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Making a Difference in Reading – Evidence-Based Practices
PITA 2013 October 24
Faye Brownlie www.slideshare.net/fayebrownlie
Learning Intentions • I can find evidence of current reading research and the big ideas of literacy in my pracFce and become curious about incorporaFng a pracFce that is different to me
• I am leaving with a quesFon and a plan
“Every Child, Every Day” – Richard Allington and Rachael Gabriel
In EducaFonal Leadership, March 2012
6 elements of instrucFon for ALL students!
1. Every child reads something he or she chooses.
2. Every child reads accurately.
-‐intensity and volume count!
-‐98% accuracy
-‐less than 90% accuracy, doesn’t improve reading at all
M – meaning
Does this make sense?
S – language structure Does this sound right?
V – visual informaFon Does this look right?
3. Every child reads something he or she understands. -‐at least 2/3 of Fme spent reading and rereading NOT doing isolated skill pracFce or worksheets -‐build background knowledge before entering the text -‐read with quesFons in mind
4. Every child writes about something personally meaningful. -‐connected to text -‐connected to themselves -‐real purpose, real audience
Gr 4/5 • QuesFoning from pictures • Sort and predict
• Quadrants of a thought
• Concept map
5. Every child talks with peers about reading and wriFng.
Think Aloud
• Gradual release • Builds interest and background knowledge • Builds oral language • Introduces key concepts and vocabulary • Builds quesFons • Models and pracFces ‘close’ reading
1975: Year of the Cat
Today is Tet,
the first day
of the lunar calendar.
Every Tet we eat sugary lotus seeds
and luFnous rice cakes.
We wear all new clothes,
even underneath.
Mother warns how we act today
foretells the whole year.
Everyone must smile No mager how we feel.
No one can sweep,
for why sweep away hope?
No one can splash water,
for why spash away joy?
6. Every child listens to a fluent adult read aloud.
-‐different kinds of text
-‐with some commentary
1. Every child reads 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
wriFng. 6. Every child listens to a fluent adult read aloud.
“Achievement Now” - Alfred Tatum, DeKalb, Illinois
• Kids could travel throughout the day and read less than 3 pages of text -‐ in a high achieving high school
• Kids could go to the school and become smarter, but not become beger readers
• Brownlie, Fullerton, Schnellert – It’s All about Thinking – Collabora5ng to support all learners in Math & Science, 2011
• Brownlie, King -‐ Learning in Safe Schools – Crea5ng classrooms where all students belong, 2nd ed, Pembroke Publishers, 2011
• Brownlie, Schnellert – It’s All about Thinking – Collabora5ng to support all learners in English & Humani5es, 2009
• Brownlie, Feniak, Schnellert -‐ Student Diversity, 2nd ed., Pembroke Pub., 2006
• Brownlie, Jeroski – Reading and Responding, grades 4-‐6, 2nd ediFon, Nelson, 2006
• Brownlie -‐ Grand Conversa5ons, Portage and Main Press, 2005
• Brownlie,Feniak, McCarthy -‐ Instruc5on and Assessment of ESL Learners, Portage and Main Press, 2004