Transcript Literacy in the Middle Years with Faye Brownlie

Literacy in the Middle Years
with Faye Brownlie
Webcast
October 7, 2004
Host: B.C. Ministry of Education in
Coquitlam SD #43
Part 2: Innovations in Professional Growth
Public Education and Webcasting in BC:
Oct 2004 to May 2005
What Helps Students Learn?
1. Classroom Management
- active participation
What Helps Students Learn?
2. Metacognition
- students’ ability to plan with,
monitor, and use learning
strategies
What Helps Students Learn?
3. Background Knowledge
- building cognitive development
– how much you know influences
how much more you learn
What Helps Students Learn?
4. Home Environment/Parental Support
- ensuring completion of homework
What Helps Students Learn?
5. Student/Teacher Social Interaction
- positive student response to teacher and
to each other
• Wang, Haertel, Walberg. Educational Leadership,
51, 4 Dec. 93/Jan.94
Bucharest, September. 22 (Reuters)
Hundreds of Romanian schoolchildren
walked out of classes on Wednesday for
the second day running and thronged
government offices to denounce the
inclusion of mathematics as a compulsory
subject.
“We want justice, not maths exams,” read
a banner carried aloft by pupils outside the
colonnaded government headquarters.
The protesters were pupils in the final year
of high school studies specialized in
chemistry, physics and biology who say
their workload is too heavy to study
mathematics properly.
Under an education law passed this year
to adapt post-communist education to
Western standards, science students must
pass a mathematics examination plus
other subject to secure their
‘baccalaureat’, required for further studies.
“We don’t like mathematics and we don’t
need it to develop our skills,” a teenage
girl told a private television station.
Officials said they had no intention of
changing curricula.
Common Features of Effective Literacy Instruction
“The 6 ‘T’s”
1.
2.
3.
4.
5.
6.
Time
Texts
Teaching
Talk
Tasks
Testing
Allington, R. (2002). What I’ve learned from about effective reading
instruction – From a decade of studying exemplary
elementary classroom teachers. Phi delta kappan. 83(10)
ENTRY
PAID TO
AMOUNT
8/30/03
a baby shop 148.00
L. Exeter
9/02/03
a hospital
L. Exeter
100.00
SIGNED
10/03/03
a physician
475.00
L.Exeter, Sr
12/10/03
a toy company
83.20
L.Exeter, Sr
10/06/09
a private school
1250.00
L.Exeter, Sr
08/06/15
military academy
2150.00
L.Exeter, Sr
09/03/21
Cadillac dealer
3885.00
L.Exeter, Sr
09/07/21
auto repair shop
228.75
L.Exeter, Sr
01/06/23
Miss Daisy Windsor 25000.00
L.Exeter, Sr
07/06/23
French Line
L.Exeter, Sr
23/08/23
Banque de France
585.00
5000.00
L.Exeter, Sr
“Ordeal by Cheque” - Vanity Fair, 1939
Cognitive Confidence
Allows students to…
• comprehend texts
• monitor their understanding
• determine meaning of words
• read with fluency
• the skills and strategies of reading
Social and Emotional
Confidence
Allows students to…
• be willing and active participants in a
community of readers
• read for enjoyment and information
• have a positive attitude toward reading and
other readers
• readers who read
Text Confidence
Allows students to…
• develop the stamina to continue reading difficult texts
• find authors and genre that interest them
• stick-with-it-ness
Strategies Used by Good Readers
and Writers:
1.
2.
3.
4.
5.
6.
7.
Activating background knowledge and making connections
between new and known information.
Self-questioning the text to clarify ambiguity and deepen
understanding.
Drawing inferences from the text using background
knowledge and clues from the text.
Determining importance in text to separate details from
main ideas.
Employing fix-up strategies to repair confusion.
Using sensory images to enhance comprehension and
visualize reading.
Synthesizing and extending thinking.
Do I Really Have to Teach Reading? Chris Tovani adapted from P.
David Pearson, 1992
Strategies to “Fix Up” Confusion
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Make a connection between the text and:
your life, your knowledge of the world, another text
Make a prediction.
Stop and think about what you have already read.
Ask yourself a question and try to answer it.
Reflect in writing on what you have read.
Visualize.
Use print conventions.
Retell what you have read.
Reread.
Notice patterns in text structure.
