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Changing Results for Young Readers. 2012- 2013 Preliminary Results Summer Leadership Academy August 15-16, Kelowna. August 26, 2012. Provincial Facilitators’ Meeting. CR4YR goals 2012 – 2013. increase the number of BC children who are engaged, successful readers
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Changing Results for Young Readers 2012- 2013 Preliminary Results Summer Leadership Academy August 15-16, Kelowna
August 26, 2012 Provincial Facilitators’ Meeting
CR4YR goals 2012 – 2013 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 the number of very strong, confident, self-regulated readers continue to build a professional culture intensely focused on improving reading results for all children
CR4YR goals 2012 – 2013 • elevate the conversation around reading and research-based practice: generate and mobilize knowledge together throughout the system • extend professional learning through learning-focused conversations to deepen teaching practices in • quality reading instruction • Indigenous principles of learning • self-regulated learning • social and emotional learning • inclusion • spiral of inquiry
CR4YR goals 2012 – 2013 build on existing strengths and educators’ expertise in districts (value-added initiative) extend opportunities for educators to collaborate and implement effective principles of literacy learning and teaching use current research of what fosters reading success for all children generate powerful inquiry questions focused on reading
who’s involved?Teachers (8 BCTF Reps.), Support Workers, District Staff, P/VP
who’s involved? Changing Results for Young Readers (CR4YR) has involved: over 9000 learners in K-3 classrooms over 600 educators 66 Early Reading Learning Teams in 59 School Districts over 500 case studies focused on many of BC’s most vulnerable readers provincial snapshots of student learning based on the BC Reading Performance Standards 2 editions of CR4YR newsletter that profiles countless stories from inspired educators and effective reading strategies a resource-rich interactive CR4YR website (youngreaders.ca) continually updated
CR4YR: Website youngreaders.ca
2 forms of data collection CR4YR initiative is working on two key aspects to deepen the quality of reading instruction: 1. Whole Class: research-based practice in reading instruction (DATA: Reading Performance Standards) 2. Individual Child: in addition to whole class reading instruction, teachers focused on one student who they were worried about in relation to reading (DATA: case study student)
data collection: using reading performance standards Please complete the following table for all Grade 1 students in the area of Reading using the Grade 1 BC Reading Standards (below). Use one form for each class of Grade 1 students. • Not yet – Reading like behaviourand understanding. The student may engage in reading-like behaviour, but relies on an adult or peer to read stories or other selections. (Not yet within expectations) • Minimum – Some support and some understanding The student reads short, simple illustrated selections with some support; may be able to reread familiar selections independently. (Meets expectations, minimum level) • Fully – Independently, with understanding. The student reads short, simple illustrated selections; re-reads familiar selections independently. (Fully meets expectations) • Exceeds – Support, shows understanding. The student reads a variety of short, simple materials independently; often chooses to read; needs little support. (Exceeds expectations) School District Number: _____ GENDER____ ELL _____ Aboriginal ______
Fall 2013 Provincial SnapshotChanging Results for Young Readers
Spring 2013 Provincial SnapshotChanging Results for Young Readers
case study summary Question 1: Changes in Reading/Literacy a) Overall, which of the following best describe how the student's reading with understanding has changed during this project? (Check one) ____ little or no change ____ some progress ____ major progress
case study summary Question 1: Changes in Reading/Literacy Please describe some of the specific changes or evidence you have noticed: non-reader to reader – comprehends content and can talk about what has been read in detail – more engaged, excited about reading started with no letter-sound recognition and now is confident, engaged and is really beginning to read – written output has improved tremendously she is using a variety of strategies in her reading now – in September she was using simply ‘sound it out’ or ‘skip it’. Now she will pause and think about what she is reading, and is becoming independent on using ‘does it make sense?’ This has also had a positive impact on her comprehension and making meaning of what she reads.
Change in Reading with UnderstandingPercent of Case Study Students (n=419)
case study summary Question 4: Changes in Reading/Literacy When you compare the student’s overall reading/literacy to grade level expectations, how has it changed over the course of the project? (check one) __ gap has widened (further from expectations than at the beginning of the year __gap has stayed the same (reading has improved, but difference from expectations is still about the same as the beginning of the year) __gap has decreased (reading has improved substantially and is now closer to grade level expectations than at beginning of the year) __there is no gap (reading is now within grade level expectations)
Reading at Grade Level Percent of Case Study Students (n=419)
DUOTH Grade 1 boy, from Sudan, ELL September: recognized 3 letters February: began to read April: gained confidence, believed in himself May: is able to read! (there is no gap - reading is now within grade level expectations) Teacher: CR4YR gave me a chance to take a deeper look at what is going on for him – this is something that is going to change the rest of his life. I have changed grade levels so I can keep him in my class next year. Every child walks into my classroom with a story. When I am provided with the time to listen to their stories, deeper understanding and learning is fostered. CR4YR provided me with the time to collaborate, reflect, and most importantly, the time to listen.
CR4YR is focused on teacher collaboration, in-class support, and current research on children’s learning.
keeping the end in mind: profound and permanent change through collaborative inquiry
