Transcript
A Systems Look at Reading Growth, Continuing the
Conversation MRCL
Nov4,5,2015,Feb16,2016FayeBrownlie
h<p://www.slideshare.net/FayeBrownlie/mrlc.nov.reading
Learning Intentions-Oct 2015 • Ihaveabe<erunderstandingofhowtousethedatafrommyreadingassessmentstoguidemyteaching.
• Wehaveaplantouseaperformance-basedreadingassessment.
• IhaveaplantousetheIEYEtohelpguidemyinstrucNon.
• Iambe<erabletouseformaNveassessment,daybyday,inmyreadinginstrucNon.
• Asateam,wecandescribewhatcountsinqualityreadingandhowtoteachtowardthisforallstudents.
Learning Intentions-Feb 2016 • Ihaveabe<erunderstandingofhowtousethedatafrommyreadingassessmentstoguidemyteaching.
• Ihaveaplanforanewstrategicsequencetousewithmystudentstodirectlysupportthemasreadersandthinkers.
• IhaveaplantousetheIEYEtohelpguidemyinstrucNon.
• Iambe<erabletouseformaNveassessment,daybyday,inmyreadinginstrucNon.
• Whathaveyoutried?• Howdiditgo?• WhatdidyounoNceabouttheresultsforyourlearners?
• 10minutestotellyourstorytosomeoneNOTatyourtable
• 15minutestoshareyourstoriesandwhatyoulearnedfromothersATyourtable
Reading is understanding.�Reading is thinking.�
Reading is making sense in disciplines.�
• LanguageartscurriculaacrossCanadaidenNfy -comprehension, -interpretaNon, -responseandreflecNon
asmajororganizingaspectsofreadingliteracy.
• PCAP2013ContextualReport
Comprehension:
• StudentsunderstandtheexplicitandimplicitinformaNonprovidedbythetext.InparNculartheyunderstandthevocabulary,parts,elements,andeventsofthetext.
Interpreta0on:
• Studentsmakemeaningbyanalyzingandsynthesizingtheparts/elements/eventstodevelopabroaderperspecNveand/ormeaningforthetext.TheymayidenNfytheme/thesisandsupportthatwithreferencestodetails,events,symbols,pa<erns,and/ortextfeatures.
Responsetotext:
• Inresponding,thereadersengagewiththetextinmanyways:bymakingpersonalconnecNonsbetweenaspectsofthetextandtheirownreal/vicarious/priorexperiences,knowledge,values,and/orpointsofview;byrespondingemoNonallytocentralideasoraspectsofthetext;and/orbytakinganevaluaNvestanceaboutthequalityorvalueofthetext,possiblyinrelaNontoothertextsand/orsocialorculturalfactors.
Reading Assessment • Thegoalofteachingreadingistocreatereaderswhoreadwithunderstandingandwhochoosetoread.
• ThegoalofaformaNvereadingassessmentistodeterminethestrengthsandareastostrengthenofastudent’sreadingwithunderstanding.
Is your data collection counter-productive to good instruction?
Fountas&Pinnell
• Measureaccuracy,fluency,comprehension,independentreadinglevel,instrucNonalreadinglevel
• Goal:instrucNonalreadinglevel
• Somedistrictsmeasureallstudentsinthefallandinthespring,somemeasure4Nmesayear.
• IstheretoomuchmeasuringandnotenoughresponsetotheinformaNon?Areweseangteaching/learninggoalsfromthisdata–orsimplycollecNnglevels/numbers?
• Ifwewanttochangeachievement,wemustchangeinstrucNon.
Some points to consider: • ItisnottheaccuracythatissoimportantitiswhatyounoNceintermsofreadingbehavioursoyoucanusethisinformaNontoteachwith.
• M–meaning– Didthatmakesense?
• S–sound,syntax– Didthatsoundright?
• V–visual– Didthatlookright?
• SelfcorrecNon– “Inthehighlyproficientreaderaroundthemiddleofgrade2,wewouldnotexpecttohearagreatdealofovertself-correcNonifthereadingistakingplacewithease.”
