Igniting a Passion for Literacy: Excellence in Literacy Instruction

LangleyPrimaryTeamsOct5,2015,Feb23,Apr5,2016

FayeBrownliewww.slideshare.net/fayebrownlie/

langleyprimary#3

As we begin our last term… •  A#erthedatacollec-onandstudentreadinglevelshave

beenestablished,howisthedataanalyzed?

•  Strengthsandareastostrengthenfortheclass?•  Strengthsandareastostrengthenforthesmallgroups?•  Strengthsandareastostrengthenforeachstudent?

•  Whoanalyzestheinforma-on?•  Howisitshared?•  Howdoyouknowthatyourteachingismakinga

difference?•  Whenyouanalyzehowastudentspends-meduringthe

day,inliteracysitua-ons,whatisthefocusofthe-me?

Our vulnerable children deserve teachers who believe in each child’s ability to learn and

teachers who believe they have the skills to teach each and

every child.

Where do your most vulnerable students spend their time?

Thestrugglingreader,nomaCerwhatgradethechildisin,hasnotbuiltanefficientreadingprocesssystemtomakemeaningfromtextsorhelphimorhersolveproblemswhenstuck…

Forteachers,thatmeanslearninghowtoteachinsupportofthechildasheorshegainsmorecontrolofstrategicac-ons. -Johnson&Keier

•  “Thismaybesurprising,butthereisagrowingbodyofresearchshowingnoconsistentrelaHonshipbetweenstudent-textmatchingandlearning.”

•  “ExceptfortheearliermenHonedO’Connorstudy,andthatonlywithbeginningreadinglevels,thereisnocredibleevidencesupporHnglearningbenefitsfromteachingkidsattheir[reading]levels.”

Tim Shanahan, “Should We Teach Students at Their Reading Levels?” – Reading Today, Sept/Oct, 2014 (Summary of research address at IRA, New Orleans, 2014)

98% on grade level at year end:Mathes,etal(2004);Vellu-no,etal(1996);

Phillips,etal(1998)

•  Everysuccessfulinterven-onstudyusedeither1-1experttutoringor1-3verysmallgroupexpertreadinginstruc-on.

•  Noneofthestudiesusedascriptedreadingprogram.

•  Allhadstudentsengagedinreading2/3ofthelesson.

Only1outof153beginningreadingprogramsmadeadifferenceinachievement.

*Iftheprogramisnotlisted,thereisnoreliableresearchtosupportit.R.Allington,2012

WhatWorksClearinghouse,asquotedinEduca-onWeek,August15,2007

M–meaning

Doesthismakesense?

S–languagestructureDoesthissoundright?

V–visualinforma-onDoesthislookright?

Howdidyoufigurethatout?

Charlotte’s Web �with Brandy Friesen, gr. 4, Delta

•  Strengths:lovethebook!!•  Challenges:– Greatdiversity– ManyELL,severallearningchallenges,2-3withbehaviourchallenges

– Vocabulary– Thinkingandunderstandingtext– Response

•  Timer:whiparound–whathashappenedsofar?Whatdoyouknow?

•  Readinginpairs.Bothneedtoreadatleastalineoneachpage.Coacheachother.

•  3postitnotes:ques-ons,image,greatlanguage,emo-ons–nomorethanoneofeach

•  3minutewrite:friendship

The teachable moment… •  AliClemapletreeintheswampheardthecricketsongandturnedbrightredwithanxiety.

The Life Cycle of a Salmon�Jennifer Forbes & Cathy Van der Mark,

Gr. 3, Smithers

LearningInten-on:-iden-fypowerfulwordstoincreaseourvocabularywhendescribingthelifecycleofasalmon

2hours

•  Partnertalk–reviewlifecycle•  Introducenewvocabulary•  Predictfrombookcover

•  Thinkingpagetocollectwords,3chunks1)Sumifeels,seesandhears2)Sumi’senvironment

3)choose:either1or2ORSumi’schanges

•  A#ereachchunk,studentssharetheirwordswiththeirpartner,thenteachercollectsasaclass

•  Write,usingpowerfulwordstoshowhowSumi:– Feels,sees,hears– Changesphysically– Herenvironment••Circleyourpowerfulwords

•  haunches•  cedar•  secreted•  lingered•  mucous•  fragrance•  algae•  larvae

Bothlessons:75minutes,a#erlunch☺

•  MundyRoadwithKris-neWong,gr.1– Focusonbeginning,middle,end

•  9EALstudents•  1veryyoungstudent

•  BlakeburnwithLoriClerkson,gr.1– Focusonstorystarters,movingbeyond‘Idid,Idid,Idid…”

•  SylviaBisbee–RobertsCreek,gr.1