is no program!

• The teacher is the program.

• Every child, every day.

• Working smarter, not harder.


Daily 5 Routines

• Read to yourself

• Read to someone

• Work on Writing

• Listen to (fluent) reading

• Word Work


Core Foundations

• Trusting students

• Providing choice

• Nurturing community

• Creating a sense of urgency

• Building stamina

• Staying out of children’s way once routines are established (don’t micro-manage!)


• Purpose + Choice = Motivation

• Create a sense of Urgency – ask Why?

• “The Daily 5 is a student-driven management structure designed to fully engage students in reading and writing.”


Other strengths:

• Harness the power of teacher modelling

• Let students write about what’s important to them

• Have students visualize themselves independently engaged in their choice


• www.readnowbc.ca

• http://changingresultsforyoungreaders.bclibraries.ca

http://www.readnowbc.ca/

http://changingresultsforyoungreaders.bclibraries.ca/


By 2015…

All of our children will cross the stage with dignity, purpose and options.

Every learner will be as curious when they leave as when they arrived.

Let us use Strong Ways – evidence-based and practice informed.

reading plus - supporting vulnerable readers and everybody else

Documents

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