BCTELA 2013, CR4YR and Collaboration
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Transcript of BCTELA 2013, CR4YR and Collaboration
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Success for All Readers
BCTELA 2013
Faye Brownlie & Maureen Dockendorf
www.slideshare.net/fayebrownlie
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Learning Intentions • I can find evidence of current reading research in my pracJce
• I have a plan to incorporate a pracJce that is different to me
• I am leaving with a quesJon
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• What would happen if…
• Belief • Practice
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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 pracJce.
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Building Independence • Build criteria with your students – What do good readers do?
• NoJce when the students are using the co-‐created criteria
• Ask the students “What should I noJce about what you are doing when you are reading?”
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We now have good evidence that virtually every child who enters an American kindergarten can be reading on level by the end of first grade (Mathes, et al, 2004; Phillips & Smith, 2010; VelluJno, et al, 1996).
-‐Richard Allington, keynote address, IRA, 2011
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98% on grade level at year end: Mathes, et al (2004); VelluJno, et al (1996);
Phillips, et al (1998)
• Every successful intervenJon study used either 1-‐1 expert tutoring or 1-‐3 very small group expert reading instrucJon.
• None of the studies used a scripted reading program.
• All had students engaged in reading 2/3 of the lesson.
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-‐grades 1 and 2 – 60 minutes reading, 30 minutes on skill
-‐aim for your kids to read 6 books in school and 6 more acer school
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High Success Reading • 99% accuracy • Reading in phrases • 90% comprehension
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Our key questions:
Did that make sense?
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Our key questions:
How did you figure that out?
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M – meaning
Does this make sense?
S – language structure Does this sound right?
V – visual informaJon Does this look right?
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The best way to develop phonemic segmentaJon is through invented spelling; children with pens and pencils, drawing and wriJng.
-‐Marilyn Adams, 1990
-‐about 20% of children do not develop phonemic segmentaJon readily
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• K/1 – spend a maximum of 10 minutes/day on phonics – small impact on phonic knowledge; no difference on comprehension
• Beyond grade 1 – no staJsJcal difference for any phonics
• NaJonal Reading Panel
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“Every Child, Every Day” – Richard Allington and Rachael Gabriel
In EducaJonal Leadership, March 2012
6 elements of instrucJon for ALL students!
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1. Every child reads something he or she chooses.
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2. Every child reads accurately.
-‐intensity and volume count!
-‐98% accuracy
-‐less than 90% accuracy, doesn’t improve reading at all
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Strategy Cards – Catching Readers Before They Fall (Johnson & Keier)
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4. Every child writes about something personally meaningful. -‐connected to text -‐connected to themselves -‐real purpose, real audience
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K/Grade 1 Writing Commons & Jakovac
Samples from June 7th, 2012
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3. Every child reads something he or she understands. -‐at least 2/3 of Jme spent reading and rereading NOT doing isolated skill pracJce or worksheets -‐build background knowledge before entering the text -‐read with quesJons in mind
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Shared Reading Lesson
Picture Book Strategy Lesson
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Gr 3 Joni Cunningham, Richmond
• Building vocabulary from pictures • Establishing ficJon/non-‐ficJon • PredicJng • Directed drawing • WriJng to retell and connect
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The Swaps Who Give away Want
scarecrow hat walking sJck
badger walking sJck ribbon
crow
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5. Every child talks with peers about reading and wriJng.
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6. Every child listens to a fluent adult read aloud.
-‐different kinds of text
-‐with some commentary
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Professional Collaboration • InteracJve and on-‐going process • Mutually agreed upon challenges
• Capitalizes on different experJse, knowledge and experience
• Roles are blurred • Mutual trust and respect
• Create and deliver targeted instrucJon • GOAL: beper meet the needs of diverse learners
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No plan, no point
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Why Collaboration/Co-teaching?
• Based on the belief that collabora6ve planning, teaching and assessing be:er addresses the diverse needs of students by crea6ng ongoing effec6ve programming in the classroom
• It allows more students to be reached
Learning in Safe Schools, page 102 Chapter 9
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• Based on the belief that collabora6ve planning, teaching and assessing be:er addresses the diverse needs of students by crea6ng ongoing effec6ve programming in the classroom
• It allows more students to be reached
• It focuses on the ongoing context for learning for the students, not just the specific remedia6on of skills removed from the learning context of the classroom
• It builds a repertoire of strategies for teachers to support the range of students in classes
Learning in Safe Schools, page 102 Chapter 9
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Why Collaboration/Co-teaching?
