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Changing Results for Young Readers �
North Vancouver Feb6,2017FayeBrownlieslideshare.net/
fayebrownlie.northvancouver
“EveryChild,EveryDay”–RichardAllingtonandRachaelGabriel
InEducaIonalLeadership,March2012
6elementsofinstrucIonforALLstudents!
1. Everychildreadssomethingheorshechooses.2. Everychildreadsaccurately.3. Everychildreadssomethingheorshe
understands.4. Everychildwritesaboutsomethingpersonally
meaningful.5. Everychildtalkswithpeersaboutreadingand
wriIng.6. Everychildlistenstoafluentadultreadaloud.
Reading is thinking.�
Reading is understanding.
Big Ideas – Teaching counts!
• OurinstrucIonalchoicesimpactsignificantlyonstudentlearning
• Weteachresponsively
– All kids can learn and we know enough collectively to teach all kids! • Anunwaveringbeliefthateveryonehastherighttobeincludedsocially,emoIonally,andintellectually
Where do your most vulnerable students spend their time?
If we want to change achievement, we must change
instruction.
• Backgroundknowledgehasagreaterimpactonyourabilitytoreadandunderstandthananythingelse.– DougFisher,RichardAllington
We CAN teach all our kids to read.
• StrugglingreadersneedtoreadMOREthannon-strugglingreaderstoclosethegap.
• Strugglingreadersneedtoformamentalmodelofwhatreadersdowhenreading.
• Strugglingreadersneedtoreadformeaningandjoy☺
• StrugglingreadersdoNOTneedworksheets,scriptedprograms,ormoreskillspracIce.
M – meaning Doesthismakesense?
S – language structure Doesthissoundright?
V – visual information Doesthislookright?
Howdidyoufigurethatout?
Eyes on print.�
At least 30 minutes a day.
Belonging – grades 2/3�Michelle Hikida
• StructuredInquiry– AllteacherquesIons
• EssenIalquesIons– Whatisthebestpartofyou?– Whatareyourgi^s?
– Whoisthepersonyouwanttobe?
• Eachdayreadanewbook,collectedcharacterisIcsofcharactersandmadelists.
• WatchedUtubevideos,readmusiclyrics–collectedcharacterisIcsofcharactersandaddedtothelists.
• Dailystudentschoseabookfromthebasketandread.• Sharingcircleatendofreading–connecIonstothecharacterisIcsofcharactersinthebook–– Whatisthebestpartofyou?– Whatareyourgi^s?– Whoisthepersonyouwanttobe?
Core Competencies • CommunicaIon• Thinking– CreaIve– CriIcal
• Personal– PosiIvepersonal&culturalidenIty– Personalawareness&responsibility– Socialresponsibility
The Sequence • Goaltoday–stretchyourthinkingandworklikeadetecIveto
usecluestofigurethingsout
• EssenIalquesIon:Howdoeswhereyouliveeffecthowyoulive?
– Howcanyouanswerthisalready?– Partnertalk,thengroupshare
• Image:see–think–wonder• Quickwrite• Explodethesentence• Reflectwithcorecompetencies
Explode the Sentence • Onedaymanyyearsago,childrenwereplayinginthevillage,learningtobegoodwarriorsandhunters.
Critical Thinking Core Competency •IambecominganacIvelistener;IaskquesIonsandmakeconnecIons.
Evidence:
•WhenItalkandworkwithpeers,Iexpressmyideasandencourageotherstoexpresstheirs;IsharerolesandresponsibiliIes.
Evidence:
•Irecountandcommentoneventsandexperiences.
Evidence:
Unpacking the Lesson • Whatstruckyou?
– Engagementofthekids– 1hour,40minutes– AllcouldparIcipate– Majorshi^sinthinking– Contentwovenintomassivethinking– Allresponseswereaccepted– Yourlanguage:eachchildwashonouredandli^edup☺– Icoulddothis!!
– Evidence–languageusedfromthebeginning
Next Steps • Nextday,beginwithanotherimageandanothersentence
toexplode(shouldtakehalftheIme)• Movetogroupsof2-3andhaveeachgroupofstudents
explodeadifferentsentence• SharethesentencesandaninterpretaIvecommentabout
each• Canthestudents,together,movetoreadtheirsentencesin
order?• Retypethesame10sentences–as10,7and5.Students
choosewhichtheywantandre-orderthemBME• Keeplisteningtothekidsread• Readthetext,andreflectonhowwhereyouliveaffects
howyoulive.• Repeatprocesswith2otherRoyHenryVickersbooks,
highlighIngcontent.
• WhatpracIcewillyouletgoof?Dolessof?
• Whatwillyouaddon?
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