Saanich.Elem.Literacy.Dec.2015

Igniting a Passion for Literacy: what works?

SaanichDec7,2015

FayeBrownliewww.slideshare.net/fayebrownlie/saanich.elementaryliteracy.dec

Learning Intentions •  Iunderstandtheframeworkof‘EveryChild,EveryDay’andcanfindevidenceofthisinmyprac>ce.

•  Ihaveaplantoincorporateawholeclassreading/wri>ng/thinkingsequencethatisdifferenttome.

•  Ihaveaplantoworkwithothers.

•  Iamleavingwithaques>on.

CR4YR Goals:•  toincreasethenumberofBCchildrenwhoareengaged,

successfulreaders•  increasethenumberofyoungreaderswhoacquireskillsto

beproficientreadersandwhoexperiencethejoyofreading•  increasecollabora>on:afocusonsupport(LA/resource,

teacher-librarian,AboriginalSupport)teachersworkingintheclassroom,withtheteacher

•  TargetGroup:K-3•  Format:SpiralofInquiryandcasestudy

CR4YR:ChangingResultsforYoungReadersReport2012-2015

The teeter totter

kids

kids curriculum

How does this connect to the redesigned curriculum?

•  AfocusonBIGIDEAS•  Increasedteacherautonomyandresponsibility

•  Increasedpersonaliza>on/choiceforlearners

curriculum.gov.bc.ca

•  Researchinbehaviouralscienceandneurosciencesupportstheviewthatlearningresultsfromtheinterac>onof– mo>va>on,

– emo>on,– cogni>on.

•  6-7BigIdeas/grade•  CurricularCompetencies– ComprehendandConnect(reading,listening,viewing)

– CreateandCommunicate(wri>ng,speaking,represen>ng)

•  Content– Story/text– Strategiesandprocesses– Languagefeatures

•  LearningStandards

We CAN teach all our kids to read.

•  StrugglingreadersneedtoreadMOREthannon-strugglingreaderstoclosethegap.

•  Strugglingreadersneedtoformamentalmodelofwhatreadersdowhenreading.

•  Strugglingreadersneedtoreadformeaningandjoy☺

•  StrugglingreadersdoNOTneedworksheets,scriptedprograms,ormoreskillsprac>ce.

The Balance •  Wholeclassreadingisthinkinginstruc>on•  Sharedreading–modelingstrategiesandco-crea>ngmeaning

•  Smallgroup/guidedreading

•  1:1conferences–oralreading,comprehension,feedback

•  Choiceandindependentprac>ce•  Dailywri>ng

“EveryChild,EveryDay”–RichardAllingtonandRachaelGabriel

InEduca>onalLeadership,March2012

6elementsofinstruc>onforALLstudents!

1.Everychildreadssomethingheorshechooses.

2.  Everychildreadsaccurately.

-intensityandvolumecount!

-98%accuracy

-lessthan90%accuracy,doesn’timprovereadingatall

Thestrugglingreader,nomaierwhatgradethechildisin,hasnotbuiltanefficientreadingprocesssystemtomakemeaningfromtextsorhelphimorhersolveproblemswhenstuck…

Forteachers,thatmeanslearninghowtoteachinsupportofthechildasheorshegainsmorecontrolofstrategicac>ons. -Johnson&Keier

M–meaning

Doesthismakesense?

S–languagestructureDoesthissoundright?

V–visualinforma>onDoesthislookright?

Howdidyoufigurethatout?

3.  Everychildreadssomethingheorsheunderstands. -atleast2/3of>mespentreadingandrereadingNOTdoingisolatedskillprac>ceorworksheets -buildbackgroundknowledgebeforeenteringthetext -readwithques>onsinmind

Literacy Centres, Gr 1/2 �with Lisa Schwartz

•  Beginwithwholeclassmodelingofflexibleuseofstrategies

•  Opportuni>esforguidedprac>ce–10minutespercentre

•  Reflect,wholegroup:somethingyoulearnedorachallengeyousolvedinreading/wri>ng

snow

cocoa

outside

slide

4.  Everychildwritesaboutsomethingpersonallymeaningful.-connectedtotext-connectedtothemselves-realpurpose,realaudience

Building Deeper Connections •  Grade2withKinderMann,Burnaby

•  Explainhowconnec>onshelpusdeepenourunderstandingofastory.

•  Makeconnec>onswiththecover•  Givekidsapost-itnotewiththeirname•  Readthestoryaskidssilentlyplacetheirpost-itnoteswhen

theymakeaconnec>on.•  Rereadthe‘improved’storynowthatitisricherwithallour

connec>ons.•  Writeaboutyourconnec>onwiththestory–onethat

reallyhelpedyouthinkmoredeeplyaboutthestory.

5.Everychildtalkswithpeersaboutreadingandwri>ng.

Creating an Inquiry Classroom�- increasing engagement and

thinking •  WithAngelaCurle,grade5/6•  LakeviewElementary,Quesnel

Goal: create curiosity and questioning, deepen thinking

•  Model‘no>ce’,‘think’,‘ques>on’withapicture

•  Students,ingroupsof3,‘no>ce’,‘think’,‘ques>on’withanotherpicture

•  Studentsmovetoaddontoa2ndpicture

•  Model‘explodethesentence’

•  Students,ingroupsof3,‘explodethesentence’•  Begintoreadthetext.No>ceengagementandthinking.

DearMrs.LaRue,

Howcouldyoudothistome?ThisisaPRISON,notaschool.Youshouldseetheotherdogs.TheyareBADDOGS,Mrs.LaRue!Idonotfitin.Eventhejourneyherewasahorror.

•  Mrs.LaRuedidn’thaveenough>metotrainhim.

•  Mrs.LaRueisthedog’smaster.

•  Itisnotaschool.•  Didthedogwritetheleier?

•  Mrs.LaRuesenthimthere.•  Whatdidthedogdo?

•  Howdidthedoggetatypewriter?•  Theotherdogsaremean.

•  Dogscan’tholdpencils.

6.  Everychildlistenstoafluentadultreadaloud.

-differentkindsoftext

-withsomecommentary

1.  Everychildreadssomethingheorshechooses.2.  Everychildreadsaccurately.3.  Everychildreadssomethingheorshe

understands.4.  Everychildwritesaboutsomethingpersonally

meaningful.5.  Everychildtalkswithpeersaboutreadingand

wri>ng.6.  Everychildlistenstoafluentadultreadaloud.

“Know thy impact.” VisibleLearningforTeachers

MaximizingImpactonLearningJohnHate,2012

Is what you are doing, getting you what you want?

•  Brownlie,Fullerton,Schnellert–It’sAllaboutThinking–CollaboraHngtosupportalllearnersinMath&Science,2011

•  Brownlie,King-LearninginSafeSchools–CreaHngclassroomswhereallstudentsbelong,2nded,PembrokePublishers,2011

•  Brownlie,Schnellert–It’sAllaboutThinking–CollaboraHngtosupportalllearnersinEnglish&HumaniHes,2009

•  Brownlie,Feniak,Schnellert-StudentDiversity,2nded.,PembrokePub.,2006

•  Brownlie,Jeroski–ReadingandResponding,grades4-6,2ndedi>on,Nelson,2006

•  Brownlie-GrandConversaHons,PortageandMainPress,2005

•  Brownlie,Feniak,McCarthy-InstrucHonandAssessmentofESLLearners,PortageandMainPress,2004