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Faye Brownlie, march2, 2013
The document discusses evidence-based practices for teaching reading. It summarizes research showing that effective reading instruction involves students spending most of their time reading texts they choose independently and with peers, writing about what they read, and engaging in discussions. The research also emphasizes accuracy and comprehension over isolated skill-drills. The document advocates collaborative teaching approaches and adjusting practices based on evidence rather than scripts. It provides specific examples of practices found to help students read proficiently by the end of first grade.
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- 1. Making a Differencein Reading: Evidence-Based Practices Based on CHANGING RESULTS FOR YOUNG READERS SYMPOSIUM March 2, 2013 RICHMOND HILTON HOTEL Faye Brownlie www.slideshare.net
- 2. 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
- 3. • What wouldhappen if… • Belief • Practice
- 4. “Every Child, Every Day” – Richard Allington and Rachael Gabriel In Educa6onal Leadership, March 2012 6 elements of instruc6on for ALL students!
- 5. 1. Every child reads something he or she chooses.
- 6. 2. Every child reads accurately. -‐intensity and volume count! -‐98% accuracy -‐less than 90% accuracy, doesn’t improve reading at all
- 7. Browsing Books –Lisa Schwartz, Michelle Hikida, Tait Elementary
- 10. 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
- 11. 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
- 12. M – meaning Does this make sense? S – language structure Does this sound right? V – visual informa6on Does this look right?
- 13. 4. Every child writes about something personally meaningful. -‐connected to text -‐connected to themselves -‐real purpose, real audience
- 14. 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
- 28. 5. Every child talks with peers about reading and wri6ng.
- 29. 6. Every child listens to a fluent adult read aloud. -‐different kinds of text -‐with some commentary
- 30. 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
- 31. 98% on gradelevel 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.
- 32. -‐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
- 33. Worksheets • Don’t underes6mate the child’s capacity. • How complex is this task? • Is this making meaning or matching thinking?
- 34. No plan, nopoint
- 35. 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
- 36. Goal: to support students in working effec6vely in the classroom environment
- 37. 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.
- 38. • 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