A Systems Look at Reading Growth, Continuing the

Conversation MRCL

Nov4,5,2015,Feb16,2016FayeBrownlie

h<p://www.slideshare.net/FayeBrownlie/mrlc.nov.reading

Learning Intentions-Oct 2015 •  Ihaveabe<erunderstandingofhowtousethedatafrommyreadingassessmentstoguidemyteaching.

•  Wehaveaplantouseaperformance-basedreadingassessment.

•  IhaveaplantousetheIEYEtohelpguidemyinstrucNon.

•  Iambe<erabletouseformaNveassessment,daybyday,inmyreadinginstrucNon.

•  Asateam,wecandescribewhatcountsinqualityreadingandhowtoteachtowardthisforallstudents.

Learning Intentions-Feb 2016 •  Ihaveabe<erunderstandingofhowtousethedatafrommyreadingassessmentstoguidemyteaching.

•  Ihaveaplanforanewstrategicsequencetousewithmystudentstodirectlysupportthemasreadersandthinkers.

•  IhaveaplantousetheIEYEtohelpguidemyinstrucNon.

•  Iambe<erabletouseformaNveassessment,daybyday,inmyreadinginstrucNon.

•  Whathaveyoutried?•  Howdiditgo?•  WhatdidyounoNceabouttheresultsforyourlearners?

•  10minutestotellyourstorytosomeoneNOTatyourtable

•  15minutestoshareyourstoriesandwhatyoulearnedfromothersATyourtable

Reading is understanding.�Reading is thinking.�

Reading is making sense in disciplines.�

•  LanguageartscurriculaacrossCanadaidenNfy -comprehension, -interpretaNon, -responseandreflecNon

asmajororganizingaspectsofreadingliteracy.

•  PCAP2013ContextualReport

Comprehension:

•  StudentsunderstandtheexplicitandimplicitinformaNonprovidedbythetext.InparNculartheyunderstandthevocabulary,parts,elements,andeventsofthetext.

Interpreta0on:

•  Studentsmakemeaningbyanalyzingandsynthesizingtheparts/elements/eventstodevelopabroaderperspecNveand/ormeaningforthetext.TheymayidenNfytheme/thesisandsupportthatwithreferencestodetails,events,symbols,pa<erns,and/ortextfeatures.

Responsetotext:

•  Inresponding,thereadersengagewiththetextinmanyways:bymakingpersonalconnecNonsbetweenaspectsofthetextandtheirownreal/vicarious/priorexperiences,knowledge,values,and/orpointsofview;byrespondingemoNonallytocentralideasoraspectsofthetext;and/orbytakinganevaluaNvestanceaboutthequalityorvalueofthetext,possiblyinrelaNontoothertextsand/orsocialorculturalfactors.

Reading Assessment •  Thegoalofteachingreadingistocreatereaderswhoreadwithunderstandingandwhochoosetoread.

•  ThegoalofaformaNvereadingassessmentistodeterminethestrengthsandareastostrengthenofastudent’sreadingwithunderstanding.

Is your data collection counter-productive to good instruction?

Fountas&Pinnell

•  Measureaccuracy,fluency,comprehension,independentreadinglevel,instrucNonalreadinglevel

•  Goal:instrucNonalreadinglevel

•  Somedistrictsmeasureallstudentsinthefallandinthespring,somemeasure4Nmesayear.

•  IstheretoomuchmeasuringandnotenoughresponsetotheinformaNon?Areweseangteaching/learninggoalsfromthisdata–orsimplycollecNnglevels/numbers?

•  Ifwewanttochangeachievement,wemustchangeinstrucNon.

Some points to consider: •  ItisnottheaccuracythatissoimportantitiswhatyounoNceintermsofreadingbehavioursoyoucanusethisinformaNontoteachwith.

•  M–meaning– Didthatmakesense?

•  S–sound,syntax– Didthatsoundright?

•  V–visual– Didthatlookright?

•  SelfcorrecNon–  “Inthehighlyproficientreaderaroundthemiddleofgrade2,wewouldnotexpecttohearagreatdealofovertself-correcNonifthereadingistakingplacewithease.”

