Literacy in the Middle Years with Faye Brownlie

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Literacy in the Middle Yearswith Faye Brownlie

• Webcast
• October 7, 2004
• Host B.C. Ministry of Education in Coquitlam SD
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Part 2 Innovations in Professional Growth Public
Education and Webcasting in BC Oct 2004 to May
2005
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• What Helps Students Learn?
• 1. Classroom Management
• - active participation

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• What Helps Students Learn?
• 2. Metacognition
• - students ability to plan with, monitor, and
  use learning strategies

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• What Helps Students Learn?
• 3. Background Knowledge
• - building cognitive development
• how much you know influences
• how much more you learn

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• What Helps Students Learn?
• 4. Home Environment/Parental Support
• - ensuring completion of homework

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• 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

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• 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.

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• 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.

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• 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.

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• We dont like mathematics and we dont need it
  to develop our skills, a teenage girl told a
  private television station.
• Officials said they had no intention of changing
  curricula.

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• Common Features of Effective Literacy Instruction
• The 6 Ts
• Time
• Texts
• Teaching
• Talk
• Tasks
• Testing
• Allington, R. (2002). What Ive learned from
  about effective reading instruction From a
  decade of studying exemplary elementary classroom
  teachers. Phi delta kappan. 83(10)

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• ENTRY PAID TO AMOUNT SIGNED
• 8/30/03 a baby shop 148.00 L. Exeter
• 9/02/03 a hospital 100.00 L. Exeter

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• 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

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• 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

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• 01/06/23 Miss Daisy Windsor 25000.00 L.Exeter,
  Sr
• 07/06/23 French Line
  585.00 L.Exeter, Sr
• 23/08/23 Banque de France 5000.00 L.Exeter, Sr

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• Ordeal by Cheque - Vanity Fair, 1939

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• 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
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Strategies Used by Good Readers and Writers

• 1. Activating background knowledge and making
  connections between new and known information.
• 2. Self-questioning the text to clarify
  ambiguity and deepen understanding.
• 3. Drawing inferences from the text using
  background knowledge and clues from the text.
• 4. Determining importance in text to separate
  details from main ideas.
• 5. Employing fix-up strategies to repair
  confusion.
• 6. Using sensory images to enhance comprehension
  and visualize reading.
• 7. Synthesizing and extending thinking.
• Do I Really Have to Teach Reading? Chris Tovani
  adapted from P. David Pearson, 1992

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• Strategies to Fix Up Confusion
• 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.

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• The Instructional Cycle
• Modelling/Direct Instruction
• Guided Practice
• Independent Practice
• Independent Application
• Jeroski(1992), Harvey (2004)

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• Standard Reading Assessment

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• 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

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• 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 students reading on the
  students sheet. (miscue analysis)
• -before handing student text back teacher writes
  a compliment on it about the students reading.

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• Miscue Analysis
• Omissions
• Repetitions
• Substitutions
• Insertions
• Reversal
• dk dont know (gave word)
• s/c self corrects
• S0 sounds out
• -- - pause

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• 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.

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• 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

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• 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 its NOT for marks.
• Begin the year with Information not narrative
• Response question could be Using your ideas,
  images and feelings, show me you understand

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• Student Response Sheet
• 1. Connections
• 2. Summarizing
• 3. Inferring
• 4. Reflecting

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Sample Reading AssessmentHot 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

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Hot Air to SpareMiscue Analysis

• -fluent, hesitant
• When the captain of OWL I, John (stopped to ask
  question) Sena, said hed meet us at the rally
  field at 600 a.m., I thought he was joking. But
  he was deadly serious. Thats 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.

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• 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

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• International Reading Association
• 1999
• Adolescent Literacy A Position Statement

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• Principles for supporting adolescents literacy
  growth
• 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.

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• 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.

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Bibliography

• Allington, Richard and Peter H. Johnston. Reading
  to Learn. Guildford Press, 2002.
• Beers, Kylene. When Kids Cant 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 Dont Get It.
  Stenhouse Publishers, 2000.
• Tovani, Chris. Do I Really Have to Teach Reading?
  Stenhouse Publishers, 2004.