Richmond PLN.Feb 2016
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K-7, 2nd in series of quality teaching and learning in inclusive classrooms and schools. Keynote as a wrap around specific sessions. Focus on reading, Allington's framework, 2 strategic sequences.
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Richmond PLN.Feb 2016
- 1. Quality Teaching and Learning in Inclusive Classrooms and Schools Richmond Professional Learning Network Feb 19, 2016 Slideshare.net/fayebrownlie/richmond/ pns/feb
- 2. Shape of the Day • 8:30-10 – Keynote • 10:20-11:05 - Break out #1 • 11:15 - 12:00 - Break out #2 • 12:00 - 12:30 - Lunch • 12:30 - 1:30 Keynote
- 5. Learning Intentions: • I understand research-based pracGce in reading and can recognize these pracGces in my work with students. • I can infuse joy and meaning into the teaching of reading. • I have a plan for a new strategic sequence to use with my students to directly support them as readers and thinkers. • I am beLer able to use formaGve assessment, day by day, in my reading instrucGon.
- 6. Reading is understanding. Reading is thinking. Reading is making sense in disciplines.
- 7. The goal of teaching reading is to create kids who can read and who choose to read.
- 8. We CAN teach all our kids to read. • Struggling readers need to read MORE than non-struggling readers to close the gap. • Struggling readers need to form a mental model of what readers do when reading. • Struggling readers need to read for meaning and joy ☺ • Struggling readers do NOT need worksheets, scripted programs, or more skills pracGce.
- 9. Reading Theory and Practice -the mental model
- 11. What made a difference? • A focus on meaning • 1:1 support within the regular classroom • Belonging – a relaGonship with the teacher • IdenGty – seeing self as a reader • Choice • Teacher collaboraGon
- 25. 3. Every child reads something he or she understands. -at least 2/3 of Gme spent reading and rereading NOT doing isolated skill pracGce or worksheets -build background knowledge before entering the text -read with quesGons in mind
- 34. Why is volcano surfing risky? • Read with the quesGon in mind. • Answer the quesGon, with a partner, orally. • Answer the quesGon in wriGng, using as many of the key terms from the text as possible. Can you give 3 reasons? 4? • In Crazy Challenges – Jill Eggleton • Key Links Literacy
- 37. K – Building Connections/Response to Reading • PracGce making connecGons • Choose a symbol • Talk about how this helps our reading • Read together and make connecGons • Students show their connecGons by drawing and wriGng • with Jessica Chan, Inman, Burnaby
- 47. 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 wriGng. 6. Every child listens to a fluent adult read aloud.
- 48. Resources • Assessment & Instruc=on of ESL Learners – Brownlie, Feniak, & McCarthy, 2004 • Grand Conversa=ons, ThoughFul Responses – a unique approach to literature circles – Brownlie, 2005 • Student Diversity, 2nd ed. – Brownlie, Feniak & Schnellert, 2006 • Reading and Responding, gr. 4,5,&6 – Brownlie & Jeroski, 2006 • It’s All about Thinking – collabora=ng to support all learners (in English, Social Studies and Humani=es) – Brownlie & Schnellert, 2009 • It’s All about Thinking – collabora=ng to support all learners (in Math and Science) - Brownlie, Fullerton & Schnellert, 2011 • Learning in Safe Schools, 2nd ed – Brownlie & King, Oct., 2011