comprehensive literacy instruction in language arts: a … literacy... · 2017-06-01 · when the...

Comprehensive Literacy Instruction in

Language Arts:

A Resource for Teachers

K-8

Lethbridge School District No. 51

Compiled by Bev Smith

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April 11, 2017

Literacy Defined

When the word literacy is mentioned what most likely comes to mind is conventional reading

and writing. Literacy, however, encompasses much more than that. The United Nations

Educational Scientific and Cultural Organization (UNESCO) states that:

Literacy is about more than reading and writing—it is about how we communicate in

society. It is about social practices and relationships, about knowledge, language and

culture.

Literacy—the use of written communication—finds its place in our lives alongside other

ways of communication. Indeed, literacy itself takes many forms: on paper, on the

computer screen, on TV, on posters and signs.

Those who use literacy take it for granted—but those who cannot use it are excluded

from much communication in today’s world. Indeed, it is the excluded who can best

appreciate the notion of “literacy as freedom”. UNESCO, Statement for the United

Nations Literacy Decade, 2003-2012

The Alberta Education definition of literacy is “…the ability, confidence and willingness to

engage with language to acquire, construct and communicate meaning in all aspects of daily

life” (Government of Alberta, 2010, p. 3). At first this definition appears concise, but the

importance of literacy is conveyed in the words “all aspects of daily life”. Literate people are

able to make meaning from the messages of others in all their various forms, and are able to

communicate with others in meaningful ways so that their message can be understood. Literacy

transcends Language Arts instruction into all curricular areas. Alberta Education recognizes the

importance of students developing literacy skills and as such in new curriculum development

will incorporate Literacy Progressions in all subjects.

Lethbridge School District No. 51 has identified literacy skills as foundational for students within

the District Priorities. Priority One titled “Supporting Student Achievement and Closing the

Achievement Gap” has outcomes related to literacy:

Students are lifelong learners possessing the skills and attributes to successfully

transition to further education, credentialing or the world of work.

Students achieve student learning outcomes (Accountability Pillar including

achievement and participation, SLA’s, District standardized assessment results).

Students demonstrate a strong foundation in numeracy and literacy.

The professional knowledge and skills of teachers will be critical for student literacy

development. This is also recognized within Priority One, and in support of developing teacher

knowledge, a handbook for teachers on Comprehensive Literacy Development has been

created.

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April 11, 2017

What is Comprehensive Literacy Instruction?

According to the Ottawa-Carleton District School Board, “Comprehensive literacy is an

evolution of the term ‘balanced literacy’ in an attempt to more clearly convey the idea that a

sound literacy framework contains certain key elements that are used flexibly in response to

the diverse and evolving needs of learners while addressing intended curriculum learning

outcomes”.

Comprehensive literacy instruction is at its core responsive teaching and assessment. It

“…means we are always teaching for understanding, continuously checking for understanding

and adjusting instruction as needed” (Routman, 2014, p. 37). It is grounded in the principles of

the gradual release of responsibility developed by Pearson and Gallagher (1983). These

principles include modelling, guided practice and transfer of learning to independent work.

Routman has adapted gradual release of responsibility into the Optimal Learning Model (OLM).

It is upon OLM that instruction in all subject areas should be designed.

For the purposes of this handbook we will focus on comprehensive literacy instruction using the

OLM for the more conventional forms of reading, writing and word work instruction. While

speaking and viewing, important parts of the Language Arts Program of Studies, are not directly

addressed within this handbook it should be noted that they are important aspects of reading

and writing in an increasingly visual/digital world. Rather than instruction in isolation of these

two areas, they need to be considered part of reading and writing. Students need opportunities

to interpret and create a variety of text forms as well as to discuss and present ideas to an

audience.

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April 11, 2017

Components of the Literacy Blocks

Reading

Read Aloud Shared

Reading Small Group

Instruction Independent

Reading

Writing

Modelled Writing

Shared Writing

Interactive Writing

Guided Writing

Individual Conferences

Independent Writing

Word Work

Phonemic Awareness

Phonics Developmental

Spelling Stages Fluency Vocabulary

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April 11, 2017

Instructional Groupings

Whole Class Small Group Individual

Reading

Read Aloud

Shared Reading

Reading

Guided Reading

Strategy Groups

Book Clubs

Reading

Independent Reading

Individual

Conferences

Writing

Modelled Writing

Shared Writing

Interactive Writing

Writing

Guided Writing

Writing

Independent Writing

Individual

Conferences

Word Work

To learn principles and

apply

Word Work

Instruction in specific

skills

Word Work

Target and apply to

individual needs

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April 11, 2017

An Optimal Learning Model

When the OLM is employed in the classroom, teacher support is provided along a continum to

build toward student independence. While we would tend to think of this as linear in nature,

moving from high teacher support to independent use by the student, it is not necessarily so.

The teacher must respond to their assessment of students and adjust instruction as needed to

move between high to low support. The OLM is characterized by the following:

When the OLM is employed we use a combination of explicit instruction with supported shared

practice to move towards the transference of the skills taught explicitly into independent

practice by the student. Teachers need to remember that the goal of the OLM is student

independence.

High Teacher

Support

Low Teacher

Support

Low Student

Independence

High Student

Independence

I DO

Teacher

Modelling

WE DO

Shared

Demonstration

WE DO

Guided Practice

YOU DO

Independent

Practice

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April 11, 2017

OLM in the Reading Block

I DO Teacher Modelling

(10 minutes)

WE DO Shared

Demonstration (10 minutes)

WE DO Guided Practice

(30 minutes)

YOU DO Independent Practice

(30 minutes)

Read Aloud Think Aloud

Shared Reading Small Group Instruction:

Guided Reading

Book Clubs

Strategy Groups


Independent Reading

OLM in the Writing Block

I DO Teacher Modelling

(10-15 minutes)

WE DO Shared

Demonstration

WE DO Guided Practice

(30 minutes)

YOU DO Independent Practice

(30 minutes)

Modelled Writing Mentor Texts

Shared Writing Interactive Writing (Often part of I Do)

Guided Writing Individual Conferences

Independent Writing

What Does the Literature Say?

The field of education tends to see many pendulum swings. Literacy instruction is no exception

to this—particularly when we consider instruction in the more conventional aspects of reading,

writing and word work (traditionally phonics and spelling). What is clear from the research

surrounding literacy instruction is that students must receive instruction in reading, writing and

word work that is balanced and scaffolded. Harrison defines scaffolding as “…the process by

which the teacher…organizes learning that is unfamiliar or beyond a learner’s ability in such a

way as to assist the child in carrying out the new task” (2004, p. 93).

The National Reading Panel (NRP) Report identified five areas as key components of effective

reading instruction: phonemic awareness, phonics, fluency, vocabulary and text comprehension

(National Institute of Child Health and Human Development, 2000). The report found that

explicit instruction in phonemic awareness with letters positively affected learning to read and

spell. Phonemic awareness is not a complete reading and writing program, but rather one

aspect of it. Similarly explicit instruction in phonics positively correlated with reading and

spelling development particularly when children are first learning to read and write. It should

also be considered one part of balanced reading instruction and must be adapted to meet the

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April 11, 2017

needs of students. The NRP also found that fluency instruction, particularly using guided oral

reading practices, as one component of literacy instruction benefited students reading

development as it is important that they are able to “…read a text quickly, accurately, and with

proper expression” (p. 3-5) to maintain comprehension. Vocabulary instruction with repeated

exposure to words was also found by the NRP to play an important role in reading development

and should be taught both directly and indirectly. Rather than a look up the list approach to

word learning, teachers should actively engage students in tasks (p. 4-27). The goal of all

reading is to understand what has been read. The NRP found that teachers need to provide

students a variety of strategies to comprehend text.

In Reading Next (2006), Biancarosa and Snow identified criteria necessary for effective

adolescent literacy instruction. The authors stated that “A comprehensive and coordinated

literacy program” with large blocks of time for that program were necessary for student

achievement (p. 5). They also supported “Direct, explicit comprehension instruction” with

student interaction with a variety of texts—including diversity in levels and topics (p. 4).

Biancarosa and Snow also advocated for writing instruction which was intensive.

The authors of the report Literacy for Learning: The Report of the Expert Panel on Literacy in

Grades 4 to 6 in Ontario (2004) contend that large blocks of time be set aside for literacy daily

where there are opportunities for discussion and collaboration. Regular writing instruction was

identified within the report as a research supported practice. The report cites Graves (1994)

recommendations that students write four days a week for at least 35 to 40 minutes. Read-

alouds, shared reading, modelled, shared/interactive, guided and independent writing are

instructional strategies that teachers should employ within the writing block. It is through these

strategies that, “…students receive the support they need to progress to writing texts

independently” (p. 88).

Key Factors to Support Literacy Success in School-Aged Populations: A Literature Review was

published by the Canadian Education Statistics Council. Within this literature review the authors

identified a “comprehensive approach to reading instruction” that is informed by assessment as

part of excellent reading programs (p. 6). Within this comprehensive approach there should be

teaching for oral language, fluency—including phonics and decoding strategies, understanding

or comprehension as well as motivation. It was also noted that, “Instructional time has a

positive effect on children’s reading in the primary grades, but only if the additional time is

spent on tasks that have been well planned and designed to meet high expectations” (p. 20).