• Based on the belief that collabora6ve planning, teaching and assessing be:er addresses the diverse needs of students by crea6ng ongoing effec6ve programming in the classroom
• It allows more students to be reached • It focuses on the ongoing context for learning for the
students, not just the specific remedia6on of skills removed from the learning context of the classroom
• It builds a repertoire of strategies for teachers to support the range of students in classes
• Impera6ve students with the highest needs have the most consistent program Learning in Safe Schools,
page 102 Chapter 9
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Goal:
• to support students to be successful learners in the classroom environment
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Rationale:
By sharing our collecJve knowledge about our classes of students and developing a plan of acJon based on this, we can beper meet the needs of all students.
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A Key Belief
• When interven6on is focused on classroom support it improves each student’s ability and opportunity to learn effec6vely/successfully in the classroom.
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Co-Teaching Models (Teaching in Tandem – Effective Co-Teaching in the Inclusive
Classroom – Wilson & Blednick, 2011, ASCD)
• 1 teach, 1 support • Parallel groups • Sta6on teaching • 1 large group; 1 small group
• Teaming
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1 Teach, 1 Support • most frequently done, least planning • Advantage: focus, 1:1 feedback, if alternate roles, no one has the advantage or looks like the ‘real’ teacher, can capitalize one 1’s strengths and build professional capacity
• Possible piPall: easiest to go off the rails and have one teacher feel as an ‘extra pair of hands’, no specific task (buzzing radiator)
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1 Teach, 1 Support: Examples • demonstra6ng a new strategy so BOTH teachers can use it the next day – e.g., think aloud, ques6oning from pictures, listen-‐sketch-‐draW
• Students independently working on a task, one teacher working with a small group on this task, other teacher suppor6ng children working independently
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Parallel Groups • both teachers take about half the class and teach the same thing.
• Advantage: half class size -‐ more personal contact, more individual a:en6on
• Possible piPalls: more 6me to co-‐plan, requires trust in each other, each must know the content and the strategies.
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Parallel Groups: Examples • word work. At Woodward Elem, the primary worked together 3
X/week, with each teacher, the principal and the RT each taking a group for word work. Some schools have used this with math ac6vi6es.
• Focus teaching from class assessment. Westwood Elementary: Came about as a result of an ac6on research ques6on: How do we be:er meet the needs of our students?: – primary team used Standard Reading Assessment, highlight on short
form of Performance Standards, Resource, ESL, principal involved, cross-‐graded groups 2X a week, for 6 to 8 weeks driven by informa6on from the performance standards (Text features, Oral Comprehension, Risk taking, Cri6cal thinking with words, Gecng the big picture,… , repeat process
– NOT paper and pencil prac6ce groups…teaching/thinking groups
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Station Teaching • mostly small groups • can be heterogeneous sta6ons or more homogeneous reading groups
• each teacher has 2 groups, 1 working independently at a sta6on or wri6ng, 1 working directly with the teacher.
• Advantage: more individual a:en6on and personal feedback, increased focus on self regula6on
• Possible piPall: self regula6on (needs to be taught), 6me to plan for meaningful engagement.
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Station Teaching: Examples • Guided reading: 4 groups; RT has two and CT has two
• math groups – Michelle’s pa:erning (1 direct teaching, 2 guided prac6ce, 1 guided prac6ce with observa6on)
• science sta6ons: CT and RT each created two sta6ons; co-‐planning what they would look like to ensure differen6a6on, teachers moved back and forth between groups suppor6ng self-‐monitoring, independence on task
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1 large group, 1 small group
• Advantage: either teacher can work with either group, can provide tutorial, intensive, individual
• Possible piPall: don’t want same kids always in the ‘get help’ group
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1 large group, 1 small group: Examples
• Wri6ng: 1 teacher works with whole class prewri6ng and draWing, small groups of 3-‐4 students meet with 1 teacher to conference
• Reading: everyone’s reading. large group: teacher moving from student to student listening to short oral reads. Small group: 2 to 3 students being supported to use specific reading strategies or – small group is working on a Reader’s Theatre
• Math: large group using manipula6ves to represent shapes, small groups, rota6ng with other teacher, using iPads to take pictures of shapes in the environment
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Teaming
• most seamless. • co-‐planned • teachers take alternate roles and lead-‐taking as the lesson proceeds
• Most oWen in whole class instruc6on and could be followed up with any of the other four co-‐teaching models
• Advantages: capitalizes on both teachers’ strengths, models collabora6on teaching/learning to students, can adjust instruc6on readily based on student need, flexible
• Possible piPalls: trust and skill
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Teaming: Examples
• Brainstorm-‐categorize lesson – 1 teacher begins, other teacher no6ces aspects the first teacher has missed or sees confusion in children, adds in and assumes lead role.
• Modeling reading strategies: two teachers model and talk about the strategies they use to read, no6ng things they do differently.
• Graphic organizer: Teachers model how to use a seman6c map as a post reading vocabulary building ac6vity, teacher most knowledgeable about seman6c mapping creates it as other teacher debriefs with students; both flow back and forth