Changing Results for Young Readers �

North Vancouver Feb6,2017FayeBrownlieslideshare.net/

fayebrownlie.northvancouver

“EveryChild,EveryDay”–RichardAllingtonandRachaelGabriel

InEducaIonalLeadership,March2012

6elementsofinstrucIonforALLstudents!

1.  Everychildreadssomethingheorshechooses.2.  Everychildreadsaccurately.3.  Everychildreadssomethingheorshe

understands.4.  Everychildwritesaboutsomethingpersonally

meaningful.5.  Everychildtalkswithpeersaboutreadingand

wriIng.6.  Everychildlistenstoafluentadultreadaloud.

Reading is thinking.�

Reading is understanding.

Big Ideas – Teaching counts!

•  OurinstrucIonalchoicesimpactsignificantlyonstudentlearning

• Weteachresponsively

– All kids can learn and we know enough collectively to teach all kids! •  Anunwaveringbeliefthateveryonehastherighttobeincludedsocially,emoIonally,andintellectually

Where do your most vulnerable students spend their time?

If we want to change achievement, we must change

instruction.

•  Backgroundknowledgehasagreaterimpactonyourabilitytoreadandunderstandthananythingelse.– DougFisher,RichardAllington

We CAN teach all our kids to read.

•  StrugglingreadersneedtoreadMOREthannon-strugglingreaderstoclosethegap.

•  Strugglingreadersneedtoformamentalmodelofwhatreadersdowhenreading.

•  Strugglingreadersneedtoreadformeaningandjoy☺

•  StrugglingreadersdoNOTneedworksheets,scriptedprograms,ormoreskillspracIce.

M – meaning Doesthismakesense?

S – language structure Doesthissoundright?

V – visual information Doesthislookright?

Howdidyoufigurethatout?

Eyes on print.�

At least 30 minutes a day.

Belonging – grades 2/3�Michelle Hikida

•  StructuredInquiry– AllteacherquesIons

•  EssenIalquesIons– Whatisthebestpartofyou?– Whatareyourgi^s?

– Whoisthepersonyouwanttobe?

•  Eachdayreadanewbook,collectedcharacterisIcsofcharactersandmadelists.

•  WatchedUtubevideos,readmusiclyrics–collectedcharacterisIcsofcharactersandaddedtothelists.

•  Dailystudentschoseabookfromthebasketandread.•  Sharingcircleatendofreading–connecIonstothecharacterisIcsofcharactersinthebook–– Whatisthebestpartofyou?– Whatareyourgi^s?– Whoisthepersonyouwanttobe?

Core Competencies •  CommunicaIon•  Thinking– CreaIve– CriIcal

•  Personal– PosiIvepersonal&culturalidenIty– Personalawareness&responsibility– Socialresponsibility

The Sequence •  Goaltoday–stretchyourthinkingandworklikeadetecIveto

usecluestofigurethingsout

•  EssenIalquesIon:Howdoeswhereyouliveeffecthowyoulive?

–  Howcanyouanswerthisalready?–  Partnertalk,thengroupshare

•  Image:see–think–wonder•  Quickwrite•  Explodethesentence•  Reflectwithcorecompetencies

Explode the Sentence •  Onedaymanyyearsago,childrenwereplayinginthevillage,learningtobegoodwarriorsandhunters.

Critical Thinking Core Competency •IambecominganacIvelistener;IaskquesIonsandmakeconnecIons.

Evidence:

•WhenItalkandworkwithpeers,Iexpressmyideasandencourageotherstoexpresstheirs;IsharerolesandresponsibiliIes.

Evidence:

•Irecountandcommentoneventsandexperiences.

Evidence:

Unpacking the Lesson •  Whatstruckyou?

–  Engagementofthekids–  1hour,40minutes–  AllcouldparIcipate– Majorshi^sinthinking–  Contentwovenintomassivethinking–  Allresponseswereaccepted–  Yourlanguage:eachchildwashonouredandli^edup☺–  Icoulddothis!!

–  Evidence–languageusedfromthebeginning

Next Steps •  Nextday,beginwithanotherimageandanothersentence

toexplode(shouldtakehalftheIme)•  Movetogroupsof2-3andhaveeachgroupofstudents

explodeadifferentsentence•  SharethesentencesandaninterpretaIvecommentabout

each•  Canthestudents,together,movetoreadtheirsentencesin

order?•  Retypethesame10sentences–as10,7and5.Students

choosewhichtheywantandre-orderthemBME•  Keeplisteningtothekidsread•  Readthetext,andreflectonhowwhereyouliveaffects

howyoulive.•  Repeatprocesswith2otherRoyHenryVickersbooks,

highlighIngcontent.

•  WhatpracIcewillyouletgoof?Dolessof?

•  Whatwillyouaddon?