Finally, Allington, Johnston and Pollack-Day carried out research to determine what set apart

exemplary instruction. They determined that the instruction that occurred in these classrooms

was not “one-size-fits-all” but rather it was “…personalized in that teachers knew and

responded to their students’ interests and needs, strengths and weaknesses” (2002, p. 463). It

was also noted that these teachers explicitly modelled their thinking and provided scaffolds for

students. Word-study was one part of a day filled with many reading and writing opportunities

with managed choice.

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April 11, 2017

Reading

Read Aloud

Shared Reading

Small Group Instruction

Independent Reading

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April 11, 2017

Read Aloud

Phase of Optimal Learning Model I Do- Teacher Modelling

What the Teacher is Doing? What the Students are Doing?

Prior to reading, plan stopping points

Explicitly tells students the teaching point(s)

Models reading with fluency and expression

Thinks aloud about reading

Demonstrates solving words or self-monitoring for comprehension

Explicitly teaches skills

Provides some opportunities for students to share/discuss

Listen attentively

Observe teacher demonstration

Participation on a limited basis (Turn & Talk, e.g.)

What Is It?

Teachers strategically choose a wide variety of

texts for an instructional purpose that are at

the listening level but above reading level of

the class to read to students. In the read

aloud the teacher models the thinking and

actions readers use. Skills like word solving

can also be modelled. Connections to writing

instruction can also be made.

Why Do We Do It?

Model fluent reading

Think aloud

Develop vocabulary

Create a community of readers

Build background knowledge

Improve listening comprehension

Materials/Equipment

Wide genre of books and other

text materials i.e. poetry, variety

of forms of informational texts

Space to gather students

The Reading Block

Whole Class

Read Aloud (10-15 minutes)

Shared Reading (10-15 minutes)

Small Group (20-30 minutes)

Guided Reading

Strategy Groups

Book Clubs

Individual

Independent Reading (20-30

minutes)

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April 11, 2017

Read Aloud

Alignment with Program of Studies

GO 1 GO 2 GO 3 GO 4 GO 5

Extend understanding Combine ideas Consider the ideas of others

Use prior knowledge Use comprehension strategies Experience various texts Construct meaning from texts Appreciate the artistry of texts Understand forms and genres Understand techniques and elements

Focus attention Access information Evaluate information Share ideas and information

Expand knowledge of language Demonstrate attentive listening and viewing

Appreciate diversity Relate texts to culture Use language to show respect Cooperate with others

Professional Resources:

Brailsford, A. & Stead, T. (2007). Literacy place for the early years: Reading Guide. Markham, ON: Scholastic Canada Ltd.

Brailsford, A. & Stead, T. (2007). Moving up with literacy place: Grades 4-6 Program and Planning Guide. Markham, ON: Scholastic Canada Ltd. Gear, A. (2006). Reading power: Teaching students to think while they read. Markham, ON:

Pembroke Publishers. Laminack, L. (2009). Unwrapping the read aloud: Making every read aloud intentional and

instructional. New York, NY: Scholastic, Inc.

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April 11, 2017

Shared Reading

Phase of Optimal Learning Model We Do – Shared Demonstration


Models reading with fluency and expression

Demonstrates solving words or self-monitoring for comprehension

Explicitly teaches skills for word solving, comprehension strategies &/or author’s craft

Provide opportunities for students to participate and share the thinking

Establish purpose for reading/rereading

Co-create anchor charts

Focus discussion

Read text in unison or small groups

Practice and apply comprehension, word solving strategies

Participate in discussions

Practice response activities

What Is It?

Shared reading is a whole class reading

experience in which the teacher chooses texts

that are somewhat challenging for the group.

The text is read aloud by the teacher at a pace

in which the students can join in likely a bit

behind the teacher. Shared reading provides

the students with the opportunity to practice

strategies that have been explicitly modelled.

Why Do We Do It?

Extend instruction in the reading

process

Allows students to experience

feeling of a proficient reader

Engage in focused rereading

Experience with a variety of text

forms

Materials/Equipment

Wide range of books and other

text materials large enough for all

to see or half class/individual

copies


The Reading Block

Whole Class




Guided Reading

Strategy Groups

Book Clubs

Individual


minutes)

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April 11, 2017

Shared Reading



Express ideas and develop understanding Experiment with language and forms Express preferences Extend understanding Consider ideas of others Combine ideas

Use prior knowledge Use comprehension strategies Use textual cues Use phonics and structural analysis Experience various texts Construct meaning from texts Appreciate artistry of texts Understand forms and genres Understand techniques and elements

Focus attention Determine information needs Plan to gather information Share ideas and information

Expand knowledge of language Attend to punctuation Demonstrate attentive listening and viewing

Appreciate diversity Relate texts to culture Use language to show respect Cooperate with others Work in groups


daCruz-Payne, C. (2005). Shared reading for today’s classroom: Lessons and strategies for

explicit instruction in comprehension, fluency, word study and genre. New York:

Scholastic.

Daunis, S. & Iams, M. (2007). Text savvy: Using a shared reading framework to build

comprehension, grades 3-6. Portsmouth, NH: Heinemann.

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April 11, 2017

Guided Reading

Phase of Optimal Learning Model We Do – Guided Practice


Group students

Select text to be read in groups

Provide a short but strong book introduction

Set a purpose for reading

Listen to students read aloud

Observe and assess reading behaviours and strategies

Provide explicit instruction and model as needed

Coach students

Prompt students to use skills and stgrategies

Students are in the role of the reader and read at their own pace

Practice applying skills and strategies with support as needed in instructional-level text

Students not in a guided reading group are working productively on meaningful literacy tasks

Problem solves

What Is It?

Guided reading is small group instruction (no

more than 6). Students are grouped as close

to the same assessed instructional-level as

possible with similar needs. Students read

independently either silently or with the

teacher listening in at times as the student

reads orally. Student groups are flexible and

fluid.

Why Do We Do It?

The goal of guided reading is to provide

targeted instruction for skills and strategies

based on formative assessment to move

students forward along a text-based gradient.

Guided reading provides scaffolded

instruction towards independent use of skills

and strategies by students in increasingly

complex texts.

Materials/Equipment

Collection of leveled texts with up

to 6 copies of each title

Small table to meet with groups

Method for record keeping

Supplies such as highlight strips,

magnetic letters, letter tiles, white

boards

The Reading Block

Whole Class




Guided Reading

Strategy Groups

Book Clubs

Individual


minutes)

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April 11, 2017

Guided Reading



Express ideas and develop understanding Set goals Extend understanding Combine ideas

Use prior knowledge Use comprehension strategies Use textual cues Use phonics and structural analysis Use references Experience various texts Construct meaning from texts Understand forms and genres Understand techniques and elements

Focus attention Determine information needs Access information Evaluate sources

Attend to capitalization and punctuation

Relate texts to culture Use language to show respect Celebrate accomplishments and events Work in groups


Fountas, I. C. & Pinnell, G. S. (2016). Guided reading, second edition: Responsive teaching across

the grades. Portsmouth, NH: Heinemann.

Richardson, J. (2009). The next step in guided reading: Focused assessments and targeted lessons

for helping every student become a better reader. Toronto: Scholastic.

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April 11, 2017

Strategy Groups



Group students

Provide explicit instruction and model as needed on targeted reading strategies

Listen to students read aloud

Observe and assess integration of strategies taught

Coach students

Prompt students to use skills

Students are in the role of the reader and read at their own pace

Practice applying with support as needed in independent-level text of their choice

Students not in a strategy group are working productively on meaningful literacy tasks

Problem solves

What Is It? Strategy group instruction is small group

instruction (no more than 6) in which students

are given explicit and scaffolded instruction

on targeted strategies. Students practice in

independent-level text. Students read

independently either silently or with the

teacher listening in at times as the student

reads orally. Student groups are flexible and

fluid.

Why Do We Do It? The goal of strategy group instruction is to

improve student use of particular reading

strategies. It is an opportunity to provide

targeted instruction based on formative

assessment and scaffold towards independent

use of skills and strategies. It provides

students the opportunity to use strategies in

extended text.

Materials/Equipment

Large selection of books at

students independent level



The Reading Block

Whole Class




Guided Reading

Strategy Groups

Book Clubs

Individual


minutes)

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April 11, 2017

Strategy Groups



Set goals Extend understanding Combine ideas

Use prior knowledge Use comprehension strategies Use textual cues Use phonics and structural analysis Use references Experience various texts Construct meaning from texts Understand forms and genres Understand techniques and elements

Focus attention Determine information needs Access information

Attend to capitalization and punctuation

Relate texts to culture Use language to show respect Celebrate accomplishments and events Work in groups


Serravallo, J. (2010). Teaching reading in small groups: Differentiated instruction for building

strategic independent readers. Portsmouth, NH: Heinemann.

Serravallo, J. (2015). The reading strategies book: Your everything guide to developing skilled

readers. Portsmouth, NH: Heinemann.

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April 11, 2017

Book Clubs



May group students

Meets with groups to facilitate discussion

Models and prompts for comprehension strategies, group behaviour and discussion

Provide for cross-group sharing


Coach students

Read portion of text agreed upon

Respond to text in a variety of ways

Contribute to group discussions

Listen to the ideas of others

What Is It?

Book clubs are groups formed in which

students read a common text at their

independent-level. The group agrees to

sections to be read prior to meeting. They

meet to discuss their ideas and thinking

about their reading. Book clubs may be

organized by the teacher with a variety of

titles organized around a theme, topic, or

genre.

Why Do We Do It?

Book clubs allow students to read and talk

about books the way real readers do.

