Secondary Literacy Challenge

A few of my notes from part one of a two part series with Faye Brownlie.

The results of over 400 case studies looking supporting struggling young readers (primary aged) found that the following four things made the biggest impact:

  1. Focusing on meaning & purpose rather than teaching isolated reading skills.  Doing “reading makes sense” activities where the focus is on making sense of text.
  2. Having choice in what they read and how they share their understanding.
  3. Time for one-on-one coaching with a peer or adult.  Time to read and talk about what you are reading with someone daily.
  4. Having someone develop a strong relationship with the student.

Three Frameworks — mental models for teachers

Universal Design for Learning (UDL)

Multiple means:

  • to tap into background knowledge, to activate/access prior knowledge, to increase engagement and motivation
  • to acquire the information and knowledge to process new ideas and information
  • to express what they know

Focus on ACCESSIBILITY rather that adaptation.
Focus on THE GOAL rather than activity.

Backward Design (from Understanding by Design)

Backward Design

Gradual Release

Gradual Release ModelFor Primary example of using  Gradual Release see slides 41-59 here (warning 60mb).
BTW: Gradual Release works for supporting K-12.

Faye Brownlie

Some Key Phrases

  • “Tell me a bit more…”
  • “Tell me what did you notice…”
  • “What do you know so far…”
  • “Does this make sense…”
  • “A coach doesn’t do it for you but is someone who makes you smarter.”

Then I mentally checked out during the last 15 minutes when the focus was on Inquiry Circles.


About J Martens

Educator living in Vancouver and working in SD37 Delta. Supporting Numeracy while learning how formative assessment, literacy, inquiry, and technology serve to improve learning and increase engagement (for teachers & students).
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