Langley Primary #2

Igniting a Passion for Literacy: Excellence in Literacy Instruction

LangleyPrimaryTeamsOct5,2015,Feb23,Apr5,2016

FayeBrownliewww.slideshare.net/fayebrownlie/

langleyprimary#2

Learning Intentions •  Iampolishingmy‘EveryChild,EveryDay’prac9ces.

•  Ihavebeenconsideringwheremyvulnerablechildiscomfortableandstretchedduringourliteracylearning.

•  IcanpolishmysmallgroupworkinGuidedReadingandLiteracyCenters.

•  Ihaveaplantoincorporateawholeclassorsmallgroupreading/wri9ng/thinkingsequencethatisdifferenttome.

•  Ihaveaplantoworkwithothers.

•  Iamleavingwithaques9on.

“Every Child, Every Day”

–RichardAllingtonandRachaelGabriel

InEduca9onalLeadership,March2012

6 elements of instruction for ALL students!

1.  Everychildreadssomethingheorshechooses.2.  Everychildreadsaccurately.3.  Everychildreadssomethingheorshe

understands.4.  Everychildwritesaboutsomethingpersonally

meaningful.5.  Everychildtalkswithpeersaboutreadingand

wri9ng.6.  Everychildlistenstoafluentadultreadaloud.

Reading is understanding.�

Reading is thinking.�

Where do your most vulnerable students spend their time?

If we want to change achievement, we must change

instruction.

The Balance •  Wholeclassreadingisthinkinginstruc9on•  Sharedreading–modelingstrategiesandco-crea9ngmeaning

•  Smallgroup/guidedreading

•  1:1conferences–oralreading,comprehension,feedback

•  Choiceandindependentprac9ce•  Dailywri9ng

Small Group Reading Instruction/Guided Reading

Reading Assessment

•  Thegoalofaforma9vereadingassessmentistodeterminethestrengthsandareastostrengthenofastudent’sreadingwithunderstanding.

Fountas&Pinnell

•  Measureaccuracy,fluency,comprehension,independentreadinglevel,instruc9onalreadinglevel

•  Goal:instruc9onalreadinglevel

Some points and questions to consider:

•  Itisnottheaccuracythatissoimportant,itiswhatyouno9ceintermsofreadingbehavioursoyoucanusethisinforma9ontoteachwith.– WatchforapaZern

•  Isthechildmonitoringforsense?

ListentokidsreadDAILYandgivethemfeedback☺

•  Selfcorrec9on–  “Inthehighlyproficientreaderaroundthemiddleofgrade2,wewouldnotexpecttohearagreatdealofovertself-correc9onifthereadingistakingplacewithease.”

•  StudentsbeforeLevelL(midgrade2)need90%accuracy;aferneed95%– Astextsbecomelonger,readersneedtoaccuratelyprocessinordertomaintainthemeaningandhavebuiltupmoreautoma9citywithrecognizingwords.

•  Thestructureofthesmallgroupneedstochangeaschildrenbecomemorewiderangereaders

•  GuidedReadingisnota9meforroundrobinreading.

•  Doallstudentsneedtobeassessedtoascertaintheirlevel?

•  Comprehensionconversa9on– 3levelsofques9ons

• Withinthetext•  Beyondthetext•  Aboutthetext

Aretheselevelsofques9onsreflectedinyouron-goingreadingwiththestudents?

•  Isyourassessmentsuppor9ngyourteachingandyourchildren’slearning,orisitgeingintheway?

•  Thegreateststrengthofalevelingsystemisteachingushowtodoarunningrecord,howtolistentoachildreadandno9ceandrespond,andhowtoconferencewithachild.ItisNOTtheresul9ngnumberortheleZer.

Support for Vulnerable Students

•  Goodclassroomteaching•  Daily1:1orsmallgroupteaching– Wordwork–  Readingofjustrightorinstruc9onaltext– Wri9ngaboutreading

Fountas&Pinnell

Literacy Centres, Gr 1/2 �with Lisa Schwartz

•  Beginwithwholeclassmodelingofflexibleuseofstrategies

•  Opportuni9esforguidedprac9ce–10minutespercentre

•  Reflect,wholegroup:somethingyoulearnedorachallengeyousolvedinreading/wri9ng

ReadtoaStuffie

Time for Reading

•  Choicebooks•  Accuracy•  Understanding

Browsing Bags – gr. 1/2/3 •  Earlyreaders:justrightbooks,repeatedreadingsofthesamebooks,expertbooks(perhapsfromGR)

•  Moredevelopedreaders:avarietyofdifferentgenres

•  Readtoself,readtoafriend,readtoanadult•  Reflec9on:Iliked.Ilearned.Iamwonderingabout.

BrowsingBags

Browsing Bags

Strategy Cards – Catching Readers Before They Fall (Johnson & Keier)

Reading Train •  Kindergarten•  LouesaByrne,ThompsonElementary,RichmondSD38

Creating an Inquiry Classroom�- increasing engagement and

thinking •  WithAngelaCurle,grade5/6•  LakeviewElementary,Quesnel

Goal: create curiosity and questioning, deepen thinking

•  Model‘no9ce’,‘think’,‘ques9on’withapicture

•  Students,ingroupsof3,‘no9ce’,‘think’,‘ques9on’withanotherpicture

•  Studentsmovetoaddontoa2ndpicture

•  Model‘explodethesentence’

•  Students,ingroupsof3,‘explodethesentence’•  Begintoreadthetext.No9ceengagementandthinking.

DearMrs.LaRue,

Howcouldyoudothistome?ThisisaPRISON,notaschool.Youshouldseetheotherdogs.TheyareBADDOGS,Mrs.LaRue!Idonotfitin.Eventhejourneyherewasahorror.

Inferences12thAvenue

LouiseThibodeau2/3

•  Inference/evidence•  Prac9cedoneimagetogether

•  Workedinpartnersarounddifferentimagesfromthetext

•  Shared•  Readthetext

•  Whatwillyoutry?•  Withwhomwillyouwork?

•  Howwillyouworktosupportaccessforallyourstudents?

•  Whatisyourtake-awayques9on?

•  SeeyouonApril5th☺