Making a Difference in Reading: Evidence-Based Practices  

Sunshine  Coast,  Session  3    &  4  March  5,  May  7,  2014  

Faye  Brownlie  www.slideshare.net/fayebrownlie/sunshinecoast/inter.sec  

reading/2014    

Michelle Hikida, Librarian, LIF support Rick Hikida, Gr 4/5

CreaDng  a  Plan  Together  the  teachers  choose  an  area  of  focus,  create  a  plan  and  decide  on  the  goals/PLO’s  being  addressed.  

Assessment  for  Learning  The  last  few  minutes  of  each  lesson  is  a  quick  check-­‐in.        What’s  working?      What’s  not?      What’s  next?  

Inquiry Projects, Gr. 4/5  

Format  Once  a  week,  45  minutes,  for  the  enEre  year  

Purpose  • To  engage  students  in  authenEc  reading  and  wriEng  around  topics  of  their  choice.  • To  develop  the  students’  ability  to  ask  quesEons  and  be  able  to  engage  in  mini-­‐inquiries  to  answer  these  wonders/quesEons.  • To  be  able  to  document  their  learning  in  different  ways.  

September-­‐  December  

 Developing  a  Sense  of  Wonder      1.    TesEng  Wonders    (divide  the  class  in  ½  )      -­‐magnets,  bubbles    2.    How  to  Wonders    (whole  class  in  the  library,  Lib  lead)                -­‐origami,  Lego,  magic  tricks,  pom  pom  animals,  science  experiments,      cat’s  cradle,  duct  tape  wallets      -­‐focus:    how  to  read  informaEon  text  to  find  out  something  you        didn’t  know  how  to  do    3.    Research  Wonders    (divided  the  class  in  ½)                -­‐exploring  invesEgaEng,  evaluaEng  different  online  resources      -­‐alternate  lead  roles,  CT  &  Lib,  based  on  familiarity  with  website/app      -­‐introducing  ways  to  document  learning      (30  Hands,  Keynote,  PicCollage,  Power  Point,  Doceri,  Haiku  Deck)    4.    EvaluaEon  Wonders        -­‐guided  pracEce  as  a  whole  class      -­‐individual  wonder  projects      -­‐begin  with  an  “I  wonder…”        

January  -­‐  ??  

We  divided  the  class  in  half  and  we  are  responsible  for  assisEng  our  group  in  developing  their  topic,  checking  in  and  supporEng  their  learning.    15  kids  each.    Easily  able  to  support  each  individually.  

The  students  engage  in  their  own  inquiry  projects.    At  the  end  of  each  project,  they  share  their  learning  with  the  class  and  then  start  again.  

Why do we believe in collaboration?

•  smaller  groups  or  2  teachers  circulaEng  to  meet  the  needs  of  all  the  students  •  shared  learning  •  sharing  the  planning  and  preparaEon  •  collaboraEng  with  others  creates  a  synergy  

**  Rick,  the  CT,  is  now  working  2/week  on  the  inquiry  projects,  the  2nd  period  with  his  RT  

Goal: Reading and Writing with Fluency

•  Grade  8  English  •  Dawnn  Thorsen,  CT  and  Sheryl  Proskiw,  ELD,  Prince  Rupert  Middle  School  

•  Have  co-­‐taught  for  2  years  – TRUST  – All  we  need  is  a  GOAL  – Every  2nd  day  in  both  classes  

•  Both  classes  have  24  kids  •  Both  classes  have  3  kids  on  IEPs  •  Classroom  management  improved  with  daily  20  minutes  of  silent  reading  

•  Class  1  –  Lower  self-­‐esteem  –  18  have  had  ESD  support  at  some  point    

•  Class  2  –  4  students  have  challenged  grade  8  math  –  EA  – More  diversity  

Day 1: Mystery Writing •  Enter  class  to  see  the  scene  of  the  crime  •  5  minute  write  

–  Set  the  scene  –  What  happened?  –  Why?  –  Mood?  

•  Dawnn  modeled  a  start  on  the  board  •  Change  groups  according  to  your  coloured  name  tag  •  Character  (all  names  of  actual  people  in  the  school)  

–  One  reads  the  character’s  point  of  view  –  5  minutes,  add  on  

•  Change  groups  •  Piece  of  evidence  

–  Examine  the  evidence  together  –  5  minutes,  add  on  

•  WriEng  is  collected  as  kids  leave  •  Plenty  of  Eme  for  both  teachers  to  move  around  to  support  and  extend  all  learners  

•  Students  very  on  task  

•  Tomorrow:  –  Teachers  will  have  chosen  one  phrase/line  from  each  writer  

–  Display  for  all  to  see  –  Look  for  strengths  – Move  to  wriEng  own  detecEve  story  

Jo-Anne Goble Gr 5

Walnut Grove, Smithers

Strategies  for:    catching  students  up/    

supporDng  developing  readers/  revisiDng  or  reviewing    

•  Instead of reading text -read student products

•  Instead of writing- respond briefly to student products

•  Instead of writing- read/discuss and decide whether you agree

Student products copied back to back…

read/ respond

How  can  you  use  this?  

Sample  is  not  necessarily  the  best.  Consider    less  text….  …desirable  student…  

Less  daunDng  than  the  assignment.