They have been found to raise the level of

comprehension. Book clubs are engaging

and motivating for students and allow for

the application of strategies and skills

independently and with some support.

Materials/Equipment

Variety of multiple copies of text

at student independent-levels

Space for students to meet in

groups

Method of record keeping

The Reading Block

Whole Class




Guided Reading

Strategy Groups

Book Clubs

Individual


minutes)

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April 11, 2017

Book Clubs



Set goals Extend understanding Combine ideas

Use prior knowledge Use comprehension strategies Use textual cues Use phonics and structural analysis Experience various texts Construct meaning from texts Understand forms and genres Understand techniques and elements Appreciate artistry of texts

Focus attention Share ideas and information

Expand knowledge of language Attend to capitalization and punctuation Use effective oral and visual communication Demonstrate attentive listening and viewing Present information

Appreciate diversity Use language to show respect Evaluate group process Work in groups Cooperate with others


Brailsford, A. & Stead, T. (2007). Moving up with literacy place: Grades 4-6 Program and Planning

Guide. Markham, ON: Scholastic Canada Ltd.

Calkins, L. M. (2001). The art of teaching reading. New York: Addison-Wesley Educational

Publishers Inc.

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April 11, 2017

Independent Reading

Phase of Optimal Learning Model You Do – Independent Practice


Teach students how to select books

Confer with students

Conduct small group lessons

Observe and assess reading behaviours students are using, beginning to use and not using

Affirm student strategies

Encourage and prompt as needed

Set goals with students

Initiate reading

Choose appropriate books

Problem solves as needed

Sets goals for reading with teacher

Apply learning

Respond to reading

Independent Reading

What Is It?

Students read self-selected books at an

independent level during a dedicated time

daily. There may be a reading response

periodically.

Why Do We Do It?

Students are practicing and transferring

skills learned into their own reading life.

Independent reading builds fluency and

confidence. It also builds the ability to

sustain reading over longer periods of

time.

Materials/Equipment

Classroom library

Book boxes or other storage

system

Reader’s notebook

Comfortable places for students

to read

Sticky notes

The Reading Block

Whole Class




Guided Reading

Strategy Groups

Book Clubs

Individual


minutes)

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April 11, 2017



Express ideas and develop understanding Express preferences Set goals Extend understanding

Use prior knowledge Use comprehension strategies Use textual cues Use phonics and structural analysis Experience various texts Construct meaning from texts Appreciate the artistry of texts Understand forms and genres Understand techniques and elements

Focus attention Share ideas and information

Attend to capitalization and punctuation Use effective oral and visual communication Demonstrate attentive listening and viewing

Appreciate diversity Relate texts to culture Celebrate accomplishments and events Use language to show respect


Miller, D. & Moss, B. (2013). No more independent reading without support. Portsmouth, NH:

Heinemann.

Miller, D. (2009). The book whisperer: Awakening the inner reader in every child. San Francisco,

CA: Jossey-Bass.

Stead, T. (2008). Good choice! Supporting independent reading and response, K-6. Portland, ME:

Stenhouse.

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April 11, 2017

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Writing

Modelled Writing

Shared Writing

Interactive Writing

Guided Writing


Independent Writing

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April 11, 2017

Modelled Writing

Phase of Optimal Learning Model I Do – Teacher Modelling


Teacher selects topic, genre, form

Teacher writes in front of students

Teach and reinforce conventions

Reinforce word work and spelling strategies

Teacher thinks aloud about actions and choices while writing

Listen attentively

Observe teacher demonstration

Participation on a limited basis (e.g. Turn & Talk, provide suggestions when asked)

Modelled Writing

What Is It? Typically modelled writing occurs within a

writing mini-lesson. When the teacher models

writing they are thinking-aloud to make

explicit the thoughts of a writer for students.

It is not a “perfect text”. The text is created in

front of the students. A variety of forms and

genres of writing applicable to content area

needs may be demonstrated as well.. Mentor

texts may be used. It can be combined with

shared writing.

Why Do We Do It?

Modelled writing is used to make visible

the writing process and the strategies

used by a writer for a variety of purposes..

A text is created that can be referred back

to and used in further instruction.

Modelled writing creates exemplars for

students.

Materials/Equipment

Chart paper and/or electronic

means to write in front of

students

Markers or a variety of pens if

using paper

Mentor text

Reference tools such as a word

wall, anchor charts


The Writing Block

Whole Class (10-15 minutes) Modelled Writing

Shared Writing

Interactive Writing

Small Group (approximately 10 minutes) Guided Writing

Individual Individual Conferences (5-10 minutes)

Independent Writing (30 minutes)

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April 11, 2017



Express ideas and develop understanding Experiment with language and forms Set goals Extend understanding Combine ideas

Use phonics and structural analysis Use references Understand forms and genres Understand techniques Experiment with language Generate ideas Elaborate on expression of ideas Structure texts

Use a variety of sources Access information Organize information Record information Share ideas and information Review research process

Revise and edit Expand knowledge of language Enhance artistry Attend to grammar Attend to spelling Attend to capitalization and punctuation Demonstrate attentive listening and viewing

Use language to show respect


Brailsford, A. & Stead, T. (2007). Moving up with literacy place: Grades 4-6 program and planning

guide. Markham, ON: Scholastic Canada Ltd.

Gallagher, K. (2011). Write like this: Teaching real-world writing through modelling and mentor

Texts. Portland, ME: Stenhouse Publishers.

Gear, A. (2014). Nonfiction writing power: Teaching information writing with intent and

purpose. Markham, ON: Pembroke Publishers.

Gear, A. (2011). Writing power: Engaging thinking through writing. Markham, ON: Pembroke

Publishers.

Glover, M. & Berry, M.A. (2012). Projecting possibilities for writers: The how, what & why of

designing units of study, K-5. Portsmouth, NH: Heinemann.

Routman, R. (2005). Writing essentials: Raising expectations and results while simplifying

teaching. Portsmouth, NH: Heinemann.

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April 11, 2017

Shared Writing

Phase of Optimal Learning Model We Do – Shared Demonstration



Teacher invites and records ideas of the students

Teacher contributes some of their own ideas to the writing

Demonstrates working through spelling, conventions, and grammar in authentic writing experience

Teacher facilitates dialogue between students

Teacher refers to appropriate anchor charts that aid writing

Students contribute ideas for the writing

Students read and reread the text created

Students may use a graphic organizer

What Is It? Shared writing differs from modelled writing

in that the teacher and the class

collaboratively write the text, while the

teacher maintains control of the pen. It could

be considered one part of a writing mini-

lesson. It is primarily done in a whole class

setting but may be used with small groups or

one-to-one. Shared writing provides another

opportunity to make the thinking of a writer

visible. Mentor text may be used.

Why Do We Do It?

Shared writing provides explicit

instruction in the processes, strategies,

and working through conventions and

grammar. It fosters the building of a

community of writers through

collaboration in content.

Materials/Equipment



students


using paper

Mentor text


wall, anchor charts


The Writing Block


Shared Writing

Interactive Writing




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April 11, 2017

Shared Writing



Express ideas and develop understanding Experiment with language and forms Set goals Extend understanding Combine ideas Consider the ideas of others

Use prior knowledge Use phonics and structural analysis Use references Understand forms and genres Understand techniques and elements Experiment with language Generate ideas Elaborate on expression of ideas Structure texts

Determine information needs Plan to gather information Use a variety of sources Access information Evaluate sources Organize information Record information Evaluate information Share ideas and information Review research process

Revise and edit Expand knowledge of language Enhance artistry Attend to grammar and usage Attend to spelling Attend to capitalization and punctuation Demonstrate attentive listening and viewing

Use language to show respect Work in groups Cooperate with others




Johnson, P. & Keier, K. (2010). Catching readers before they fall: Supporting readers who

struggle, K-4. Portland, ME: Stenhouse Publishers.

Mort, J. N. (2014). Joyful literacy interventions: Early learning classroom essentials. Victoria, BC:

Printed by CreateSpace.

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April 11, 2017

Interactive Writing

Phase of Optimal Learning Model We Do – Shared Demonstraton



Teacher invites and records ideas of the students

Teacher contributes some of their own ideas to the writing

Demonstrates working through spelling, conventions, and grammar in authentic writing experience

Teacher facilitates dialogue between students

Teacher refers to appropriate anchor charts that aid writing

Students contribute ideas for the writing

Students “share the pen” with the teacher

Students read and reread the text created

What Is It? Interactive writing is a collaborative writing

experience but differs from shared writing in

that the teacher and students share the pen.

It is most often used with lower-elementary

students but can be used beyond. It is

primarily done in a whole class setting

although it can be used in small group or one-

to-one. Interactive writing provides another

opportunity to make the thinking of a writer

visible. Mentor text may be used.

Why Do We Do It?

In addition to the benefits of modelled

and shared writing, interactive writing

provides an opportunity for young

students to practice letter formation,

directionality and one-to-one

correspondence. For all students it

provides support in working through

words for spelling and to use conventions

in context.

