rupert.reading.jan 2015
TRANSCRIPT
Teaching Reading: what works
The appie session Prince Rupert
Thursday, Jan. 8, 2015 www.slideshare.net/fayebrownlie/rupert/
jan2015
Learning Intentions
• I have polished my mental model of what is effecEve teaching of reading.
• I have a beGer idea of how to use evidence-‐based reading strategies with a colleague.
• I am commiGed to having all my students read with JOY!
• I am leaving with a quesEon and a plan.
Background knowledge has a greater impact on being able to read a text than anything else.
-‐Doug Fisher, Richard Allington
We CAN teach all our kids to read.
• Struggling readers need to read MORE than non-‐struggling readers to close the gap.
• Struggling readers need to form a mental model of what readers do when reading.
• Struggling readers need to read for meaning and joy
• Struggling readers do NOT need worksheets, scripted programs, or more skills pracEce.
Reading Moves: What NOT to Do – Allington, EL, Oct 2014, Vol 72, #2
• InterrupEng students to correct their mistakes during oral reading – More oral reading that ever in the past 4 decades – Good readers read more silently than struggling
• Twice as many words/minute read silently
• Asked to read aloud less oYen – Difference in interrupEon
• Good: self-‐regulaEon and what makes sense • Struggling: sounds and leGers
• Asking students low-‐level quesEons aYer they’ve finished reading – “not a single study demonstrates that this pracEce actually leads to improved reading comprehension”
– Need literate conversaEons • WriEng aYer reading • Having conversaEons about texts students have read • Higher-‐order quesEons
Reading Next: a vision for action and research in middle and high
school literacy – Carnegie Foundation, 2nd ed. 2006
Instructional Improvements 1. Direct, explicit comprehension instrucEon 2. InstrucEon embedded in content 3. MoEvaEon and self-‐directed learning 4. Text-‐based collaboraEve learning 5. Strategic tutoring 6. Diverse texts 7. Intensive wriEng 8. Technology component 9. Ongoing formaEve assessment of students
Infrastructural Improvements
1. Extended Eme for literacy 2. Professional development
3. Ongoing summaEve assessment of students and programs
4. Teacher teams
5. Leadership 6. Comprehensive and coordinated literacy
program
Quick Writes • Give a word • 15 seconds to think • 2-‐3 minutes to write • Word count • Find a phrase, short piece you’d like to share • As the students stand and share, listen for nuggets you might be able to use in some way in your wriEng
• Paint, train – the words we used today
Picture Prompts • Talk to your partner about what you are seeing, wondering, thinking about in this picture…think about how it connects to ‘paint’ and ‘train’
• Share 2-‐3 pictures. • Walk and talk with a partner: what is the story behind the pictures? What is the story/text that is sparked in your thinking by the words, the wriEng, the conversaEon, the pictures.
• Quick write of 10 minutes or so.
• “…preschool children growing up in professional households heard about 1,500 more words per hour than children living in low-‐income environments, creaEng a 32 million word gap between children in poverty and their more affluent peers before even starEng school.”
• Study by BeGy Hart and Todd Risley • “interrupEng the Cycle of Word Poverty”-‐B.J. Overturf, in
Reading Today, Nov/Dec 2014
Poverty by the Numbers in Issues 21, Poverty (Scholastic)
• EsEmated number of youth across Canada who were homeless in 2009
• Difference in years In life expectancy between someone living in the poorest neighbourhood and someone living in the richest neighbourhood in Hamilton, ON
• %age of Canadian children who live in poverty, according to a 2012 study by UNICEF
• %age of people in the world who live on less than $10/day