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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/FNSAliterac y Day 2

FNSA Literacy day 2

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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  

RESPONSE  TO  INTERVENTION  (RTI)  

S,  MOORE      ADAPTATIONS  &  MODIFICATIONS-­‐  SDL  2012  

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  

Did  that  make  sense?  

How  did  you  figure  that  out?  

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!  

•  How  can  you  integrate  the  flexible  use  of  reading  strategies  throughout  the  day?  

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  

snow  

cocoa  

outside  

slide  

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