guidelines for literacy -...

A CURRICULUM EXPECTATIONS DOCUMENT

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This document published by Curriculum & Instructional Services York Region District School Board

Printed/Designed YRDSB - 03/07

Bill CrothersChair of the Board

Bill HogarthDirector of Education

Guidelines for Literacy

COPYRIGHTAll rights reserved. No part of this publication may be reproduced in any form without written permission from:

York Region District School BoardFor all materials, copyright has been extended to the York Region District School Board only. Individual boards must seek direct copyright for all indicated items requiring such permission.

Our thanks to the following members of the writing team:

Dr. Lyn Sharratt Superintendent of Curriculum and Instructional Services

Linda Arlidge Writing Project Coordinator

Judy Andersen Curriculum Coordinator: Special Education

Cathy Costello Curriculum Coordinator: Literacy (Retired)

Jane Cutler Curriculum Administrator: Student Success

Hazel Dick Administrator: Reading Recovery

Gale Harild Curriculum Administrator: Pathways

Barb Heffler Curriculum Administrator: New Teachers/Literacy

Mary Lawlis Curriculum Coordinator: Int./Sr. Literacy

Jill Maar Vice Principal: English Language Learners

Gale May Curriculum Coordinator: Assessment & Instruction (Retired)

Barry McKillop Senior Administrator: Curriculum and Instructional Services

Diane Muckleston Curriculum Coordinator: Math Literacy

Penny Zielinski Curriculum Coordinator: Pr./Jr. Literacy

Learning Resources ServicesKim Clayton Graphic Artist

Acknowledgements

Bill Hogarth Bill CrothersDirector of Education Chair of the Board

Our thanks to the following members of the Secondary Literacy Committee for development of the Profile of the Literate Graduate:

Linda Balaishas Principal

Gayle Brocklebank-Vincent Principal

Ivy Chan Principal

Deneena Davis Teacher on Assignment

Carol Diamond Principal

Arlene Higgins-Wright Teacher

Leslie Johnstone Principal

Susan Logue Vice-Principal

Sandra Quan-D’Eramo Teacher on Assignment

Alan Silverman Vice-Principal

Tamar Stein Curriculum Consultant

We would like to thank members of the following groups for providing valuable feedback: teachers, school administrators, federation representatives, Literacy Steering Committee, Directors Council.

Curriculum and Instructional Services would like to acknowledge and thank Carmel Crévola for supporting the literacy learning of educators in York Region and their creation of this resource document.

Photo credits: Adobe Image Library and comstock.com.

• Foreword - Supporting Literacy in York Region Schools i• Preamble: Setting the Context - Literacy Collaborative JK-12 ii• Literacy Teaching and Learning in the York Region District School Board 1 •BeliefsandUnderstandings 1

•TheMeaningofLiteracy 2• The York Region District School Board’s Commitment 3 •SupportingStudentSuccess 3 •AssessmentDrivesInstruction 3 •MakingaDifferenceinOurSchools 5 •LiteracyInstruction:ExpectationsforSchools 13ParametersthatLeadtoStudentAchievement 6

• Profile of the Literate Graduate 7

• Guiding Principles for Literacy Instruction 10 1Literacyistheresponsibilityofeveryteacherineveryclassroom. 11 2Assessmentdrivesinstruction. 11 3Literacyinstructionmotivates,engagesandsupportsall studentsintheirlearning. 12 4Professionaldevelopment,collaborationandleadership supporteffectiveliteracyinstruction. 12 5Literacyinstructionalpracticesareregularlyreviewedand refinedtoensurethattheneedsofalllearnersaremet. 12 6School,home,andcommunitypartnerships, enhanceliteracyinstruction. 13

• Promoting Literacy in the Classroom Through Effective Data-Based Planning and Instruction 14 •TheLiteracyTeaching/LearningCycle 14 -CurriculumExpectations 14 -DiagnosticAssessment:ProvidingaFocusforInstruction 15 -InitialInstruction:KnowingtheCurriculumandtheLearner 16


TableofContents

-FormativeAssessment:FeedbackandCoachingforLearning 16 -Intervention:MaximizingtheSuccessofAllStudents 17 -SummativeAssessment:DeterminingAchievementand theNextStepsforInstruction 18 -Evaluation 19• Effective Literacy Instruction 20 •TheGoalofEffectiveLiteracyInstruction 20 •ComponentsofanEffectiveLiteracyClassroom 21 •ContinuumofInstructionalApproaches 23

• Fostering Literacy: A Shared Commitment and Partnership 24 •ThePrincipalasLiteracyLeader 24 •RolesandResponsibilitiesofEducationalPartners 24

• References 31

• Appendices 37 •AppendixA:LiteracyCollaborativeGraphic 37 •AppendixB:GuidingPrinciplesforLiteracy Instruction-ImplicationsforClassroomPractice 38 •AppendixC:SelectionofLiteracyResources 44 •AppendixD:RecommendedAuthors 45 •AppendixE:KeyDistrictandMinistryLiteracyResources 48 •AppendixF:StandardsofPracticeContinuum -LiteracyInstruction 51 •AppendixG:WeavingtheLiteracies 53 •AppendixH:AGlossaryofLiteracyTerms 54

PLEASE NOTE: “Parents” refers to parents and guardians in this document.

Unitedinourpurposetoinspireandpreparelearnersforlifeinourchangingworldcommunity,theYorkRegionDistrictSchoolBoardiscommittedtoincreasedstudentachievementinliteracy.Throughourongoingcommitmenttotheprofessionaldevelopmentofeducatorsthroughoutoursystem,wecontinuetosupporttheliteracydevelopmentofallstudentsinourclassrooms.

Overthepastfouryearswehavecreatedandengagedinschool,communityandboard-levelprofessionallearningthroughourLiteracyCollaborative(LC)✝andthedesignationofaLiteracyTeacher*Leaderineachschool.

TheLiteracyCollaborativeisalearningstructurethatembraceslong-termprofessionaldevelopmentdesignedtoprovideacomprehensive,focusedandintentionalschool-wideapproachtoliteracyinstruction.Thegoalsaretoincreasestudents’literacyachievementby:

• usingassessmentdataforinstructionandtheselectionofresources;

• buildingteachercapacityinliteracyinstruction;and

• establishingsustainable,collaborativeprofessionallearningcommunitieswithinandamongschoolsacrossthedistrict.

ThisdocumentprovidesacommonsetofguidelinesforliteracyinstructionwithintheYorkRegionDistrictSchoolBoard.ItisacompaniontothedocumentsCurriculum Expectations for York Region Schools: A Curriculum Framework, 2001;Information Communications: Technology and the Learner, 2003,Guidelines for Instruction, 2004andGuidelines for Assessment and Evaluation, 2006.

ItisourhopethatthisresourcewillguideeducatorsastheyworktoachievehighstandardsofLiteracyassessmentandinstructionintheirclassrooms.Oursincereappreciationtothoseexceptionaleducatorswhohavedevelopedthisdocumentforouruse.

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FOREWORDSupportingLiteracyin

YorkRegionSchools

LynSharratt,SuperintendentofCurriculumandInstructionalServices

BillHogarthDirectorofEducation

“Literacy is everyone’s business.”

Bill Hogarth 2000

“The four key dimensions that increase student achievement are:1. District Commitment2. Strategic Leadership3. Assessment that Drives Instruction4. Parental and Community Involvement.”

Dr. Lyn Sharratt 2001

*LiteracyTeacherrefertoglossary✝ refertoAppendixA:LiteracyCollaborative

PREAMBLE: Setting the ContextLiteracy Collaborative JK-12YorkRegionDistrictSchoolBoard’sComprehensiveLiteracyPlanThecomprehensiveLiteracyPlanfortheYorkRegionDistrictSchoolBoardisastrategyknownastheLiteracy Collaborative (LC)*.TheLCisalearningstructurethatembraceslong-termprofessionaldevelopmentdesignedtoprovideacomprehensiveschool-wideapproachtoliteracyinstruction.

TheLCisbuiltaroundfourbasicshared beliefs and understandings.1. Allstudentscanachievehighstandardsgivensufficienttimeandsupport.2. Allteacherscanteachtohighstandardsgiventherightconditionsandassistance.3. Highexpectationsandearlyandongoinginterventionareessential.4. Teachersneedtobeabletoarticulatewhattheydoandwhytheyteachthewaythey

do(betheory-andevidence-basedratherthantrade-based).(Hill & Crévola 1999)

ThegoalsoftheLCaretoincreasestudents’literacyachievementby:1. usingassessmentdataforinstructionandselectionofresources;2. buildingteacherandadministratorcapacityinliteracyinstruction;and3. establishingsustainable,collaborativeprofessionallearningcommunitieswithinand

amongschoolsacrossthedistrict.

The Critical Role of the Literacy Teacher

TheLiteracyTeacherisapositionthathasadedicatedstaffingallocationofbetween.25and1.0inordertoallowforin-classsupportforteachers.LiteracyTeachersdevelopskillsinusingthePM Benchmarks(Primary)andtheDiagnostic Reading Assessment(Junior/IntermediateandSecondary“at-risk”)assessmenttoolsforregionalandschooldatacollection.Theyalsodevelopskillin,andanunderstandingof,howtofacilitatechange;developclarityandflexibilityinunderstandingandrespondingtoteacherneeds;andsupportteachersontheirownstaff,andfromotherschools,indevelopingskillandexpertiseinstudents’literacylearning.

ComponentsoftheLiteracyCollaborativestrategyareacommitmenttoall13keyimplementationparameters(Sharratt&Fullan,2005)outlinedonpage6andtothefollowing:

a) ChangeManagementSessions

b) ContentTrainingActivity

c) IntensiveSupport(SelectedSchools)

d) LiteracyWalk-Throughs

e) Literacy@School

f) ActionResearch(SelectedSchools)

g) LiteracyLearningFair

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The LC is a learning structure that embraces long-term professional development designed to provide a comprehensive school-wide approach to literacy instruction.

A core literacy team at the school provides on-site professional development to support balanced literacy programming and monitor the ongoing progress of all students.

*seeAppendixA

a)Change Management Sessions

ThesesessionsareattendedbyschoolcoreLiteracyLeadershipTeamscomprised,ataminimum,ofanAdministrator,LiteracyTeacher,andSpecialEducationResourceTeacher(SERT).Manyschoolschoosetosendadditionalstaffaspartoftheschool’sleadershipteamsuchastheESL/ELDorStudentSuccessteachers.Thecoreliteracyteamwillfacilitateworkattheschoolthatincludesobserving,modeling,dialoging,coachingandsupportingclassroomteachersineffectivedecisionmakingregardingtheuseofassessmentdatathatdriveinstructionalstrategies.Theyalsoprovideon-siteprofessionaldevelopmenttosupportbalancedliteracyprogrammingandmonitortheongoingprogressofallstudents.Theyalignresourcesinacase-managementapproachsothatallstudentscanachievethestandardgiventimeandsupport.

Severaltimesayear,teamscometogetherforafullday,inordertolearnmoreaboutchangeandhowtofacilitateitbackattheirschools.Thesesessions,coordinatedbyourpartnersfromtheUniversityofToronto’sOntarioInstituteforStudiesinEducation(OISE/UT)staff,areledbyDr.CarolRolheiser,Dr.LynSharrattandotherstomakeupapresentationteamateachsession.Thesesessionsarefocusedonleadership,datamanagementandchange.PrincipalsalsocommittocollectdataandmonitorstudentprogresswithanannualsubmissionofreportstoourResearchandEvaluationDepartment,Curriculum&InstructionalServices(C&IS).

b. Literacy Content Training

EachschoolsendsateamtoaseriesoftrainingdaysinLiteracyandMathematicalLiteracyoverthecourseoftheschoolyear.TheLiteracyTeacherattendsallsessionsalongwithothermembersoftheschool’sleadershipteamandadministratorsfrequentlyattendaswell.

Contentsessionsarepresentedbycurriculumconsultantsandincludelearningtoworkwithdata,coachingandhowtoimplementchangewithanemphasisonassessmentforlearning,balancedliteracyinstruction,literacyinthecontentareas,newcurriculumdocuments,Pathways,StudentSuccessetc.Throughouttheschoolyear,after-schooltrainingsessionsarescheduledtosupporttheneedsofteacherswhoarenotdirectlyinvolvedintheLiteracyCollaborative,JK–6CapacityBuildingand7-12StudentSuccessinitiatives.Theseafter-schoolsessionsreplicatethedaytimetrainingandcanbeaccessedbyallinterestedteachers.

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After-school content training sessions replicate the daytime training and can be accessed by all interested teachers.

c.) Intensive Support Schools

Someschoolswereselectedforintensiveschool-basedsupportbasedonneedsindicatedbyresearchingpatternsinEQAOresults,socio-economicstatus(SES)dataandinputfromSupervisoryOfficers.Theseschoolswerethenassignedacurriculumconsultantforaminimumof½dayperweektoworkdirectlywithadesignatedschool-basedLiteracyTeacherandtheschooladministratortoextendschool-widecapacityforimprovedstudentachievementinliteracyasdefinedbyeachSchool’sPlanforContinuousImprovement(SPCI).TheSuperintendentofCurriculumandInstructionalServices,CurriculumCoordinators/AdministratorsandSupervisoryOfficersmeetduringtheyeartocoordinate,trackandmonitortheprogressateachschool.Thesedataformthefocusforthedepartment’sresearchrelatedtoliteracyprogramimprovement.

InthearticlewrittenbySharrattandFullan(2005),The school district that did the right things right,theIntensiveSupportModelisdefinedinmoredetail.Aswell,identificationasanIntensiveSupportSchoolqualifiestheschoolforadditionalfundsforreleasetimeandprofessionalresourcestosupportthestaff’slearningneeds.

d) Literacy Walk-Through

Aswecontinuetogodeeperinourjourneytowardbuildingprofessionallearningcommunities,administratorsarebeinggivenanopportunitytoaddtotheirrepertoireofinstructionalleadershipskills.The‘LiteracyWalk-Through’isatooltosupportschoolcapacitybuildingandteachergrowthwiththepurposeofimprovingstudentachievement.LiteracyWalk-ThroughtrainingispartofthestructureoftheLiteracyCollaborativespecificallyrecommendedandintended,foradministratorsinquiring,learning,reflectingandcollaboratingwithteachersaboutclassroompracticethatimpactsoutcomesforallstudents.LiteracyWalk-Throughssupportreflectiveconversationsinaprofessionallearningcommunitytoimpactliteracyoutcomesforstudents.

e) Literacy@School – Demonstration Classes

Theseclassrooms,locatedacrosstheboard,provideamodelofliteracyprogrammingforstudentsinPrimary,Junior,Intermediate,Senior,SpecialEducationandEnglishasaSecondLanguage/EnglishLiteracyDevelopment(ESL/ELD)programs.Eachdemonstrationclassroomisdesignedtosupportteachersintheircontinuedunderstandingofsuccessfulinstructionalpracticesinliteracyandassessmentandevaluationforalllearners.Equippedwithcurrentandinclusiveresources,includingtechnology,theseclassroomsoffervisitingteachersanopportunitytoobserveexperiencedteachersworkingwithinaregularclassroomsettingduringtheirliteracyblock,includingcross-curricularliteracy.Timeisalsoavailabletoengageinconversationsconcerningsuccessfulpracticesforprogramplanning,delivery,andassessmentandevaluationofourlearners.

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Some schools were selected for intensive school-based

support based on needs indicated by researching patterns in EQAO results, SES data and input from

Supervisory Officers.

Literacy Walks support reflective conversations

in a professional learning community to impact

outcomes for students.

Each demonstration classroom is designed to support

teachers in their continued understanding of successful

instructional practices in literacy and assessment and

evaluation for all learners.

f) Action Research in Selected Schools

ActionresearchactivitiesinvolvecollectingdataonhowtodesignlanguageinstructionsothateffectiveassessmentpracticesandInstructionalIntelligenceapproachessupportstudentlearninginvariouscontexts(e.g.elementary,secondary,cross-curricular).Avarietyofresearchapproachesareused,includingclassroomandschool-basedactionresearch.Theprocessofactionresearchinvolvesschoolteamsaskingquestionsabouthowtoimprovepracticeattheclassroomorschoollevel.Theydevelopdatacollectionplansthatwillhelpanswertheirquestions.Theycollect,analyzeandinterpretthedata.Theythenreflectontheimplicationsofthefindingsontheirpractice,summarizeandsharetheirfindingsattheLiteracyLearningFairheldeachyear.AllIntensiveSupportSchoolsengageinactionresearchinordertofocustheirefforts.Theyreceiveadditionalfundsforreleasetime,professionaldevelopment,andprofessionalresources.

g) Literacy Learning Fair

Eachyear,schoolteamsfromacrossthedistrictgathertogetherforadaytosharetheresultsoftheirjourneyoverthepastyearastheycelebrateincreasedstudentachievementandeffectiveliteracypractices.TheLiteracyLearningFairalsocelebratesourworkascommunitiesoflearnersdedicatedtoimprovingschoolsacrossthedistrict.Schools’presentationsprovidelessonsaboutliteracyaccomplishmentsandchangemanagementthataretransformingourschools.Eachschoolsubmitsareportonacommontemplateandtheyarepublishedasahandoutforalltoshare.

AdditionalinformationregardingYorkRegionsDistrictSchoolBoard’sLiteracyPlanisoutlinedin:SharrattandFullan(2005),The school district that did the right things right,availableonlineathttps://teamserver.yrdsb.net/department/cis/lc.

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The process of action research involves school teams asking questions about how to improve practice at the classroom or school level.

Schools’ presentations at the Literacy Learning Fair provide lessons about literacy accomplishments and change management that are transforming our schools.

AlignedwithourBoard'sfocusonliteracylearningandconsistentwithourcommitmenttolife-longlearningisourbeliefthatitisnecessarytoprovideeducatorswithongoingopportunitiesforprofessionaldevelopment.Theheartofsuccessfulteachinginvolvescreatingdynamic,purposefulandinvitingliteracyclassrooms,whereteachersbringadeepunderstandingoftheProfileoftheLiterateGraduate,asoundunderstandingoftheprinciplesoflearningandacommitmenttohelpingstudentsdevelopthefundamentalliteracyskillsandcharacterattributesneededforalifetimeoflearninginourchangingworldcommunity.