•  Isthestudentmonitoringforsense?•  StudentsbeforeLevelL(midgrade2)need90%accuracy;alerneed95%–  Astextsbecomelonger,readersneedtoaccuratelyprocessinordertomaintainthemeaningandhavebuiltupmoreautomaNcitywithrecognizingwords.

•  ComprehensionconversaNon– 3levelsofquesNons

• Withinthetext•  Beyondthetext•  Aboutthetext

AretheselevelsofquesNonsreflectedinyouron-goingreadingwiththestudents?

20 minutes •  AlerthedatacollecNonandstudentreadinglevelshave

beenestablished,howisthedataanalyzed?•  Strengthsandareastostrengthenforeachstudent?•  Strengthsandareastostrengthenforthesmallgroups?•  Strengthsandareastostrengthenfortheclass?•  WhoanalyzestheinformaNon?•  Howisitshared?•  Howdoyouknowthatyourteachingismakinga

difference?•  WhenyouanalyzehowastudentspendsNmeduringthe

day,inliteracysituaNons,whatisthefocusoftheNme?

Support for Vulnerable Students

•  Goodclassroomteaching•  Daily1:1orsmallgroupteaching– Wordwork–  ReadingofjustrightorinstrucNonaltext– WriNngaboutreading

Fountas&Pinnell

Sharon Hoffinger, 6/7, �Cougar Canyon

•  Inquiry-basedlearningwithafocusonskills:– Accessing,comprehendingandsynthesizinginformaNon

– Newmeaningfromnewandpriorknowledge

– ThinkcriNcally,creaNvely,andreflecNvelyaboutthenewlearning

HowcanIusemynewknowledgetotransformmythinkingormyacNons?•  Modeled:

–  noNce,think,wonderwithapicture•  Studentsingroupsof3–noNce,think,wonder•  Addonto2ndpicture.•  Shareoutwhatisgoingoninyourpicture,2thingsyounoNced,1quesNon.

•  Modeled:–  explodethesentence

•  Explodeanothersentenceinsmallgroups.•  Explaintoanadultwhatyounowthinkishappening.

ThreeSyrianbrothers,anewlifeinEuropebringstrialsandtriumphs.

5week,8countries,3400kilometers.

Globe,Nov20,2015NewLinkh<p://www.theglobeandmail.com/news/world/for-three-syrian-brothers-a-new-start-in-europe-and-a-host-of-new-challengestoo/arNcle27393837/

•  Herehewas,inaplacewithconstantelectricity,hewouldtellhimself,whilehismotherandfatherlivedbycandlelight.

Response to Poetry – Gr 10�with Susan Telfer, Gibsons

•  Day1:Asaclass,reviewtheperformancestandard,readapoem,takenotes,discussinsmallgroups,reporttoclass,writeresponse

•  Day2:-choiceof3poems

-takenotes

-discussingroups Day3&4:

-reporttoclass -individualresponse

-writeresponse -peer&selffeedback

•  “WhatHeTookwithHim”•  “ShortorderCook”•  “Terry”

Images QuesNons

Feelings/emoNons QuotaNons

ConnecNons:

ReflecNons:

Short order Cook – Jim Daniels Anaveragejoecomesinandordersthirtycheeseburgersandthirty

fries.

IwaitforhimtopaybeforeIstartcooking.Hepays.Heain’tnoaveragejoe.

Thegrillisjustbigenoughfortenrowsofthree.

Islaptheburgersdownthrowtwobucketsoffriesinthedeepfrierandtheypoppopspitspit…pss…

Thecountergirlslaugh.Iconcentrate.Itisthecrucialpoint–Theyarereadyforthecheese:myfingersshakeasItearoffslices

tossthemontheburgers/friesdone/dump/

refillbuckets/burgersready/flipintobuns/beatthatmelNngcheese/wrapburgersin

plasNc/intopaperbags/friesdone/dump/fillthirty

bags/bringthemtothecounter/wipesweaton

sleeveandsmileatthecountergirls.Ipuffmychestoutandbellow:“Thirtycheeseburgers,thirtyfries!”Theylookatmefunny.Igrabahandfulofice,tossitinmymouthdoali<ledanceandwalkbacktothegrill.Pressure,responsibility,success,Thirtycheeseburgers,thirtyfries.