Materials/Equipment



students


using paper

Mentor text


wall, anchor charts


The Writing Block


Shared Writing

Interactive Writing




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April 11, 2017

Interactive Writing



Express ideas and develop understanding Experiment with language and forms Set goals Extend understanding Combine ideas Consider the ideas of others

Use prior knowledge Use phonics and structural analysis Use references Understand forms and genres Understand techniques and elements Experiment with language Generate ideas Elaborate on expression of ideas Structure texts

Access information Evaluate sources Organize information Record information Evaluate information Share ideas and information Review research process

Revise and edit Enhance legibility Expand knowledge of language Enhance artistry Attend to grammar and usage Attend to spelling Attend to capitalization and punctuation Demonstrate attentive listening and viewing

Use language to show respect Work in groups Cooperate with others



struggle, K-4. Portland, ME: Stenhouse Publishers. Routman, R. (2005). Writing essentials: Raising expectations and results while simplifying


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April 11, 2017

Guided Writing



Group students

Provide explicit instruction and model a particular aspect of writing as

Prompt, coach or guide students to transfer new learning into writing

Observe, assess and monitor progress of students

Students attend to instruction

Students take on the role of the writer

Practice applying skills and strategies with support as needed into their writing

Students not in a guided writing group are writing independently

What Is It?

Guided writing is small group instruction (no

more than 6). Students are grouped with

similar needs in one aspect of writing. Specific

instruction is provided to the group, then the

teacher supports individuals to apply the

concept/skill taught within their own writing.

Student groups are flexible and fluid.

Why Do We Do It?

Guided writing is used to target skills that

some but not all students need instruction

and support in. Guided writing is also an

opportunity to extend the mini-lesson for

students needing additional instruction or

practice.

Materials/Equipment



Supplies such as paper, pens,

white boards

Teacher’s own writing

Mentor text

Reference tools such as word wall,

dictionary, anchor charts

The Writing Block


Shared Writing

Interactive Writing




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Guided Writing



Express ideas and develop understanding Experiment with language and forms Set goals Extend understanding

Use prior knowledge Use phonics and structural analysis Use references Understand forms and genres Experiment with language Generate ideas Elaborate on the expression of ideas Structure texts

Focus attention Organize information Record information Share ideas and information

Appraise own and others’ work Revise and edit Enhance legibility Expand knowledge of language Enhance artistry Attend to grammar and usage Attend to spelling Attend to capitalization and punctuation

Celebrate accomplishments and events Use language to show respect




Bright, R. (2002). Write from the start: Writers workshop for the primary grades. Winnipeg, MB:

Portage and Main Press.

Cruz, C. (2015). The unstoppable writing teacher: Real strategies for the real classroom.

Portsmouth, NH: Heinemann.

Oczkus, L. D. (2007). Guided writing: Practical lessons, powerful results. Portsmouth, NH:

Heinemann.

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Set goals with students

Provide explicit instruction and model as needed on targeted writing strategies


Coach students

Prompt students to use skills

Keep records of conferences

All students are writing independently

Sets goals for writing with teacher

Apply learning

Problem solve as needed


What Is It?

An individual writing conference is a short

instructional time for a teacher to meet one-

to-one with students. It follows a predictable

structure in which the teacher researches to

determine what a student is working on as a

writer and decide what to

teach/prompt/reinforce based on student

need. A record is kept for future teaching and

reference.

Why Do We Do It?

The individual conference provides

differentiated instruction tailored to

individual student needs. Teachers focus

on the writer not the writing. They ask,

“What does this student need to make

them a better writer today and every

day?”

Materials/Equipment

Record keeping system

Mentor text

Teach writing samples

Sticky notes

Anchor charts and other reference

tools available

Personal writing materials

The Writing Block


Shared Writing

Interactive Writing




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Express ideas and develop understanding Experiment with language and forms Set goals Extend understanding


Focus attention Organize information Record information Share ideas and information

Appraise own and others’ work Revise and edit Enhance legibility Expand knowledge of language Enhance artistry Attend to grammar and usage Attend to spelling Attend to capitalization and punctuation

Celebrate accomplishments and events


Anderson, C. (2005). Assessing writers. Portsmouth, NH: Heinemann.

Anderson, C. (2000). How’s it going? A practical guide to conferring with student writers.


Calkins, L., Hartman, A., & White, Z. (2005). One to one: The art of conferring with young

writers. Portsmouth, NH: Heinemann.

Glover, M. (2009). Engaging young writers preschool – grade 1. Portsmouth, NH: Heinemann.

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April 11, 2017

Independent Writing

Phase of Optimal Learning Model You Do – Independent Practice


Conferring with individuals

Meet with guided writing groups

Respond to student writing

Observe and assess writing behaviours students are using, beginning to use and not using

Select topic for writing

Write in a variety of genres

Revise and edit writing

Share writing with others

Meet with the teacher alone or in small group

Apply writing strategies

What Is It?

Students have a large block of time each day

to work through the writing process. Students

select topics to write about in a variety of

forms/genres.

Why Do We Do It?

Independent writing provides students to

experience writing in the way real writers

do. It is an opportunity to integrate and

transfer skills learned into their own

writing projects. It builds student identity

as writers.

Materials/Equipment

Space for students to write

Writers notebook &/or folder

Variety of writing tools

Variety of paper

Reference tools such as anchor

charts, word walls, dictionaries

The Writing Block


Shared Writing

Interactive Writing




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Independent Writing


GO 1 GO 2 GO 3 GO 4 GO 5 Express ideas and develop understanding Experiment with language and forms Set goals Extend understanding


Focus attention Determine information needs Plan to gather information Use a variety of sources Access information Organize information Record information Evaluate information Share ideas and information Revie research process

Appraise own and others’ work Revise and edit Enhance legibility Expand knowledge of language Enhance artistry Attend to grammar and usage Attend to spelling Attend to capitalization and punctuation Present information Enhance presentation Use effective oral and visual communication



Atwell, N. (2014) In the middle: A lifetime of learning about writing, reading, and adolescents.


Calkins, L. (Various dates). The units of study in opinion/argument, information, and narrative

writing: A common core curriculum, Grades K-8. Portsmouth, NH: Heinemann.



35

April 11, 2017

36

April 11, 2017

Word Work

Phonemic Awareness Phonics Developmental Spelling Stages

Fluency

Vocabulary

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April 11, 2017

Phonological/Phonemic Awareness

Best Practices for Instruction

Small amounts of time are sufficient. Utilize transitions, circle/calendar time, or those times when you have a few extra minutes

Songs, chants, rhymes, poems and games are excellent ways to develop these skills. Whenever possible do this in conjunction with print. Having these on charts allows you and the children to refer back to them.

Use a read aloud to model, demonstrate and provide practice with these skills. Alphabet and rhyming books are excellent tools to teach and reinforce phonological/phonemic awareness skills.

Connect sounds and letters to important words for children like their own and others names.

Sort pictures or objects based on a particular aspect such as things that start the same.

What Is It? Phonological awareness is recognizing that in

spoken words there are made up of distinct

sounds. Phonemic awareness is the ability to

manipulate those sounds, as well as to

identify and isolate them. They are oral and

aural skills rather than visual. It is the ability to

rhyme, blend, segment, move and substitute

sounds in words they hear and say.

Why Do We Do It? Students who have not developed sufficient

phonemic awareness skills may experience

difficulty in reading development. It makes

the ability to develop the alphabetic principle

in which the speech sounds are associated to

a written symbol troublesome. The amount of

instructional time needed for children to

acquire skills will differ, with most falling

between 5 and 18 hours, to develop needed

skills. It is best to assess skills and target

instruction.

Materials/Equipment

Voice

Charts

Books-alphabet and rhyming

Objects/pictures

Where does it fit?

Reading Block

Writing Block

Word Work Block

Whole Class for younger students

Small group as needed

Individual for targeted

intervention with older students

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April 11, 2017

Phonological/Phonemic Awareness


GO 1 GO 2 GO 3 GO 4 GO 5 Extend understanding Combine ideas

Use prior knowledge Use comprehension strategies Use phonics and structural analysis Experience various texts Appreciate the artistry of texts Experiment with language Elaborate on the expression of ideas

Expand knowledge of language Attend to spelling

Cooperate with others


Daly, E. J. (III), Neugebauer, S., Chafouleas, S., & Skinner, C. H. (2015). Interventions for reading

problems: Designing and evaluating effective strategies, 2nd ed. New York, NY: The

Guildford Press.

Fountas, I. C. & Pinnell, G. S. (2009). When readers struggle: Teaching that works, K-3.


McGill-Franzen, A. (2006). Kindergarten literacy: Matching assessment and instruction in

kindergarten. Toronto, ON: Scholastic Inc.

Pinnell, G. S. & Fountas, I. C. (2011). Literacy beginnings: A prekindergarten handbook.


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April 11, 2017

Phonics


Use a developmental spelling inventory to assess skills students use and those they confuse.

The brain is a pattern detector not a rule memorizer. Only teach phonics rules that have a 75% or greater likelihood of working.

Use a variety of word sorts and hunts. You can sort by sight, sound and meaning.

Compare words that contrast greatly when teaching a new phonetic pattern/concept.

Don’t hide the exceptions, rather have a category for oddballs.

Link what is taught to the students authentic reading and writing experiences.

Have a word wall for high frequency words and for words with high utility patterns that students could use to transfer to other words. Older students may use personal word walls/dictionaries.

Use strategies such as “Making Words” (Cunningham) to apply phonic patterns.

Materials/Equipment

Developmental spelling inventory

Reference tools like word wall,

alphabet chart

Word sorts

Letter tiles/ or other similar way

of making words

Magnetic letters

Where does it fit?

Reading Block

Writing Block

Word Work Block

Whole Class to learn principles and

apply

Small group for particular skills

Individual to target and apply to

individual needs

What Is It?

Phonics is the connecting of spoken sounds in

a word to a written symbol. It is the

alphabetic principle in action. Phonetic skills

are used to decode words and also to encode

(spell) when writing words. Students develop

phonetic skills along a continuum.