ItisourbeliefthatallstudentsinYorkRegionschoolsarecapableofachievinghighstandardsofliteracy,includingEnglishLanguageLearners(ELL),andstudentswhohavespecialeducationneeds.Recognizingandrespondingtotheliteracylearningneedsofeachstudentinourclassroomswillmaximizetheliteracydevelopmentofeverystudent.Becauseofthisfundamentalbelief,thisdocumentdoesnotspecifydifferentinstructionaldecisionsoractionsforspecificgroupsofstudents.Insteadthefocusiseffectiveliteracyinstructionthatispromotedandsupportedateverylevelinthesystem.

Itisalsoourbeliefthateveryteacherisateacherofliteracyandthattheeffectiveliteracyteachercollaborateswithothers,usesstudentassessmenteffectivelytodeterminetheneedsandabilitiesofeachlearnerandusesthisdatatoinformongoinginstructionaldecisionsandactions.

Thisdocumentoutlinestheexpectationsforeducatorsandprovidesdirectionandclarificationregarding:

•themeaningofliteracy;

•theProfileoftheLiterateGraduate;

•theGuidingPrinciplesforLiteracyInstruction;

•theLiteracyTeaching/LearningCycle;

•theeffectiveliteracyclassroom;

•theprincipalasliteracyleader;and

•therolesandresponsibilitiesofeducationalpartners.

Literacy Teaching and Learning in the York Region District School Board

The heart of successful teaching involves creating dynamic, purposeful and

inviting literacy classrooms.

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Every teacher is a teacher of literacy.

Shared Beliefs and Understandings1

IntheYorkRegionDistrictSchoolBoardwebelievethat:✔Allstudentscanachievehighstandardsgivensufficienttimeandsupport.✔Allteacherscanteachtohighstandardsgiventherightconditionsandassistance.✔Highexpectationsandearlyandon-goinginterventionareessential.✔Teachersneedtobeabletoarticulatewhattheydoandwhytheyteachthewaytheydo.

1Hill&Crévola1999

2

C.F. Webber (2003)

“Literacy encompasses the ability to access and analyse technology tools.”

Alan November (2001)

“We need to focus much less on teaching students to be computer literate and much more on teaching students to be information literate and communications literate.”

The Meaning of Literacy

*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…finds its place in our lives alongside other ways of communicating.

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

In the York Region District School Board literacy is defined as:

“The development of a continuum of skills, knowledge and attitudes that prepare all our learners for life in a changing world community.

It begins with the fundamental acquisition of skills in reading, writing, listening, speaking, viewing, representing, responding and mathematics*.

It becomes the ability to understand, think, apply and communicate effectively in all subject and program areas in a variety of ways and for a variety of purposes.”

*RefertoAppendixF"WeavingtheLiteracies"

TheYorkRegionDistrictSchoolBoardrecognizestheneedofallstudentstohaveexcellentliteracyinstruction.InourongoingcommitmenttotheprofessionaldevelopmentofstaffthroughourLiteracyCollaborativewecontinuetohonourourstudentsbyprovidingthesupportrequiredtoenableallteacherstobecomeeffectiveteachersofliteracy.

Supporting Student Success*Literacylearningrequiresthatallstudentsareprovidedwith:•literacyinstructionbasedontheirindividualneeds;•literacyinstructionthatbuildsontheirknowledgeandskill;•literacyinstructionthatmotivatesthemtoread,write,thinkcriticallyandcreatively,

makemeaningandcommunicate;•teacherswhoareprepared,andkeeptheirknowledgeandskillsup-to-date,through

effective,ongoingprofessionaldevelopment;•accesstoawidevarietyofbooksandotherresourcesintheirclassrooms,schools,and

communities;•assessmentsofliteracythatidentifiestheirstrengths,interestsandexperiencesaswell

astheirneeds;•opportunitiestobeinvolvedindecisionsabouttheirlearning;•literacyinstructionfromtrainedprofessionalswhentheyrequiresupplementarysupport;•literacyinstructionthatinvolvesparentsandcommunitiesintheiracademiclives;•literacyinstructionthatacknowledgesandsupportsadditionallanguages;•accesstotechnologyfortheimprovementofliteracyandtodemonstratetheirliteracy

skills;and•classroomsthatprovideauthenticlearningcontextsthatarerelevant,inclusive

andresponsive.

Assessment Drives InstructionWeassessstudentsforavarietyofreasons.Weuseassessmenttodeterminewhether,andhowmuch,learninghasoccurred,andtomonitoroverallachievementthroughouttheBoardinordertoinformthecommunityandmakedecisionsregardingourSystemPlanforContinuousImprovement.Weassessindividualstudentsforreportingandpromotionpurposes.Weassessgroupsofstudentstodetermineinstructionalpatternsandtodeterminethesuccessofourinstructionalmethodsandresourcesandwhatisneedednext.Wealsouseassessmentforlearningasapowerfulinstructionalstrategythatpromotesselfknowledgeandpersonalgoalsetting.

Assessment “for” LearningTheprimarypurposeofassessmentistoimprovestudentlearning.Tosupportsuccessforallstudents,effectiveteachersmonitorstudentliteracyprogressandusethisassessmentinformationtomakeongoingdecisionsregardingthesuccessoftheirinstructionalmethodsandresources.Basedonthisongoingassessmentinformationteachersmakeinformeddecisionsaboutfutureinstructionthatwillpromoteincreasedstudentliteracyachievement.

Ongoingclassroomassessmentisanintegralpartofday-to-dayinstructionandprovidesevidenceofachievementrelativetotheexpectationsoutlinedintheOntarioCurriculumortothestudent’sIndividualEducationPlan.3

“Literacy is not for the fortunate few. It is the

right of EVERY child. Teaching children to read

is not the responsibility of a chosen few. It is

the responsibility of every teacher, every administrator

and every parent.”

David Bouchard (2001)

The York Region District School Board’s Commitment

*adaptedfromtheInternationalReadingAssociation’s Rights of Every Child

Toenablestudentstobecomekeyusersofthisassessmentinformation,teachersteachthemhowtosuccessfullyengageinself-assessmentandhowtousetheinformationtotracktheirachievement,identifytheirstrengths,needsandinterestsandtoplanthenextstepsintheirlearning.

Assessment “of” LearningTheassessmentandmonitoringofstudents’literacyskillsisanintegralcomponentofourBoard’simprovementeffortsrelatedtostudentachievement.

Boardwideassessmentdataiscollectedsothatschoolswillbeabletousethedatatomakedecisionsregardinginstructionalchangesforstudentswhoarestrugglingorat-risk.

Atdesignatedgrades,consistentassessmenttoolsareusedtomonitorstudentliteracyprogress.

Thepurposeofassessingstudents’literacylevelsusingacommonassessmenttoolisto:•supportclassroominstructionandcollaborativedialogueamongteachers;

•provideschoolteamsandprincipalswithmultiplesourcesofdata,inadditiontoEQAO,fortrackingstudentimprovementandforplanningpurposes;

•monitorgainsintheliteracylevelsofstudentsinvolvedinBoard-levelinitiatives;and

•monitorsuccessinachievingtheliteracytargetsintheSystemPlanforContinuousImprovement.

Atthesystemlevel,dataarealsousedtodeterminedistrict-wideprofessionaldevelopmentneeds.

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Assessment for learning is a powerful instructional strategy that promotes self knowledge and personal goal setting.

Making a Difference in Our Schools

Planning and Monitoring-Keys to Success.

TheworkofHillandCrévola(1999)establishedthatwholeschoolimprovementisbasedonacoherentframeworkforchange.Usingthisframeworkasthefoundation,YorkRegionDistrictSchoolBoardcreatedacomprehensivesystemmodelreferredtoastheLiteracyCollaborative(LC).RefertoAppendixA.

ThekeyelementsoftheHillandCrévoladesignareillustratedonFigure1below.

5*ImplementationWheel(HillandCrévola,1999).PermissiongrantedtoYRDSB.

Figure1

“The design shown (fig. 1) has been heavily

influenced by the research literature on educational

effectiveness …… by the knowledge that a small

number of factors are consistently shown to be

associated with improved learning…

…on the basis of the same evidence… literature on

effectiveness support three factors:,

• High expectations of student achievement;

• Engaged learning time; and

• Structured teaching focused on the learning needs of students.”

Peter Hill and Carmel Crévola (1999)

Literacy Instruction: Expectations for All Elementary and Secondary Schools

13 Parameters that Lead to Student AchievementInYorkRegion,throughourLiteracyCollaborative,wehaveshownthatincreasedliteracyachievementoccursinourschoolswhenthereisprincipalleadershipandateamapproachtoliteracyinstructionthatensuresconsistentimplementationofthefollowing13criticalparameters.1. Shared Beliefs and Understandings Among All Staff.(refertopage1)2. A Designated Staff Member for Literacy(i.e.embeddedliteracyteacher*)whoworks

alongsidetheclassroomteachermodeling/demonstrating/coachingsuccessfulliteracypractices.

3. Daily, Sustained, Focused Literacy Instruction(timetabledliteracyblock*and/orcross-curricularliteracyinstruction).

4. Principal as Literacy Leaderwithcommitmenttoparticipatinginregionalliteracyinserviceandtoongoingcollectionanduseofindividualstudent,classroom,schoolanddistrictliteracyachievementdata.

5. Early and Ongoing Intervention:early,ongoingandtargetedinterventioninresponsetoemergingstudentneedsacrossthegrades/panels(ReadingRecovery™isapowerfulexampleingradeone).

6. A Case Management Approach to Monitoring Student Progressusingconsistentclassroomandsystemassessmenttools(e.g.PM Benchmark,Diagnostic Reading Assessment (DRA),exemplars,ongoingformativeassessments).Progressisoftendisplayedontrackingwalls*.

7. Job-Embedded Literacy Professional Developmentincludingschool-basedliteracyprofessionaldevelopmentdesignedtointegrateandreinforcesoundassessmentandinstructionalmethods.

8. In-School Grade/Division/Course Meetingsfocusedondevelopingasharedunderstandingofstandardsamongstaff,usingcommonassessmenttoolstoassess/moderateindividualstudentwork.

9. Shared Literacy Resources Located in a Designated Area of the Schoolincludingliteracyresourcematerialsappropriatetostudents'instructionalneeds.

10.Commitment of School Budget to Acquiring Literacy Resourcesthatarecurrent,inclusive(respectstudent'sculturalbackground,genderanduniqueacademic,social,emotionalandlinguisticstrengthsandneeds)andofhighquality.

11.Staff Commitment to Literacy Learning and Professional Development(e.g.actionresearch,bookstudy,professionalreading).

12.Parental/Community Involvement in Supporting Literacy(e.g.FamilyReadingandMathNights,Borrow-a-BookProgram,RaisingReaders,literacynights,transitions,OntarioSkillsPassportetc.).

13.Appropriate Literacy Instruction in all Areas of the Curriculumwhereteachersplanfor,andprovide,appropriateliteracyinstructioninthesubjectstheyteach.

Formoreamoredetaileddescriptionofthe13parameters/componentsoftheLearningCollaborativemodelyoumayaccessthepaperThe school district that did the right things right, byL.Sharratt&M.Fullan, (2005)onthehttps://teamserver.yrdsb.net/department/cis/lc. 6

The Report of the Expert Panel on Literacy in

Grades 4 to 6 in Ontario (2004)

“ …learning blocks give teachers scope to implement the wide-ranging components of an effective literacy program, including ongoing assessment, targeted instruction to address specific learning needs, and open-ended reading and writing activities that promote higher-order thinking. Learning blocks also provide time for purposeful talk and collaborative learning.”

Lyn Sharratt & Michael Fullan (2005)

“ …shared vision or ownership is more an outcome of a quality process than it is a pre-condition. You have to develop shared vision.”

*seeglossary

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ThegoaloftheYorkRegionDistrictSchoolBoardistoensurealllearnersbecomecriticalandeffectivecommunicatorswhocaneffectivelyuseandapplyliteracyskillsintheireverydaylivesinadiverseglobalcommunity.

Profile of the Literate Graduate

TheProfile of the Literate GraduateFigure2willcontinuetoinformYRDSB’sliteracyfocusasweensurethatallofourstudentsbecomeliterategraduates.Theblankpuzzlepiecesignifiesourunderstandingthattheliterategraduatecontinuestoevolve.

Figure2

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The Literate Graduate

• writeswithpurposeandclarity;-conveysinformationlogicallyandwithclearsupport-synthesizesavarietyofdetailsintocoherentstatements-explainswithdescriptivedetailandlogicaldevelopment-persuadeswithfacts,illustrations,andreferencestoauthorityasapplicable-usesconventionalsentencestructure,punctuation,andspellingtoaidclarityofcommunication

• locatesandaccessesinformationfromavarietyofsources;-determinesquestionsandresearchstrategiesbasedonpriorknowledge-reliesonprintaswellaselectronicsources-understandshowtosearchandresearch-developsflexibleandvariedsearchterms-knowshowtotakenotesandsummarizeinformation-citessourcesappropriatelyandaccurately-understandsissuesofacademichonesty

• communicateseffectivelyusingvisualtextforms;-representsinformationinvisualpatternsorformatsthatareappropriatetothepurposesuchasflowcharts,tables,piegraphs,orpictures-usescolour,shape,size,andproportiontoconveymeaningandmessage

• usesoralcommunicationappropriatetopurposeandaudience;-understandsformalandinformalsituationsandlanguage-adjustsvocabularyandusagetosuitaudienceandsituation-showssensitivitytothevariedmakeupofanyaudience-knowsbasictoolsofeffectiveoralcommunication,e.g.,variedinflection,emphasis,tone,andvolume-commandsavarietyoforalcommunicationformssuchasseminar,debate,speech,informalreport,andanecdote

• readsforpurposeandpleasure;-readstofindinformation-readstolearnhowtodosomething-readstogetageneralpictureofasituationorevent-readstotestopinionsandideas-readsforenjoymentofclassical,modern,andcontemporaryliterature-readsforrecreation-navigatesvarioustextformswithconfidentmetacognitivestrategies

C.F. Webber (2003)

“Never in human history has knowledge been so extensive, so varied, and so available. (Bernhard, 1998). However, students who have access to this "spontaneous" knowledge have not necessarily developed the ability to determine how appropriate the knowledge is, whether the ideas presented on the Web are correct, and especially how to distinguish between true and false information.”

• readsandinterpretsvisualtextforms;-usesavarietyofreadingapproachestonavigatetables,charts,linegraphs,piecharts,bargraphs,photographs,e.g.,knowstoreadwithanorientationotherthanlefttorightandtoptobottom-understandstheuseofproportion,size,andcolourtoconveymeaning-realizestheauthor’s/artist’s/photographer’spurposeincreatingthevisualrepresentation-recognizesthesignificanceofviewpoint,focus,positioningofsubjects,compositionindrawing,photograph,orgraphicrepresentationasapplicable

• thinkscritically;-makesjudgmentsaboutcontentandeffectivenessofinformationandmessages-interpretsmainideas,themes,purposes,andbiases-evaluatesrelationshiptoself(personalexperiencesandknowledge)-analyzestypeandcompletenessofinformation,gaps,andbiases-solvesproblemsandmakesdecisionsbasedondataandcontextualinformation

• solvesproblems;-estimatesinnumericalandgeometricsituations-appliesmathconceptsandprocedures-questions,reasonsandjustifiessolutions-makesconnectionswithinmathematicsandbetweenmathematicsandlife-generates,interpretsandcomparesdata-communicatesmathematicalreasoningorally,visuallyandsymbolically-engagesinmathematicsconfidentlyandcompetently*

9

“Giving students good books is the essential starting point of any literacy program.”

Joscelyn Giasson (2000)

“With a thoughtful teacher leading the discussion and requiring students to learn to question credibility, we

can better prepare students to enter a world where

they will have access to essentially any version

of the truth.”

Alan November (2001)

*adaptedfromTheOntarioMinistryofEducation.Leading Math Success: Mathematical Literacy, Grades 7-12 – The Report of the Expert Panel on Student Success in Ontario. 2004

Please see Appendix G for"Weaving the Literacies"Weaving the Literacies is a PowerPoint presentation that illustrates the alignment of proficiencies that are common to literacy and mathematical literacy. The slides, with speaker’s notes, can be found on The Literacy Collaboration Sharepoint found at https://teamserver.yrdsb.net/department/cis/lc.

Everystudenthastherighttoimprovedliteracyachievementthrougheffectiveliteracyassessmentandinstruction.

Thefollowingprinciplesprovideavisionofeffectiveliteracyinstructionintheclassroom.Applicationoftheseprincipleswillpromoteimprovedstudentachievementinliteracylearningandfosteracommitmenttolife-longlearning.

1. Literacyistheresponsibilityofeveryteacherineveryclassroom.Explicitliteracyinstructionisplannedandtakesplacewithinandacrossdivisionsanddepartments.

2. Assessmentdrivesinstruction.Useofsystem,school,classroomandindividualliteracyachievementdatadirectsongoinginstructionaldecisionsandactions.

3. Literacyinstructionmotivates,engagesandsupportsallstudentsintheirlearning.

4. Ongoingprofessionallearning,collaborationandleadershipsupporteffectiveliteracyinstruction.

5. Literacyinstructionalpracticesareregularlyreviewedandrefinedtoensurethattheneedsofalllearnersaremet.

6. School,home,andcommunitypartnershipsenhanceliteracyinstruction.

10

“By integrating subjects in the curriculum, teachers are able to create learning that is more relevant to their students and less fragmented.”

Heidi Hayes Jacobs (1989)

Guiding Principles for Literacy Instruction

1. Literacy is the responsibility of every teacher, in every classroom. Explicit literacy instruction is planned and takes place within and across all divisions and departments.

Allteachersareteachersofliteracy.Byworkingcollaboratively,teachingcolleaguesidentifytheexplicit*andimplicitliteracyexpectations*inthecurriculum.Usingthisknowledge,andtheirin-depthknowledgeofthelearner,effectiveteachersstrategicallyanddeliberatelyselectfromtheirextensiverepertoiretheinstructionalmethodsandresourceswhichwillpromoteliteracylearningforalloftheirstudents.Teachers,ascriticalthinkers,planeffectiveliteracyinstructionbasedontheirdeepunderstandingofeducationaltheoryandresearchthathasbeenverifiedbyclassroompractice.Literacyinstructionisplannedanddeliberatelyintegratedintoeverysubject/programareaineveryclassroom.Explicitliteracyinstruction*isbasedonstudentliteracylearningstrengthsandneedsandisadjustedinresponsetoongoingassessmentofstudentprogress.Instructionisintentional,focusedandsustained,andincludesprovidingstudentswithexamplesof,andopportunitiestoapplyliteracyskillsandstrategiesinnewsituationsandcontexts.

