Changing Results for Young Readers

North Vancouver Feb6,2017FayeBrownlieslideshare.net/

fayebrownlie.northvancouver

EveryChild,EveryDayRichardAllingtonandRachaelGabriel

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 2/3Michelle Hikida

StructuredInquiryAllteacherquesIons

EssenIalquesIonsWhatisthebestpartofyou?Whatareyourgi^s?Whoisthepersonyouwanttobe?

Eachdayreadanewbook,collectedcharacterisIcsofcharactersandmadelists.

WatchedUtubevideos,readmusiclyricscollectedcharacterisIcsofcharactersandaddedtothelists.

Dailystudentschoseabookfromthebasketandread. SharingcircleatendofreadingconnecIonstothe

characterisIcsofcharactersinthebook Whatisthebestpartofyou? Whatareyourgi^s? Whoisthepersonyouwanttobe?

Core Competencies CommunicaIon ThinkingCreaIveCriIcal

PersonalPosiIvepersonal&culturalidenItyPersonalawareness&responsibilitySocialresponsibility

The Sequence GoaltodaystretchyourthinkingandworklikeadetecIveto

usecluestofigurethingsout

EssenIalquesIon:Howdoeswhereyouliveeffecthowyoulive?

Howcanyouanswerthisalready? Partnertalk,thengroupshare

Image:seethinkwonder 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!!

Evidencelanguageusedfromthebeginning

Next Steps Nextday,beginwithanotherimageandanothersentence

toexplode(shouldtakehalftheIme) Movetogroupsof2-3andhaveeachgroupofstudents

explodeadifferentsentence SharethesentencesandaninterpretaIvecommentabout

each Canthestudents,together,movetoreadtheirsentencesin

order? Retypethesame10sentencesas10,7and5.Students

choosewhichtheywantandre-orderthemBME Keeplisteningtothekidsread Readthetext,andreflectonhowwhereyouliveaffects

howyoulive. Repeatprocesswith2otherRoyHenryVickersbooks,

highlighIngcontent.

WhatpracIcewillyouletgoof?Dolessof?

Whatwillyouaddon?