• Isthestudentmonitoringforsense?• StudentsbeforeLevelL(midgrade2)need90%accuracy;alerneed95%– Astextsbecomelonger,readersneedtoaccuratelyprocessinordertomaintainthemeaningandhavebuiltupmoreautomaNcitywithrecognizingwords.
• ComprehensionconversaNon– 3levelsofquesNons
• Withinthetext• Beyondthetext• Aboutthetext
AretheselevelsofquesNonsreflectedinyouron-goingreadingwiththestudents?
20 minutes • AlerthedatacollecNonandstudentreadinglevelshave
beenestablished,howisthedataanalyzed?• Strengthsandareastostrengthenforeachstudent?• Strengthsandareastostrengthenforthesmallgroups?• Strengthsandareastostrengthenfortheclass?• WhoanalyzestheinformaNon?• Howisitshared?• Howdoyouknowthatyourteachingismakinga
difference?• WhenyouanalyzehowastudentspendsNmeduringthe
day,inliteracysituaNons,whatisthefocusoftheNme?
Support for Vulnerable Students
• Goodclassroomteaching• Daily1:1orsmallgroupteaching– Wordwork– ReadingofjustrightorinstrucNonaltext– WriNngaboutreading
Fountas&Pinnell
Sharon Hoffinger, 6/7, �Cougar Canyon
• Inquiry-basedlearningwithafocusonskills:– Accessing,comprehendingandsynthesizinginformaNon
– Newmeaningfromnewandpriorknowledge
– ThinkcriNcally,creaNvely,andreflecNvelyaboutthenewlearning
HowcanIusemynewknowledgetotransformmythinkingormyacNons?• Modeled:
– noNce,think,wonderwithapicture• Studentsingroupsof3–noNce,think,wonder• Addonto2ndpicture.• Shareoutwhatisgoingoninyourpicture,2thingsyounoNced,1quesNon.
• Modeled:– explodethesentence
• Explodeanothersentenceinsmallgroups.• Explaintoanadultwhatyounowthinkishappening.
ThreeSyrianbrothers,anewlifeinEuropebringstrialsandtriumphs.
5week,8countries,3400kilometers.
Globe,Nov20,2015NewLinkh<p://www.theglobeandmail.com/news/world/for-three-syrian-brothers-a-new-start-in-europe-and-a-host-of-new-challengestoo/arNcle27393837/
• Herehewas,inaplacewithconstantelectricity,hewouldtellhimself,whilehismotherandfatherlivedbycandlelight.
Response to Poetry – Gr 10�with Susan Telfer, Gibsons
• Day1:Asaclass,reviewtheperformancestandard,readapoem,takenotes,discussinsmallgroups,reporttoclass,writeresponse
• Day2:-choiceof3poems
-takenotes
-discussingroups Day3&4:
-reporttoclass -individualresponse
-writeresponse -peer&selffeedback
• “WhatHeTookwithHim”• “ShortorderCook”• “Terry”
Images QuesNons
Feelings/emoNons QuotaNons
ConnecNons:
ReflecNons:
Short order Cook – Jim Daniels Anaveragejoecomesinandordersthirtycheeseburgersandthirty
fries.
IwaitforhimtopaybeforeIstartcooking.Hepays.Heain’tnoaveragejoe.
Thegrillisjustbigenoughfortenrowsofthree.
Islaptheburgersdownthrowtwobucketsoffriesinthedeepfrierandtheypoppopspitspit…pss…
Thecountergirlslaugh.Iconcentrate.Itisthecrucialpoint–Theyarereadyforthecheese:myfingersshakeasItearoffslices
tossthemontheburgers/friesdone/dump/
refillbuckets/burgersready/flipintobuns/beatthatmelNngcheese/wrapburgersin
plasNc/intopaperbags/friesdone/dump/fillthirty
bags/bringthemtothecounter/wipesweaton
sleeveandsmileatthecountergirls.Ipuffmychestoutandbellow:“Thirtycheeseburgers,thirtyfries!”Theylookatmefunny.Igrabahandfulofice,tossitinmymouthdoali<ledanceandwalkbacktothegrill.Pressure,responsibility,success,Thirtycheeseburgers,thirtyfries.