2. Assessment drives instruction. Use of system, school, classroom and individual student literacy achievement data directs ongoing decisions and actions.

Teacherswhoknowthecurriculumstandardsandtargetsandunderstandthecharacteristicsofthelearnerhavethefoundationofknowledgethatwillallowthemtoengageeffectivelyinongoingclassroomassessment.Asanintegralpartofday-to-dayliteracyinstruction,thecollectionofdiagnosticandformativeassessmentdata*providesevidenceofstudentachievementrelativetotheexplicitandimplicitliteracyexpectationsineachOntarioCurriculumsubjectdocumentand/orthoseexpectationsidentifiedinthestudent’sIndividualEducationPlan*orStudentGrowthPlan.*

Planningandimplementinginterventionstrategiesandselectingresourcesbasedontheongoingassessmentofliteracyachievementpromotessuccessforallstudents.Teachersandadministratorsnotonlycollect,analyzeandrespondtoclassroomliteracyachievementdata(e.g.,ObservationSurvey,RunningRecord,interestsurvey,writingsample,PM Benchmark,DRA)buttheyalsoanalyze,interpretandmakeuseoflargescaleassessmentdata,e.g.,EducationQualityandAccountabilityOffice(EQAO),OntarioSecondarySchoolLiteracyTest(OSSLT).Itistheanalysis,synthesisandinterpretationofallassessmentinformationthatinformstheinstructionaldecisionsandactionsthatbestsupporthighlevelsofliteracyachievementineachclassroomandschool.

Studentknowledgeofthemselvesaslearnersiscriticalforongoinggrowthandachievementinliteracy.Whenstudentsaretaughthowtoengageinself-assessment,tracktheirliteracyachievement,identifytheirstrengthsandneeds,andplanthenextstepsintheirlearningtheyaretruepartnersintheassessmentprocessandareadvocatesfortheirownliteracylearning.

11

Guiding Principles

“When literacy learning is integrated into all subjects,

teachers prepare their students to read and write a wide range of texts, help them to become strategic

thinkers and problem solvers, and provide them with

opportunities to apply literacy skills and

strategies in many different meaningful contexts.”

The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario (2004)

*seeglossary

When students are taught how to engage in self assessment

they become true partners in the assessment process

and advocates for their own learning.

3. Literacy instruction motivates, engages and supports all students in their learning.

Effectiveteachersofliteracyprovidefocused,timelyandrelevantinstructionthatmotivatesandengagesalllearners.Theystrategicallyselectinstructionalapproachesandlearningresourcesbasedontheirin-depthknowledgeofthephysical,intellectual,cultural,social,emotional,andlinguisticstrengthsandneedsofeachlearner,aswellastheirknowledgeoftheimplicitandexplicitliteracyexpectationsthatarerequired.

Effectiveteachersdeterminetheliteracystrengths,needs,interestsandexperiencesofeachstudentinordertodifferentiateinstruction*astheyensureliteracylearning.Whenneeded,individualizedinstruction(e.g.,literacytutorials,remedialprogramsorone-on-onesupport)andresourcesareprovided.Literacyachievementiscloselymonitoredandteachingisadjustedasneeded.

4. Ongoing professional learning, collaboration and leadership support effective literacy instruction.

Teachersandprincipals/vice-principalsrequireatheoreticalandpracticalunderstandingofeffectiveliteracyinstructionbasedonsoundassessmentdata,astheyplantomeettheneedsofalllearnersintheclassroom.Aslife-longlearnersandreflectivepractitioners,theyunderstandthecriticalneedforprofessionaldevelopmentthatleadstoadeepunderstandingofliteracyteachingandlearning.

Whenteachingcolleaguesworkcollaborativelythroughactivitiessuchasdiscussingliteracyperformancestandards,levelingstudentwork,andselectingexemplars,onlythendotheydevelopasharedunderstandingofthecurriculumexpectationsandincreaseconsistencyandaccuracyinassessingandinterpretingstudentliteracyperformance.Whentheyengageinactivitiessuchasactionresearch*andlessonstudy*,theycreateopportunitiestoobserve,reflectanddiscusstheimpactoftheirinstructionalpractice.

Whenteachersandprincipals/vice-principalsengageinthesemeaningful,relevantandauthenticinteractionstheynotonlygrowprofessionallybutalsotheydeveloptheknowledgeandskillneededtoprovideleadershipandsupportforthelearningoftheircolleagues.

5. Literacy instructional practices are regularly reviewed and refined to ensure that the needs of all learners are met.

Individual,class,schoolandsystemliteracyachievementdataareusedtoidentifyneeds,informinstructionalpracticesandalignresources.Thesedataarealsousedfortheongoingreviewandrefinement/revisionoftheclassroomprogram,todeterminetheeffectivenessofprofessionaldevelopmentactivitiesandresources,andtoinformfutureplans.

12

Literacy for Learning The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario(2004)

“Literacy is closely linked to culture. The texts that children see, use, and create in the junior grades send a strong message about the culture of learning in their school and in Ontario. Students who see themselves reflected and affirmed in classroom texts and in instruction come to appreciate that reading and writing are genuinely for them and about them.”

Michael Fullan (2001)

“Teaching practices improve when teachers share their expertise and regard teaching as a collaborative rather than an individual effort.”

*seeglossary

6. School, home, and community partnerships enhance literacy instruction.

Allchildrencometoschoolwithindividualcompetenciesandpriorexperiencesasaresultofliteracylearningthathasbeenfosteredbyparents/guardians,caregiversand/orearlychildhoodeducatorslongbeforechildrencometoschool.Askeypartnersintheirchild’sliteracylearning,parents/guardianswillcontinuetohavesignificantimpactthroughouttheirchild’syearsinschool.

Schoolscreatetheconditionsforlearningthatadvanceeachstudent’sindividualpathtowardsbecomingliterate.Parents/guardiansandcommunitypartnerssupportliteracyinstructionwhentheysharetheirexperiencesandknowledgeandsupportthecreationofauthenticliteracylearningenvironmentsintheschooland/orcommunity.

Increasedunderstandingandcommitmenttoexcellenceinliteracyinstructionoccurswhenparents/guardians,teachers,supportstaffandcommunitypartnersareprovidedwithopportunitiestolearnaboutanddiscusstheliteracycurriculum,thecharacteristicsoftheLiterateGraduate,andtheinstructionalmethodsandpracticesthatsupporthighlevelsofliteracyachievement.

Whenallpartnersworktogetherandshareanunderstandingofthestudent’scurrentandfutureneeds,instructionaldecisionmakingisenhanced.

Guiding Principles for Literacy Instruction: Implications for Classroom Practice

FurtherinformationregardingtheimplicationsoftheseGuidingPrinciplescanbefoundinAppendixBonpages38-43.ThesepagesareintendedtoprovidedetailedguidancetoteachersastheyreflectontheirownclassroompracticeasitrelatestotheGuidingPrinciplesforLiteracyInstruction.

“… schools must improve education for all children, but schools cannot do this alone.

More will be accomplished if schools, families, and

communities work together to promote successful students.”

Joyce Epstein (2001)

“Successful schools create a collaborative culture that involves parents, teachers

and principals and the wider community working and learning

together to meet the needs of all students.”


13

Promoting Literacy in the Classroom Through Effective Data-Based Planning and InstructionEffectiveplanningisanessentialfirststeptowardensuringmaximumstudentliteracylearning.Ongoingmonitoringofstudentliteracyachievementattheindividual,classroomandschoolleveliscriticalforimprovedgrowthandachievement.

Allstudentscanachievehighlevelsofliteracygivensufficienttimeandsupport.WhenstudentsunderstandthecharacteristicsoftheLiterateGraduate,havethemetacognitiveskillsneededtoallowthemtomonitortheirownlearningandareactivelyinvolvedindecisionsabouttheirlearning,literacyachievementispromoted.

Whenteachershaveadeepunderstandingoftheliteracyexpectationsintheprogramandthecharacteristicsofthelearnertheycanmakeinformeddecisionsregardingthemostappropriateassessmentmethodsandresourcesthatwillbeusedtogatherthedataneededtogainanunderstandingofthestrengths,needsandinterestsofthelearnersintheirclassroom.Basedonthissoundassessmentdata,instructionalmethodsandresourcescanbeintentionallyselectedtomaximizetheliteracylearningofindividualsandgroupsofstudents.

Whentheschoolleadershipteammonitorsstudentliteracyachievementandidentifiesstudentstrengthsandneedstheycanmakeinformeddecisionsabouttheeffectivenessofinstructionalmethods,allocationofresourcesandidentifyschoolneedsintheareasofprofessionaldevelopmentandresourcematerialsandsupports.

The Literacy Teaching/Learning CycleA. Curriculum Expectations

CurriculumExpectationsarepublicstatementsabouttheknowledgeandskillsthatstudentsareexpectedtodemonstrateasaresultoftheirlearningbytheendofeachgrade.Understandingtheexplicitandtheimplicitliteracyexpectationsinthecurriculumiscriticaltoplanningeffectiveinstruction.

Figure3 14

Based on sound assessment data, instructional methods and resources can be intentionally selected to maximize the literacy learning of individuals and groups of students.

Planning for effective literacy instruction occurs when...

The principal,workingincollaborationwiththeschoolleadershipteamandtheschool'sliteracyteacher,createsopportunitiesforstafftoworktogetherto:

• gainasharedunderstandingoftheexplicitandimplicitliteracyexpectationsintheprogram/subjectarea/course;

• identifytheexplicitandimplicitliteracyexpectationsthatwillbecomethebasisofinstructionforindividualsand/orgroupsofstudentsintheirclass/course;

• determinetheexplicitliteracyinstructionthatisrequiredintheirprogram/subjectarea(s);and

• identifyopportunitiesfordeliberate,explicitliteracyinstructionacrossvariouscourses/subjectsthatwillbeconsistentacrossclassrooms.

The teacher:• useshis/herknowledgeofthecharacteristicsoftheLiterateGraduateandtheimplicitandexplicit

literacyexpectationstoidentifythecombinationofinstructionalandassessmentmethodsthatwillbeusedtopromoteandassessstudents'literacyachievementandsupportintervention;

• useshis/herknowledgeofthestrengths,needsandinterestsofthelearner(s)intheclassroomtoselectappropriateinstructionalmaterialsanddiverseresourcematerialsthatsupporttherequiredliteracylearnings:(refertoAppendixC:SelectionofLiteracyResources);and

• ensuresthatstudentsandparentsunderstandtheProfileoftheLiterateGraduateandexplicitandimplicitliteracyexpectationsinthecourse/program/subjectarea.

The student:• understandsthecharacteristicsoftheLiterateGraduateandtheexplicitandimplicitliteracy

expectationsinthecurriculum;

• understandstheliteracygoalss/heisworkingtoward;and

• understandshows/heisgoingtobeinstructedandassessed.

B. Diagnostic Assessment- Providing a Focus for Literacy InstructionThepurposeofdiagnosticassessmentistodeterminespecificlearningstrengths,needs,interestsandexperiencesofanindividualorgroupofstudentsinrelationtotheexplicitorimplicitliteracyexpectationsthatwillbeaddressedduringtheprogram/course/subject.

Effective diagnostic assessment occurs when...

The principal,workingincollaborationwiththeschoolleadershipteam,plansforthecollectionanduseofdiagnosticassessmentinformationinorderto:

• determinestudentachievementpatternsthroughouttheschool(strengths,needsandinterests);

• identifystaffprofessionaldevelopmentneedsandtoplanprofessionaldevelopmentactivities;and

• identifyandprovideaccesstotheresourcesandsupportsneededtopromoteliteracyacrosstheschool.15

Harvey Daniels (2004)

“Prior knowledge is the main determinant of

comprehension.”

The principal, working in collaboration with the school

leadership team and the school's literacy teacher,

creates opportunities for staff to work together to determine the explicit literacy instruction

that is required in their program/subject area(s).

The teacher:• developsaclearunderstandingofthestudents’literacystrengths,needsandinterests;

• establishesabaselineinordertomonitorstudentgrowthinliteracy;

• usesthedataintentionallytodeterminestartingpointsforinstruction;and

• selectstheinstructionalmethodsandresourcematerialsthatwillmeetthestrengths,needsandinterestsofallstudents.

The student:• knowshis/herownliteracystrengths,needsandinterests;

• understandswheres/heisinrelationtotheliteracyexpectations;and

• understandswhats/heneedstolearnandtopractise.

C. Initial Instruction: Knowing the Literacy Curriculum and the LearnerInitialinstructionisbasedonasoundunderstandingoftheexplicitandimplicitliteracyexpectationsfortheunit/course/term,keepinginmindthecharacteristicsoftheliterategraduate,thecharacteristicsofthestudentsintheclass,andtheresultsofdiagnosticassessment.

When planning initial instruction...

The principal:• ensuresthatliteracyinstructionisembeddedintoallsubjectareas;and

• monitorseffectiveassessmentandinstructionalmethodsinallclassrooms.

The teacher:• considersthepossiblemethodsofpresentingthenewinformation/skill(e.g.,groupingof

students,contextofpresentation,resources);

• choosesfromavarietyofliteracyinstructionalmethodsthataddressstudents'instructionalstrengths,needsandinterests;

• selectsfromawiderangeofhighqualityliteracyresourcesthatwillaccommodatetheneedsandinterestsofthestudents;and

• providesvariedopportunitiesforstudentstopractisetherequiredliteracyskillsandknowledge.

Duringinitialinstruction,students:

• activelyengageinthelearningprocess;and

• askquestionstoclarifyinstruction.

D. Formative Assessment: Feedback and Coaching for LearningThepurposeofformativeassessmentistomonitorprogresstoensurethatresourcesandinstructionalmethodsareenablingstudentstoprogresstowardachievementoftheliteracyexpectations.Informationgatheredisusedeffectivelytoplaninstructionandinterventionsthatreinforce,consolidateorenrichstudents'literacylearning. 16

David Booth (2001)

“Guiding and supporting students through texts and helping them create their own questions is more effective than telling students what the text means or what to look for in texts.”

Effective formative assessment is promoted when...

The principal providesopportunitiesforteachersto:• discusswithgradepartners/departmentmemberstheresultsofformativeassessment;and

• engageininformalconversationaboutpatternsinstudentlearning/achievement.

The teacher:• engagesinacasemanagementapproach*tomonitoringstudentprogress;

• providesstudentswithmultipleandvariedopportunitiestopractiseanddemonstratetheirlearningpriortosummativeassessment;

• usesinstructionalmethodsthatprovideimmediate,ongoingfeedbackduringthelearning;

• providesstudentswithtimelydescriptivefeedbackregardingtheirliteracyprogress;

• accuratelyusesspecificassessmenttoolstomonitorstudentprogress(e.g.,runningrecords,exemplars);

• teachesstudentshowtoselfandpeerassess;and

• usestheinformationgatheredtomodifyinstructionalmethodsandresourcesonanongoingbasis.

The student:• assessestheirpeers,whenappropriate,andthemselvesusingcriteriaandwhenavailable,

samplesofwork(exemplars);

• usesself-assessmentandteacherfeedbacktoreflectonhis/herliteracylearningandtounderstandandtrackhis/herownprogress;and

• identifieswhats/hewilldonexttoachievespecificliteracyskillsand/orknowledge.

E. Intervention: Maximizing the Success of All StudentsUsingtheinformationgatheredthroughformativeassessment,teachersplaninterventionstomeetdifferentliteracylearningneeds.

Effective intervention occurs when…

The principal supportsinterventionby:• problemsolvingwithstaff(e.g.,In-SchoolTeammeetings);

• implementingtheReadingRecoveryTMprogramingradeone;

• providingopportunitiesfortheLiteracyTeacher,SpecialEducationResourceTeacher(SERT)and/orReadingRecoveryteachertoshareliteracyinformationandresourceswithstaff;

• supportingcommunicationamongsubjectteachersregardingstudentliteracyachievement;and

• allocatingresourcesandmaterialstosupportliteracydevelopment.

Teachers, duringintervention:• meettheliteracyneedsofallstudentsthroughreinforcement,consolidation/enrichment,and/or

programmodification;17

Using the information gathered through formative assessment,

teachers plan interventions to meet different literacy

learning needs.

Linda Dorn & Carla Saffros (2005)

“..the teacher must be sensitive to the learners performance at all times…teaching should occur at

the student’s instructional level, in other words, in the student's area

of potential literacy growth.”

Effective formative assessment is promoted when the teacher

uses instructional methods that provide immediate, ongoing feedback during

the learning.

C.A. Tomlinson (1999)

“School administrators serious about developing

more responsive classrooms must understand

that moving toward differentiation is a long-term change process.”

*seeglossary

• followrecommendationsinthestudent’sIEPorGrowthPlan;and

• provideadditionaltime,variedinstructionanddifferentmaterialswhenneeded.

Students, duringintervention:• practiseandrevisetheirworkinresponsetoformativefeedback;and

• monitortheirownprogressandprovidetheteacherwithfeedbackregardingthesuccessoftheinstructionalmethodsandresourcesused.

F. Summative Assessment: Determining Literacy Achievement and the Next Steps for InstructionSummativeassessmentprovidesacumulativearrayofstudentliteracyachievementdatabasedonthecurriculumexpectationsortheexpectationsinthestudent’sIEP.

Effective summative assessment occurs when...

The principal providesopportunitiesforteachersto:• developasharedunderstandingoftheliteracyexpectationsandestablishwhattheywillacceptas

evidenceofstudentlearningrelatedtotheexpectationsbeingassessed;

• developasharedunderstandingofthelevelsofliteracyachievement;

• determinewhattheywillplanasdemonstrationsofstudentlearningrelatedtotheliteracyexpectationsinthesubjectbeingassessed;

• identifypatternsofliteracylearningacrossthedivision/department/school;and

• determinethesuccessoftheirinstructionalmethodsandtoinformfutureinstructionalandresourcedecisions.

