Kamloops.Feb.2013.

Making a Difference in Reading: Evidence-Based Practices

CHANGING RESULTS FOR YOUNG READERS Feb. 20, 2013

Kamloops Young Readers, Session 3 Faye Brownlie

Learning Intentions •  I can find evidence of current reading research in my prac6ce

•  I have polished my mental model of what is effec6ve teaching of reading

•  I have an enhanced idea of how to collaborate with another educator in my building

•  I am leaving with a ques6on and a plan

PIRLS, 2011 Progress in International Reading Literacy Study

•  Grade 4, every 5 years •  2011 – 45 countries •  2600 students in 148 schools in BC in 2011 •  BC also par6cipated in 2006

•  Measures trends in reading achievement •  Examines policies and prac6ces related to literacy

hKp://www.bced.gov.bc.ca/assessment/nat_int_pubspirls.htm

PIRLS, 2011 Progress in International Reading Literacy Study

•  2 – 40 minute sessions •  Mul6ple-‐choice and constructed response

•  4 passages – 2 fic6on; 2 non-‐fic6on •  Ques6onnaire for students, teachers, principals, parents – to beKer understand the prac6ces associated with reading performance

PIRLS, 2011 – BC Results Progress in International Reading Literacy Study

•  Mean score significantly above interna6onal AND Canadian averages

•  No change from 2006 to 2011, but other countries did increase from 2006

•  15% -‐ Advanced Benchmark; 55% -‐ High Benchmark (4 Interna6onal Benchmarks)

•  Performed beKer in literary reading than in informa6onal reading


•  Reported high levels of enjoyment of reading and self-‐confidence

•  The more o_en students read stories or novels, the beKer they tended to perform in reading

•  26% of students reported not speaking En/Fr at home. No difference in their level of achievement!!!!


•  Comprehension Processes –  retrieving and straighborward inferencing –  interpre6ng, integra6ng, and evalua6ng

*Most high performing countries, including BC, did beKer on the laKer.

What Happens to the Basics? – Elfrieda H. Hiebert & P. David Pearson

Ed. Leadership, Dec/Jan 2012/13

•  Common Core primary classrooms are characterized by – Building knowledge –  Increasing students’ responsibility for reading (capacity and stamina)

– Providing more 6me for student involvement with text



•  NCLB taught us that a simple view of reading instruc6on – in which skills come first and learning from text comes next – does not create engaged readers.



•  …since NCLB, 6me devoted to reading instruc6on in many schools had doubled, whereas 6me students actually spent reading text had increased by only about 15%.

•  Brenner, Hiebert, and Tompkins (2009)



•  …instruc6on in grades 2-‐3 should focus on the goals – consolida6on of word knowledge and the use of text to acquire world knowledge – not on pushing for texts that have par6cular readability levels.

M – meaning

Does this make sense?

S – language structure Does this sound right?

V – visual informa6on Does this look right?

K – Building Connections/Response to Reading

•  Prac6ce making connec6ons •  Choose a symbol •  Talk about how this helps our reading •  Read together and make connec6ons •  Students show their connec6ons by drawing and wri6ng

•  with Jessica Chan, Burnaby

No plan, no point

•  Collabora6on: together we are beKer

Goal:

to support students in working effec6vely in the classroom environment

Grade 2/3 Writing Criteria

•  An opening sentence with a hook

•  Details

•  Distinguished words

Autumn Bear

Author-‐Diane Culling

Illustrator -‐ Cindy Vincent

Snowberry Books, 2007

ISBN 978-‐0-‐9736678-‐2-‐0

One September morning •a piece of fog touched me. As I looked out my window the gold leaves dri_ed out of the tree as I dragged my feet down the stairs to breakfreast, as I waited for the school bus I feel puffs of wind pick up my hair when the school bus came I slowley walk up the stairs as I bundled • in a seat as I went down the steps I saw birds migra6ng south as if leaves followed them it looked like they were air dancing.• -‐Allyson, gr.2

•  As the cool fall leafs fall the aniamails hide in thir hafertat an the people put worm fire on and they have hot chocolet with mashmao. If feel couze with the blaket on you. You feel like you want to stay home forever. The wind hits your face it feels like somebudys teeching except it’s the breeze. -‐by Jason, gr.3

•  When the Autumn wind blows it makes me shiver. It really makes me quiver. The wind is cold and really bold, it feels refreshing on my face. I get to keep my own pace. My hair would blow I can be slow, I walk on the ground I don’t have a frown, it feels so good and it keeps me in a joyful mood it keeps me happy for the rest of the day and I want to play and play. A_er the Autumn wind blows on my face it is really cool, it almost feels as cold as my pool. By Samantha, gr.3

Autumn Wind

Grade 1 Writing Criteria

•powerful beginning •detail

Pinduli

By Janell Cannon

Harcourt, 2004

Guided Reading •  Cayoosh Elementary •  Met in GR groups 4 6mes/week

•  Principal, CT, LST, AB ed support worker, EA •  4 groups per class, some6mes 5

•  30 minutes/day

•  Every 5th day, met as a team, in the class, to review the week’s progress

Kamloops.Feb.2013.

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