Short-Order Cook response Ibelievethatthispoemisaboutsomethingdeeperthanjust

burgers.Ithinkthattheauthorissymbolizingthatthereisahugechallengeaheadandyoucandoanythingyouputyourmindto.IthinkpracNcemakesperfectandthatisexactlywhattheauthoristryingtosaybecausethecookhadtotrainhardforthis.IcanconnecttothisbecauseIplaybasketballandIhavetopracNcealot.Whenitsays‘Pressure,responsibility,success’IthinkthatitmeanshehadPRESSUREtogetitdone,aRESPONSABILITYtogetitdone,andhewasSUCCESSFUL.Theauthorwastryingtotellyouthatifyouaredeterminedifdoesn’tma<erifpeoplearebringingyoudown,youcangetthroughit,andthecookprovedthat.

6Thesixresponseissuperiorinitsdepthofdiscussionandsynthesisofideas.Demonstratesaninsighuul

understandingofthetextsataninterpreNvelevel.Maymakeinferences.Mayshowunderstandingofliterarytechniquesappropriatetogenre.Support,explicitorimplicit,isthoughuulandwell-integrated.Despiteitsclarity,responseneednotbeflawless.

5Thefiveresponseisproficientinitsdepthofdiscussionandsynthesisofideas.Demonstratesaclear

understandingofthetextsataninterpreNvelevel.Mayshowunderstandingofliterarytechniquesappropriatetogenre.Support,explicitorimplicit,isconvincingandrelevant.

4Thefourresponseiscompetentinitsdiscussionofideas.Demonstratessomeunderstandingofthetextsatan

interpreNvelevel.Responseisorganizedandstraighuorward,butmaymisssubtleorcomplexideas.Supportedbyrelevantdetailsfromthetexts.

3Thethreeresponseissomewhatadequateinitsdiscussionofideas.Demonstratessomeunderstandingofthe

textsataliterallevel.Responsemaybeunclear,incompleteorlackdetail.AsserNonsareolensimplisNcorunevenlydeveloped.Supportmayconsistoflongreferencestothetextswhicharenotclearlyconnectedtothecentralidea.

2Thetworesponseisinadequate.Demonstratesamisreadingorsignificantmisunderstandingofthetextsor

task.Responsemaybeincompleteorrestatementsoftexts,orconsistsofunderdeveloped,limitedideas.Supportisabsentorflawed,withli<leevidenceofrelaNonshipsorconnecNons.DoesnotmeettheexpectaNonsofthetask.

1Theoneresponseisunacceptable.Demonstratesamisreadingorsignificantmisunderstandingofthetexts,or

task.Responsemaybeirrelevant.NoevidenceofsupportorconnecNonsbetweenideas.MaybetooshorttomeettherequirementsofthequesNon.

0Makesnoa<empttoaddressthetopicorsimplyrestatesthequesNon.

Note:Thisisafirst-dra@responseandshouldbeassessedassuch.

TheresponseistobeassessedholisBcally.WriBngconvenBonsaretobeconsideredonlytotheextentthattheyimpedemeaning.

AvarietyoftypesofresponsessuchasgraphicrepresentaBons,tablesorlistsareacceptableandshallbeassessedaccordingtotherubric.

Studentswhodonotdiscussbothpassageswillreceiveamaximumscalepointof4.

Transportation �Now and then�An ABC Book�

-Leigh Hambly & Kirsten Philips

DoubledutchBooks

Aa airplane

Ll limousine

•  Modeltogether– AnswertheleadingquesNon– Brainstorm“Didyouknow?”for‘now’and‘then’– Readtocompare– Researchtofindtheanswerto“Iwonder”– Whatotherwondersdoyouhave?

•  WorkinpartnerstolearnabouteachmodeoftransportaNonandpresenttoothers

K – Building Connections/Response to Reading

•  PracNcemakingconnecNons•  Chooseasymbol•  Talkabouthowthishelpsourreading•  ReadtogetherandmakeconnecNons•  StudentsshowtheirconnecNonsbydrawingandwriNng

•  withJessicaChan,Inman,Burnaby