Teachers:• useassessmentmethodsthatmatchtheliteracyachievementtargetsandareappropriateconsidering

thestrengths,needs,interestsandexperiencesofthestudent;

• communicatetothestudentandparents/guardiansthesummativeassessmentstrategiesthatwillbeusedtoassessliteracyachievement;

• providestudentswithmultipleandvariedopportunitiestodemonstratethefullextentoftheirlearning;

• gatherinformationbasedonstudentachievementoftheliteracyexpectations;

• useconsistentassessmentmethodsandresourcestomonitorindividualstudentandclassliteracyachievement;and

• usetheinformationtodeterminethesuccessoftheirinstructionalmethodsandtoinformfutureinstructionaldecisions.

18

Richard L. Allington & Patricia M. Cunningham

(2002)

“Good teachers demonstrate how to apply a range of strategies. They do not simply assign and assess work. Teaching involves “showing” and “demonstrating”.”

Ministry of Education and Training (1999)

“Assessment and evaluation of student achievement provide teachers with an opportunity to think critically about their methods of instruction and the overall effectiveness of their program.”

Students:• understandhowtheirliteracyachievementwillbeassessed;

• understandtheirownachievementandsetliteracygoalsforthefuture;and

• knowtheresources/supportsthatareavailabletopromotetheirfuturelearning.

G. EvaluationEvaluationistheprocessofintegratingandsynthesizingsummativeassessmentinformationfromvarioussources.Itresultsinasummarydescriptionofstudentachievementbasedonanarrayofsummativeassessmentdatareflectingthestudents’achievementofthecurriculumexpectations.

Evaluation is effective when...

The principal:• facilitatesopportunitiesforteacherstounderstandgradingpracticesthatsupportlearningandto

determinehowgradeswillbearrivedat;

• ensuresthatreportcardsaccuratelyreflectstudentliteracyachievement;and

• providesteacherswithopportunitiestoshareanddiscussschoolliteracyachievementdata.

The teacher: • usestheachievementchartsasreferencepointsforevaluation;

• considersonlysummativeassessmentdatawhendeterminingareportcardgrade;

• considersthestudent'smostconsistentlevelofperformancewithspecialconsiderationgiventothemorerecentinformation;

• providesinformationforstudentsandparents/guardiansthatwillassistininterpretingthemeaningofthegrade;and

• usesgradingpracticesthatsupportstudentlearning.(RefertoAppendixHintheYRDSBdocumentGuidelines for Assessment & Evaluation,2006.)

The student:• understandshowhis/hergradeisdetermined;

• knowshis/herstrengthsandneeds;

• identifiesareass/hewouldliketoimprove;and

• knowsthestepss/hecantaketoimproveachievement.

19

Richard Stiggins (1993)

“If you want to appear accountable, test

your students.

If you want to improve your schools, teach teachers to

assess their students.

If you want to maximize learning, teach students to

assess themselves.”

Figure4

The Goal of Effective Literacy InstructionMakingmeaningisattheheartofeffectiveliteracyinstruction.Asstudentsexploreawiderangeoftopicsinamultimedia,multiculturalworldtheyengagewithmanynewideas.Toeffectivelymakemeaningstudentsrequirecriticalliteracy*skillswhentheylistenandtalk,readandview,andwriteandrepresent.

Tomakemeaning,studentsapplycritical*andcreativethinking*skillsastheyuncoverthebigideasinthethemesandissueswithwhichtheyarepresentedinallsubjectareas.

Throughpurposefulinstructionthatimmersestheminprinted,visual,andelectronictexts,studentsareguidedastheymakepersonalconnectionstotheirnewlearningandgaininsightintotheirownthoughtsandgrowingliteracyexpertise.

Astheylisten,read,writeandreflecttheyusecriticalliteracyskillstoreadtextsindeeperandmoremeaningfulwaysinordertomakeimportantconnectionsbetweentheirknowledgeandtheirexperienceastheyquestion,challengeandcreatenewunderstandingsinallareasofthecurriculum.

*seeglossary20

Colin Lankshear & Michael Knobel (2003)

“Students need to learn how to interpret or read media texts to uncover underlying messages and to avoid being manipulated. They need to be aware of the ways of knowing and deciphering particular types of text, including strategies and techniques that authors use to influence the reader.”

M. McLaughlin & G. Devougd (2004)

“Critical literacy involves second guessing, reading against the grain, asking hard and harder questions, seeing underneath, behind, and beyond texts, trying to see and “call” how these texts establish and use power over us, over others, on whose behalf, in whose interests.”

Effective Literacy Instruction

Literacy for Learning: The Report of the Expert Panel on Literacy in Grades 4-6 in Ontario (2004)

“The goal of effective literacy instruction is to create active,

creative and critical users of spoken, visual and print texts in a multicultural and

multimedia world.”

Components of an Effective Literacy ClassroomThedecisionsthataremadeaboutliteracyassessmentandinstructionarecloselyintertwined.Tosupportthecreationofaneffectiveliteracyclassroom,teachers'beliefsandunderstandingsmustsupporteffectiveteachingandlearningpractices.Figure5below,identifieskeycomponentsofaneffectiveliteracyclassroomandthefollowingfourfundamentalbeliefsaboutliteracyinstructionprovideaframeworkfortheplanningandteachingdecisionsthatwillcreateaneffectiveliteracyclassroomthatengagesalllearners.

• Differentiated instructionisacriticalcomponentofaneffectiveliteracyclassroom.Differentiatedinstructionisprovidedbasedonstudentstrengths,needs,interestsandexperiencesinordertoensureachievementforallstudents.Differentiatedteachingstrategies,resources,andsupportshelpensureallstudentshaveanentrypointforlearningandasuccessfuljourneytowardthedevelopmentofnewskillsandcompetencies.

• Current and inclusive literacy resourcesareselectedfortheclassroombasedonstudents’strengths,needs,interestsandexperiencesandtheyreflecttheglobalcommunity.Aresource-richclassroomimmersesstudentsinawiderangeofmaterials.ThisincreasesstudentengagementandallowsstudentstomakeconnectionstoAllTypesofTexts*andliteraciestheywillencounterinallareasoftheirlives.

• Oral languageisthefoundationforallliteracylearningandisevidentinallclassroomactivities.Purposefultalkdevelopscreativeandcritical-thinkingskillsandhelpsstudentsmakemeaning,developnewperspectivesanddeepencomprehension.Developingandextendingorallanguagesupportsallareasofliteracydevelopment

• Classroom management and routinesarewellestablishedandreflectstudentownershipandaccountability.Studentsfeelsafeandsecure.Studentsunderstandtheirrolesandresponsibilitiesinsupportingliteracylearningandtheyfeelsafeandsecureintheclassroom.

*AllTypesofTexts,refertopage44

Learner Profile

Instructional Approaches

Instructional Approaches

Assessment Data

Strengths, Needs, Interests, Experiences

Figure5

21

Carol Ann Tomlinson (1999)

“School administrators serious about developing more

responsive classrooms must understand that moving toward

differentiation is a long-term change process. Leaders can

prepare for this journey by drawing on insights from

research about change as well as the experiences of others who have provided effective

differentiated learning for students of varying abilities.”

Lev Vygotsky (1980)

“Language is our primary tool for organizing, thinking,

developing memory, attending to and using information, and

making connections.”

Richard L. Allington & Patricia H. Johnson (2000)

“Effective literacy teachers create "conversational

communities" where talk is central to learning.”

The Learner ProfileAttheheartofaneffectiveliteracyclassroomisknowledgeofthelearner.TheteacherdevelopsacomprehensiveLearnerProfilebasedontheresultsofassessmentandotherkeyinformationaboutthestudent(e.g.,physical,intellectual,social,emotional,culturalandlinguistic).TheLearnerProfileidentifiesthestudent’sliteracystrengths,needs,interestsandexperiences.Ongoingassessmentduringthelearningprocess(assessmentforlearning*)allowsteacherstoidentifywhatstudentsknowandunderstandaswellasidentifywherefocusedinstructionisrequired.Italsoallowsteacherstodeterminetheinstructionalapproachesthatareeffectiveandthosethatneedtobeadjustedorchanged.

Instructional GroupingsBasedontheLearnerProfileandongoingassessmentdata,teachersmakedecisionsabouttheinstructionalgroupingsthataremostappropriateforthestudentandtheinstructionalpurpose.Flexibleanddynamicgroupingsarecreatedthatvaryinsizeandcompositionaccordingtothetaskandthestrengths,needs,interestsandexperienceofstudents.Groupingsarechangedinresponsetoongoingobservationandassessment.

Instructional ApproachesUsingtheinformationcollectedintheLearnerProfile,aswellasongoingformativeassessmentdata,teachersmakedeliberatedecisionsregardingtheinstructionalapproachesandlearningexperiencestheyselecttopromotestudents’continuedliteracydevelopment.The ContinuumofInstructionalApproachesChart(page23)outlinestheroleoftheteacherandthestudentinfourinstructionalapproachesthatarefoundationalforliteracyinstruction.Inaneffectiveliteracyclassroom,teachersselecttheapproach(es)thatbestenablesthemtoprovidethescaffoldedsupport(refertofigure6below).Thissupporthelpseachstudentgrowbeyondhisorhercurrentlevelofachievement,whilegraduallyreleasingresponsibilitytothestudentinordertofosterindependentlearning.Teachersbeginbydemonstrating/modelingthedesiredliteracyskill/strategyand,basedontheongoingassessmentofstudentreadiness,theymovetocoaching(sharingwithorguidingthestudent)andeventuallyprogresstoalevelwheretheysupportthestudents’independentuseoftheskill/strategywhichisrequired.

Gradual Release of Responsibility Figure6HighSupport Minimalsupport

student teacherModelled Shared Guided Independent

Althoughthefourapproacheslistedprovideafoundationforeffectiveliteracyinstruction,therearemanyotherinstructionalstrategiesandlearningexperienceswhichsupportliteracydevelopment(e.g.,interactivewriting,drama,readers’theatre,literaturecircles,checkingandmonitoring)inadditiontopromotingsharedresponsibilityforliteracylearning(e.g.,partnerwork,peertutors,effectivegroupwork).For more information on these approaches/experiences refer to the *Expert Panel Reports referenced in Appendix E on page 49.

Literacy Instruction in the Content AreasLiteracyinstructionistheresponsibilityofallteachers.Itisdeliberatelyincluded,explicitlytaughtandconsistentlyprovidedinthecontentareastopromotestudentunderstandingandstrategicuseofliteracyskillsrequiredtobesuccessfulinandbeyondtheclassroom. 22

Irene Fountas & Gay Sue Pinnell (1996)

“Assessment begins with what children know; the evidence for what they know is in what they can do.”

Lucy Calkins (2001)

“Our assessments should nudge us as teachers, to look at all our children and their work, and to look at ourselves and our work.”

Richard L. Allington & Patricia M. Cunningham

(2002)

“Good teachers demonstrate how to apply a range of strategies. They do not simply assign and assess work. Teaching involves ‘showing’ and ‘demonstrating’.”

*seeglossary

23

Continuum of Instructional Approaches

Gradual

Release

of

Responsibilty

Mode

ling

Teacher's Role

The teacher will model or show skill and strategy-based techniques and/or behaviours for active listening, extending discussion and using specialized terminology.Based on the curriculum expectations and assessment data the teacher determines a focus for instruction and selects a resource (e.g. book, textbook passage, media resource), above students’ independent level (complexity, ideas, readability). Teacher models, for the whole class, the desired behaviour through think alouds.In reading, the teacher models fluent reading and strategic thinking. Discussion based on the teaching point follows the reading. In supporting the writing process the teacher models or shows the writer’s craft, while reinforcing the reading/writing connection and through think alouds, may explain, clarify, and revise the writing while demonstrating the *recursive writing process.

During group discussions, students engage in accountable talk in order to articulate and clarify their own points of view, consider the opinions of others and develop new understandings.Students work quietly and respond to teacher scaffolding and questioning as they construct meaning during small group discussions.Students read silently and monitor their comprehension while practising the application of previously-taught strategies and skills.With teacher support, students write collaboratively, with a focus on a specific strategy/skill previously taught during shared reading/writing. Students complete their own text.Students practise previously-taught skills and receive support through teacher guidance and facilitation, as required.

Students view and follow the same text/writing sample while the teacher reads/writes/listens. They become active participants, engaged in the speaking/reading/writing/viewing process.

Students listen/watch attentively while the teacher demonstrates what proficient readers/writers/listeners and speakers do.

Opportunities to discuss texts with classmates enable students to share their responses to text, to discuss features of the text and to develop reflective practices.Students independently take ownership for their own reading and writing and oral communication and practise the skills and strategies introduced during shared and guided reading/writing approaches.Students record responses and progress in their reading/writing (e.g., logs, charts, writing profile). Students articulate strategies/skills, share ideas during whole-group share, and peer and self-assess their progress. They meet with the teacher to set new goals.Students apply previously taught skills in their daily interactions and discussions with others while communicating their thoughts and ideas.

Shar

ing

Guid

ing

Supp

ortin

g In

depe

nden

ce

The teacher will model or show skill and strategy-based techniques and/or behaviours for active listening, extending discussion, using specialized terminology and studying various forms of media texts. Teacher may invite student participation in a safe and supportive shared learning environment.Teacher selects and reads a short text or excerpt, slightly above students’ level, to reinforce the same focus for instruction as in the modeling activity. Teacher provides all students with a view of the same material (e.g. big book, photocopy, transparency, Smart Board, video clip) and explicitly demonstrates the focus or foci for instruction (use of comprehension strategies, word study skills, elements of form, critical/creative thinking). Teacher asks students to participate and gradually allows them to complete the material as their skills improve. This is done in large or small groups depending on student needs.During shared reading, the teacher demonstrates use of the desired skill (e.g., comprehension strategies, word study skills, a specific genre, literary analysis). The teacher invites the student to become involved. (e.g., by reading text together, role-playing, choral).In shared writing, the teacher may engage students to help him/her write while thinking/writing like an author (e.g., recursive writing process, the writer’s craft, forms of writing, literary techniques or writing conventions).

Based on assessment information, and previously taught foci, teacher provides small group opportunities to practise accountable talk... to speak, listen, read, write and think critically. Based on assessment information, the teacher determines a focus for instruction for small groups of students, taking into account students’ strengths, needs and interests. Teacher selects and introduces an unseen resource at students’ instructional levels. The teacher monitors, reinforces, guides and prompts students in effective reading/viewing, writing/representing, and listening/speaking strategies, to support the focus for instruction. Groupings are fluid and flexible.During guided reading, students read silently. Following a book introduction, walk through debriefing, the teacher monitors the ability of students to apply previously taught skills to unseen text, scaffolds the learning, and assesses individual students through conversations and questions. The teacher may ask a student to read a portion of the text that provides evidence to support the student thoughts or ideas. Groupings are fluid and flexible, changing according to instructional needs.During guided writing, the teacher gathers a small group of students with a similar need and provides additional support and feedback to help them apply a specific writing skill prior to writing independently. The teacher validates, scaffolds, and monitors student progress to determine what further support is required. Groupings are fluid and flexible, changing according to instructional needs.The teacher monitors and scaffolds the learning to support students in demonstrating techniques and/or behaviours for active listening, extending discussion and/or studying various forms of media texts.

Teacher may provide focused mini-lessons with individuals or small groups to review a previously taught skill or strategy. Teachers may gather students into flexible and dynamic groupings to discuss texts that they have read or are reading. Community sharing provides additional opportunities for accountable and purposeful discussion. Teacher provides a structured opportunity for students to apply previously taught skills and strategies independently. Based on formative assessment data, the teacher decides on the focus of instruction for the class or individual students.While reading, students are engaged in purposeful and accountable independent reading (self or controlled selection). During this time the teacher may take the opportunity to conduct a guided reading lesson and/or conference with individual students and observe the use and application of previously taught skills and strategies. Teacher consolidates learning with a whole-group share and discussion of the metacognitive skills used. In writing the teacher provides daily opportunities for students to write independently, based on self-selected topics or teacher-directed topics. Teacher supports students through individual or small group conferences based on strengths and needs. Teacher assesses and sets new goals with individual students.The teacher observes the application of skills as students apply their learning of the techniquees and/or behaviours for active listenig, extending discussions and studying various forms of media texts in their daily interactions and communications with others.

Student's Role

SubjectspecificexamplescanbefoundintheMinistry'sThink LiteracyandtheSubjectSpecificThink Literacy documentsavailablethroughthesubjectassociations.*seeglossary

The Principal/Vice-principal as Literacy LeaderAstheliteracyleaderintheschool,theprincipal/vice-principalisamotivatedlearnerwhosharesleadership,createslearningcommunitieswithintheschool,andpromotesongoingstafflearningrelatedtoeffectiveliteracyassessmentandinstruction.Thefollowingindicatorsidentify,morespecifically,theroleoftheprincipalinpromotingliteracywithinhis/herschool.

Principals/Vice-principals,asinstructionalleadersintheschool,promotelearningforallstudentsandfosterliteracywhenthey:

• believethatallstudentscanachievehighstandardsgiventhesufficienttimeandsupport;

• believethatallteacherscanteachtohighstandardsgiventherightconditionsandassistance;

• supportteachersaslearnersbypromotingandencouragingongoingprofessionaldevelopment;

• knowandunderstandthemeaningofliteracyandtheGuiding Principles for Literacy Instruction;

• gather,analyze,interpret,anduseschoolliteracyachievementdatafordecision-makingrelatedtoinstructionandschoolplanning;

• understandeffectiveliteracyinstructionalmethodsbyattendingregionalliteracyprofessionaldevelopmentactivitiesandbyengaginginprofessionallearningcommunities;

• provideongoingleadership,job-embeddedprofessionaldevelopmentopportunitiesandresourcestosupportthedevelopmentof literacyandapplicationofthe Guiding Principles for Literacy Instruction;

• facilitateandpromotestaffcollaborationregardingliteracyassessmentandinstruction;

• monitorandprovidemeaningfulfeedbacktoteachersregardingthequalityoftheirliteracyinstructionalpractices;and

• effectivelycommunicatewiththecommunityaboutliteracyachievement,schoolplansandactions.

Roles and Responsibilities of Educational PartnersHighqualityliteracyinstructioncanbestoccurwhenthereisacommitmentandpartnershipamongallstakeholders.Thefollowingrolesandresponsibilities,in alphabetical order,provideguidancetoeachstakeholdergroup.

