Brandon.every child, every day.2014

Every Child, Every Day: Creating Readers

Faye Brownlie Brandon Reading Council

Feb. 25, 2014 www.slideshare.et/fayebrownlie/

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Learning Intentions •  I can find evidence of current reading research and the big ideas of literacy in my pracEce and become curious about incorporaEng a pracEce that is different to me

•  I am leaving with a quesEon and a plan

•  Richard Allington and Rachael Gabriel (EducaEonal Leadership, March, 2012) have proposed 6 teaching pracEces that if applied daily, greatly improve all students' chances in becoming readers. Their pracEces: choice, accuracy, understanding, personally meaningful wriEng, talk, and listening to a fluent reader. We will examine how to include each of these pracEces throughout the day and how these pracEces support improved student reading for all students -‐ from those who need addiEonal support and ELL to passionate readers. Using early years and middle years examples, come and see how to create readers who not only CAN read, but WANT to read!

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

In EducaEonal Leadership, March 2012

6 elements of instrucEon for ALL students!

1. Every child reads something he or she chooses.

2.  Every child reads accurately.

-‐intensity and volume count!

-‐98% accuracy

-‐less than 90% accuracy, doesn’t improve reading at all

Our key questions:

Did that make sense?

Our key questions:

How did you figure that out?

M – meaning

Does this make sense?

S – language structure Does this sound right?

V – visual informaEon Does this look right?

•  Building accuracy, fluency, and understanding with repeated readings in different ways, often in literacy centres.

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

Background Knowledge Close Reading Think Aloud

Inquiry

How do animals adapt?

Background knowledge has a greater impact on adolescents being able to read a text than anything else. -‐Doug Fisher, Richard Allington

Why is this adaptation the best for this environment?

•  Examine the pictures, the capEons and the graphics, the text

•  Look for what strikes you, what jumps out as unique and/or important to remember

•  Place 3 post-‐it notes on 3 different points that support your inquiry/argument

•  Come to the circle to start the conversaEon with the informaEon behind the post-‐it notes

The 10 A Scholastic Series for Inquiry

Editor: Jeff Wilhelm

•  100 Etles grades 6-‐10 •  50 Etles grades 4-‐8

Smartest Adaptations in Nature -Scholastic

Think Aloud •  Gradual release •  Builds interest and background knowledge •  Builds oral language •  Introduces key concepts and vocabulary •  Builds quesEons •  Models and pracEces ‘close’ reading

4.  Every child writes about something personally meaningful. -‐connected to text -‐connected to themselves -‐real purpose, real audience

K/Grade 1 WriEng Commons & Jakovac

Samples from June 7th, 2012

Gallery Walk – Writing Lesson •  Place a series of pictures around the room •  Students in groups of 3 •  3 minutes per picture

•  Chat – How could you use this image in your wriEng?

•  Build on one another’s thinking •  View 4 pictures

•  Eagle Dreams -‐ Wri.en by Sheryl McFarlane ; Illustra;ons by Ron Lightburn;

•  ISBN: 1-‐55143-‐016-‐9

•  Task: a piece of wriEng, choose your genre, think about the criteria

•  As you are moving to your desk, keep walking unEl you have your first line in your head

•  12 minutes to write

•  As students are wriEng, move about the room, underlining something powerful (criteria connected) in each person’s wriEng

•  Each student shares what was underlined •  Listen to hear something you might want to borrow

•  As a class, decide on why each was underlined •  Create the criteria: – Words that are WOW – Details that showed emoEon or made a picture

– Hook – first line made me want to keep reading

Sample 1

One cool and breezy night, in a prairie, a boy sat on the rim of his open window, looking out at the moon, hoping for something to happen. Aqer a few minutes, he went back in and close his window. Robin sighed. “I wished my life has more excitement in it, “ he thought, before he turned off his light and went to bed, he took one quick look at his kite on top of his bed that’s shaped like an eagle, and went to sleep.

Sample 3 Once upon a Eme there was a boy that was facinated by eagles, he

asked his father to get one for him but he couldn’t. Then the boy thought about a way to catch an eagle and then a different gender one for more eagles. Delighted with his idea that he thought of last night, he conEnued his plan. He put 3 fishes in the open with a trap, and went to bed. Then he heard a noise that sounded like an eagle. When he had checked the trap, he found an eagle that was in his trap. Happily jumping around, the eagle made him inspired to make a home for the eagle. He created a bond with the eagle. He remembered how much his father despised eagles. He lead the eagle to a secret place in the forest where his father never went. He came downstairs and his father was in a rage. He threatened to ground his son if he didn’t kill the eagles. Shocked, the boy asked why he told him so. The father said they …

Sample 4

At Sunday, the Ximing and his father mother go travel. On, Ximing say “I’m see a eagle!” His father and his mother is going to his. And his mother say “Oh, Help it!” OK. It was heal. OK. We are go back home!

At home: Today is very funning. Because we are helpa eagle! I’m so happy now! Ximing is Eme to eat a dinner say mother say …

•  Kids can add/edit/conEnue to work •  Set up for next class – Work on same criteria – Hear again, pieces that work – Move to where kids can idenEfy criteria in their own work and ask for help with criteria that are struggling with

•  Aqer repeated pracEce, students choose one piece to work up, edit, revise, and hand in for marking

•  Feedback is conEnuous, personal, Emely, focused

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

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

-‐different kinds of text

-‐with some commentary

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

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

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.

According to teachers, what worked in CR4YR 2012-‐13?

For students who showed major gains, what worked was:

•  1:1 support (this didn’t necessarily mean pull out)

•  feeling safe and supported; relaEonships

•  choice/personalizaEon (kids who struggled the most oqen had the least amount of choice)

•  A focus on purpose and meaning

Sharon Jeroski, August 2013 [email protected]

No fun grade one.

YIKES….!!!

•  What’s your plan? •  Who will you work with?

•  How will you know that what you have done is making a difference?

Brandon.every child, every day.2014

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