Why Do We Do It?

The goal of phonics instruction is for students

to apply their learning when they are reading

unfamiliar words or to spell words in writing.

It is one strategy that students use to

comprehend and create text. Phonics

instruction should not be the dominant

feature of a literacy program, but rather

support it.

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April 11, 2017

Phonics


GO 1 GO 2 GO 3 GO 4 GO 5 Combine ideas

Use prior knowledge Use comprehension strategies Use phonics and structural analysis Use references

Revise and edit Expand knowledge of language Attend to spelling


Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2012). Words their way: Word study

for phonics, vocabulary, and spelling instruction, 5th ed. Toronto, ON: Pearson Education,

Inc.

Cunningham, P. M. (2017). Phonics they use: Words for reading and writing, 7th ed. Toronto,

ON: Pearson Education Inc.

Cunningham, P. M. et. al. (2007). Month by month phonics and vocabulary series. Greensboro,

NC: Carson-Dellosa Publishing Company, Inc.

Ganske, K. (2000). Word journeys: Assessment-guided phonics, spelling and vocabulary

instruction. New York, NY: The Guildford Press.

Palmer, J. L. & Invernizzi, M. (2015). No more phonics and spelling workhseets. Portsmouth, NH:

Heinemann.



Raskinski, T. & Zutell, J. (2010). Essential strategies for word study: Effective methods for

improving decoding, spelling and vocabulary, Grades 2-8. Toronto, ON: Scholastic Inc.

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April 11, 2017

Developmental Spelling Stages The following table reflects the developmental spelling stages identified by Bear et. al. (2012).

Stage Grade(s) Expected In

Characteristics

Early Middle Late

Emergent Prekindergarten to Mid-Grade 1

Uses scribbles Produces linear

like forms

Uses random letters and numbers in words

Uses 1 letter for salient sounds

Letter Name-Alphabetic

Kindergarten to Mid-Grade 2

Salient sounds are represented in words (i.e. beginning and ending)

Letter names are used to invent spelling

Parial representation of blends and digraphs

Logical vowel substitutions

Letter names for vowel sounds

Spells phonetically with all sounds represented

Some digraphs and blends are correct

Short vowels are used correctly

Within Word Pattern

Grade 1 to Mid-Grade 4

Long vowels used but confused

Most digraphs and blends are correct

Common vowel words correct but some confusion remains with long vowels

Complex consonants spelled correctly such as ck, tch or dge

Most other vowel combinations correct such as er, ir, oi

Syllables & Affixes

Grade 3 – 8 Inflectional endings are added correctly to CVVC, CVCC words

Inflectional endings are added correctly to root words

Double vowels in syllables are used correctly

Unaccented final syllables are spelled correctly

Prefixes and suffixes are spelled correctly

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Stage Grade(s) Expected In

Characteristics

Early Middle L Late

Derivational Mastered high frequency words

Vowel patterns in unaccented syllables are correct

Double and drop the final e is used correctly

Use common Latin prefixes and suffixes

Working on absorbed prefixes (eg. comotion for commotion)

Working on advanced Latin suffixes (eg. dominence for dominance)




Inc.


Heinemann.

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April 11, 2017

Fluency


Model fluent oral reading in daily teacher read-alouds.

Practice fluency strategies in text at a student’s independent reading level then move to instructional level text.

Poetry is a great genre to use to practice fluent reading.

Use supported oral reading in the classroom through strategies such as choral reading, paired reading, or recorded materials.

Provide opportunities to practice oral reading as well as silent reading.

Encourage repeated reading of texts. You may need to find many different reasons to have students read.

To build phrased reading, provide phrase-cued text and practice with students who need to improve their phrasing and prosody (e.g. In a warm and sultry forest/far/ far away/ there once lived a mother fruit bat/ and her new baby.)

Materials/Equipment

Books for read aloud

Text at students independent and

instructional reading levels

Poems

Passages for phrase-cued text as

needed

Recorded reading of text

Where does it fit?

Reading Block

Writing Block

Word Work Block

What Is It?

Fluency is the ability to “…read the words in

text effortlessly and efficiently (automaticity)

with meaningful expression that enhances the

meaning of the text (prosody)” (Rasinski,

2010, p. 31). It is also using proper phrasing

and speed when reading. In writing, fluency

refers to the ability to write words with

automaticity and efficiency.

Why Do We Do It?

Without fluent reading, comprehension can

be compromised. Students need to be able to

read the words efficiently so that decoding

does not occupy so much of the brain activity

that meaning is lost. The ability to use

appropriate phrasing and expression means

that the reader is attending to meaning.

Fluent oral reading also develops eye-voice

span.

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Fluency


GO 1 GO 2 GO 3 GO 4 GO 5 Set goals

Use comprehension strategies Use textual cues Use phonics and structural analysis Experience various texts Appreciate the artistry of texts

Attend to grammar and usage Attend to capitalization and punctuation Use effective oral and visual communication


Fountas, I. C. & Pinnell, G. S. (2017). Guided reading: Responsive teaching across the grades.

Porstmouth, NH: Heinemann.

Fountas, I. C. & Pinnell, G. S. (2001). Guiding readers and writers: Teaching comprehension,

genre, and content literacy. Portsmouth, NH: Heinemann.

Rasinski, T. V. (2010). The fluent reader: Oral & silent reading strategies for building fluency,

word recognition & comprehension. Toronto, ON: Scholastic, Inc.

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April 11, 2017

Vocabulary


Reading aloud daily will expand the number of words students hear and have familiarity with.

Use word study not word memorization or lists of words to be looked up.

Teach students how word parts work including common prefixes and suffixes.

Use graphic organizers in explicit instruction across subject areas.

Have a word wall of high utility words and subject specific words. When possible include a picture to help students develop word meaning as this has been shown to increase understanding and retention of words.

Use words sorts based on word meanings or concepts.

Teach students how to use context to figure out word meaning.

Be selective in the words you explicitly teach. Teach words that are new labels for existing words in students’ vocabularies and in content areas ones that are critical for understanding new concepts.

Provide daily independent reading time.

Materials/Equipment

Large selection of materials for

reading aloud and student

independent reading

Word wall

Personal dictionaries

Print-rich classroom with space

for word displays

Where does it fit?

Reading Block

Writing Block

Word Work Block

What Is It?

Vocabulary is the number of words students

know and can use. These can be words they

know when they hear them, use in speaking,

and understand when reading or specific to

subject domains. Knowing what the words

mean is critical to understanding what you are

reading and will improve the quality of

student writing as well.

Why Do We Do It?

The number of words students know and can

use is critical to comprehension, especially as

students progress through school. It is

important that explicit instruction in

vocabulary be provided in all subject areas so

that students expand the volume of words

within their working vocabularies to deepen

comprehension and writing abilities.

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Vocabulary


GO 1 GO 2 GO 3 GO 4 GO 5 Express ideas and develop understanding Extend understanding Combine ideas

Use prior knowledge Use comprehension strategies Use textual cues Use phonics and structural analysis Use references Experience various texts Appreciate the artistry of texts Experiment with language

Access information

Expand knowledge of language Enhance artistry Attend to grammar and usage Attend to spelling Use effective oral and visual communication



Beers, K. (2003). When kids can’t read what teachers can do: A guide for teachers 6-12.


Cobb, C. & Blachowicz, C. (2014). No more “Look up the list” vocabulary instruction.


Fountas, I.C. & Pinnell, G. S. (2001). Guiding readers and writers: Teaching comprehension,




Reithaug, D. (2007). Supporting adolescent readers. West Vancouver, BC: Stirling Head

Enterprises, Inc.

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A Classroom Environment to Support

Comprehensive Literacy

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April 11, 2017

Debbie Diller has said that the physical space in a classroom conveys what is important and

valued (Diller, 2014). Teachers need to ask themselves if their classroom environment in one in

which the importance of literacy is visible and if it supports a comprehensive approach to

literacy. Diller states, “Uncluttered, well-organized classrooms can positively affect student

behavior. Cluttered, junk-filled classrooms can exacerbate behavior problems” (2016, p. 21).

There are some common elements in the design of classroom spaces, equipment and

instructional tools that best support comprehensive literacy practices:

The classroom is a print-rich environment.

Tables or desks are grouped together.

The classroom library is attractive, well-organized and a focal point in the room to

encourage reading. It is stocked with a large quantity of books to meet a variety of

student interests and reading abilities.

Students have book bags or boxes to store reading materials.

Students have writing folders and/or notebooks.

There are spaces in the classroom to accommodate whole and small group instruction.

In addition comfortable spaces for students to read and write individually are available.

Word walls are available for student use including in content area classrooms in which

domain specific vocabulary is displayed.

Spaces for centres or learning stations may be present.

Develop an organized way of storing community supplies and materials students may

need. Ensure that spaces are clearly labelled and accessible.

Anchor charts and other references are attractive and clearly visible.

Wall displays include student and group work.

Pocket charts and easels are available for teachers and students needing them.

Materials such as highlighters, sticky notes, graphic organizers are available.

Technology to enhance and differentiate learning when needed is available.




Diller, D. (2016). Growing independent learners: From literacy standards to stations, K-3.

Portland, ME: Stenhouse Publishers.

Diller, D. (2008). Spaces & places: Designing classrooms for literacy. Portland, ME: Stenhouse

Publishers.




struggle, K-4. Portland, ME: Stenhouse Publishers.