Classroom Teachershavetheprimaryresponsibilityforclassroominstructionandpromoteliteracywhenthey:• believethatallstudentscanachievehighstandardsgivensufficienttimeandsupport;• havehighexpectationsandembraceearlyandongoingintervention;• knowandunderstandtheliteracystrengths,needsandinterestsofstudentsintheir

program/course;• knowandapplytheGuiding Principles for Literacy Instruction;• informparentsandstudentsregardingtheexpectationsforstudentliteracylearningandthe

instructionalapproachesthatwillbeused;• sharewithparents/guardiansandstudentsthemethodsthatwillbeusedtoassessstudent

literacyachievement;• activelyseekopportunitiestoengageinprofessionallearningtofurthertheirunderstanding

ofliteracy;

Fostering Literacy:A Shared Commitment and Partnership


“Clear communication about project goals, literacy plans and policies, and professional development events helps keep everyone on track.”

All students can achieve high standards given sufficient time and support.

High quality literacy instruction can best occur when there is a commitment and partnership among all stakeholders.

24

• workcollaborativelywithotherteacherstoincreasetheirunderstandingofindividualstudentstoplanforstudentsuccess;

• articulatewhattheydoandwhytheyteachthewaytheydo;• identifyopportunitiesforexplicitliteracyinstructionwithintheirsubject/course/program;• developanextensiveinstructionalrepertoireandstrategicallyselectinstructionalmethods

basedontheirknowledgeofthelearnerandtheexplicitandimplicitliteracyexpectationsinallareasofthecurriculum;

• continuallyassesstheeffectivenessoftheirinstructionalmethodsinmotivating,engaging,andpromotingliteracysuccessforalllearners;

• usestudentassessmentresultstomakedecisionsaboutliteracyprogramsforindividualsandgroupsofstudents,literacyinstructionalmethodsandcurriculumimplementation;and

• communicateeffectivelywithstudents,parents/guardians,othereducatorsandthecommunityaboutliteracyinstructionandassessmentmethods;andtheplansandactionsthatsupportliteracydevelopment.

Community Partners/Agenciessupporthighqualityliteracydevelopmentwhenthey:• aligntheirprogramstotheBoardapproachtoliteracyinstruction;• supportBoardgoalsrelatedtoimprovingliteracyinstructionandstudentachievement;• communicateaccurateinformationtoschoolsregardingindustryexpectationsrelatedtoliteracy

intheworkplace;• supportschooleffortsinaligningliteracyinstructiontotheworkplaceessentialskillsprofile;• provideresources/opportunitiestopractiseandrefineliteracyskillsthroughenhanced

authentic/experientiallearning;• engageinongoingcollaboration,communicationandrelationshipbuildingwiththeschool

systemandothercommunitypartners;and• provideeducationandresourcestosupportstudentself-developmentandtosupportfamilies.

Curriculum and Instructional Services' staffsupportthedevelopmentofliteracywhenthey:

• believethatallstudentscanachievehighstandardsgivensufficienttimeandsupportandallteacherscanteachtohighstandardsgiventherightconditionsandassistance;

• knowandunderstandtheGuiding Principles for Literacy Instruction;• gatherandusesystemdatatoidentifysystem-levelstaffdevelopmentneedsregardingeffective

literacyassessmentandinstruction;• provideleadershipbymodelingeffectiveliteracyassessmentandinstructionalapproaches;• promote,model,shareandsupportexplicitliteracyinstructionacrossthecurriculum;• identifythetypesofresourcesandsupportsneededtoimplementengaging,effectiveliteracy

instructionintheclassroom;• supporttheLiteracyTeacherinpromotingeffectiveliteracyassessmentandinstructionin

theschool;• provideinputintothedevelopmentofBoardresourcematerialsthatpromoteeffectiveliteracy

instructionalmethodsandpractices;• identifysystem-levelstaffdevelopmentneedsregardingeffectiveliteracyinstruction;• providesystem-levelliteracyinstructionin-serviceopportunitiesandmonitortheeffectiveness

ofthein-service;25

A variety of professional development models and choices are available to

schools as frameworks for reflective inquiry.

Teachers continually assess the effectiveness of their instructional methods in

motivating, engaging, and promoting literacy success

for all learners.

• provideleadershipinusingstudentliteracyachievementinformationforcontinuousschoolandboard-levelimprovement;and

• identifyavarietyofprofessionaldevelopmentmodelsandchoicesavailabletoschoolsasframeworksforreflectiveinquiry(e.g.,actionresearch,lessonstudy,bookstudyetc.).

Educational Assistantssupporthighqualityliteracyinstructionwhenthey:

• believethatallstudentscanachievehighstandardsgivensufficienttimeandsupport;• knowandunderstandthecharacteristicsandliteracyneedsofstudentstheyaresupporting;• knowandunderstandwhatstudentsareexpectedtolearn;• supportstudentstocompleteassignedliteracylearningandassessmentactivities;• workcollaborativelyaspartofaschoolteaminimplementinginstructionalmethodsthatwill

supportindividualstudentliteracylearning;• encourageandsupportstudentstoreflectontheirliteracyprogressandtosetgoals;• activelyseekopportunitiestoengageinprofessionallearningtofurthertheirunderstanding

ofliteracy;• meetregularlywiththeclassroomteamtoplanandassesstheeffectivenessofinstructional

approachesinmotivating,engagingandpromotingliteracysuccessforthestudentstheysupport;and

• workcollaborativelywithparents/guardiansandteacherstosupportstudentliteracyprograms.

English Language Learner (ELL) Teacherssupportlanguageacquisitionandliteracyskilldevelopmentwhenthey:

• believethatallstudentscanachievehighstandardsgivensufficienttimeandsupport;• useandapplytheGuiding Principles for Literacy Instructioninallareasofinstruction;• interpretanduseassessmentdataofEnglishLanguageLearnerstomake

informeddecisionsaboutliteracyprogramming,instructionalmethodsandcurriculumadaptation;

• developanextensiveinstructionalrepertoireandstrategicallyselectinstructionalmethodsbasedontheirknowledgeofthelearnerandtheexplicitandimplicitliteracyexpectationsinallareasofthecurriculum;

• communicateregularly,andworkcollaboratively,withcolleagues,schoolliteracyteamsandtheprincipaltoidentifyinstructionalmethodsthatwillsupportliteracylearningforEnglishLanguageLearners;

• provideleadershipintheareasofUniversalDesignforLearning*anddifferentiatedinstruction;

• activelyseek,andparticipatein,professionallearningtofurthertheirunderstandingoflanguageacquisitionandliteracy;and

• communicateeffectivelywithstudents,andparents/guardiansaboutstudents'strengths,needsandinterestsanddeveloptogethertheplansandactionsthatwillsupportcontinuedliteracyachievement.

Education For All: The Report of the Expert Panel on Literacy and Numeracy Instruction for Students With Special Education Needs, Kindergarten to Grade 6. (2005)

Universal Design for Learning

“A planning schema which emphasizes the uniqueness of every student and is characterized by fair and accurate assessment, a flexible curriculum and a variety of ways in which students can reach learning goals.”

*seeglossary26

Literacy TeacherssupportthedevelopmentofliteracyandpromoteimplementationoftheGuiding Principles for LiteracyInstructionwhenthey:

• believethatallstudentscanachievehighstandardsgivensufficienttimeandsupport;• know,understandandapplytheGuiding Principles for Literacy Instruction;• promoteandfacilitateprofessionaldevelopmentintheareaofliteracy;• coachteachersandmodelinstructionalstrategies;• modelliteracyinstructionalapproachesinthecontentareas;• workalongsidestafftoidentify,select,andorganizeliteracyresourcesinacommon,

accessiblearea;and• supporttheprincipal/vice-principalandschoolliteracyteaminplanningprofessional

developmentactivitiesthatpromoteeffectiveliteracyinstruction.

Parents/Guardianssupporttheinstructionalprocessandpromotestudentliteracywhenthey:

• understandwhattheirchildisexpectedtolearn;• understandhowtheirchildisbeinginstructedandassessed;• monitortheirchild’sprogressinliteracy,e.g.,agendabooks,reportcards,homework,etc.and

workcollaborativelywiththeschool,teacherandchildtoplanfortheirchild’simprovement;• assisttheirchildinacquiringinformationandaccessingcommunity-basedresourcestosupport

theminpursuingtheirliteracygoals;and• activelysupportschool-relatedliteracylearningactivities.

Reading Recovery™ Teacherssupporthighqualityliteracyinstructionandearlyinterventionwhenthey:

• believethatallstudentscanachievehighstandardsgivensufficienttimeandsupport;• knowandapplytheGuiding Principles for Literacy Instruction;• engageinprofessionallearningandspecifictrainingforReadingRecovery™teaching;• developanextensiveinstructionalrepertoireandstrategicallyselectinstructionalmethodsand

appropriateproceduresbasedontheirongoingdailyobservationsofthelearner,andthetheoryinformingReadingRecovery™instruction;

• knowandunderstandthechangingliteracystrengths,needsandinterestsofstudentsinReadingRecovery™;

• workcollaborativelywiththeschoolstaffandReadingRecovery™TeacherLeaderstoselectstudentsforReadingRecovery™

• assess,monitorandprovidedailyindividuallydesignedandindividuallydeliveredinstructionforstudentsparticipatinginReadingRecovery™;

• continuallyassesstheeffectivenessoftheirinstructionalmethodsinmotivating,engaging,andacceleratingtheliteracylearningofstudents;

• workcollaborativelywithteacherstoincreasetheirunderstandingofindividualstudentstoplanforstudentsuccessandmonitortheirprogress(e.g.,ObservationSurvey,RunningRecord);

• sharewithteachers,parentsandstudents,informationabouttheinstructionalapproachesandassessmentsthatareusedinReadingRecovery™;and

• workcollaborativelyaspartoftheschoolliteracyteamtodevelopastrongnetworktoshareinformationandenhancetheschoolliteracyprogram.

Peter Hill & Carmel Crévola (1998)

“The school takes collective responsibility for all students'

learning. The staff work as a team to ensure support, resources and appropriate

scheduling and instruction are provided for all students.”

27

Regional Professional Support Services' Staff(itinerantteachers,speechandlanguagepathologists,physiotherapists,occupationaltherapists,workexperiencecoordinators,attendancecounselorsandpsychologists)contributetohighqualityliteracyinstruction,promotingliteracylearningforallstudentswhenthey:

• believethatallstudentscanachievehighstandardsgivensufficienttimeandsupport;• understandthemeaningofliteracyandarecommittedtodemonstratingandpromotingthe

Guiding Principles for Literacy Instruction;• workcollaborativelywithschoolteamstoassisttheminidentifyinginstructionalmethodsthat

willsupportliteracylearningforallstudents;• engageinin-depthprofessionallearningrelatedtoliteracydevelopment;• developanextensiveassessmentandprogrammingrepertoiretomakestrategic

recommendationsbasedonknowledgeoftheindividuallearnerandtheexplicitandimplicitliteracyexpectationsinallareasofthecurriculum;

• providestaffdevelopmentopportunitiesandactasaresourceforschoolteamstoadvancetheknowledgebaseofothersandtoadvocateforeffectiveliteracypracticesonbehalfofstudents;and

• communicateeffectivelywithstudents,andparents/guardiansaboutstudentsstrengthsandneedsandtogetherdeveloptheplansandactionsthatwillsupportcontinuedliteracyachievement.

School Councilsshareanimportantroleinpromotinghighqualityliteracyinstructionwhenthey:

• believethatallstudentscanachievehighstandardsgiventhesufficienttimeandsupport;• knowandunderstandtheGuiding Principles for Literacy Instruction;• workwiththeprincipal/vice-principalandschoolstaffinidentifyingareasoffocusforthe

schoolplanbasedonschool-levelassessmentinformation;• engagewiththecommunitytoprovideinsightsandinformationregardingwaysthatparents/

guardiansandthecommunitycansupportliteracylearningintheschoolandathome;and• shareinformationwiththecommunityregardingschoolliteracyactivities.

Special Education Resource Teachers (SERTs)supportlanguageacquisitionandliteracyskilldevelopmentwhenthey:

• believethatallstudentscanachievehighstandardsgivensufficienttimeandsupport;• understandthemeaningofliteracyandarecommittedtodemonstratingandpromotingthe

Guiding Principles for Literacy Instruction;• usestudentassessmentresultstomakedecisionsaboutliteracyprogramsforindividual

students,literacyinstructionalmethodsandcurriculumimplementation;• developanextensiveinstructionalrepertoireandstrategicallyselectinstructionalmethods

basedontheirknowledgeofthelearnerandtheexplicitandimplicitliteracyexpectationsinallareasofthecurriculum;

• workcollaborativelywithschoolteamsinidentifyinginstructionalmethodsthatwillsupportindividualstudentliteracylearning;

• provideleadershipintheareasofUniversalDesignforLearninganddifferentiatedinstruction;• activelyseek,andparticipatein,professionallearningtofurthertheirunderstandingof

literacy;and• communicateeffectivelywithstudents,parents/guardians,andothereducators,theplansand

actionsthatsupportincreasedliteracyachievement.

School Councils share an important role in promoting high quality literacy instruction when they share information with the community regarding school literacy activities.

28

Studentssharetheresponsibilityfortheirliteracylearningandachievement.Theylearnmosteffectivelywhenthey:

• believethattheycanachievehighstandards;• participateactivelyinliteracylearningandassessmentactivities;• contributepositivelytothelearningenvironment;• workcollaborativelywithotherstoincreasetheirunderstandingandimprovetheirliteracy

learning;and• areskilledself-assessorswho: -knowandunderstandwhattheyareexpectedtolearn; -identifytheirstrengths,needsandinterests; -reflectontheirprogressandsetgoals; -takestepstoimprovetheirliteracylearning;and -advocateforthemselves.

Subject Heads/Lead TeacherssupportthedevelopmentofliteracyandpromoteimplementationoftheGuiding Principles for Literacy Instructionwhenthey:

• believethatallstudentscanachievehighstandardsgivensufficienttimeandsupport;

• believethatallteacherscanteachtohighstandardsgiventherightconditionsandassistance;


• encourageandsupporttheircolleaguesinpromotingliteracy;

• provideleadershipfortheselectionofresourcesthatsupporteffectiveliteracyinstructioninallsubject/courses;

• supporttheircolleaguesinacquiringanddevelopingliteracyinstructionalmaterialsandresources;

• identifystaffdevelopmentstrengths,needsandinterestsregardingeffectiveliteracyinstruction;

• facilitatein-serviceopportunitiesfortheircolleaguesthatsupporteffectiveliteracyinstruction;and

• provideleadershipbymodelinghighqualityliteracyinstructioninallcontentareas.

29

Students learn most effectively when they are skilled self-assessors who reflect on their progress

and set goals.

SuperintendentsensuretheimplementationoftheLiteracyPriorityinthesystemandschoolplansforcontinuousimprovement(supporttheschoolimprovementplanningprocess)whenthey:

• believethatallstudentscanachievehighstandardsgivensufficienttimeandsupport;


• provideleadershipandsupportforprincipals/vice-principalsintheimplementationofliteracy-focusedassessmentthatdrivesinstruction;

• supporttheschoolprincipal/vice-principalwiththeanalysis,use,andcommunicationofliteracyachievementdata;

• monitorincreasedliteracyachievementacrossthesystem;

• buildlateralcapacityforliteracyteachingamongadministratorsbyestablishingprofessionallearningcommunities;

• discuss,withadministrators,issuespertainingtoliteracyandincreasedstudentachievement;and

• modelbeingleadliteracylearners.

Trusteessupportsystem-levelimprovementinliteracywhenthey:

• supportthebeliefthatallstudentscanachievehighstandardsgivensufficienttimeandsupport;


• requirethatstudents'increasedliteracyachievementbemonitoredacrossthesystem;

• supportBoardgoalsrelatedtoimprovingliteracyinstructionandstudentachievement;

• allocateresourcestosupportimplementationoftheLiteracypriority;

• communicateaccurateinformationtothecommunityregardingBoardactionswhichsupportstudentliteracyachievement;and

• communicatetheviewsofthecommunity.

30

Superintendents build lateral capacity for literacy teaching among administrators by establishing professional learning communities.

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37

Appendix AThe Literacy Collaborative

Appendix B

38

Guiding Principle 1Literacy is the responsibility of every teacher in every classroom.

Explicit literacy instruction is planned and takes place within and across all divisions and departments.

Implications for Classroom PracticeInclassroomswhereexplicitliteracyinstructiontakesplace,students:• demonstrateaclearunderstandingofthecurriculum

expectationsandrelatedachievementtargets;

• communicatetheirownstrengths,needsandintereststosupporttheirlearninggoals;

• areengagedandmotivatedforextendedperiodsoftime;• experienceaschooldaywheretimeisfocusedto

maximizelearning;• useassessmentdatatoimprove/consolidate,verifyand

extendtheirlearning;

• setachievementtargetsforthemselvesandhavehighexpectationsfortheirownlearning;

• havefrequentopportunitiestothink,talkaboutandapplytheirliteracylearninginvariouscontextsandacrossthecontentareas;

• seethemselvesascapableconfidentlearnerswhounderstandandexpresstheirpreferredlearningstyle;

• areengagedinpurposeful,authentic,relevantandvariedliteracytasksandexperiences;

• havemanagedchoice*inliteracytasksandselectionofresources;and

• participateinflexiblewhole,smallandindividualgroupingsdependentontheirstrengths,needsandinterests.

Inclassroomswhereexplicitliteracyinstructiontakesplace,teachers:• identifyandunderstandtheexplicitandimplicitliteracy

expectationsoutlinedintheOntarioCurriculumandusethemasthebasisforplanningandinstruction;

• planliteracyinstruction:- basedontheoverallexpectations(assupportedby

specificexpectations),thestudent'sIEPand/orESL/ELD Ministry Resource Guideandtheindividualstrengths,needsandinterestsofthelearner;and

- consideringthecharacteristicsoftheLiterateGraduateanddestinations,i.e.,university/college,workplace/apprenticeship;

• providefocusedliteracyinstructioneveryday- timetabled,uninterruptedliteracyblock*and/orliteracy

instructionincontentareas;• collect,analyzeanduseassessmentdatato:

-determinethestartingpointsforinstruction(diagnostic)-informdailyinstruction(formative);-evaluateachievementandsetfuturegoalsforlearning(summative);

• providethesupportneededforallstudentstoachievehighexpectations:i.e.,- paceinstructiontomaximizelearningtime;- providesufficienttimeforstudentstothink,talkabout

andapplytheirliteracylearning;and- provideagradualreleaseofresponsibilityfromteacher

supporttostudentindependence;• useavarietyofinstructionalapproachestomeetindividual

studentstrengths,needsandinterests;• useabalanceofliteracyinstructionalapproaches

(i.e.,readaloud,thinkaloud,modelled,shared,guidedandindependentreadingandwriting);

• selectanduseavarietyofrich,variedandinclusiveresources(e.g.,multilingualdictionary,highinterest/controlledvocabularybooks);and

• provideliteracyinstructionthatintegrates:- orallanguage,reading,writingandmedialiteracy;and- flexibleuseofwholegroup,smallgroupand

individualinstruction.

