FNSA literacy day 1

Looking Deeper into Literacy

Aug 31, Sept 1, 2015 FNSA Schools supported by Teresa Blackstone

Faye Brownlie www.slideshare.net/fayebrownlie/FNSAliteracy

Learning IntenFons:

•  I can idenFfy the key components of an effecFve literacy program.

•  I have an acFon plan incorporaFng the key components into my teaching plan.

•  I have a plan for collaboraFon with a colleague.

Big Ideas – Teaching counts!

•  Our instrucFonal choices impact significantly on student learning

• We teach responsively

– All kids can learn and we know enough collectively to teach all kids! •  An unwavering belief that everyone has the right to be included socially, emoFonally, and intellectually

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 pracFce.

Model Guided practice Independent practice Independent application

Pearson & Gallagher (1983)

CR4YR Changing Results for Young Readers

Report 2012-‐2015

CR4YR : Changing Results for Young Readers Report 2012-‐2015 by Jennifer Delvecchio and Sharon Jeroski is licensed under a CreaFve Commons A_ribuFon-‐NonDerivaFves 2.5 Canada License

Changing Results for Young Readers, a collaboraFve inquiry project, was iniFated by the BC Ministry of EducaFon in 2012, under the direcFon of Maureen Dockendorf, to increase the number of BC children who are engaged, successful readers. Teachers in 57 parFcipaFng districts met 7 Fmes each year, to

explore inquiry quesFons they chose.

CR4YR : Changing Results for Young Readers Report 2012-‐2015

What is reading?

What is reading?

•  Reading is understanding.

Reading Theory and Practice��-the mental model

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

In EducaFonal Leadership, March 2012

6 elements of instrucFon for ALL students!

1. Every child reads something he or she chooses.

Browsing Bags– Lousesa Newman, Jennifer Hall

Tait Elementary

Browsing Bags – gr. 2/3 •  Early readers: just right books, repeated readings of the same books, expert books (perhaps from GR)

•  More developed readers: a variety of different genres

•  Read to self, read to a friend, read to an adult •  ReflecFon: I liked. I learned. I am wondering about.

Browsing Bags

2.  Every child reads accurately.

-‐intensity and volume count!

-‐98% accuracy

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

-‐reading in phrases

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

Beginning with images…

Marco Cianfanelli, of Johannesburg, sculptor

50 ten metre high laser cut steel plates set into the landscape, represen5ng the 50 year anniversary of when and where Mandela was captured and arrested in 1962 (prior to his 27 years of incarcera5on). Standing at a par5cular point (presumably the spot where the people are standing in Photo #2), the columns come into focus and the image of Mandela can be seen. At Natal Midlands

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

K/Grade 1 WriFng Commons & Jakovac

Samples from June 7th, 2012

Gallery Walk – writing lesson •  In groups, 3 things that count in wriFng •  Made class list and categorized •  Focus on meaning and thinking

–  DescripFon –  ImaginaFon –  Detail –  Knowledge –  Focus –  Ideas –  Passion –  Intriguing –  Understandable

•  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 wriFng?

•  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 wriFng, choose your genre, think about the criteria

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

•  12 minutes to write

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

•  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 emoFon 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 Fme 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 conFnued 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 Fme to eat a dinner say mother say …

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

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

•  Feedback is conFnuous, personal, Fmely, focused

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

Reading Train •  Children are sitng side by side in two lines. •  The reader starts reading when the whistle blows and conFnues to read unFl the whistle blows again.

•  One person reads, the other synthesizes the main idea, asks a quesFon, or makes a connecFon.

Uninterrupted Sustained Silent Reading

•  Daily •  Everyone reads •  Choose a student and talk with him about what he is reading – 3-‐5 minutes

•  Share what you are reading •  Pose prompts for students to share in partners or triads, what they are reading – 3-‐4 minutes –  An update on your novel –  A sentence you wished you had wri_en –  2 curious words –  An interesFng/amazing fact

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

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

FNSA literacy day 1

Education

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