Rupert.Reading.Jan 2015

Teaching Reading: what works

The  appie  session  Prince  Rupert  

Thursday,  Jan.  8,  2015  www.slideshare.net/fayebrownlie/rupert/

jan2015  

Learning Intentions

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

•  I  have  a  beGer  idea  of  how  to  use  evidence-­‐based  reading  strategies  with  a  colleague.  

•  I  am  commiGed  to  having  all  my  students  read  with  JOY!  

•  I  am  leaving  with  a  quesEon  and  a  plan.  

Background  knowledge  has  a  greater  impact  on  being  able  to  read  a  text  than  anything  else.  

     -­‐Doug  Fisher,  Richard  Allington  

We CAN teach all our kids to read.

•  Struggling  readers  need  to  read  MORE  than  non-­‐struggling  readers  to  close  the  gap.  

•  Struggling  readers  need  to  form  a  mental  model  of  what  readers  do  when  reading.  

•  Struggling  readers  need  to  read  for  meaning  and  joy    

•  Struggling  readers  do  NOT  need  worksheets,  scripted  programs,  or  more  skills  pracEce.  

Reading Moves: What NOT to Do – Allington, EL, Oct 2014, Vol 72, #2

•  InterrupEng  students  to  correct  their  mistakes  during  oral  reading  – More  oral  reading  that  ever  in  the  past  4  decades  – Good  readers  read  more  silently  than  struggling  

•  Twice  as  many  words/minute  read  silently  

•  Asked  to  read  aloud  less  oYen    – Difference  in  interrupEon  

•  Good:    self-­‐regulaEon  and  what  makes  sense  •  Struggling:  sounds  and  leGers  

•  Asking  students  low-­‐level  quesEons  aYer  they’ve  finished  reading  – “not  a  single  study  demonstrates  that  this  pracEce  actually  leads  to  improved  reading  comprehension”  

– Need  literate  conversaEons  • WriEng  aYer  reading  •  Having  conversaEons  about  texts  students  have  read  •  Higher-­‐order  quesEons  

Reading Next: a vision for action and research in middle and high

school literacy – Carnegie Foundation, 2nd ed. 2006

Instructional Improvements 1.  Direct,  explicit  comprehension  instrucEon  2.  InstrucEon  embedded  in  content  3.  MoEvaEon  and  self-­‐directed  learning  4.  Text-­‐based  collaboraEve  learning  5.  Strategic  tutoring  6.  Diverse  texts  7.  Intensive  wriEng  8.  Technology  component  9.  Ongoing  formaEve  assessment  of  students  

Infrastructural  Improvements  

1.  Extended  Eme  for  literacy  2.  Professional  development  

3.  Ongoing  summaEve  assessment  of  students  and  programs  

4.  Teacher  teams  

5.  Leadership  6.  Comprehensive  and  coordinated  literacy  

program  

Quick Writes • Give  a  word  • 15  seconds  to  think  • 2-­‐3  minutes  to  write  • Word  count  • Find  a  phrase,  short  piece  you’d  like  to  share  • As  the  students  stand  and  share,  listen  for  nuggets  you  might  be  able  to  use  in  some  way  in  your  wriEng  

• Paint,  train  –  the  words  we  used  today  

Picture Prompts •  Talk  to  your  partner  about  what  you  are  seeing,  wondering,  thinking  about  in  this  picture…think  about  how  it  connects  to  ‘paint’  and  ‘train’  

•  Share  2-­‐3  pictures.  •  Walk  and  talk  with  a  partner:    what  is  the  story  behind  the  pictures?  What  is  the  story/text  that  is  sparked  in  your  thinking  by  the  words,  the  wriEng,  the  conversaEon,  the  pictures.  

•  Quick  write  of  10  minutes  or  so.  

Balance

•  Where  do  your  students  spend  their  Eme?  

•  “…preschool  children  growing  up  in  professional  households  heard  about  1,500  more  words  per  hour  than  children  living  in  low-­‐income  environments,  creaEng  a  32  million  word  gap  between  children  in  poverty  and  their  more  affluent  peers  before  even  starEng  school.”  

•  Study  by  BeGy  Hart  and  Todd  Risley  •  “interrupEng  the  Cycle  of  Word  Poverty”-­‐B.J.  Overturf,  in  

Reading  Today,  Nov/Dec  2014  

Intensive  Vocabulary  Building  

Before     During   A-er  

Living  wage  

Case  study  

Factor  

Poverty by the Numbers in Issues 21, Poverty (Scholastic)

•  EsEmated  number  of  youth  across  Canada  who  were  homeless  in  2009  

•  Difference  in  years  In  life  expectancy  between  someone  living  in  the  poorest  neighbourhood  and  someone  living  in  the  richest  neighbourhood  in  Hamilton,  ON  

•  %age  of  Canadian  children  who  live  in  poverty,  according  to  a  2012  study  by  UNICEF  

•  %age  of  people  in  the  world  who  live  on  less  than  $10/day  

•  21  •  14  •  65000  •  80  

Vocabulary  Building  –  less  intensive  

•  Matching  •  DefiniEons  •  Crossword  puzzles  •  Fill  in  the  blanks