*seeglossary

39

Guiding Principle 2Assessment drives instruction. Use of system, school, classroom and individual student literacy achievement

data directs ongoing decisions and actions.

Implications for Classroom PracticeInclassroomswhereassessmentdrivesinstructionstudents:• understandwhattheyareexpectedtoknowandbe

abletodo;

• knowandunderstandhowtheirliteracyachievementisgoingtobeassessed;

• haveopportunitiestodesignassessments;

• areabletoidentifytheirstrengths,needs,interestsandlearningstyles(self-assessment);

• areabletosetgoalsanddeterminenextstepsfortheirlearning;

• seekandusefeedbacktoidentifythestepstheywilltaketoimprovetheirliteracyperformance;

• engageeffectivelyandaccuratelyinselfassessmentandgoalsetting;

• areactivepartnersinconferencingwithteachersandrevisingtheirwork;

• understandthenatureandvalueofthesummativeassessment;

• practisepriortoasummativeassessment;• participatefully;and

• knowwhyliteracyisofvalueandcanapplytheirlearninginauthentic/realworldcontexts.

Inclassroomswhereassessmentdrivesinstruction,teachers:• share/explaintheimplicitandexplicitliteracyexpectations

inawaythatpromotesstudentandparent/guardianunderstandingofwhatstudentsareexpectedtoknowandbeabletodo;

• providestudentswithinformationregardingthemethodsthatwillbeusedtoassesstheirliteracyachievementsothattherearenosurprises;

• collect,analyzeandsharediagnosticassessmentdatafromavarietyofsourcesto:- determinestudentstrengths,needs,interestsand

learningstyles;- determinestartingpointsforinstruction;- determineinstructionalmethodsandgroupings

(individual,smallgroupandwholeclass);

• collectandanalyzeongoingformativeassessmentdatafromavarietyofsourcesto:- monitorstudentliteracylearning;- promotestudentself-assessmentandself-knowledge;- providetimelyandspecificfeedback;- regroupstudentsforliteracyinstruction;- determineandapplyappropriateinterventions

(e.g.,multipleopportunitiestopractice,useofgraphicorganizers,etc.);

• usestrategiessuchasstudent-ledconferencingandstudentportfoliostoencourageself-assessment,advocacy,andgoalsetting;

• designsummativeassessmenttasksthat:- providestudentswiththeopportunitytouseandapply

theirliteracyknowledgeandskills;- allowallstudentstodemonstratethefullextentoftheir

literacylearning;

• examineexemplars*todeterminetheattributesofstudentworkatdifferentlevelsofachievement;

• useteachermoderation*toensureaccurateassessmentofstudentliteracylearning;and

• articulatewhattheydoandwhytheyteachthewaytheydo.

*seeglossary

40

Guiding Principle 3Literacy instruction motivates, engages and supports all students in their learning.

Implications for Classroom PracticeInclassroomswhereliteracyinstructionmotivates,engages,andsupportsallstudentsintheirlearning,students:• takeresponsibilityfortheirownlearningandare

ontask/engagedandfocused;

• identifytheirownliteracystrengths,needs,interestsandlearningstylesandshowrespectforthelearningstyledifferencesofothers;

• seethemselvesandtheglobalcommunityreflectedinthelearningresourcesusedintheclassroom;

• canmakeconnectionsbetweentheirpreviouslearningandnewlearning;

• selectresourcesandstrategiesthatwillenablethemtoexperiencesuccess(thosebasedontheirstrengths,needs,interestsandlearningstyles);

• listenactivelyandaskmeaningfulquestions;• advocatewithteachers,peers,andparentsfortheir

ownliteracylearning;• reflectandactupontheirliteracylearning

(articulate/negotiate);• practisenewskillsandseekfeedback;• choose/selectareasofinterest-basedinquiry;• haveopportunitiestodeepentheirunderstanding;

• linkliteracylearningtoauthenticapplicationsoutsidetheclassroom;

• demonstratetheirlearninginavarietyofways;

• takerisksandcontributeresponsiblytoasafe,positivelearningenvironmentwhere:- individualneeds,interestsandcontributionsare

respected;and- ideasandquestionsaresharedopenly;

• usetheirfirstlanguagetosupporttheirliteracylearningandaccessanduseresourcessuchasmulti-lingualdictionaries,andmulti-lingualanchorchartswithkeyvisuals;and

• celebratetheirownandothers’literacysuccess.

Inclassroomswhereliteracyinstructionmotivates,engages,andsupportsallstudentsintheirlearning,teachers:• haveanunderstandingoftheunderlyingprinciplesof

literacyinstruction;

• usediagnosticassessmentdatatodeterminestudentstrengths,needs,interestsandlearningstylesto:- determinethestartingpointsforliteracyinstruction;- selectappropriateliteracyinstructionalstrategies

andvariedresourcesthatrespectstudents’culturalbackground,genderanduniqueacademic,social,emotionalandlinguisticstrengthsandneeds;

- determinewhetherlearnershavethepriorknowledgerequiredtomakeconnectionstosupportthenewliteracylearning;

- scaffoldthenewliteracylearningmakingconnectionstopriorlearning;

• monitorstudentprogressusingavarietyofformativeassessmentstrategiesto:- checkforunderstanding(e.g.,observationand

individualconferencing);- adjustthepace,groupings,materials,and

instructionalstrategies;- determinethelevelandtypeofdifferentiated

instructionrequired;- providestudentswithongoingwrittenand/ororal

feedbackthatsupportslearning;

• providestudentswithauthenticlearningexperiences*thatincludeproblem-solvingapproachestolearning;

• providestudentswithachoiceinresources/topicsandavarietyofchoicestodemonstratetheirlearning;

• developasupportive,collaborative,safeandpositiveclassroomenvironmentforallstudents;

• provideanenvironmentwhereELL,FrenchImmersionandFirstNationsstudents:- canusetheirfirstlanguagetosupporttheir

literacylearning;- accessanduseresourcessuchasmulti-lingualdictionaries,

multi-lingualanchorchartswithkeyvisuals,etc;and

• recognizeandcelebratetheachievementofeachstudent’sliteracygoal(s).

*seeglossary

41

Guiding Principle 4Ongoing professional learning, collaboration and leadership support effective literacy instruction.

Implications for Classroom PracticeWhenongoingprofessionallearning,collaborationandleadershipsupportliteracyinstruction,students:

• useappropriateliteracyterminologytoexplaintheirthinkingandlearning;

• areengagedinworkattheirinstructionallevel;

• experienceconsistentliteracyinstructionandassessmentmethodsacrossthesubjectareas/coursesandgradestoreducevariationamongclassrooms;and

• experiencesuccess.

Whenongoingprofessionallearning,collaborationandleadershipsupportliteracyinstruction,teachers:

• developacommonunderstandingofliteracyterminologyandconcepts;

• collaborativelyexamineanduseliteracyachievementdatatoinforminstruction;

• workcollaborativelytoplananddevelopaconsistentapproachtoliteracyinstructionandassessmentacrossthesubject/gradetoreducevariationamongclassrooms;

• worktogetherinavarietyofwaystolearnabout,discuss,reflecton,andrefine,theirliteracyinstructionalandassessmentmethodsby:- visitingregionaldemonstrationclasses;- observingpeers;- engaginginprocessessuchasteachermoderation*,

"LiteracyWalkThroughs",peercoaching*,bookstudy*,actionresearch*andlessonstudy*;

- participatinginregionalandareain-serviceandprofessionallearningnetworks;and

- sharingliteracyresources;

• workasateam(administrator,supportstaff,LiteracyTeacher,ELLTeacher,SERT,gradelevel/subjectpartner,ReadingRecoveryTeacher™,teacherlibrarianetc.)todetermineandrespondtotheneedsofstudentswhorequiredifferentiatedinstruction;and

• participateinprofessionaldevelopmentasateam.

*seeglossary

42

Guiding Principle 5Literacy instructional practices are regularly reviewed and refined

to ensure that the needs of all learners are met.

Implications for Classroom PracticeStudents contributetotheregularreviewandrefinementofliteracyinstructionalpracticeswhenthey:

• reflectontheeffectsofclassroominstructionontheirliteracylearningandsharethosereflectionswiththeteacher;

• askquestionsandseekclarificationduringinstruction;and

• haveopportunitiestoprovideconstructivefeedback(i.e.,verbal,written,formalorinformalfeedbackduringorafteralessonorattheendofaunitorcourse)regardingtheeffectivenessof:- instructionfortheirpersonallearning/engagement;and- assessmentmethodsinallowingthemtobest

demonstratetheirlearning.

Teachers reviewandrefinetheirliteracyinstructionalpracticeswhenthey:

• usestudentdatatoinforminstructionalpracticesanduseofappropriateinterventions;

• adaptinstructionbasedonstudents’questionsandresponsesduringthelesson;

• invitestudentstogivestructuredfeedback(i.e.,verbal,written,formal,orinformalfeedbacksolicitedduring,afteralessonorattheendofaunitorcourse)regarding:- theimpactofinstructionalandassessmentmethodson

theirliteracylearning;and- theirabilitytobestdemonstratethatlearning;

• reflecton,andadapt/modify,theirinstructionalandassessmentmethodsaccordingtostudentfeedback;

• usetheresultsofavarietyofassessmentstoinformtheirinstructionalplans,decisionsandactions;

• trackstudentprogressandrefineinterventionsbasedonstudentassessmentdata;

• identifytheirownstrengthsandprofessionaldevelopmentneeds;

• engagein,andapply,newlearningfromongoing,meaningfulandrelevantprofessionallearningaboutliteracyassessmentandinstruction;

• workcollaborativelywithcolleagues(grade/subjectpartners,SERTs,ELLTeachers,LiteracyTeachersReadingRecoveryTeacher™,teacherlibrarian);and

• engageinongoingreflectionandrefinementoftheirinstructionalandassessmentmethods.

43

Guiding Principle 6School, home and community partnerships, enhance literacy instruction.

Implications for Classroom PracticeSchool,homeandcommunitypartnersenhanceinstructionwhenstudents:

• supportparent/guardianunderstandingoftheliteracycurriculumexpectationsandclassroominstructionthroughregularcommunicationstrategiessuchasagendas,journals,conversations,worksamples,assignments,etc;

• areactivelyengagedinhome/schoolactivitiessuchascurriculumnights,openhouses,literacyevenings,newsletters;

• areawareof,andaccess,parents/guardiansandcommunityresourcestosupporttheirliteracylearningby;- identifyingparents/guardiansandcommunitymembers

whocanshareexpertiseandknowledge;and- activelyengagingindiscussions,askingquestions

andworkingcooperativelywithparents/guardiansandcommunitypartnerswhosupporttheclassroomprogram;

• engageinactivitiesinthecommunitythatreinforceliteracylearning;

• makemeaningfulconnectionsbetweenexperientiallearningopportunitiesoutsidetheclassroomandliteracyexperiencesintheclassroom;

• useresourcesintheschoolthatreflectliteracy

inthelocalandglobalcommunity,e.g.,online,newspapers;and

• discusstheirlearningwithparentsandcommunitypartnerstoreviewandconsolidateknowledgeandskillsinliteracy.

School,homeandcommunitypartnersenhanceinstructionwhenteachers:• engageinareciprocalpartnershipwithparents/guardians

andcommunitygroupstosupportthecommongoalofstudentsuccess;

• provideinformationforparents/guardiansandthecommunityregardingtheliteracyexpectationsandtheinstructionalstrategiesusedintheclassroomateventssuchascurriculumnightsandthroughnewslettersandwebsitesetc;

• inviteparentsandcommunitypartnerstoshareknowledgeandexpertiseateventssuchasfamilyreadingnights,literacyevenings,authorvisitsandschoolcouncilmeetings;

• activelyseekinputfromparentsandcommunitygroupsregarding:- students’literacystrengths,needsandinterests;and- implicationsofculturalcontextforinstruction,resource

selectionandassessment;• involveparents/guardiansandaccesscommunityresources

tosupportauthenticliteracyinstructionintheclassroom(e.g.,careerdays,communityguests,culturalgroups);

• makeexplicitconnectionsbetweenclassroomliteracyinstructionandliteracyskillsneededinthehomeandcommunityby:- engagingstudentsinauthenticliteracylearning

experiencesinthecommunity(e.g.,visitstocommunityeventsorlocationssuchaslibrary,theatre/plays,musicals/orchestra,fieldstudies);

- providingopportunitiesforstudentstoapplytheirliteracyskillsoutsideoftheschool;and

- acquiringandusingresourcesintheschoolthatreflectliteracyinthelocalandglobalcommunity(e.g.,onlinesearchs,newspapers,etc);

• provideopportunitiesforstudentstosharetheirliteracylearningthroughstudent-ledconferencing,bulletinboarddisplays,openhouses,concerts,newsletters,websitesandcommunityevents;and

• workwiththeschoolcounciltoacquirematerials/resourcestosupportliteracyinstruction.

Selection of Literacy Resources

Literacyandculturearecloselyconnectedandalltypesoftexts1(seebelow)thatstudentssee,useandcreate,sendpowerfulmessagesaboutthecultureoflearninginourschools.

Itisessentialthatclassroomliteracyresources:

• arealignedwiththeexpectationsintheOntarioCurriculum;

• areappropriateconsideringthestrengths,needs,interestsandexperienceofstudentsintheclassroom;

• affirmthestudent’sidentityandreflectthediverseculturesandbackgroundsintheclassroomandglobalcommunity;

• includealltypesoftexts;

• reflectourtechnologicallycomplexworld;and

• promotetheapplicationofeffectiveliteracylearningtothewiderworld,leadingtodeeperthinkingandmoreeffectivecommunication.

All Types of Texts*

Atextisarepresentationofideasthatcanbeshared,andtext*comesinawidevarietyofformsinbothprintandelectronicformats.

Informationandideasmaybepresentedin:

• printandelectronicforms,usingwords,graphics,andothervisualelements;

• novels,picturebooks,newspapers,magazines,textbooks,andadvertisements;

• electronictextsfoundinwebpages,blogs,e-mails,internetchatrooms,hand-heldtextmessagingdevices,multimediapresentations;and

• methodsthatgobeyondwords,includingvisualandgraphicimagesthatconveymeaning,suchasthoseonsignsandpackaging,incartoons,throughcharts,maps,diagrams,graphs,timelines,storyboards,moviesandvideogames.

ForadditionalinformationrefertoYorkRegionsDistrictSchoolBoard’s:Selection Procedures for Learning Resources: A Guide to Equity, 2003;Information Communications: Technology and the Learner, 2003andPolicy #370.0 Required Learning Media

Appendix C

44

Guidelines for Instruction: A Curriculum Expectations Support Document, YRDBS (2004)

“Remember: Asingleresourcecannotprovidestudentswiththerangeofrichlearningexperiencesthatsupportinquiryandexperientiallearning.Atextbook,commercialprogramorpieceofsoftwareisonlyaresourcetoaidinstruction,orreinforceconcepts;itisnottheprogram.Itdoesnotreplaceteacherjudgementregardingwhatismostimportantintheprogramnordoesitknoworunderstandthelearningneedsofthestudentsinyourclassroom.”

*seeglossary

Appendix DRecommended AuthorsAllington, R. L.Schools That Work: Where All Children Read And Write, 2nd ed.Allington,R.L.&Cunningham,P.M.(2002)What Really Matters For Struggling Readers: Designing Research-Based Programs.(2001)

Allen, JanetOn the Same Page.(2002).Words, Words, Words: Teaching Vocabulary in Grades 4 – 12.(1999)

Beers, KyleneInto Focus: Understanding and Creating Middle School Readers.Beers,K.&Samuels,B.G.(1998)When Kids Can't Read What Teachers Can Do.(2002)

Bennett, Barrie and Rolheiser, Carol Beyond Monet: The Artful Science of Instructional Integration.(1991)Cooperative Learning: Where Heart meets Mind.Bennett,B.Rolheiser,C.&Stevahn,L.(1991)

Booth, DavidEven Hockey Players Read: Boys, Literacy and Learning.(2002)I Want to Read: Reading, Writing and Really Learning.Booth,D.Green,J.&Booth,J.(2004)The Literacy Principal: Leading Supporting and Assessing Reading and Writing Initiatives.Booth,D.&Rowsell,J.(2002)

Calkins LucyThe Art of Teaching Writing.(1994)The Art of Teaching Reading. (2001)

Clay, MarieAn Observation Survey of Early Literacy Achievement, 2nd ed.(2006)Concepts About Print: What Have Children Learned About the Way We Print Language?(2000)Running Records for Classroom Teachers.(2000)

Coelho, ElizabethAdding English: A Guide to Teaching in Multilingual Classrooms(2004)

Daniels, HarveyLiterature Circles: Voice and Choice in Book Clubs and Reading Groups. (2002)Subjects Matter: Every Teacher’s Guide to Content-Area Reading.Daniels,H.&Zemelman,S.(2004)

45

46

Dorn, Linda J. & Soffos, CarlaScaffolding Young Writers: A Writers’ Workshop Approach.(2001)Shaping Literate Minds: Developing Self-Regulated Learners.(2001)Teaching for Deep Comprehension: A Reading Workshop Approach. (2005)

Fosnot, C.T. & Dolk, M.Young Mathematicians at Work: Constructing Fractions, Decimals and Percents.(2002)Young Mathematicians at Work: Multiplication and Division.(2001)Young Mathematicians at Work: Constructing Number Sense, Addition and Subtraction.(2001)

Fountas, Irene & Pinnell, Gay SueGuiding Readers and Writers, Grades 3-6.(2001)Guided Reading (DVD): Essential Elements, The Skillful Teacher.(2005)

Fullan, MichaelBreakthrough. The Moral Imperative of School Leadership and Leading in a Culture of Change.Fullan,M.Crévola,C.&Hill,P.(2006)Learning Places: A Field Guide for Improving the Context of Schooling. Fullan,M.&Germain,C.(2006)Sustaining Leadership in Complex Times: An individual and system solution.Fullan,M.&Sharratt.L.(2006)

Harvey, Stephanie & Goudvis, AnnNon-fiction Matters: Reading, Writing and Research in Grades 3–8.Harvey,S.(1998)Strategies that Work: Teaching Comprehension to Enhance Understanding.Harvey,S.,&Goudvis,A.(2000)

Hill, Peter & Crévola, Carmel Class: Children's Literacy Success Strategy, An Overview.(2001)Developing and Testing a Whole-School Design Approach to Improvement in Early Literacy.(1998)

Jensen, EricTeaching with the Brain in Mind. (2005)

Miller, DebbieReading with Meaning: Teaching Comprehension in the Primary Grades. (2002)

November, AlanEmpowering Students with Technology.(2001)

Routman, RegieConversations: Strategies for Teaching, Learning and Evaluating.(2000)Writing Essentials: Raising Expectations and Results While Simplifying Teaching.(2004)

Peter Hill & Carmel Crévola

“The emphasis has not been on prepackaged solutions but rather on thinking through the issues.”

