faye brownlie, march2, 2013
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Making a Difference in Reading: Evidence-Based Practices
Based on CHANGING RESULTS FOR YOUNG READERS SYMPOSIUM
March 2, 2013 RICHMOND HILTON HOTEL
Faye Brownlie www.slideshare.net
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
• What would happen if…
• Belief • Practice
“Every Child, Every Day” – Richard Allington and Rachael Gabriel
In Educa6onal Leadership, March 2012
6 elements of instruc6on for ALL students!
1. Every child reads something he or she chooses.
2. Every child reads accurately.
-‐intensity and volume count!
-‐98% accuracy
-‐less than 90% accuracy, doesn’t improve reading at all
Browsing Books – Lisa Schwartz, Michelle Hikida, Tait Elementary
3. Every child reads something he or she understands. -‐at least 2/3 of 6me spent reading and rereading NOT doing isolated skill prac6ce or worksheets -‐build background knowledge before entering the text -‐read with ques6ons in mind
Self-regulation in reading • Child in the driver’s seat • Ask “How did you figure this out?” • Ask “What’s your plan?”
• Ask “What do you know?
• Ask “How can I help?” • Use the child’s mental model of reading
M – meaning
Does this make sense?
S – language structure Does this sound right?
V – visual informa6on Does this look right?
4. Every child writes about something personally meaningful. -‐connected to text -‐connected to themselves -‐real purpose, real audience
K Writing • Once a week • Cindy Lee, K teacher, and Catherine Feniak, Principal, Vancouver
• All ELL students • Group lesson to build language and knowledge • Conference with each student as he/she writes and draws
• Extend the language and the thinking
5. Every child talks with peers about reading and wri6ng.
6. Every child listens to a fluent adult read aloud.
-‐different kinds of text
-‐with some commentary
We now have good evidence that virtually every child who enters an American kindergarten can be reading on level by the end of first grade (Mathes, et al, 2004; Phillips & Smith, 2010; Vellu6no, et al, 1996).
-‐Richard Allington, keynote address, IRA, 2011
98% on grade level at year end: Mathes, et al (2004); Vellu6no, et al (1996);
Phillips, et al (1998)
• Every successful interven6on study used either 1-‐1 expert tutoring or 1-‐3 very small group expert reading instruc6on.
• None of the studies used a scripted reading program.
• All had students engaged in reading 2/3 of the lesson.
-‐grades 1 and 2 – 60 minutes reading, 30 minutes on skill
-‐aim for your kids to read 6 books in school and 6 more ajer school
Worksheets
• Don’t underes6mate the child’s capacity.
• How complex is this task?
• Is this making meaning or matching thinking?
No plan, no point
Professional Collaboration • Interac6ve and on-‐going process • Mutually agreed upon challenges
• Capitalizes on different exper6se, knowledge and experience
• Roles are blurred • Mutual trust and respect
• Create and deliver targeted instruc6on • GOAL: bemer meet the needs of diverse learners
Goal:
to support students in working effec6vely in the classroom environment
Rationale:
By sharing our collec6ve knowledge about our classes of students and developing a plan of ac6on based on this, we can bemer meet the needs of all students.
• Crea6ng the Future – Partnerships in Inclusive Learning
• UBC, July 15-‐19, 3 credits
• Villa, Thousand, Hingsburger, Kunc, Miranda, Beairsto, Hoyano, Udvari-‐Solner, Van der Kilt
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