quesnel reading intermediate nov 2016

Teaching Reading: Strategies for Success in the Intermediate

Classroom Quesnel

Nov28,29,2016FayeBrownlie

slideshare.net/fayebrownlie/quesnel.reading.nov2016

•  Reading is thinking.

•  Reading is about understanding and making meaning across disciplines and with different kinds of text.

•  So when we teach reading, our focus is on meaning making – always!!!

What counts? •  Time•  Tasks•  Talk•  Teaching

Without research support!!! •  Weeklyspellinglists•  ComprehensionquesIons

•  Vocabularylists•  Fakereading

Reading Moves: What NOT to Do – Allington, EL, Oct 2014, Vol 72, #2

•  InterrupIngstudentstocorrecttheirmistakesduringoralreading– Moreoralreadingthateverinthepast4decades– Goodreadersreadmoresilentlythanstruggling

•  Twiceasmanywords/minutereadsilently

•  AskedtoreadaloudlessoPen– DifferenceininterrupIon

•  Good:self-regulaIonandwhatmakessense•  Struggling:soundsandleVers

•  Askingstudentslow-levelquesIonsaPerthey’vefinishedreading– “notasinglestudydemonstratesthatthispracIceactuallyleadstoimprovedreadingcomprehension”

– NeedliterateconversaIons• WriIngaPerreading•  HavingconversaIonsabouttextsstudentshaveread•  Higher-orderquesIons

I want to focus on …�

•  Eachlearnerasanindividualandacommunitymember•  Tasksthatareworthwhileandmeaningful•  AFLstrategiesembeddedthroughouttheday•  Balanceintheprogramming:

–  Wholeclass,smallgroup,individual–  MulIplewaysoflearning

•  TimeforcollaboraIon:–  Co-planning–  Co-teaching

•  Maintainingafirm,research-based,pedagogicalfoundaIon

Support for Vulnerable Students

•  Goodclassroomteaching•  Daily1:1orsmallgroupteaching– Wordwork–  ReadingofjustrightorinstrucIonaltext– WriIngaboutreading

Fountas&Pinnell

Opinion Line-Ups •  Reviewthepreviouslesson’sconcepts•  Askstudentstoassumeapointofview•  Presenttheproblem,theneachopIon,oneataIme•  APereachopIon,havestudentsline-upastowhethertheyagree,disagreeoraresomewherein-between

•  HavestudentstalkabouttheirposiIon–  Beginwithseveralvolunteers–  IncreasespeakingopportuniIesasconfidencerises(smallgroups,1:1–withpersonnexttoyouORfoldtheline)

•  Studentsreturntotheirseatsandwritetoexplainwheretheywouldnowbeintheline-upandwhy

Hypothermia

1.  Ifyoufallintoabodyofcoldwater,youwilldiein5-10minutes.

Hypothermia

2.Ifyourcarlandsinabodyofwater,youshouldremoveyourseatbeltandopenthedoor.

Hypothermia

ReadtofindoutwhatProfessorPopsiclewouldsay.

Bepreparedtoshareyourevidence.

JotnotesonwhatisimportanttorememberaboutsavingyourselfincoldwatersituaIons.

Charlotte’s Web �with Brandy Friesen, gr. 4, Hellings •  Strengths:lovethebook!!•  Challenges:– Greatdiversity– ManyELL,severallearningchallenges,2-3withbehaviourchallenges

– Vocabulary– Thinkingandunderstandingtext– Response

•  Timer:whiparound–whathashappenedsofar?Whatdoyouknow?

•  CollectinformaIononawebontheboard.•  Readinginpairs.Bothneedtoreadatleastalineoneachpage.Coacheachother.

•  3postitnotes:quesIons,image,greatlanguage,emoIons–nomorethanoneofeach

•  3minutewrite:friendship

Avocabularysampling…

•  trough•  gander•  slops•  goslings•  orb•  radial

The teachable moment… •  AliVlemapletreeintheswampheardthecricketsongandturnedbrightredwithanxiety.

How can we support our learners in moving beyond the lines in their

written response to text?

•  LeslieLeitch,Nakusp•  Grade6/7•  InpreparaIonforon-lineresponseposts•  Text:AMonsterCalls–PatrickNess

TheSequence

•  Whiparound–catchuponthestory•  Explodethesentence•  Writetoshowyouunderstand–movebeyondaretelling,takearisk,godeep,explainwhywhathappensmaVersandtowhom

•  Shareaphrase,aword,asentencethatispowerfulinyourwriIng

•  Makeaclasslistofwhatcounts•  Usethosephrasestomakeaclassfoundpoem•  Reorganizetwicetomakethepoemflow

Elias

•  Conorseemstohavebeendefeated.HehasbeenoverwhelmedwithnegaIveemoIons,fear,anger,sadness,andpain.HehideshisfeelingswithflatemoIons,andpushesawayallhelp.IthinkheisveryAnxious,becauseofallthepressureputonhimfromthebullies,hismom’ssicknessandpossiblyhismomanddad’sdevorce.HisposiIveemoIonsarebeingstoleneveryImehehasthenightmare.Hisgrandmotherdoesn’thelpeither…

Riley

•  Ithinkthemostimportantthinginthestoryrightknowisthewordsrissinganddarkness.Ithinkrissingmeansthatheisbeginningtofigureouthistruthandwhyitisimportant.Ithinkthetruthisthathismomwilldieandthatiswheretheworddarknesscomesin…

Lucas

•  WhatisgoingoninthelastthreechaptersisthatConor’smomisgeqngworseandworseeverysingletreatment.ConorisgeqngmoreeffectedandangerfromthescarystorytellingmonsterthatisgoingtotellConorthreedifferentstories,ConorisalsogeqngbulliedbyagroupofkidsinschoolwhichiseffecIngConorthesamewayasthescarystorytellingmonsterandhismotherstreatments…

Phoenix

•  Ithinkconorsfeelingnothing.Hedosentseemtofeelverymuch.Howwouldyounowwhathewerefeeling…