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Assessment

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Comprehensive literacy instruction is rooted in teachers using assessment to make instructional

decisions. There is no single assessment that fulfills every need upon which to make those

decisions. Teachers must use a combination of assessment information and then use their

professional judgment to adjust instruction to meet the needs of their class as a whole and to

differentiate for individual students. This is responsive teaching.

Jennifer Serravallo has developed a four-step assessment protocol that when employed leads

to teaching to meet student needs. Her four steps are:

1. Collect data.

2. Analyze data.

3. Interpret data and establish a goal.

4. Create an action plan. (Serravallo, 2014, p. xv)

Teachers need to collect data in a variety of forms for reading, writing and word work. Each

form of data will provide different information on which to make instructional decisions. In

analyzing the data teachers look for what students can do, are starting to do and not yet doing

in order to decide what to reinforce, prompt for and explicitly teach. Goals are set from this

analysis and then teachers plan their instruction and monitor for progress based on this

instruction.

Forms of Assessment Data Which may be Collected

This is not an exhaustive list of the many forms of assessment data that teachers may collect. It

is meant to be a starting off point of valuable tools to consider.

Reading

Fountas and Pinnell Benchmark Assessment System 1 or 2, 2nd Edition (BAS)

The Fountas and Pinnell BAS has been adopted by Lethbridge School District as a common

assessment in all elementary schools and is used twice a year to inform instruction. This

assessment provides teachers with assessment data on reading accuracy and fluency through a

running record as well as comprehension in the comprehension conversation. Teachers

determine students’ independent and instructional reading levels using the criteria established.

Running records are analyzed to assist with making instructional decisions regarding print work

and fluency. The comprehension conversation is analyzed to examine areas of strength and

need in understanding what has been read. For guided reading purposes teachers use the

assessed instructional level to form groupings. These groups are fluid and change as readers

make progress. The assessed independent level should inform decisions for materials students

are expected to use without teacher support.

Reading Log

Reading logs should be used to help determine reading engagement. These do not need to be

kept all year, but rather used periodically to monitor engagement. Reading logs typically

contain the titles of books read, minutes of reading, number of pages read in each sitting, home

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or school reading, and possibly book level. Information that can be gathered from a reading log

are preferred genre or reading interests, book abandonment, where is most reading done

(home or school). The goal of the reading log is not for rewarding reading but rather to examine

reading engagement.

Reading Interest Inventory

Interest inventories are completed by students. They seek to answer questions a teacher may

have about student interests, habits and attitudes surrounding reading (Serravallo, 2014).

Reading interest inventories can help a teacher in selecting books for the classroom library and

making individual book recommendations. There are a variety of interest inventories available

online or in professional books.

Reading Engagement Inventory

An reading engagement inventory is an informal tool that teachers may use to quantify

observed student behaviours during independent reading. Teachers observe their students in

time increments and indicate whether students are on-task with reading or in some form of

abbreviated way indicating observed student behaviour that is off-task. The engagement

inventory provides teachers with a visual of students who may be avoiding reading or are

distracted and what it is they are doing instead. This form of assessment can lead the teacher to

ask why a student may not be engaged which will require more investigation and consideration.

Anecdotal Notes

Teacher anecdotal notes of observations made and discussions with students during individual

conferences or small group reading instruction are valuable forms of data. Anecdotal notes can

be a record of reading behaviours as they change over time. They serve to monitor progress

and keep track of when goals have been achieved and set new ones.

Writing

On-Demand Writing Sample

Periodically throughout the year teachers may collect an on-demand writing piece. It would be

recommended that this happen 3 times per year—early, mid and end of year. This serves as a

baseline of what students can do, almost do and are not yet doing. The prompt should be

relatively generic and the same each time you do it. It is suggested that teachers consider

having students write a focused personal narrative be considered for this type of sample.

On-demand pieces could also be collected for each genre students will be given instruction in

prior to instruction beginning. This would provide teachers with a baseline in particular genres

and allow them to examine what skills all students need instruction in and which ones small

groups or individuals may need.

Writing Samples

Teachers should collect samples of student writing at regular intervals throughout the year

from which they can assess using rubrics and also track progress. Writing samples allow the

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April 11, 2017

teacher, student and parents to see evidence of growth and areas of need. Instructional goals

can be made based upon the samples.

Writing Engagement Inventory

A writing engagement inventory is an informal tool that teachers may use to quantify observed

student behaviours during independent writing. Teachers observe their students in time

increments and indicate whether students are on-task with writing or in some form of

abbreviated way indicating observed student behaviour that is off-task. The engagement

inventory provides teachers with a visual of students who may be avoiding writing or are

distracted and what it is they are doing instead. This form of assessment can lead the teacher to

ask why a student may not be engaged which will require more investigation and consideration.

Writing Rubrics and Progressions

Student writing can be assessed with the use of a rubric that provides descriptors of skills in a

continuum across different categories such as content, organization, conventions, etc. When

students are provided with the rubrics and exemplars they know the target they are trying to

achieve. Rubrics may also be created with students.

A writing progression provides a series of exemplars at increasing levels of mastery against

which student writing can be compared to determine next steps for instruction.

Anecdotal Notes

Teacher anecdotal notes of observations made and discussions with students during individual

conferences or small group writing instruction are valuable forms of data. Anecdotal notes can

be a record of writing progress as the students develops as a writer over time. They serve to

monitor progress and keep track of when goals have been achieved and set new ones.

Word Work

Developmental Spelling Inventory

A developmental spelling inventory is a list of words containing a variety of word features that

are assessed to determine mastery over the phonology (sound) and orthography (written) of

English. The words progress in difficulty through the assessment. Teachers are looking for

evidence of what students are using, use but confuse and not using at all in order to match

instruction to developmental spelling level.

Writing Sample

Students writing samples are a rich source of authentic spelling. In a writing sample the teacher

can look for transfer of spelling skills that have been taught. A writing sample also allows

teachers to identify if high frequency words which typically do not conform to conventional

spelling patterns are being spelled correctly or not. Instructional routines can then be employed

to increase the accuracy of spelling of these words.

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There are performance standards available for each grade level through grade 10. While not the Alberta Education Program of Studies they may serve as a useful tool for teachers in creating their own rubrics. The reference below is for the introduction and grade 1 pdf files. BC Performance Standards Writing - British Columbia. (n.d.). Retrieved October 25, 2016, from

https://www.bced.gov.bc.ca/perf_stands/writing_intro.pdf

BC Performance Standards - Writing - Grade 1. (n.d.). Retrieved October 25, 2016, from https://www.bced.gov.bc.ca/perf_stands/writing_g1.pdf



Inc.

Calkins, L. (2015). Writing pathways: performance assessments and learning progressions.


Fountas, I. C. & Pinnell, G. S. (2011). Fountas and Pinnell benchmark assessment system 1 & 2.




"Grade 6 Narrative Writing - Alberta Education." N.p., n.d. Web. 25 Oct. 2016.

Miller, D. & Kelley, S. (2014). Reading in the wild: The book whisperer’s keys to cultivating

lifelong reading habits. San Francisco, CA: Jossey-Bass.

Serravallo, J. (2014). The literacy teacher’s playbook grades K-2: Four steps for turning

assessment data into goal-directed instruction. Portsmouth, NH: Heinemann.

Serravallo, J. (2014). The literacy teacher’s playbook grades 3-6: Four steps for turning


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Fountas and Pinnell Assessment Systems 1 & 2, 2nd Edition

Correlation between Fountas & Pinnell Assessment System and POS Reading Expectations for Reading (Grades 1-8)

(Text level range at each interval represents a low average to high average instructional reading level)

Fall Assessment Period

Grade 1 – Assessment completed and entered into Dossier by November 30th

Grade 2 and 3 – Assessment completed and entered into Dossier by October 31st

Grade 4 and 5 – Students identified below grade level in the spring assessment by October 15th

BELOW EXPECTED LEVEL

LOW AVERAGE

AVERAGE/HIGH AVERAGE

Yearly Expectations

Grade 1 A B C D E A-J

Grade 2 H I J K I J K L M N

Grade 3 L M N O M N O P Q

Grade 4 O P Q P Q R S

Grade 5 Q R S R S T U

Grade 6 S T U T U V W

Grade 7 V W X W X Y Z

Grade 8 X Y Z Y Z Z+

Spring Assessment Period

All students in Grades 1 to 5 – Assessment completed and entered into Dossier between

February 15th and March 31st

BELOW EXPECTED LEVEL

LOW AVERAGE

AVERAGE Yearly Expectations

Grade 1 E F G H I J A-J

Grade 2 J K L M, N I J K L M N

Grade 3 M N O P Q M N O P Q

Grade 4 P Q R S P Q R S

Grade 5 R S T U R S T U

Grade 6 T U V W T U V W

Grade 7 W X Y Z W X Y Z

Grade 8 Y Z Z+ Y Z Z+

*Based on Fountas & Pinnell Text Gradient System **These levels are reflective of the adjustments made by Edmonton Public Schools and further adjusted in October 2016 with input from Lethbridge School District #51 Division 1 teachers.

