An introductory session to the past three years work with Changing Results for Young Readers, the results and the 'Every Child, Every Day' framework as introduced by Allington and Gabriel.

1. Making a Difference in Reading:
Evidence-Based Practices
CHANGING
RESULTS
FOR
YOUNG
READERS
(CR4YR)
Langley
Primary
Teachers
April,
2015
Faye
Brownlie
www.slideshare.net/fayebrownlie/langleyprimary

2. Learning Intentions
• I
understand
the
tenets
of
CR4YR.
• I
can
find
evidence
of
current
reading
research
in
my
prac;ce.
• I
have
a
plan
to
incorporate
a
prac;ce
that
is
different
to
me.
• I
am
leaving
with
a
ques;on.

3. CR4YR
Goals:
• to
increase
the
number
of
BC
children
who
are
engaged,
successful
readers
• increase
the
number
of
young
readers
who
acquire
skills
to
be
proficient
readers
and
who
experience
the
joy
of
reading
• increase
collabora;on:
a
focus
on
support
(LA/resource,
teacher-­‐librarian,
Aboriginal
Support)
teachers
working
in
the
classroom,
with
the
teacher
• Target
Group:
K-­‐3
• Format:
Spiral
of
Inquiry
and
case
study

4. According to teachers, what worked in
CR4YR 2012-13?
For
students
who
showed
major
gains,
what
worked
was:
• 1:1
support
(this
didn’t
necessarily
mean
pull
out)
• feeling
safe
and
supported;
rela;onships
• choice/personaliza;on
(kids
who
struggled
the
most
oWen
had
the
least
amount
of
choice)
• A
focus
on
purpose
and
meaning
Sharon
Jeroski,
August
2013
sjeroski@shaw.ca

5. • NCLB
taught
us
that
a
simple
view
of
reading
instruc;on
–
in
which
skills
come
first
and
learning
from
text
comes
next
–
does
not
create
engaged
readers.
What Happens to the Basics? –
Elfrieda H. Hiebert P. David Pearson
Ed. Leadership, Dec/Jan 2012/13

6. • …since
NCLB,
;me
devoted
to
reading
instruc;on
in
many
schools
had
doubled,
whereas
;me
students
actually
spent
reading
text
had
increased
by
only
about
15%.
• Brenner,
Hiebert,
and
Tompkins
(2009)
What Happens to the Basics? –
Elfrieda H. Hiebert P. David Pearson
Ed. Leadership, Dec/Jan 2012/13

7. • …instruc;on
in
grades
2-­‐3
should
focus
on
the
goals
–
consolida;on
of
word
knowledge
and
the
use
of
text
to
acquire
world
knowledge
–
not
on
pushing
for
texts
that
have
par;cular
readability
levels.
What Happens to the Basics? –
Elfrieda H. Hiebert P. David Pearson
Ed. Leadership, Dec/Jan 2012/13

8. • “…preschool
children
growing
up
in
professional
households
heard
about
1,500
more
words
per
hour
than
children
living
in
low-­‐income
environments,
crea;ng
a
32
million
word
gap
between
children
in
poverty
and
their
more
affluent
peers
before
even
star;ng
school.”
• Study
by
Befy
Hart
and
Todd
Risley
• “interrup;ng
the
Cycle
of
Word
Poverty”-­‐B.J.
Overturf,
in
Reading
Today,
Nov/Dec
2014

9. The
struggling
reader,
no
mafer
what
grade
the
child
is
in,
has
not
built
an
efficient
reading
process
system
to
make
meaning
from
texts
or
help
him
or
her
solve
problems
when
stuck…
For
teachers,
that
means
learning
how
to
teach
in
support
of
the
child
as
he
or
she
gains
more
control
of
strategic
ac;ons.
-­‐Johnson
Keier

10. M
–
meaning
Does
this
make
sense?
S
–
language
structure
Does
this
sound
right?
V
–
visual
informa;on
Does
this
look
right?
How
did
you
figure
that
out?

11. 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
prac;ce.

12. “Every
Child,
Every
Day”
–
Richard
Allington
and
Rachael
Gabriel
In
Educa;onal
Leadership,
March
2012
6
elements
of
instruc;on
for
ALL
students!

13. 1.
Every
child
reads
something
he
or
she
chooses.

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

16. Strategy Cards – Catching Readers
Before They Fall (Johnson Keier)

17. 3. Every
child
reads
something
he
or
she
understands.
-­‐at
least
2/3
of
;me
spent
reading
and
rereading
NOT
doing
isolated
skill
prac;ce
or
worksheets
-­‐build
background
knowledge
before
entering
the
text
-­‐read
with
ques;ons
in
mind

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

19. K/Grade
1
Wri;ng
Commons
Jakovac
Samples
from
June
7th,
2012

29. 5.
Every
child
talks
with
peers
about
reading
and
wri;ng.

30. Think Aloud:
Students need
• A
model
• Guided
prac;ce
in
following
the
model
• An
opportunity
to
prac;ce
the
strategy,
with
support
as
needed
• Choice
in
the
degree
of
complexity
they
use
to
complete
the
task

31. Sea
Ofer
Pup

32. Sea
Ofer
Pup
-­‐
Victoria
Miles
(Orca)
There
is
a
forest
of
seaweed
in
the
ocean.
It
is
a
forest
of
kelp.
At
the
bofom
of
the
kelp
forest,
Mother
sea
ofer
searches
for
food.

33. High
above,
her
pup
is
wai;ng.
He
is
wrapped
in
a
piece
of
kelp
so
he
can’t
driW
away
while
Mother
is
down
below.

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
wri;ng.
6. Every
child
listens
to
a
fluent
adult
read
aloud.