Campbell River Reading Research.Feb

Campbell River Reading Research.Feb

• 1.
  Elementary School Teams CampbellRiver February 26, 2019 Faye Brownlie
• 2.
  Ministry of Education’sDefinition of Literacy Literacy is the ability and willingness to make meaning from text and express oneself in a variety of modes and for a variety of purposes. Literacy includes making connections, analyzing critically, comprehending, creating, and communicating. B.C. Ministry of Education, 2017 2
• 3.
  Story is atthe heart of reading and writing. Reading and writing grow through interaction with others. We are all readers, writers, thinkers.
• 4.
  “Every Child, EveryDay” – Richard Allington and Rachael Gabriel In Educational Leadership, March 2012 6 elements of instruction for ALL students!
• 5.
  1. Every childreads something he or she chooses. 2. Every child reads accurately. 3. Every child reads something he or she understands. 4. Every child writes about something personally meaningful. 5. Every child talks with peers about reading and writing. 6. Every child listens to a fluent adult read aloud.
• 6.
  Beyond the Numbers:Using Data for Instructional Decision Making Literacy Leadership Brief, ILA, 2018 Rather than data driving the decision making, student learning goals should drive what data are collected and how they are used. *EPRA provides a situation for us to collect information about students’ learning.
• 7.
  • Data providesinsights about student learning by acting as • A portrait • Make decisions about placement and instruction based on numbers • Make decisions based on information for instruction based on observations, oral reading, student background, formative assessments, conferences • A highlighter • Of strengths and gaps – guides instruction • Data gathered during learning activities, day by day, in the moment • A springboard • To ask more questions • To investigate instructional gaps
• 8.
  Reading Fluently DoesNot Mean Reading Fast Literacy Leadership Brief, ILA, 2018 • Fluency • Reasonably accurate reading, at an appropriate rate, with suitable expression, that leads to accurate and deep comprehension and motivation to read • Hasbrouck & Glaser, 2012, p.13
• 9.
  The Power andPromise of Read-Alouds and Independent Reading Literacy Leadership Brief, ILA, 2018 • Read alouds • From a variety of genres • Invitation into the world of text, building vocabulary and background knowledge, modeling thinking and engagement with text • Complex instructional interactions • Independent reading • Self-selected text • Explicit instruction about what, why, and how readers read • Teacher monitoring and support during the reading • Authentic conversation about what the students are reading • Build engagement, motivation and joy in reading. • “…the best readers are those who read the most and the poorest readers are those who read the least.”
• 10.
  National Reading Panel,2000 • Phonics should not become the dominant component in a reading program, neither in the amount of time devoted to it nor in the sig- nificance attached. It is important to evaluate children’s reading competence in many ways, not only by their phonics skills but also by their interest in books and their ability to understand information that is read to them. By emphasizing all of the processes that contribute to growth in reading, teachers will have the best chance of making every child a reader. (pp. 2-96–97)
• 11.
  Dsylexia – responseto the IDA Research Advisory Addendum, ILA, 2016 • …there is abundant research documenting that teachers, not programs, are the most powerful in-school influence on student success (e.g., Konstantopoulos & Sun, 2012; Nye, Konstantopolous, & Hedges, 2004; Tivnan & Hemphill, 2005). Teachers need to know how to teach literacy well and how to respond when students do not develop literacy as quickly as expected. Teaching well requires being able to plan and provide instruction that is responsive to what students know and are able to do across the many aspects of literacy learning.
• 12.
  • Listening toa child read should give you information to guide your instruction. • What patterns do you notice? • What strengths/strategies does the reader demonstrate? • Is the reader self-monitoring? • Is the reader creating meaning?
• 13.
  Dsylexia Research Advisory, ILA,2016 • research indicates that most students who experience literacy problems in their early years do not ultimately have long-term difficulties when appropriate instruction and intervention are provided. In fact, interventions that are appropriately responsive {and engaging} to individual needs have been shown to reduce the number of children with continuing difficulties in reading to below 2% of the population (Vellutino et al., 2000).
• 14.
  Fountas and Pinnell– interviewed in the School Library Journal, Oct 15, 2017 • It is our belief that levels have no place in classroom libraries, in school libraries, in public libraries, or on report cards…. • We designed the F&P Level Gradient to help teachers think more analytically about the characteristics of texts and their demands on the reading process.
• 15.
  • The goalwas for each teacher to learn about the characteristics of each level to inform their decisions in teaching … • We created the levels for books, and not as labels for children…