Afternoon session on evidence-based reading practices for grades K-9. Session framed by Allington and Gabriel's 6 daily practices for all learners.

1. Quality Reading Instruction:
Evidence-Based Practice
Sunshine
Coast
Pro
D
a0ernoon
Sept
23,
2013
Faye
Brownlie
www.slideshare.net

2. Learning Intentions
• I
can
find
evidence
of
current
reading
research
and
the
big
ideas
of
literacy
in
my
pracFce
and
become
curious
about
incorporaFng
a
pracFce
that
is
different
to
me
• I
am
leaving
with
a
quesFon
and
a
plan

3. “Every
Child,
Every
Day”
–
Richard
Allington
and
Rachael
Gabriel
In
EducaFonal
Leadership,
March
2012
6
elements
of
instrucFon
for
ALL
students!

4. 1.
Every
child
reads
something
he
or
she
chooses.

5. 2. Every
child
reads
accurately.
-­‐intensity
and
volume
count!
-­‐98%
accuracy
-­‐less
than
90%
accuracy,
doesn’t
improve
reading
at
all

6. Browsing
Bags–
Lousesa
Newman,
Jennifer
Hall
Tait
Elementary

7. Browsing Bags

13. 3. Every
child
reads
something
he
or
she
understands.
-­‐at
least
2/3
of
Fme
spent
reading
and
rereading
NOT
doing
isolated
skill
pracFce
or
worksheets
-­‐build
background
knowledge
before
entering
the
text
-­‐read
with
quesFons
in
mind

14. The
10
Greatest
Canadian
Environmentalists
–
Discovery
Series,
ScholasFc

17. 4. Every
child
writes
about
something
personally
meaningful.
-­‐connected
to
text
-­‐connected
to
themselves
-­‐real
purpose,
real
audience

18. K/Grade
1
WriFng
Commons
&
Jakovac
Samples
from
June
7th,
2012

28. 5.
Every
child
talks
with
peers
about
reading
and
wriFng.

29. Hot Seat
The Outsiders – gr.8 with Brent Spencer
The Glass Castle – gr.12 with Amy Stevenson
• Students
choose
a
role
• May
generate
quesFons
in
advance
that
‘could’
be
asked
of
them
• Begin
with
teacher
as
moderator
• Audience
of
the
class
poses
quesFons
to
the
panel;
can
interview
in
role
• Quick
write
between
groups

30. The Outsiders – S. E. Hinton
• Three
quesFons
for
quick
writes:
– What
is
the
big
deal
about
the
Greasers?
– Do
the
Greasers
feel
more
than
the
Socs?
– What
will
your
character
be
doing
in
10
years
Fme?

34. 6. Every
child
listens
to
a
fluent
adult
read
aloud.
-­‐different
kinds
of
text
-­‐with
some
commentary

35. 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
wriFng.
6. Every
child
listens
to
a
fluent
adult
read
aloud.

36. 98% on grade level at year end:
Mathes,
et
al
(2004);
VelluFno,
et
al
(1996);
Phillips,
et
al
(1998)
• Every
successful
intervenFon
study
used
either
1-­‐1
expert
tutoring
or
1-­‐3
very
small
group
expert
reading
instrucFon.
• None
of
the
studies
used
a
scripted
reading
program.
• All
had
students
engaged
in
reading
2/3
of
the
lesson.

37. “Achievement Now” -
Alfred Tatum, DeKalb, Illinois
• Kids
could
travel
throughout
the
day
and
read
less
than
3
pages
of
text
-­‐
in
a
high
achieving
high
school
• Kids
could
go
to
the
school
and
become
smarter,
but
not
become
beper
readers