Making a Difference in Reading: Evidence-Based Practices
Intermediate
Sea to Sky Suppor,ng Diversity Feb. 8, 2013
Faye Brownlie
Learning Intentions • I can find evidence of current reading research and the big ideas of literacy in my prac,ce and become curious about incorpora,ng a prac,ce that is different to me
• I can consider the impact of my language on my learning community
• I am leaving with a ques,on and a plan
“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
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 or comprehension ques,ons -‐build background knowledge before entering the text -‐read with ques,ons in mind
The 10 Greatest Canadian Environmentalists – Discovery Series, Scholas,c
4. Every child writes about something personally meaningful. -‐connected to text -‐connected to themselves -‐real purpose, real audience
Gallery Walk – Writing Lesson • Place a series of pictures around the room • Students in groups of 3 • 3 minutes per picture
• Chat – How could you use this image in your wri,ng?
• Build on one another’s thinking • View 4 pictures
• Eagle Dreams -‐ Wri.en by Sheryl McFarlane ; Illustra;ons by Ron Lightburn;
• ISBN: 1-‐55143-‐016-‐9
• Task: a piece of wri,ng, choose your genre, think about the criteria
• As you are moving to your desk, keep walking un,l you have your first line in your head
• 12 minutes to write
• As students are wri,ng, move about the room, underlining something powerful (criteria connected) in each person’s wri,ng
• Each student shares what was underlined • Listen to hear something you might want to borrow
• As a class, decide on why each was underlined • Create the criteria: – Words that are WOW – Details that showed emo,on or made a picture
– Hook – first line made me want to keep reading
Sample 1
One cool and breezy night, in a prairie, a boy sat on the rim of his open window, looking out at the moon, hoping for something to happen. Ager a few minutes, he went back in and close his window. Robin sighed. “I wished my life has more excitement in it, “ he thought, before he turned off his light and went to bed, he took one quick look at his kite on top of his bed that’s shaped like an eagle, and went to sleep.
Sample 3 Once upon a ,me there was a boy that was facinated by eagles, he
asked his father to get one for him but he couldn’t. Then the boy thought about a way to catch an eagle and then a different gender one for more eagles. Delighted with his idea that he thought of last night, he con,nued his plan. He put 3 fishes in the open with a trap, and went to bed. Then he heard a noise that sounded like an eagle. When he had checked the trap, he found an eagle that was in his trap. Happily jumping around, the eagle made him inspired to make a home for the eagle. He created a bond with the eagle. He remembered how much his father despised eagles. He lead the eagle to a secret place in the forest where his father never went. He came downstairs and his father was in a rage. He threatened to ground his son if he didn’t kill the eagles. Shocked, the boy asked why he told him so. The father said they …
Sample 4
At Sunday, the Ximing and his father mother go travel. On, Ximing say “I’m see a eagle!” His father and his mother is going to his. And his mother say “Oh, Help it!” OK. It was heal. OK. We are go back home!
At home: Today is very funning. Because we are helpa eagle! I’m so happy now! Ximing is ,me to eat a dinner say mother say …
• Kids can add/edit/con,nue to work • Set up for next class – Work on same criteria – Hear again, pieces that work – Move to where kids can iden,fy criteria in their own work and ask for help with criteria that are struggling with
• Ager repeated prac,ce, students choose one piece to work up, edit, revise, and hand in for marking
• Feedback is con,nuous, personal, ,mely, focused
5. Every child talks with peers about reading and wri,ng.
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