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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☺