Short-Order Cook response Ibelievethatthispoemisaboutsomethingdeeperthanjust
burgers.Ithinkthattheauthorissymbolizingthatthereisahugechallengeaheadandyoucandoanythingyouputyourmindto.IthinkpracNcemakesperfectandthatisexactlywhattheauthoristryingtosaybecausethecookhadtotrainhardforthis.IcanconnecttothisbecauseIplaybasketballandIhavetopracNcealot.Whenitsays‘Pressure,responsibility,success’IthinkthatitmeanshehadPRESSUREtogetitdone,aRESPONSABILITYtogetitdone,andhewasSUCCESSFUL.Theauthorwastryingtotellyouthatifyouaredeterminedifdoesn’tma<erifpeoplearebringingyoudown,youcangetthroughit,andthecookprovedthat.
6Thesixresponseissuperiorinitsdepthofdiscussionandsynthesisofideas.Demonstratesaninsighuul
understandingofthetextsataninterpreNvelevel.Maymakeinferences.Mayshowunderstandingofliterarytechniquesappropriatetogenre.Support,explicitorimplicit,isthoughuulandwell-integrated.Despiteitsclarity,responseneednotbeflawless.
5Thefiveresponseisproficientinitsdepthofdiscussionandsynthesisofideas.Demonstratesaclear
understandingofthetextsataninterpreNvelevel.Mayshowunderstandingofliterarytechniquesappropriatetogenre.Support,explicitorimplicit,isconvincingandrelevant.
4Thefourresponseiscompetentinitsdiscussionofideas.Demonstratessomeunderstandingofthetextsatan
interpreNvelevel.Responseisorganizedandstraighuorward,butmaymisssubtleorcomplexideas.Supportedbyrelevantdetailsfromthetexts.
3Thethreeresponseissomewhatadequateinitsdiscussionofideas.Demonstratessomeunderstandingofthe
textsataliterallevel.Responsemaybeunclear,incompleteorlackdetail.AsserNonsareolensimplisNcorunevenlydeveloped.Supportmayconsistoflongreferencestothetextswhicharenotclearlyconnectedtothecentralidea.
2Thetworesponseisinadequate.Demonstratesamisreadingorsignificantmisunderstandingofthetextsor
task.Responsemaybeincompleteorrestatementsoftexts,orconsistsofunderdeveloped,limitedideas.Supportisabsentorflawed,withli<leevidenceofrelaNonshipsorconnecNons.DoesnotmeettheexpectaNonsofthetask.
1Theoneresponseisunacceptable.Demonstratesamisreadingorsignificantmisunderstandingofthetexts,or
task.Responsemaybeirrelevant.NoevidenceofsupportorconnecNonsbetweenideas.MaybetooshorttomeettherequirementsofthequesNon.
0Makesnoa<empttoaddressthetopicorsimplyrestatesthequesNon.
Note:Thisisafirst-dra@responseandshouldbeassessedassuch.
TheresponseistobeassessedholisBcally.WriBngconvenBonsaretobeconsideredonlytotheextentthattheyimpedemeaning.
AvarietyoftypesofresponsessuchasgraphicrepresentaBons,tablesorlistsareacceptableandshallbeassessedaccordingtotherubric.
Studentswhodonotdiscussbothpassageswillreceiveamaximumscalepointof4.
Transportation �Now and then�An ABC Book�
-Leigh Hambly & Kirsten Philips
DoubledutchBooks
Aa airplane
Ll limousine
• Modeltogether– AnswertheleadingquesNon– Brainstorm“Didyouknow?”for‘now’and‘then’– Readtocompare– Researchtofindtheanswerto“Iwonder”– Whatotherwondersdoyouhave?
• WorkinpartnerstolearnabouteachmodeoftransportaNonandpresenttoothers
K – Building Connections/Response to Reading
• PracNcemakingconnecNons• Chooseasymbol• Talkabouthowthishelpsourreading• ReadtogetherandmakeconnecNons• StudentsshowtheirconnecNonsbydrawingandwriNng
• withJessicaChan,Inman,Burnaby
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