Sharratt, Lyn Making the most of accountability policies: Is there a role for the school district? (2002)

The school district that did the right things right. Sharratt,L.&Fullan,M.(2005)

System change: Miracles in progress on literacy achievement, strategic leadership, and capacity building. Sharratt,L.&Rolheiser,C. (2006)

Stead, Tony Is That a Fact? Teaching Non-Fiction Writing K-3.(2001)Reality Checks: Teaching Reading Comprehension with Non-Fiction K-5.(2005)

Tovani, CrisDo I Really Have to Teach Reading? Content Comprehension Grades 6-12.(2004)I Read It, But I Don’t Get It: Comprehension Strategies for Adolescent Readers.(2002)

Van de Walle, J. & Folke S.Elementary and Middle School Mathematics: Teaching Developmentally.(Can.Ed.)(2005)

Wilhelm, JeffreyAction Strategies for Deepening Comprehension.(2002)Comprehension and Reflective Reading.(2004).Improving Comprehension with Think-Aloud Strategies: Modeling What Good Readers Do.(2001)Reading IS Seeing: Learning to Visualize Scenes, Characters, Ideas, and Text Worlds to Improve. (2004)

ForcompletereferencesrefertotheReferenceListonpage31.

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48

Each teacher in the Board should have a personal copy of the following York Region documents.• Expectations for York Region Schools: A Curriculum Framework, 2001

• Guidelines for Assessment and Evaluation For York Region Schools, A Curriculum Expectations Document, 2006

• Information Communications Technology and the Learner: A Curriculum Expectations Document, 2003

• Guidelines for Instruction: A Curriculum Expectations Support Document, 2004

The following York Region Literacy resource documents are available in each school.• York Region Literacy Series (K-9)

- Good First Teaching,,,It’s Primary!

- Junior Literacy, Grades 4-6

- Adolescent Literacy, Grades 7-9

• Primary/Junior Assessment Tools: Questions and Answers

• Using the Developmental Reading Assessment with Grades 7, 8 & Secondary Students: Q&A

• Family Reading Night

• Kindergarten Review: Delivering a Balanced Literacy Program

• Raising Readers: A Parent Education Program for the Primary Years

• Volunteer Reading Program

• ESL Assessment Packages

• 13 Parameters DVD

Appendix EKey District and Ministry Resources

Ministry of Education and other resources available in each school• A Guide to Effective Instruction in Reading, K-3, Ontario Early Reading Strategy, 2003

(additionalsupportforthisguideisavailableatwww.eworkshop.ca)

• A Guide to Effective Instruction in Mathematics, K-3, Number Sense and Numeration, Ontario Early Math Strategy, 2003 (additionalsupportforthisguideisavailableatwww.eworkshop.ca)

• A Guide to Effective Instruction in Writing, K-3, 2005 (additionalsupportforthisguideisavailableatwww.eworkshop.ca)

• Early Reading Strategy: The Report of the Expert Panel on Early Reading in Ontario, 2003

• Early Math Strategy: The Report of the Expert Panel on Early Math in Ontario, 2003

• Education For All: The Report of the Expert Panel on Literacy and Numeracy Instruction for Students With Special Education Needs, Kindergarten to Grade 6, 2005

• Teaching and Learning Mathematics: The Report of the Expert Panel on Mathematics in Grades 4 to 6 in Ontario, 2004

• Literacy for Learning: The Report of the Expert Panel of Literacy in Grades 4-6 in Ontario, 2004

• A Guide to Literacy Instruction Grades 4 to 6, Volume One: Foundations of Literacy Instruction for the Junior Learner, 2006

• Reaching Higher; Grades 6-9: A Resource Package to Help Teachers Support Students in Literacy, Grades 6-9 Revised Jan 2002 (availableonlineatwww.reachinghigher.org)

• Leading Math Success: Mathematical Literacy Grades 7-12, The Report of the Expert Panel on Student Success, June 2004

• Think Literacy Success Grades 7-12, The Report of the Expert Panel on Students at Risk in Ontario, October 2003

• Think Literacy: Cross Curricular Approaches, Gr. 7-12 (availableonlineatcurriculum.enoreo.on.ca/think_literacy/general.html)

• OntarioCurriculumSubjectExemplars,and• OntarioCurriculumDocuments(availableonlineatwww.edu.gov.on.ca)

TheYorkRegionDistrictSchoolBoardCurriculumResourceDocumentsareaccessiblethroughhttps://bww.yrdsb.ca.

Orderinginformationisalsoavailableonlineathttp://www.yrlc.on.ca/onlinestore/

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Other ResourcesLiteracyCollaborativeSharepointhttps://teamserver.yrdsb.net/department/cis/lc

WebcastsforEducators–LiteracyandNumeracySecretariatwww.curriculum.org

TheEducationFoundationwww.eworkshop.caThisprograminvolvesteachertraining,thedevelopmentofcomprehensiveteachers'guidesinprintedform,andthecreationofonlinelearningmodulesandresourcesforteachers.

Inspire:TheJournalofLiteracyandNumeracyforOntariowww.inspirelearning.ca

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Appendix F: Standards of Practice Continuum: LiteracyBe

ginni

ngSk

illed

COMMITMENT TO STUDENTSAND STUDENT LEARNING

PROFESSIONAL KNOWLEDGE

My Students are interested and engaged in learning.My students know themselves as literacy learners. They are problem solvers, and decision makers who are willing to take risks in their literacy learning. They are developing the literacy skills needed for life-long learning.

I clearly understand the explicit and implicit literacy expectations in the curriculum. I know that effective classroom management and the use of a variety of instructional and assessment methods will support students’ literacy learning.

Skilled(*Integration)

I encourage risk taking, questioning and experimentation by establishing a non-threatening literacy learning environment in all curriculum areas. I always ensure fairness and equity by selecting and using instructional methods that reflect the many learning styles, backgrounds and cultures in my classroom. I modify instructional and assessment processes in response to the literacy learning needs of all of my students. I use the results of assessment information to drive my instruction and provide appropriate instructional intervention when needed. I provide ongoing guidance and appropriate feedback to students on their development of literacy skills/concepts. I encourage my students to be cognizant of their personal literacy strengths and capabilities and I provide them with many opportunities to self-assess using tools we have developed together.

I have a clear understanding of the explicit and implicit literacy expectations in the program/subject area/course I am instructing and the resources available to support the program. I understand the various factors that impact on student learning and I use this knowledge to select the most effective classroom management and instructional methods. I regularly work with my students to develop rubrics, marking schemes and/or exemplars to support literacy instruction and assessment. I use diagnostic assessment effectively to identify student literacy strengths and needs and to drive my instructional decisions. I use formative and summative information as a basis for providing feedback to students regarding the next steps needed in their literacy learning and I use student results to inform my decisions regarding the modification of my literacy planning and/or instruction.

I select instructional and assessment methods based on my comprehensive knowledge of the student and the curriculum. I respond to the various learning styles and special needs of students by selecting the appropriate literacy instructional and assessment methods. I provide students with timely and ongoing feedback on their work and I modify my instruction in response to their needs. I help my student identify their personal literacy strengths/needs and provide opportunities for students to assess themselves and others and to set literacy goals.

I can identify, and have a clear understanding of, the explicit and implicit literacy expectations in the program/subject area/course(s) I teach. I use this knowledge to inform my literacy assessment, classroom management and instructional decisions. I have developed/collected rubrics, marking schemes and/or exemplars to support my literacy assessment and I regularly share these with students. I use the results of diagnostic, formative and summative assessment data to inform my literacy instruction.

Practising(*Routine)

I have a good understanding of a wide range of different student learning styles and special needs and I know a few different ways of organizing and designing literacy instruction to meet the needs of a wide range of students. I use some different instructional methods to hook and engage my students in their literacy learning. I provide ongoing feedback while students are learning and I am beginning to have students engage in self-assessment.

I have a good understanding of the explicit literacy expectations and I am beginning to identify the implicit literacy expectations in the program/subject area/course(s) I teach. I am developing/collecting rubrics, marking schemes and/or exemplars to support my literacy assessment and I share these with students to support their understanding of the literacy achievement targets to be mastered. I am learning how to use the results of diagnostic, formative and summative assessment data to inform my classroom management and literacy instruction.

Beginning(*Mechanical)

I am aware of the wide range of different student needs and I know a few different ways of organizing and designing literacy instruction for these students. I am learning additional ways to plan and respond appropriately to student learning styles, interests and abilities. I provide students with feedback on assignments and suggest ways to improve their literacy skills.

I am aware of the explicit literacy expectations in the program/subject area/course(s) I teach and the classroom management strategies and resource materials that support literacy learning. I am beginning to identify the implicit literacy expectations in the program/subject area/course(s) I teach. I know the meaning and use of diagnostic, formative, and summative literacy assessment information.

Awareness(*Preparation)

Am I committed to the well-being and literacy development of all students?Do I support literacy learning and increased student achievement?Do I treat all students with equity and respect?Do I provide learning experiences that interest and engage all students?Do I use instructional methods that promote the development of literacy skills that each student needs for life-long learning?

Do I have a thorough understanding of the explicit and implicit literacy expectations in the curriculum that I am teaching and the resources that are available to support instruction?Do I know how students learn and the factors that impact on their literacy learning?Do I know a variety of effective literacy assessment and instructional methods?Do I know a variety of effective classroom management strategies that support literacy learning?

Questions to Ask

Thisself-reflectiontoolisforteacherself-assessmentandisnottobeusedforevaluationpurposes

TEACHING PRACTICE LEADERSHIP ONGOING PROFESSIONAL AND COMMUNITY LEARNING

52

BeginningSkilled

Questions to Ask

*RelatedtermsusedintheConcerns-BasedAdoptionModel(CBAM)byLoucks,Newlove&Hall(reprinted1998)

Instruction - A Self-Reflection Tool for Teachers

Skilled(*Integration)

Practising(*Routine)

Beginning(*Mechanical)

Awareness(*Preparation)

I develop clear and achievable literacy expectations with my students. I understand the components of an effective literacy classroom and use the “Continuum of Instructional Approaches” to support literacy learning. I use a variety of assessment and instructional methods and provide feedback during literacy learning by engaging in meaningful dialogue with my students. I gather accurate data and keep comprehensive records on student literacy performance and achievement. I use the Ontario Curriculum expectations and the achievement charts as a reference point for assessment, evaluation and reporting. I effectively and regularly communicate student progress in literacy to students and their parents using a variety of strategies such as newsletters, bulletins, and student-led conferences. I regularly use technology to support effective literacy instruction, record keeping and communication.

I regularly involve my students in developing clear and achievable expectations. I understand the components of an effective literacy classroom and I am beginning to use the “Continuum of Instructional Approaches” to support literacy learning. I am beginning to use a variety of assessment and instructional methods and to engage my students in dialogue about their literacy results. I gather assessment data and keep records about student literacy performance and achievement. I use a variety of strategies for communicating with parents. I use the achievement charts as a reference point for assessment, evaluation & reporting of literacy achievement. I use technology as an instructional and record keeping tool.

I am beginning to involve my students in developing clear and achievable expectations. I can identify the components of an effective literacy classroom and I am learning how to use the “Continuum of Instructional Approaches” to support literacy learning. I am beginning to vary my instructional and assessment methods and to engage my students in dialogue about their literacy learning. I keep track of student literacy achievement for reporting purposes. I use a couple of strategies for communicating with parents and I am exploring other possibilities. I am beginning to use technology as an instructional and record keeping tool.

I am aware of a variety of instructional methods and student learning styles and needs. I have a plan for collecting assessment information about my students that will facilitate accurate, ongoing communication and reporting of student literacy achievement. I know the importance of ongoing communication and have identified how and when I will communicate with my students and parents. I am learning the value of technology in instruction and record keeping.

I help improve the level of literacy instruction in my school/Board by sharing new insights and learning regarding literacy instruction. I serve as a resource to my colleagues in effective use of the components of an effective literacy classroom and the “Continuum of Instructional Approaches". I promote community understanding of literacy instructional and assessment methods and curriculum expectations through daily interactions with parents, newsletters, parent/school council meetings and/or presentations.

I participate in activities beyond the classroom to improve my literacy instructional practice i.e. provincial or Board writing teams, school or regional Learning Teams, and /or workshops and conferences. I regularly review and refine my instructional and assessment practices based on the Guidelines for Literacy and I use information about my current practices to determine the impact on student literacy learning. I regularly review and modify my practices to ensure increased students’ literacy learning.

I meet regularly with my grade partners/division/department and have developed a consistent understanding and use of a variety of instructional and assessment methods. I have shared the components of an effective literacy classroom and the “Continuum of Instructional Approaches” with my colleagues. I look for opportunities to explain curriculum expectations and student literacy learning needs to my colleagues and to parents.

I have engaged in a variety of professional development activities in the area of literacy instruction and assessment. I understand the Guiding Principles for Literacy and I access and use a variety of resources as I continue to improve my literacy instructional and assessment practices.

I have met with my grade partners/division/department to discuss the “Continuum of Instructional Approaches” and the instructional methods and resources that will support a consistent understanding of effective literacy instruction in our school. I understand student literacy learning needs and the Ontario Curriculum and I am beginning to feel confident enough to explain these to parents.

I have read some literature on effective literacy instruction and assessment and have engaged in some professional development activities. I am beginning to understand the Guidelines for Literacy. I know what I need to learn and I have developed a plan for doing it.

I have discussed literacy instructional practices with my grade partners/division/department. I collaborate with support staff regarding the literacy learning needs of my students.

I have read some literature on effective literacy instruction and assessment. I have identified my own needs in the area of literacy instruction and assessment and have developed a plan for increasing my knowledge and expertise.

My students’ learning is enhanced as a result of my continued effort to refine my instructional practices. My students and their parents are informed about the curriculum and student progress. My students use technology effectively to support their learning.

I contribute to the development of a strong literacy learning community through my contribution to the literacy knowledge and understanding of my colleagues, my school and my community.

I am committed to ongoing professional learning about effective literacy instruction and assessment.

Do I consciously select effective instructional methods based on my knowledge of the learner and the components of an effective literacy classroom and the “Continuum of Instructional Approaches”? (pg. 23)Do I communicate literacy achievement effectively with students and parents?Do I assess, track, and report literacy achievement effectively? Do I regularly reflect on and refine my literacy instruction?Do I integrate appropriate technology in my teaching?

Do I collaborate with other teachers to improve my literacy instructional practices?

Do I work with professionals and parents to enhance student literacy learning?

Do I share my literacy learning with others to promote successful programs for all students in my school and acrosss the district?

Do I engage in ongoing professional literacy learning?

Do I use my learning to improve my literacy instructional and assessment practices?

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Appendix G

Weaving the Literacies

©YorkRegionDistrictSchoolBoardv8,April2004

*NationalResearchCouncil.(2001).Addingitup:HelpingChildrenLearnMathematics:WashingtonD.C.:TheNationalAcademiesPress.

ProductiveDisposition-beliefinone’sabilityandefficacy;

viewofmathematicsassensible,usefulandworthwhile

StrategicCompetence-abilitytoformulate,representand

solveproblems

ConceptualUnderstanding-comprehensionof

mathematicalconcepts,proceduresandrelationships

ProceduralFluency-skillincarryingoutproceduresflexibly,

accurately,efficientlyandappropriately

AdaptiveReasoning-capacityforlogicalthought,

reflection,justificationandexplanation*

Justasreadingwithoutmeaningisnotreading;

mathematicalskillwithoutconceptualunderstanding

ismeaningless.

©YorkRegionDistrictSchoolBoard,April2004

Weaving the Literacies

ThisisaPowerPointpresentation.Slideswithspeakernotescanbefoundathttps://teamserver.yrdsb.net/department/cis/lc

achievement chart

Theachievementchartisastandardprovince-widemethodforteacherstouseforplanning,instruction,assessingandevaluatingstudentachievement.Itprovidesanassessmentframeworkandisareferencepointforallassessmentactivitythatoccursinclassrooms.Eachchartisorganizedintofourbroadcategoriesofknowledgeandskillsanddescribesthelevelsofachievementofthecurriculumexpectationswithineachcategory.Thedescriptionsassociatedwitheachlevelserveasaguideforgatheringassessmentinformationenablingteacherstomakeconsistentjudgementsaboutthequalityofstudentworkandtoprovideclearandspecificfeedbacktostudentsandparents.AchievementchartsarefoundineachOntarioMinistryofEducationcurriculumsubjectguidelinedocument.

achievement levels

ThesearedescriptionsofthedegreeofachievementoftheexpectationsintheOntarioCurriculumdefinedwithintheachievementchartineachsubjectdocument.Eachofthefourlevelsintheachievementchartsincludedescriptionsofthequalityofstudentwork,performanceordemonstrationofaskill.

action research/teacher inquiry

Ineducation,actionresearchisastudyconductedbyateacher,orgroupofcolleagues,inaschoolsetting.Itinvolvessystematicinquirydesignedtoyieldpracticalresultscapableofimprovingaspecificaspectoftheirpractice.

assessment “for” learning

Theinstructionaluseofwell-designedassessmentsthatprovideinformationforthestudentandteachertoinformandmodifyteachingandlearning.

