Langley primary

Making a Difference in Reading: Evidence-Based Practices

CHANGING RESULTS FOR YOUNG READERS (CR4YR)

Langley Primary Teachers April, 2015

Faye Brownlie www.slideshare.net/fayebrownlie/langleyprimary

Learning Intentions •  I understand the tenets of CR4YR.

•  I can find evidence of current reading research in my prac;ce.

•  I have a plan to incorporate a prac;ce that is different to me.

•  I am leaving with a ques;on.

CR4YR Goals: •  to increase the number of BC children who are engaged,

successful readers •  increase the number of young readers who acquire skills to

be proficient readers and who experience the joy of reading •  increase collabora;on: a focus on support (LA/resource,

teacher-‐librarian, Aboriginal Support) teachers working in the classroom, with the teacher

•  Target Group: K-‐3 •  Format: Spiral of Inquiry and case study

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; rela;onships

•  choice/personaliza;on (kids who struggled the most oWen had the least amount of choice)

•  A focus on purpose and meaning

Sharon Jeroski, August 2013 [email protected]

•  NCLB taught us that a simple view of reading instruc;on – in which skills come first and learning from text comes next – does not create engaged readers.

What Happens to the Basics? – ��Elfrieda H. Hiebert & P. David Pearson��

Ed. Leadership, Dec/Jan 2012/13

•  …since NCLB, ;me devoted to reading instruc;on in many schools had doubled, whereas ;me students actually spent reading text had increased by only about 15%.

•  Brenner, Hiebert, and Tompkins (2009)



•  …instruc;on in grades 2-‐3 should focus on the goals – consolida;on of word knowledge and the use of text to acquire world knowledge – not on pushing for texts that have par;cular readability levels.



•  “…preschool children growing up in professional households heard about 1,500 more words per hour than children living in low-‐income environments, crea;ng a 32 million word gap between children in poverty and their more affluent peers before even star;ng school.”

•  Study by Befy Hart and Todd Risley •  “interrup;ng the Cycle of Word Poverty”-‐B.J. Overturf, in

Reading Today, Nov/Dec 2014

The struggling reader, no mafer what grade the child is in, has not built an efficient reading process system to make meaning from texts or help him or her solve problems when stuck…

For teachers, that means learning how to teach in support of the child as he or she gains more control of strategic ac;ons. -‐Johnson & Keier

M – meaning

Does this make sense?

S – language structure Does this sound right?

V – visual informa;on Does this look right?

How did you figure that out?

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 prac;ce.

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

In Educa;onal Leadership, March 2012

6 elements of instruc;on 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

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

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

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

K/Grade 1 Wri;ng Commons & Jakovac

Samples from June 7th, 2012

5. Every child talks with peers about reading and wri;ng.

Think Aloud: ��Students need

•  A model •  Guided prac;ce in following the model

•  An opportunity to prac;ce the strategy, with support as needed

•  Choice in the degree of complexity they use to complete the task

Sea Ofer Pup

Sea Ofer Pup -‐ Victoria Miles (Orca)

There is a forest of seaweed in the ocean.

It is a forest of kelp. At the bofom of the

kelp forest, Mother sea ofer searches for

food.

High above, her pup is wai;ng. He is

wrapped in a piece of kelp so he can’t

driW away while Mother is down below.

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

wri;ng. 6.  Every child listens to a fluent adult read aloud.

Education

Langley primary