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GB+ Expectations 2016-2017 Fall

Gr. 2-5 Assessments completed and entered into Dossier by October 31st

Gr. 1 Assessments completed and entered into Dossier by December 23rd

INDEPENDENT READING LEVEL = 95-100% accuracy + satisfactory or excellent comprehension INSTRUCTIONAL READING LEVEL = 90-94% accuracy + satisfactory or excellent comprehension

FALL GB+

(October)

FALL Below

Expected Level

FALL Low

Average

FALL Average/High

Average Yearly Expectations

1re année 1 2 3 1 2 3 4 5 6 7 8

2e année 6 7 8 9 7 8 9 10 11 12 13 14 15 16

3e année 13 14 15 16 14 15 16 17 18 19 20

4e année 19 20 21 22 20 21 22 23 24 25

5e année 23 24 25 24 25 26 27 28

SPRING GB+

(March)

SPRING Below

Expected Level

SPRING Low

Average

SPRING Average/High

Average Yearly Expectations

1re année 5 6 7 8 1 2 3 4 5 6 7 8

2e année 13 14 15 16 7 8 9 10 11 12 13 14 15 16

3e année 16 17 18 19 20 15 16 17 18 19 20

4e année 22 23 24 25 20 21 22 23 24 25

5e année 25 26 27 28 24 25 26 27 28

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Fountas & Pinnell Benchmark Assessment System 1 and 2:

Guide to Determining Independent and Instructional Levels

Record both the independent and instructional levels for each student tested. Refer to the following

definitions provided by Fountas & Pinnell to determine what constitutes these levels for the F & P

Benchmark Assessment Systems.

Independent Level:

Levels A-K:

Accuracy Comprehension

95-100% AND 5 –Satisfactory 6 or 7 - Excellent

Accuracy can never fall below 95% or comprehension lower than 5 in order for the level to be

considered Independent.

Levels L-Z:


98-100% AND 7 or 8 – Satisfactory 9 or 10 - Excellent

Accuracy can never fall below 98% or comprehension lower than 7 in order for the level to be

considered Independent.

Instructional Level:

Levels A-K:


90-94% AND 5 - Satisfactory 6 or 7 - Excellent

OR

95-100% AND 4 - Limited

If comprehension is 4 (limited), accuracy can never be lower than 95%.

Levels L-Z:


95-97% AND 7 or 8 - Satisfactory 9 or 10 - Excellent

OR

98-100% AND 5 or 6 - Limited

If comprehension is 5-6 (limited), accuracy can never be lower than 98%.

If the level after finding the Independent Level is too hard (the student does not meet the criteria for

either accuracy and/or comprehension) then the Independent Level will also be the student’s

Instructional Level. The same level will be reported for both.

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April 11, 2017

Common Resources in Lethbridge School

District #51 In All Schools

Brailsford, A. & Stead, T. (2007). Literacy place for the early years K-3. Markham, ON: Scholastic Canada Ltd.

Brailsford, A. & Stead, T. (2007). Moving up with literacy place: Grades 4 & 5. Markham, ON:

Scholastic Canada Ltd.

*Note some middle schools have grade 6



Fountas, I. C. & Pinnell, G. S. (various publication dates). Fountas and Pinnell leveled literacy

intervention system. Portsmouth, NH: Heinemann.

* Note schools have a variety of different kits available

Richardson, J. (2016). The next step forward in guided reading: An assess-decide-guide framework

for supporting every reader grades K-8. New York, NY: ScholasticInc.



In Many Schools


for phonics, vocabulary, and spelling instruction, 5th ed. Toronto, ON: Pearson Education, Inc.

Brailsford, A., Stead, T. & Jackson, S. (various publication dates). Literacy place plus K-3. Markham, ON: Scholastic Canada Ltd.



Fountas, I. C. & Pinnell, G. S. (2006). Phonics lessons: Letters, words and how they work, grades

K, 1 and 2. Portsmouth, NH: Heinemann.

Fountas, I. C. & Pinnell, G. S. (2006). Word study lessons: Phonics, spelling and vocabulary grade

3. Portsmouth, NH: Heinemann.

62

April 11, 2017

Gear, A. (2014). Nonfiction reading power: Teaching students how to think while they read all

kinds of information. Markham, ON: Pembroke Publishers.



Gear, A. (2006). Reading power: Teaching students to think while they read. Markham, ON: Pembroke Publishers.


Publishers.

Various Authors and publication dates. Info tales: Flip books for grades 2-4. Markham, ON: Scholastic Canada Ltd.

Various Authors and publication dates. Trickster tales grades 1-6. Markham, ON: Scholastic Canada Ltd.

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April 11, 2017

Glossary of Literacy Terms

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April 11, 2017

A

accuracy – he ability to correctly read the words in text. Accuracy is usually calculated as a

percentage on a running record.

alphabetic principle - the relationship between the letters in the alphabet and the sounds they

make.

analyze – is a comprehension strategy. When analyzing the reader locates information in the

text. It is taking a whole and breaking it into parts looking for information, or noticing how the

text is crafted and organized.

anchor chart – a visual reference tool created by the teacher and students. It is used as a

reminder of the strategies, skills, or processes that are being learned by the class or individuals.

B

benchmark assessment – an assessment done a few times a year that provide information to

teachers about student literacy progress. The assessment could be for reading, writing or word

work. It provides insight into the current level of performance as well as the skills and strategies

used by a student.

big book – a large book in which the print is large enough to be read by the entire class. Big

books are typically used in primary grade classrooms.

blending – is the ability to efficiently blend together discrete sounds or syllables into words.

book club - groups formed in which students read a common text at their independent-level.

They meet to discuss their ideas and thinking about their reading. Book clubs may be organized

with a variety of titles organized around a theme or topic.

C

choral reading – a group reading of a text in which the reading is done aloud together. Each

reader tries to match the reading of a more fluent reading model (the teacher usually). It

greatly benefits disfluent readers.

classroom library – a collection of books available to students in their classroom at a variety of

reading levels, genres and topics. It is recommended that a goal for the classroom library is that

it contain between 500-1000 books.

comprehension – the ability to make meaning. Readers use a variety of strategies or processes

to understand what has been read. Different authors use a variety of terms to define the

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processes but some general ones are making connections, predicting, inferring, analyzing,

synthesizing, evaluating, and self-monitoring.

comprehension conversation – one part of the Fountas and Pinnell Benchmark Assessment

System and Levelled Literacy Intervention System although teachers can have similar

conversations whenever discussing reading with a student. The comprehension conversation

has three parts to it: Thinking Within the Text, Thinking Beyond the Text, Thinking About the

Text.

concept of word – the ability of a reader to voice-print match one word for each spoken. It is

understanding that a word is made up of letters separated by spaces that remain constant over

time and text – c/a/t/ is always cat no matter where or how it is written.

concepts of print – the understanding that there is a particular way in which we work with a

book. We start on the cover then proceed front-to-back, turn pages left to right, read left-to-

right and top-to-bottom, turn the page at the end of the lines of print.

conferences – a conversation between a student (usually individual but can be small group) and

teacher. Teachers use this time to provide targeted individual instruction, set goals with

students, assess progress and get to know students as readers and writers. Teachers keep

anecdotal records during this time.

critique – within the Fountas and Pinnell Network of Processing Systems for Reading it is

defined as “think critically about text”.

cueing systems – the sources of information a reader uses to read and make sense of text. The

three systems are meaning, structure (syntax) and visual. The meaning system is using the

meaning of a word, text, pictures when figuring out text. The structure system or syntax is

recognizing what sounds right in English. The visual cueing system is using some or all of the

visual features of a word to figure it out.

D

decoding – the ability to use printed letters and the knowledge of their sounds or sound

combinations to figure out a word.

developmental spelling – the stages through which children progress to move towards

conventional spelling of words. Spelling moves towards conventional spelling as students are

able to internalize and use. Knowing students’ current levels of spelling development can

inform teachers instruction to meet their needs and move them forward.

directionality – knowing print is read left-to-right and top-to-bottom.

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April 11, 2017

E

early reader – a stage of reading development in which readers are reading texts between

levels D to I. Children at the beginning of this stage need to be able to read and write about 20-

30 sight words.

echo reading – is an instructional strategy in which the teacher or other fluent reader reads one

part of a shared text and then the student(s) echo back what was read. Another perspective on

echo reading is when the teacher and student(s) share a text. The teacher reads the text and

the student(s) read a beat behind the teacher.

emergent literacy – a belief that literacy development begins at birth and continues through

the beginning of formal schooling. It is characterized by “pretend” reading and writing that is

unconventional or random strings of letters.

emergent reader – a stage of reading development in which the reader is reading texts

between Pre A to level C. Children in this stage of development are still mastering alphabet

knowledge including letter identification and sounds, as well as beginning to acquire some sight

words. The text in these levels is highly predictable.

environmental print – the print that is found in the everyday world and can include signs,

symbols, labels, etc.

evaluate (as a comprehension strategy) – giving an opinion based on text which may be

modified with new information. It is also related to critique within the Fountas and Pinnell

Network of Processing Systems for Reading. It is thinking critically about text.

explicit instruction – teacher-directed instruction in which skills or processes are clearly and

directly taught to students in steps needed to achieve mastery.

expressive language – is the way in which one communicates to express their wants, needs or

ideas. It is the “output” of language. Is not limited to speech production.

F

feedback – the response of the teacher to the student on observable literacy behaviours. The

feedback should be specific, clear, timely and goal oriented.

flexible grouping – temporary groupings of students for instruction. The groups are formed

around a common need and change as the needs of students change.

fluency – the ability to read text with automaticity, expression with proper phrasing and speed.

In writing, fluency refers to the ability to write words with automaticity and efficiency.

