langley primary#3 april, 2016
TRANSCRIPT
Igniting a Passion for Literacy: Excellence in Literacy Instruction
LangleyPrimaryTeamsOct5,2015,Feb23,Apr5,2016
FayeBrownliewww.slideshare.net/fayebrownlie/
langleyprimary#3
As we begin our last term… • A#erthedatacollec-onandstudentreadinglevelshave
beenestablished,howisthedataanalyzed?
• Strengthsandareastostrengthenfortheclass?• Strengthsandareastostrengthenforthesmallgroups?• Strengthsandareastostrengthenforeachstudent?
• Whoanalyzestheinforma-on?• Howisitshared?• Howdoyouknowthatyourteachingismakinga
difference?• Whenyouanalyzehowastudentspends-meduringthe
day,inliteracysitua-ons,whatisthefocusofthe-me?
Our vulnerable children deserve teachers who believe in each child’s ability to learn and
teachers who believe they have the skills to teach each and
every child.
Where do your most vulnerable students spend their time?
Thestrugglingreader,nomaCerwhatgradethechildisin,hasnotbuiltanefficientreadingprocesssystemtomakemeaningfromtextsorhelphimorhersolveproblemswhenstuck…
Forteachers,thatmeanslearninghowtoteachinsupportofthechildasheorshegainsmorecontrolofstrategicac-ons. -Johnson&Keier
• “Thismaybesurprising,butthereisagrowingbodyofresearchshowingnoconsistentrelaHonshipbetweenstudent-textmatchingandlearning.”
• “ExceptfortheearliermenHonedO’Connorstudy,andthatonlywithbeginningreadinglevels,thereisnocredibleevidencesupporHnglearningbenefitsfromteachingkidsattheir[reading]levels.”
Tim Shanahan, “Should We Teach Students at Their Reading Levels?” – Reading Today, Sept/Oct, 2014 (Summary of research address at IRA, New Orleans, 2014)
98% on grade level at year end:Mathes,etal(2004);Vellu-no,etal(1996);
Phillips,etal(1998)
• Everysuccessfulinterven-onstudyusedeither1-1experttutoringor1-3verysmallgroupexpertreadinginstruc-on.
• Noneofthestudiesusedascriptedreadingprogram.
• Allhadstudentsengagedinreading2/3ofthelesson.
Only1outof153beginningreadingprogramsmadeadifferenceinachievement.
*Iftheprogramisnotlisted,thereisnoreliableresearchtosupportit.R.Allington,2012
WhatWorksClearinghouse,asquotedinEduca-onWeek,August15,2007
M–meaning
Doesthismakesense?
S–languagestructureDoesthissoundright?
V–visualinforma-onDoesthislookright?
Howdidyoufigurethatout?
Charlotte’s Web �with Brandy Friesen, gr. 4, Delta
• Strengths:lovethebook!!• Challenges:– Greatdiversity– ManyELL,severallearningchallenges,2-3withbehaviourchallenges
– Vocabulary– Thinkingandunderstandingtext– Response
• Timer:whiparound–whathashappenedsofar?Whatdoyouknow?
• Readinginpairs.Bothneedtoreadatleastalineoneachpage.Coacheachother.
• 3postitnotes:ques-ons,image,greatlanguage,emo-ons–nomorethanoneofeach
• 3minutewrite:friendship
The teachable moment… • AliClemapletreeintheswampheardthecricketsongandturnedbrightredwithanxiety.
The Life Cycle of a Salmon�Jennifer Forbes & Cathy Van der Mark,
Gr. 3, Smithers
LearningInten-on:-iden-fypowerfulwordstoincreaseourvocabularywhendescribingthelifecycleofasalmon
2hours
• Partnertalk–reviewlifecycle• Introducenewvocabulary• Predictfrombookcover
• Thinkingpagetocollectwords,3chunks1)Sumifeels,seesandhears2)Sumi’senvironment
3)choose:either1or2ORSumi’schanges
• A#ereachchunk,studentssharetheirwordswiththeirpartner,thenteachercollectsasaclass
• Write,usingpowerfulwordstoshowhowSumi:– Feels,sees,hears– Changesphysically– Herenvironment••Circleyourpowerfulwords
• haunches• cedar• secreted• lingered• mucous• fragrance• algae• larvae
Bothlessons:75minutes,a#erlunch☺
• MundyRoadwithKris-neWong,gr.1– Focusonbeginning,middle,end
• 9EALstudents• 1veryyoungstudent
• BlakeburnwithLoriClerkson,gr.1– Focusonstorystarters,movingbeyond‘Idid,Idid,Idid…”
• SylviaBisbee–RobertsCreek,gr.1