The Instructional Cycle
• Modelling/Direct Instruction
• Guided Practice
• Independent Practice
• Independent Application
Jeroski(1992), Harvey (2004)
Standard Reading Assessment
• Overview
• Sample reading passages. Gr. 4-9
• Passages from Reading and Responding (Jeroski, Brownlie, &
Kaser – Nelson Canada Publishers) and Assessment and
Instruction of ESL Learners (Brownlie, Feniak, & McCarthy –
Portage and Main Publishers – GR. 9 passage)
• As described in Student Diversity – Brownlie, Feniak
(Pembroke Publishers)
• A classroom reading assessment tool, useful in
monitoring student progress and planning for instruction
guided by the B.C. Performance Standards for Reading
www.bced.gov.bc.ca/perf_stands
Reading Assessment Process
• Step 1: Students receive a common passage of
text to read.
• Step 2: While students are reading, teacher
moves from student to student, listening to them
read while recording the student’s reading on the
student’s sheet. (miscue analysis)
-before handing student text back teacher writes a
compliment on it about the student’s reading.
Miscue Analysis
•
•
•
•
•
•
•
•
•
Omissions
Repetitions
Substitutions
Insertions
Reversal
dk – don’t know (gave word)
s/c – self corrects
S0 – sounds out
-- - pause
Reading Assessment Process continued
• Step 3: Collect responses and score according
to Quick Scale of Reading Performance
Standards – Literature or Information, keep a
month to month record in different colours.
Patterns that emerge become focus of
instruction.
• Step 4: Generating criteria with student work.
Choose 4 or 5 responses demonstrating
different strengths from a wide range of
students.
Reading Assessment Process continued
• Step 5: The next 2 months
• Students revisit criteria
• Assessment process is repeated
• After the process student invited to look back at
previous responses
Reading Assessment Hints
• Inform the students of the topic BEFORE they read.
• Give the students time to think of what they already know about the
topic.
• Explain the coding system for miscue analysis to
intermediate/middle and secondary students.
• Plan a SHORT, practice oral reading sample.
• Be sure to give students a CLEAN copy of the text to read.
• Make sure students know it’s NOT for marks.
• Begin the year with Information not narrative
• Response question could be: “Using your ideas, images and
feelings, show me you understand…
Student Response Sheet
1. Connections
2. Summarizing
3. Inferring
4. Reflecting
Sample Reading Assessment
Hot Air to Spare
• Your package should have…
• Story with miscue analysis (teacher writing)
• Student response sheet with student writing
• Quick scale: Grade 6 Reading for
Information
• Worksheet: Grade 6 Reading for Information
Hot Air to Spare
Miscue Analysis
• -fluent, hesitant
• When the captain of OWL I, John (stopped to ask
question) Sena, said he’d meet us at the rally field at
6:00 a.m., I thought he was joking. But he was deadly
serious. That’s the best time to ride (in) a balloon. The
air is cool and clam before the sun has a chance to
heat it and stir up some air turbu(bull)lance. The cooler
the air, of course, the greater the difference between
the air temperature and the hot air inside the balloon
so the easier it is for the balloon to rise. This (is)
morning the temperature registers a cool 0C(hes.)
(32F). “Perfect,” says John. “Brrr,” say Tricia(Theresa)
and me.
On-Grade Reading Passages
•
•
•
•
•
•
Visit to a Wolf Den – Grade 4
Lending a Paw – Grade 5
Hot Air to Spare – Grade 6
Pollution Blamed for Seal Deaths – Grade 7
Shadows on a Sword – Grade 8
Toxic Air – Grade 9
International Reading
Association
1999
Adolescent Literacy: A Position Statement
Principles for supporting adolescents’
literacy growth:
1.
2.
3.
4.
Access to a wide variety of reading material that they
can and want to read.
Instruction that builds both the skills and desire to read
increasingly complex materials.
Assessment that shows them their strengths as well as
their needs and that guides their teachers to design
instruction that will best help them grow as readers.
Expert teachers who model and provide explicit
instruction in reading comprehension and study
strategies across the curriculum.
Principles for supporting adolescents’
literacy growth continued:
5. Reading specialists who assist undividual students
having difficulty learning how to read.
6. Teachers who understand the complexities of individual
adolescent readers, respect their differences, and
respond to their characteristics.
7. Homes, communities, and a nation that support their
efforts to achieve advanced levels of literacy and
provide the support necessary for them to succeed.
Bibliography
Allington, Richard and Peter H. Johnston. Reading to
Learn. Guildford Press, 2002.
Beers, Kylene. When Kids Can’t Read What Teachers
Can Do. Heinemann, 2003.
Brownlie, Faye and Catherine Feniak. Student Diversity.
Pembroke Publishers, 1998.
Harvey, Stephanie. Nonfiction Matters. Stenhouse
Publishers, 2000.
Tovani, Chris. I Read It, But I Don’t Get It. Stenhouse
Publishers, 2000.
Tovani, Chris. Do I Really Have to Teach Reading?
Stenhouse Publishers, 2004.