Assessmentforlearningrequiresthatteachersusetheirknowledgeofthelearner,thecontextoftheassessmentandthecurriculumtargetstoidentifylearningneedsforclassroominstruction.Itisongoing,interactiveandsupportslearningpriortosummativedemonstration.Assessmentforlearningisframedaroundtheskilleduseofdescriptivefeedbackthatempowersstudentstobecomeactive,engagedandcriticalself-assessors.

assessment “of” learning

Assessmentthathappensattheendofaperiodoflearning/unit/course/grade.Thepurposeissummativeanditisusedtoreporttoparentsandotherstakeholdersaboutstudents’progressinschool.

authentic learning experiences

Learningexperiencesthatarederivedfromtheexperiencesthatareimportantinstudents'livesincludingthoseoutsidetheclassroomandintheworkplace.

book study

Colleaguesselect,readanddiscussthesameprofessionalbook.Theyworktogethertodevelopasharedunderstandingoftheconceptsandtheimplicationsforteachingpractice.

case management approach

Theschoolteamworkstogethertoprovideappropriateinstructionandresources(bothhumanandmaterial)sothatallstudents(regularclass,specialeducationandELLstudents)learntoreadandwriteattheexpectedstandard.Trackingwallsvisuallydepictstudentsongoinggrowthinreading.

Appendix HGlossary of Literacy Terms

Assessment “for” learning is framed around the skilled use of descriptive feedback that empowers students to become active, engaged and critical self-assessors.

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creative thinking

Specificthoughtprocesseswhichimprovetheabilitytobecreative,tothinkdeliberatelyinwaysthatimprovethelikelihoodofnewthoughtsoccurringandtoexploremultipleavenuesofactionsorthoughts.Itissometimescalleddivergentthinkingbecausethoughtpatternsandareasofbeliefareexpanded.

criteria

Descriptionsofwhatisexpectedfromstudentsintermsoftheirworkortheirlearning.ItisasubsetoftheknowledgeandskillsrepresentedbyacategoryintheOntarioCurriculum.Criteriaidentifythecharacteristicsordimensionsofstudentperformancethatareassessedorevaluated.Theyshouldbesetinadvanceoflessonplanning.Theyhelpstudentsfocusonwhatisimportantsoshouldbesharedwithstudentspriortoinstruction.

critical literacy

Criticalliteracyisawayofthinkingthatchallengesalltypesofcommunication.Criticalliteracypromotesreflection,transformation,andaction,encouraginglearnerstobeactiveparticipantswhoquestion,disputeandexaminefacts,imagesandideas.

critical thinking

Criticalthinkingistheintellectuallydisciplinedprocessofactivelyandskillfullyconceptualizing,applying,analyzing,synthesizing,and/orevaluatinginformationgatheredfrom,orgeneratedby,observation,experience,reflection,reasoning,orcommunication,asaguidetobeliefandaction.Thementalactivitiesthatoccurareclear,precise,andpurposeful.Itistypicallyassociatedwithsolvingcomplexreal-worldproblems,generatingmultiple(orcreative)solutionstoaproblem,drawinginferences,synthesizingandintegratinginformation,distinguishingbetweenfactandopinion,orestimatingpotentialoutcomes,butitcanalsorefertotheprocessofevaluatingthequalityofone'sownthinking.

curriculum

Aplanofassessmentandinstructionthatdetailswhatstudentsaretoknow,howtheyaretolearnit,whattheteacher’sroleis,andthecontextinwhichlearningandteachingwilltakeplace.

data

Anyassessmentinformationgatheredaboutstudentachievementorlearning.Datacanbegatheredthroughformalorinformaltests,observationofstudentworkorstudentlearning/interaction.Thisdataisusedtodevelopalearnersprofile(refertopage22).

data-driven decision making

Aprocessofmakingdecisionsaboutcurriculum,resourcesandinstructionbasedonanalysisofindividual,classroom,schoolandlarge-scaleassessmentdata.

55

Criteria identify the characteristics or dimensions of

student performance that are assessed or evaluated.

They help students focus on what is important so should

be shared with students prior to instruction.

diagnostic assessment

Assessmentfocusedondevelopingalearnerprofileidentifyingthestrengths,needs,interestsandexperiencesofanindividualorgroupofstudentsinrelationtoexpectationswhichwillbetaughtduringthecoursesothatthoseneedscanbemetthroughregularorremedialinstruction.

differentiated instruction

Aninclusivemodelofcurriculumdeliverythatensuresallstudentsaccesstothecurriculumregardlessofage,skilllevelorcircumstances.Thisapproachtoinstructionmaximizeseachstudent’sgrowthbydeterminingtheneedsofeachstudentandhisorhercurrentstageofdevelopmentandthenofferingthatstudentthelearningexperiencesthatrespondtohis/herindividualneeds.

equity

Thestateofeducationalimpartialityandfairnessinwhichallchildren,regardlessofgender,race,religion,age,experience,learningneedsorsocio-economicstatusreceiveahigh-qualityeducationandhaveequalaccesstotheservicestheyneedinordertobenefitfromthateducation.

evaluation

Theprocessofintegratingassessmentinformationfromvarioussourcesandusingthisinformationtomakeinferencesandjudgmentsabouthowwellstudentshaveachievedexpectations;andtodeterminetheworthandplaceavalueonastudent’sachievementoftheexpectationsinrelationtotheachievementchartprovidedintheOntarioCurriculumdocumentforeachsubjectdiscipline.Thesejudgementsaremadeattheconclusionofagrading/reportingperiod.

exemplar

Asampleofstudentworkwhichisusedtodemonstratetheprovincialstandard(level3)ontheachievementchartaswellaslevels1,2,and4.Thesesamplesmaybeusedtosupportclassroomassessment.

explicit literacy expectations

IntheOntariocurriculumthesearetheliteracyknowledgeandskillsthatastudentisexpectedtoknowanddemonstrateattheendofagrade.Referalsotoimplicitliteracyexpectations.

explicit literacy instruction

Thedeliberate,focusedteachingoftheliteracyskillsandstrategiesthatarerequiredforstudentstoachievetheOntariocurriculumexpectations.Focusedlessonsareplannedinresponsetotheassessedliteracylearningstrengthsandneedsofthestudentandincludeopportunitiesforreflection,reviewandapplicationinvariouscontexts.

formative assessment

Theongoingcollectionofinformationthatoccursthroughouttheday,unit,termorschoolyear,thatenablesteacherstotrack,supportandguidestudents’continuousprogressandimprovementtowardsachievementoftheexpectations.Itisthisongoingassessmentthatdetermineswhatstudentsknow,orareabletodo,andpointstothenextstepsforteachingandlearning.

Richard L. Allington (2002)

“Much of what many teachers consider teaching is little more than assignment and assessment. Somewhere

along the way, active teaching – explicit explanation, direct teaching – has been lost in

the shuffle of thinking about classroom instruction.”

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guided practice

Aformofscaffoldingwhichallowslearnerstoattemptthingstheywouldnotbecapableofwithoutassistance.Intheclassroom,guidedpracticeusuallylookslikeacombinationofindividualwork,closeobservationbytheteacher,andshortsegmentsofindividualorwholeclassinstructiontosupportthecontinueddevelopmentofknowledge/skill.(refertoscaffolding)

interactive writing

Teacherandstudentssharethepentocomposetext.Thisactivitypromotesdevelopmentofcompositionskills,practisinghighfrequencywords,creatingareadabletext,strengtheningphonemicawarenessanduseofphonics.

Individual Education Plan (IEP)

Aplanforastudentidentifiedashavingspecificlearningneedsthatrequiresanindividuallydesignedprogram.ThesestudentsareusuallyidentifiedasexceptionalstudentsbyanIdentification,Placement,andReviewCommittee(IPRC).

inquiry

Aprocessinwhichanindividualinvestigatesaproblem,devisesandworksthroughaplantosolvetheproblem,andproposesasolution.

implicit literacy expectations

Thesearetheskillsand/orknowledgerequiredbystudentstoenablethemtoachieveordemonstratetheexplicitexpectationsinacourse/subject.Forexample:towriteahistoryreportasoutlinedintheOntarioCurriculumexpectations,astudentmustbeabletousethefeaturesofatextandtoskimandscantofindpertinentdetailsforthereport.

Literacy Block

TheLiteracyBlockisasustainedanduninterrupted period of timespentteachinglanguageandcross-curricularliteracy.LiteracyBlocksneedtoinvolvegradualreleaseofresponsibilityandeffectivedifferentiatedinstruction,usingindividualstudentassessmentdataandbalancedliteracyapproachestoimproveachievementinliteracy.

Literacy Walk-Through

LiteracyWalk-ThroughisamethodologythatprovidesanexplicitframeworktoobserveandtalkaboutteachingdecisionsinandacrossYRDSBclassroomsthatpromotereciprocallearningwithteachersandadministrators.

LiteracyWalk-Throughsculminateinareflectiveconversationwhichengagesprofessionalcommunitiestoelaborate,extend,applyandevaluatetheirthinkingtocreatenewknowledgeandtogobeyondwhattheyalreadyknow.Teachersareabletoarticulatewhattheydointheirclassroomsandwhytheyteachthewaytheydobythinkingaboutthecriteriatheyusetomakedecisionseverysingledayintheirplanningandteachingtoimpactstudentlearning.

Literacy Teacher (embedded)

Aclassroomteacherwhohasacquired,orisacquiring,specificknowledgeandskillsthroughprofessionaldevelopmentfocusingonclassroomliteracyassessmentandinstructionandtheuseofassessmentdata.TheLiteracyTeacherprovideson-siteprofessionaldevelopment,andclassroommodellingfollowedbydebriefing,teamteaching,and/orcoaching.TheLiteracyTeacherworkswithclassroomteacherstobuildassessmentcapacitytosupporttheidentificationofstudentneedsandtheuseofdifferentiatedinstructionalstrategies.S/heworkswithteacherstopromoteeffectiveongoingclassroomassessmentandplanningforuseofappropriateteachingstrategiesandalignmentofresources.57

lesson study

Lessonstudyisacycleinwhichteachersworktogethertoconsidertheirlong-termgoalsforstudents,bringthosegoalstolifeinactual“researchlessons”andcollaborativelyobserve,discussandrefinethelesson.

managed choice

Theteacherengagesstudentsbyprovidingarangeoftasksortopicchoicessothatstudentsareworkingonsimilarbutdifferenttasksthattheyfindofinterest.

metacognition

Theprocessofconsideringandregulatingone’sownlearning(thinkingaboutthinking).Activitiesincludeassessingorreviewingone’scurrentandpreviousknowledge,identifyinggapsinthatknowledge,planninggap-fillingstrategies,determiningtherelevanceofnewinformation,andpotentiallyrevisingbeliefs.

Ontario Skills Passport:

TheOntarioSkillsPassport(OSP)isaresourcethatprovidescleardescriptionsoftheskillsusedinvirtuallyalloccupations,aswellasimportantworkhabits.Italsoprovidesemployerswithaconsistentmethodofassessingandrecordingthedemonstrationoftheseskillsandworkhabitsintheworkplace.TheskillslistedintheOSParetransferableskillsthatastudent,jobseekerandworkercantakefromjobtojob,sectortosectorandschooltowork.

peer assessment

Areflectivepracticeinwhichstudentsmakeobservationsabouttheirpeers’performancerelativetoexpectationsorspecificcriteria.Itisformative,usuallyincludingsuggestionsforimprovementandisnotusedintheprocessofevaluationortheassigningofagrade.

peer coaching

Peercoachingisaconfidentialprocessthroughwhichtwoormoreprofessionalcolleaguesworktogethertoreflectoncurrentpractice;expand,refine,buildnewskills,shareideas,teachoneanother,conductclassroomresearch,orsolveproblemsintheworkplace.

phonemic awareness

Theabilitytohear,identify,andmanipulatetheindividualsounds(phonemes)inspokenwords.Itisonecomponentofphonologicalawareness.

phonological awareness

Theabilitytofocuson,andmanipulate,notonlyphonemes(individualsounds)butalsolargerspokenunitssuchassyllablesandwords.

phonics

Thestudyoftherelationshipbetweenletters(graphemes)ofwrittenlanguageandindividualsounds(phonemes)ofspokenlanguage.Phonologicalawarenessisnecessaryinordertousephonicsknowledgeeffectivelyinreadingandwriting.

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The skills listed in the Ontario Skills Passport are transferable skills that a student, job seeker and worker can take from job to job, sector to sector and school to work.

portfolio

Arepresentative,purposefulandfocusedcollectionofstudentworkthattellsthestoryofthestudent’sefforts,progressandachievementinagivenarea.Thiscollectionoftenincludesguidelinesforselectingcontent,criteriathatdefinequality,studentparticipationinselectingcontent,andevidenceofself-reflection,conferencingandgoalsetting.

Reading Recovery™ Teacher Leader

ReadingRecovery™TeacherLeadersmaintainregisteredstatusthroughaffiliationwiththeCanadianInstituteofReadingRecovery™,whichgrantsanannualsitelicensetoBoardsimplementingReadingRecovery™accordingtotheStandardsandGuidelines.TheprimaryresponsibilitiesofReadingRecovery™TeacherLeadersaretoteach,monitorstudentprogress,andmanagetheentryandreleaseofstudents.TheyworkcloselywithadministratorstoachieveeffectiveimplementationofReadingRecovery.™Theytrainandsupportteachersandschoolteamsanddisseminateinformation.

recursive writing process

Theprocessinvolvedinproducingawrittentext,consistingofthefollowingstages:generatingideas,draftingtext,rethinkingandrevisingtext,editingandproofreading,andpublishingorsharingtextwithothers.Theprocessisrecursiveinthatthestagescanoverlapandstudentscanrevisethemasnecessarytoproduceapolishedproduct.

Running Records

Runningrecordsareanassessmenttoolthatusesastandardsetofconventionstorecordachild’soralreadingoncontinuoustext.Storiestoassesstextreadingareselectedfromreadingmaterialsusedwithintheregularclassroomprogramme.Runningrecordscanbeusedbyteacherstoguidetheirteachingdecisionsabouttheleveloftextthechildisreading,thegroupingofchildrenforinstruction,andforobservingstrategyuseandproblemsolvingbythereader

scaffolding

Thisisaninstructionalapproachthathelpsstudentsbuildontheirpriorknowledgeandexperiencesinordertoreachhigherlevelsoflearningandproficiency.Scaffoldingreferstothetemporarysupportthatteachersprovideuntilastudent’sskillsandknowledgearesufficientenoughtobeselfsupporting.ThetermwascoinedbyresearchersWood,BrunerandRoss(1976).

self-assessment

Thestrategyof“selfassessment”providesstudentswithameanstoexamineandreflectontheirlearningprogress.Itistheprocessofstudentsobservingtheirlearningandcollectingevidenceofwhattheyknowandareabletodo.Thisenablesthemtoreflect(thinkabout)theirownlearningandplanappropriatenextstepsintheirlearning.

sematics

Inthestudyoflanguage,semanticsisconcernedwiththemeaningofwords,expressionsandsentences.Semanticsiscontrastedwithsyntax(thestudyoflogicalorgrammaticalform)andpragmatics(thestudyofthecontributionofcontextualfactorstothemeaningofwhatlanguageuserssay).

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Self-assessment provides students with a means to

examine and reflect on their learning progress.

Student Growth Plan

Somestudentswillrequireongoingsupportinoneormoreareasofthecurriculum.Toensurethatthissupportissustained,andthatkeylearningneedsareaddressed,aStudentGrowthPlanisdevelopedforstudentsnotmakingtheexpectedprogress.Theintentoftheplanistofocussupportaccordingtoindividualneeds.

student-led conferencing

Aprocessofcommunicatingandreportingaboutstudentlearningthatinvolvesstudentsmeetingwithparentstoshowandtalkabouttheirlearning,todemonstratenewlearning,and/ortoreviewanddiscussprogressinrelationtogoals.

syntax

Thegrammaroflanguageortherulesthatgovernhowsentencesarestructuredandarranged.Itincludesthewayswordsarecombinedtoformphrases,clauses,andsentenceandclassesofwords,(e.g.,nouns,verbs,adjectives)andtheirfunctions(e.g.,subject,object).

text

Theword"text"inthisdocumentisusedinitsbroadestsense,asameansofcommunicationthatuseswords,graphics,sounds,and/orimages,inprint,oral,visual,orelectronicform,topresentinformationandideastoanaudience.

teacher moderation

Theprocesswherebyteachers/assessorsdiscussandreachagreementabouttheassessmentofastudent’sworkorperformance.Byassessingtogetherteachersdevelopasharedunderstandingaboutwhatisbeingassessedandwhy,andhowdifferentassessmentperformancesshouldbeidentifiedanddescribed.

Tracking Walls

ATrackingWallisavisualcontinuumofstudentliteracyachievement.Itistoolusedtoidentifystagesofstudentliteracydevelopmentat-a-glance;tofocusondata;toidentifyareasofstudents’strengthsandneeds;tosupportresourceselection;toinforminstructionand;tomonitorandcelebratestudentgrowthandachievement.TrackingWallsaremosteffectivewhenusedasanassessmentforlearningthroughouttheyear.

transitions

Ineducation,thesearethecriticalperiodsforstudents,whentheyaremovingfromonelevelofeducationtoanother(i.e.grade8-9,Grade10-11andGrade12-post-secondary).Itrepresentsacriticalperiodoftimetolookatdataandprovideinterventionstrategies.

Universal Design for Learning

Aplanningschemawhichteachersusetodesignanddeliverprogramsthatrecognizeandrespondtotheuniquenessofeverystudent.Thisdesignischaracterizedbyaflexiblecurriculumwhichisdeliveredinavarietyofwayssothatallstudentscanreachtheirlearninggoals.Studentassessmentisalsodesignedsothatitisresponsivetostudentslearningstyles/strengths/needsinordertoensurefairnessandaccuracy.

writer's workshop

Studentsselectwritingtopics.Teacherguidestheprocessthroughconferencingaboutstudents'individualneeds. 60

A CURRICULUM EXPECTATIONS DOCUMENT

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This document published by Curriculum & Instructional Services York Region District School Board

Printed/Designed YRDSB - 03/07

Bill CrothersChair of the Board

Bill HogarthDirector of Education
