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READING IN MIND
ALDI Conference October 8, 2014
Conference presenters: Bob Matthey, Riverside School Board
Ginette Vincent, MELS
Doug Clarke, MELS
Reading in Mind
Aims of session
• To experience the four-step Reading in Mind process with special consideration of reading in the context of special need students.
• To recognize the importance of engagement and collaboration of school staff when promoting reading in a global context and when flexible and adaptable intervention strategies for reading.
• To understand that Reading in Mind is based on a process that identifies and implements effective reading activities (John Hattie, Visible Learning).
Reading in Mind Overview
• An online tool to assist Principals and teachers to make informed collaborative decisions about a reading action plan.
• An integrated survey to gage the perception of issues related to the development of reading skills.
• Online compendium of resources, strategies and tools for reflection and action for teachers, administrators, non-teaching professionals and parents.
• Designed for the English sector with differing education projects- English, Immersion, Bilingual, French Second Language
Reading in Mind 1. Awareness of the status of reading in the school
2. Analysis of the current state of reading through the use of an online survey and school data
3. Development of a reading action plan in conjunction with the MESA
4. Monitoring and evaluation of the plan
Process
Reading in Mind Levels of Reading Intervention
Universal Global Intervention
Organization of the school and classroom, daily adapted reading, strategic and
explicit teaching of essential skills, positive self image as a reader
Targeted
Specific Remedial action, Monitoring of students withs with identified
difficulties, tracking of student progress
Remedial Specialized intervention, IEPs,
increased collaboration of parents,
Video: A Validated Online Process for Building a Reading Action Plan
http://rim.learnquebec.ca
Username: teacherdemo
Password: 6222212
Reading in Mind Step 1- Awareness of the importance of reading
Activity Awareness of Reading in the School
1
2
3
4
Reading in Mind Step 2- Analysis
Reading in Mind Eight Key Elements for Success in Reading
● The Student Reader
● The Pedagogical Culture of the School
● The Teaching of Reading
● The School Library
● The School Administration
● The Family
● The Community
● Managing the Action Plan
Variances for Success in Reading - Visible Learning
Reading in Mind
Exploring the survey
In groups, participants will discuss the Ideal Factors for the pathways related to the
Teaching of Reading
Mountainview Elementary School Riverside School Board
Cedar Street Elementary School Riverside School Board
Reading in Mind
Pilot School Experiences
CEDAR STREET Survey Results
MOUNTAINVIEW Survey Results
Reading in Mind Step 3- Development of the plan
Reading in Mind
The Teaching of Reading
Teaching / Learning
Explicit teaching of cognitive and metacognitive
strategies
Reading to learn
Variety of textsSpecific reading
needs
Diversity in the reading classroom
Evaluating
Examples of links supported by Visible Learning
Reading in Mind
Development of the plan
In groups, participants will discuss
activities related to the teaching of
reading
Cedar Street Reading Action Plan
2.0 The Pedagogical Culture of the School
2.1 Instructional Approaches The context for this pathway is the engagement of students in the reading
process mitigated by effective differentiated teaching practices.
Pathway 2.1.2: Provide students with a wide variety of print, spoken, visual and media texts
• Provide opportunities through the curriculum for students to respond to
reading at various levels. • Vary the types and methods of presentation of texts and use strategies
that will encourage readers to be as active as possible throughout
the reading process.
Cedar Street- Reading Action Plan
3.0 The Teaching of Reading
Explicit Teaching of Cognitive, Metacognitive and Affective Strategies Students are able to decode and are learning to focus on using various comprehension strategies as they read texts. Students should also learn the skills necessary to respond to texts. The teacher models how to approach texts and emphasizes strategies to be used before, during and after reading.
Pathway 3.2.1: Teach a variety of reading strategies explicitly and in a progressive way •Implement reading strategies that will assist students to be strategic and effective readers.
Pathway 3.2.2: Support students who are at risk or experiencing learning difficulties •Use a range of reading strategies that will enhance interventions and differentiate teaching practices.
Cedar Street Reading Action Plan4.0 School Library
4.4 Promoting Books and Reading in the Library School library is to support and to promote reading throughout
the school. Furthermore, the school library is a place where
students have an opportunity to become engaged with new
texts/resources- digital and paper- and to exchange with others.
The new non-digital and digital acquisitions should respond to
the interests and needs of students and teachers.
Pathway 4.4.3: Organize activities showing how resources in the library take into account student diversity with regard to committed readers,occasional readers and reluctant readers •Promote public library reading programs.
Reading in Mind Step 4- Ongoing assessment of the plan
Contact InfoDoug Clarke, English implementation
Ginette Vincent, FSL implementation
Louise Marzinotto, MELS responsable
http://rim.learnquebec.ca
Username: teacherdemo
Password: 6222212
Reading in Mind
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