Making a Difference in Reading – Evidence-Based Practices

PITA  2013  October  24  

Faye  Brownlie  www.slideshare.net/fayebrownlie  

Learning Intentions •  I  can  find  evidence  of  current  reading  research  and  the  big  ideas  of  literacy  in  my  pracFce  and  become  curious  about  incorporaFng  a  pracFce  that  is  different  to  me  

•  I  am  leaving  with  a  quesFon  and  a  plan  

“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.  

2.  Every  child  reads  accurately.  

-­‐intensity  and  volume  count!  

-­‐98%  accuracy  

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

M  –  meaning  

Does  this  make  sense?  

S  –  language  structure  Does  this  sound  right?  

V  –  visual  informaFon  Does  this  look  right?  

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        

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

Gr 4/5 •  QuesFoning  from  pictures  •  Sort  and  predict  

•  Quadrants  of  a  thought  

•  Concept  map  

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

Think  Aloud  

•  Gradual  release  •  Builds  interest  and  background  knowledge  •  Builds  oral  language  •  Introduces  key  concepts  and  vocabulary  •  Builds  quesFons  •  Models  and  pracFces  ‘close’  reading  

1975:    Year  of  the  Cat  

Today  is  Tet,  

the  first  day  

of  the  lunar  calendar.  

Every  Tet  we  eat  sugary  lotus  seeds  

and  luFnous  rice  cakes.  

We  wear  all  new  clothes,  

even  underneath.  

Mother  warns  how  we  act  today  

foretells  the  whole  year.  

Everyone  must  smile  No  mager  how  we  feel.  

No  one  can  sweep,  

for  why  sweep  away  hope?  

No  one  can  splash  water,  

for  why  spash  away  joy?  

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.  

“Achievement Now” - Alfred Tatum, DeKalb, Illinois

•  Kids  could  travel  throughout  the  day  and  read  less  than  3  pages  of  text  -­‐  in  a  high  achieving  high  school  

•  Kids  could  go  to  the  school  and  become  smarter,  but  not  become  beger  readers  

•  Brownlie,  Fullerton,  Schnellert  –  It’s  All  about  Thinking  –  Collabora5ng  to  support  all  learners  in  Math  &  Science,  2011  

•  Brownlie,  King  -­‐  Learning  in  Safe  Schools  –  Crea5ng  classrooms  where  all  students  belong,  2nd  ed,  Pembroke  Publishers,  2011  

•  Brownlie,  Schnellert  –  It’s  All  about  Thinking  –  Collabora5ng  to  support  all  learners  in  English  &  Humani5es,  2009  

•  Brownlie,  Feniak,  Schnellert  -­‐  Student  Diversity,  2nd  ed.,  Pembroke  Pub.,  2006  

•  Brownlie,  Jeroski  –  Reading  and  Responding,  grades  4-­‐6,  2nd  ediFon,  Nelson,  2006  

•  Brownlie  -­‐  Grand  Conversa5ons,  Portage  and  Main  Press,  2005  

•  Brownlie,Feniak,  McCarthy  -­‐  Instruc5on  and  Assessment  of  ESL  Learners,  Portage  and  Main  Press,  2004