chilliwack.primary.meaning making
TRANSCRIPT
If They Are Not Making Meaning, They Are Not Reading!
Chilliwack April 4, 2014 Faye Brownlie
Slideshare.net/fayebrownlie/chilliwack.primary.making meaning
According to teachers, what worked in CR4YR 2012-‐13?
For students who showed major gains, what worked was:
• 1:1 support (this didn’t mean pull out; examples to follow)
• feeling safe and supported; relaJonships
• choice/personalizaJon (kids who struggled the most oLen had the least amount of choice)
• A focus on purpose and meaning
Sharon Jeroski, August 2013 [email protected]
Our key questions:
Did that make sense?
Our key questions:
How did you figure that out?
M – meaning
Does this make sense?
S – language structure Does this sound right?
V – visual informaJon Does this look right?
Strategy Cards – Catching Readers Before They Fall (Johnson & Keier)
“Every Child, Every Day” – Richard Allington and Rachael Gabriel
In EducaJonal Leadership, March 2012
6 elements of instrucJon for ALL students!
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
wriJng. 6. Every child listens to a fluent adult read aloud.
Small Group Reading/Guided Reading
A Daily Menu • Read aloud (model) • Think aloud; shared reading (guided pracJce) • Small group shared reading (guided pracJce) • Individual pracJce (independent pracJce independent applicaJon)
• Writers’ workshop (model) • Shared wriJng – interacJve (guided pracJce) • Independent wriJng (guided pracJce)
Michelle Hikida Diefenbaker Elem., Richmond
• LIF learning support and teacher librarian • School focus on extra support in grade 1 • 2 classroom teachers in 2012-‐13, 3 in 2013-‐14
• Co-‐plan and adjust according to student need
• Set up literacy centres, all reading • On days with no GR, 30 minutes of literacy centres (no RT on these days)
• Focus on thinking and meaning making • Hard – harder – hardest for leveling books • Guided Reading: 2/week in 1 grade 1 class and 1/week in the other
• Beginning of May, changed to 4 Jmes a week in the second class
• All students now reading within expectaJons
45 min. – Guided Reading • Word work
– Word families, words from text, legers, sounds • Few sight words
– Word games – 5 minutes • Strategies of good readers
– Build, review, focus on one • Picture walk • Read alone • Read with teacher • Choose another book to read
– From previous texts, shared texts, can reread • Eyes on print 30 minutes/day
Literacy Centres – Lisa Schwartz • Focus on building a balanced and differenJated literacy program
• Focus on meaning
• MulJple opportuniJes to read
Literacy Centres in FI – Brooke Douglas
• Focus on building a balanced and differenJated literacy program
• Building language skills and vocabulary
K – Building Connections/Response to Reading
• PracJce making connecJons • Choose a symbol • Talk about how this helps our reading • Read together and make connecJons • Students show their connecJons by drawing and wriJng
• with Jessica Chan, Burnaby
Strong NaJons Publishing
Gr 3 Joni Cunningham, Richmond
• Building vocabulary from pictures • Establishing ficJon/non-‐ficJon • PredicJng • Directed drawing • WriJng to retell and connect
The Swaps Who Give away Want
scarecrow hat walking sJck
badger walking sJck ribbon
crow
