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Looking Deeper into Literacy
Aug 31, Sept 1, 2015 FNSA Schools supported by Teresa Blackstone
Faye Brownlie www.slideshare.net/fayebrownlie/FNSAliteracy
Day 2
Only 1 out of 153 beginning reading programs made a difference in achievement.
*If the program is not listed, there is no reliable research to support it. R. Allington, 2012
What Works Clearinghouse, as quoted in EducaXon Week, August 15, 2007
The struggling reader, no maZer what grade the child is in, has not built an efficient reading process system to make meaning from texts or help him or her solve problems when stuck…
For teachers, that means learning how to teach in support of the child as he or she gains more control of strategic acXons. -‐Johnson & Keier
M – meaning
Does this make sense?
S – language structure Does this sound right?
V – visual informaXon Does this look right?
Teaching Reading Strategies • It had been hot and dry all summer. Suddenly it _____________. The wind ____________ and the rain ____________ down.
Teaching Reading Strategies • It had been hot and dry all summer. Suddenly it ch_____________. The wind h____________ and the rain p ____________ down.
Teaching Reading Strategies • It had been hot and dry all summer. Suddenly it changed. The wind howled and the rain pelted down.
What strategies did you use? • Thinking about meaning. • Thinking about parts of speech. • Thinking if the word would sound right. • With the ‘r’ you now had visual informaXon to add in.
• Children who are struggling with reading, ogen have trouble using all sources of informaXon and tend to rely on just one…their easiest one!
Instruc(onal Context
Text Choice/Level/Purpose
Accessibility Who does the work?
Read aloud A stretch. Model model model. Most kids couldn’t read this on their own.
Challenging. The teacher – and moves to co-‐construct understanding with the kids.
Shared reading Just beyond most kids. Model and guided pracXce.
Somewhat challenging for many.
Read together and think together.
Guided reading/small group instrucXon
Just right books. Guided and some independent pracXce.
Matched to individual students.
The student reads and thinks with side by side guidance.
Independent reading
Wide range of choice. Independent applicaXon.
With ‘producXve effort’ and stamina, level can vary.
The student, reading with purpose to understand.
Inspired by Burkins & Yaris, co-‐founders of “ThinkTank for 21st Century Literacy” Blog: burkinsandyaris.com
A Daily Menu - primary • Read aloud (model/think aloud) • Reading/wriXng strategies, shared reading (guided pracXce)
• Small group shared/guided reading (guided pracXce) • Individual pracXce (independent pracXce ! independent applicaXon)
• Writers’ workshop (model) • Shared wriXng – interacXve (guided pracXce) • Independent wriXng (guided !pracXce)
A Daily Menu - intermediate • Read aloud (model/think aloud) • Reading/wriXng strategies, shared reading (guided pracXce)
• Guided reading for SOME kids
• Individual pracXce (independent pracXce ! independent applicaXon)
• Writers’ workshop (model and support)
• Independent wriXng (guided !pracXce)
Language Counts! …our language choices have serious consequences for children’s learning and for who they become as individuals and as a community.
…the language we choose in our teaching changes the worlds children inhabit now and those they will build in the future. -‐Peter H. Johnston, 2012
• My class is a 3-‐4 reading level to a 32. • This is my low group.
• I have 14 IEPs in my class.
• I have a behavior class. • How many special needs do you have?
• I’ve a split class.
Language Counts! • Thank you • What are you reading that is interesXng to you?
• I think we have come off course. What can we do to get back on course?
• We only get to write for 4 minutes! • I don’t think I was clear enough with my instrucXons. Can we stop for a moment and have you help me be clearer?
• Brownlie, Fullerton, Schnellert – It’s All about Thinking – Collabora(ng to support all learners in Math & Science, 2011
• Brownlie, King -‐ Learning in Safe Schools – Crea(ng classrooms where all students belong, 2nd ed, Pembroke Publishers, 2011
• Brownlie, Schnellert – It’s All about Thinking – Collabora(ng to support all learners in English & Humani(es, 2009
• Brownlie, Feniak, Schnellert -‐ Student Diversity, 2nd ed., Pembroke Pub., 2006
• Brownlie, Jeroski – Reading and Responding, grades 4-‐6, 2nd ediXon, Nelson, 2006
• Brownlie -‐ Grand Conversa(ons, Portage and Main Press, 2005
• Brownlie,Feniak, McCarthy -‐ Instruc(on and Assessment of ESL Learners, Portage and Main Press, 2004