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April 11, 2017

fluent reader – a stage of reading development in which the reader is reading text between

levels Q and Z. These readers have few decoding difficulties but are still developing

comprehension strategies and building vocabulary.

frustration reading level – when oral reading accuracy falls below 90% for levels A-K or 95% for

levels L-Z. Text would also be considered frustration level if comprehension is 4 with accuracy

of 90-94% or 5 or 6 for levels A-K with accuracy of 95-98%. Comprehension that falls below the

limited score would always be frustration reading level regardless of accuracy score.

G

grapheme – the written letter that represents a sound.

guided reading – a form of small group instruction (no more than 6 students) in which students

are grouped according to their instructional reading level. The groups are flexible and change

over the year.

guided writing - small group instruction (no more than 6 students). Students are grouped with

similar needs in one aspect of writing. Specific instruction is provided to the group, then the

teacher supports individuals to apply the concept/skill taught within their own writing. Student

groups are flexible and fluid.

H

I

independent reading – reading that a student does with high accuracy and comprehension. It is

when students transfer skills taught by the teacher at other times into their own reading.

Independent reading is high success reading.

Independent reading level – the assessed level in which the student reads with 95-100%

accuracy and satisfactory or better comprehension in levels A-K, or 98-100% accuracy and

satisfactory or better comprehension in levels L-Z.

independent writing – writing done by students on their own. It is when students transfer skills

taught be the teacher at other times into their own writing.

inference – using clues from the text and a readers own schema to determine what an author

means but hasn’t explicitly stated. You may infer to draw conclusions or hypothesize.

informal assessment – documentation of student progress that usually takes place during

regular classroom instructional routines. These could include anecdotal notes, running records

outside of benchmark assessments, writing conference notes, etc.

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April 11, 2017

informational text – text that is to provide information, persuade or explain. There are many

genres within this such as how-to, biography, all about, articles, etc.

instructional reading level – text that is within the students’ zone of proximal development. It

presents some challenge to the reader but is not too difficult. It requires some teacher

assistance. In levels A-K accuracy is 90-94% with satisfactory or better comprehension or 95-

100% with limited comprehension. In levels L-Z accuracy is 95-97% with satisfactory or better

comprehension or 98-100% accuracy with limited comprehension.

interactive writing – writing in which the teacher and students share the pen to compose a

piece together. Students may also be contributing ideas to the writing.

J

just-right book – is usually one at the student’s independent reading level. The student should

be able to read almost all of the words with little difficulty, have good comprehension, and be

interested in the book.

K

L

letter knowledge – has four dimensions: the ability to name the letter, the sound the letter

makes, a word that starts with that letter, the ability to write the letter.

M

making connections – a comprehension strategy. It is connecting what you already know with

the text. There are three types of connections: text-to-self, text-to-text, and text-to-world.

mentor text – a piece of text used as an example of a skill or technique that a student can try in

their writing.

mini-lesson – a short, specific lesson to address one identified need in processes, skills, or

strategies. The lesson usually lasts between 5 and 15 minutes at most. The best mini-lessons

include demonstration/modelling and shared practice.

modelled writing – a piece of writing in which the teacher plans and composes a text as

students watch. The teacher thinks aloud as they write to make the in-the-head work of writing

explicit for students.

morpheme – the smallest parts of a word that carries meaning. Morphemes include the prefix,

root, and suffix of a word.

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April 11, 2017

N

narrative – a genre of text that tells a story. It usually includes characters, setting, plot and

theme. It is usually thought of as fictional but is not limited to fiction. It includes biography,

personal narrative, and memoir.

O

onset – all of the consonants in a word up to the first vowel.

oral language – the foundation for literacy learning. It is how we use spoken words to

understand and express ideas, feelings and knowledge. It includes vocabulary, syntax,

phonological skills, pragmatics or social conventions, and understanding of morphemes.

orthography – the system of writing for a language. In English it is the system of the written

alphabet to represent sounds.

P

partner reading – two students work together to read a text. At points of difficulty they can

assist each other.

phoneme – the units of sound within a word. Phonemes do not necessarily correspond to the

number of letters in a word, for example ship has for letters but 3 phonemes - /sh/ /i/ /p/.

phonemic awareness - the ability to manipulate sounds in a word as well as to identify and

isolate them.

phonics – the study of the alphabetic principle. It is one tool for a reader to use when decoding

text.

phonological awareness – the ability to hear, recognize and play with sounds in spoken words.

predictable book – books that are highly repetitive with patterns in the text. Predictable books

are used with very young children and beginning readers as the repetition and patterns make

them memorable and lend themselves to rereading by children.

predicting – a comprehension strategy. Readers use information from the text and pictures

when available to make a good guess as to what will happen within a text. Predictions are

revised as the reader gains more information as they read on.

Q

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April 11, 2017

R

read aloud – a book read by the teacher which is usually above the reading ability of the class,

small group or individual student. Read alouds are done for a variety of purposes including

teacher modelling, build background knowledge, vocabulary development or for enjoyment.

reading block – a devoted period of instruction to reading development of students. The block

of time follows the Optimal Learning Model of teacher modelling or demonstration, shared

practice, guided practice and independent practice.

receptive language – the ability to understand language “input”.

repeated reading – reading a book again for enjoyment as well as to improve comprehension

and fluency.

retell - is an essential skill in which the reader restates what is remembered from a text. It is a

pathway to summarizing usually done orally.

rhyme – a repetition of a similar sound chunk usually at the end of word.

rime – the part of a syllable from the first vowel and any consonants that come after it.

rubric – sets of descriptors that describe the quality of work based on standards of expectations

for an assignment. The most powerful rubrics are ones in which the teacher and students co-

create the rubric. The sharing of exemplars also improves the effectiveness as students have a

visual reference to compare to.

running record – a record of a student’s oral text reading in which the teacher notes errors,

self-corrections, repetitions, insertions, omissions and appeals for help. Teachers then analyze

the running record to determine what strategies and skills a reader has, which ones they are

starting to use and what they are not yet doing as a reader. Running records provide teachers

with evidence of reading progress over time and are valuable formative assessments.

S

scaffolding – support for students that moves from high teacher support to lower teacher

support. Teachers might coach, prompt or cue in response to student needs. As students

become more capable support is gradually withdrawn.

segmenting – the ability to break words into sounds.

self-monitoring – a comprehension strategy. It is being able to recognize when meaning has

broken down and take action to correct it.

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April 11, 2017

shared reading - a whole class reading experience in which the teacher chooses texts that are

somewhat challenging for the group. The text is read aloud by the teacher at a pace in which

the students can join in likely a bit behind the teacher. Shared reading provides the students

with the opportunity to practice strategies that have been explicitly modelled.

shared writing - the teacher and the class collaboratively write the text, although the teacher

maintains control of the pen.

sight words – words that students can recognize with accuracy and automaticity.

strategy group — small group instruction (no more than 6) in which students are given explicit

and scaffolded instruction on targeted strategies. Students practice in independent-level text.

Student groups are flexible and fluid and based on strategy needs not levels.

strategy instruction – instruction centred on research-based processes in reading, writing or

word work. Strategies are not specific to one particular text or setting but can be used in

multiple encounters with text or when creating text by the reader or writer.

summarizing – a comprehension strategy. A summary contains the main ideas supported by

important details from a text. It reflects the structure and order of text and is often written.

syllable – is a unit of speech sounds. It may be a vowel alone or a vowel in combination with

consonants before or after it. With young students it may be described as the beats in a word.

synthesizing – a comprehension strategy. Synthesizing similar to summarizing it is determining

what is important from a text from its parts. Readers must relate ideas to each other, and

integrate what has been read with background knowledge to add insight.

T

think aloud – an instructional strategy in which the teacher says what she is thinking as she is

reading or writing to make “visible” the in-the-head work of the reader or writer.

transitional reader – a stage of reading development in which the reader typically reads texts

between levels J to P. These readers have large banks of sight words but are learning strategies

to decode larger words and build vocabulary as they improve comprehension.

U

V

visualizing – a comprehension strategy. Visualizing is being able to create a mental picture from

what is read. Some authors in the area of literacy consider this to be part of inferring.

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April 11, 2017

vocabulary – the number of words students know and can use. These can be words they know

when they hear them, use in speaking, and understand when reading or specific to subject

domains.

voice-print match – the student recognizes that for a word in print they say a word. They can

point to each word as they read it. After level C this concept should be solidified and the use of

finger pointing as they read is discouraged.

W

whole group instruction – teaching that is provided to the whole class at one time. It is useful

when there is a strategy or skill that all students need to be taught but should be kept to a

minimum.

word wall – a visible reference tool with a large collections of words for use in instruction and

by students. Word walls may be high frequency words, words with difficult spellings, or words

with common spelling patterns that can be used to figure out how to read and spell other

words. In content areas the word wall would be domain specific words with definitions and

examples that are needed by students for a particular unit of study.

word work block - a devoted period of instruction for word study. The block of time follows the

Optimal Learning Model of teacher modelling or demonstration, shared practice, guided

practice and independent practice.

workshop model – a model for instruction that begins with a mini-lesson in which the teacher

provides instruction to the whole group for a short period of time. The mini-lesson usually

incorporates teacher modelling and may also include shared practice. Following the mini-lesson

students move to independent practice of the strategies in their independent level text or own

writing. While students work independently the teacher works with small groups or individuals.

writing block - a devoted period of instruction to writing development of students. The block of

time follows the Optimal Learning Model of teacher modelling or demonstration, shared

practice, guided practice and independent practice.

X-Y-Z

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April 11, 2017

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