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Literacy Takes Flight at FRC


Literacy that Works for All Students Lisa Boles Cathy Oresnik Sherry Klassen Literacy Takes Flight at FRC – PowerPoint PPT presentation

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Title: Literacy Takes Flight at FRC

Literacy Takes Flight at FRC
  • Literacy that Works for All Students

Lisa Boles Cathy Oresnik Sherry Klassen
Literacy Strategies
  • Read the following recommendation engine post.
    While you are reading, really think about your
    thinking. When you are finished discuss your
    thinking with a partner.
  • I want that Panasonic 103-inch TV. My wife says
    thats too big.
  • Is she right?
  • Optimal viewing distance at 1080p diagonal
    screen size 0.84,
  • maximum OVD for 103-inch screen 122.619
  • Recommendation If seat to screen distance
  • inches Purchase TV if lt122.619 inches
    Construct home theater
  • space of necessary size purchase TV.
  • Recommendation Engine
  • Ask an Algorithm
  • Comprehension Strategies
  • (Adapted From Daniels, Harvey and Steineke,
    Nancy (2011)Texts and Lessons for Content-Area
    Reading. Toronto, Heineman)

Literacy Strategies contd
  • Some reliable and well-replicated research has
    been done over the past few decades (Pearson and
    Gallagher 1983 Pearson, Roehler, Dole, and Duffy
    1992Pearson 2009) to identify the cognitive
    strategies good readers use. Skilled readers
  • Monitor their comprehension
  • Visualize and make sensory images
  • Connect to their background knowledge
  • Ask questions of the text
  • Draw inferences
  • Determine whats important
  • Synthesize

Holding Your Thinking
  • According to John Hatties meta-analysis, Visible
    Learning, reciprocal teaching is one of the most
    effective teaching strategies. Typically,
    students record their thoughts using one literacy
    strategy and then share their thoughts with
    others in their group, thus modeling their
    thinking for each other.
  • Alternatively, this form can be used as a
    note-taking frame to hold your thinking in all of
    the categories to be shared in discussion
    following reading/viewing.

Meeting the Needs of All Students
  • Pyramid of Intervention

  • RIT for TRAN and CP
  • Welcome Center

  • EAL
  • RIT Option

  • Literacy Strategies
  • Poster Application in Content Areas
  • Lesson Planning
  • Scribbler
  • I love to Read Month

Why Literacy?
  • Teachers expressed a concern about the literacy
    levels of their students
  • Dufours recommendation the key to effective
    collaboration is to ensure that educators focus
    on the right things- the things that actually
    impact student learning.
  • They go onto suggest that after in-school PLCs
    have been established, PLCs should focus on
    identifying essential outcomes, developing
    common assessments and creating plans for
    students who do not understand improving
    student literacy. These are among the right

Our Students
  • 100-110 new EAL arrivals per year
  • Exponential EAL increase in last 10 years
  • EAL Academic ? Myriad of Needs
  • ? Refugees, students who have not experienced
    success in their home country, disengaged males
  • Parent expectations that put stress on students

Our Students (cont)
  • FRC 205 EAL students in 2014-15
  • 46 students in stage 1-2
  • 68 students in stage 3
  • Over 40 countries represented
  • Top 5 Countries China, Nigeria , India, Korea,
  • 72 of students were not born in Canada
  • Intensive Interventions in 2014-2015 school year
  • LAL1 (3) and LAL2 (4)
  • LALNU1 (10) and LALNU2(11)
  • Intensive Intervention (17)

Getting Started
  • 2009-2010 formed a Literacy Interest Group
  • Research - 2 Groups
  • Judith Irvin- Taking Action on Adolescent
  • Cris Tovani - I Read It But I Dont Get It.
  • Shared Discussion Established Priorities
    throughout the Literacy Journey
  • Defined Working Definition of Literacy
  • Planned to bring in Cris Tovani for Kickoff in
  • Find support for Literacy Coach

FRC Literacy Coach Cathy Oresnik
  • 2010-2011 Literacy Coach Established
  • 2 Sections each semester to Chair the committee
    and work with staff
  • Taking the Lead on Adolescent Literacy Resource
    used to continue planning for Literacy at FRC
  • 14 parameters Michael Fullan and Lyn Sharratt

  • Working Definition
  • To be literate means to competently make meaning
    of any symbolic representation of an object, idea
    or concept to create and communicate
  • Fullan and Sharratt Definition
  • The development of a continuum of skills,
    knowledge, and attitudes that prepare all
    learners 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 that ability to think,
    apply, and communicate effectively in all subject
    and program areas in a variety of ways and for a
    variety of purposes. The 14 Parameters (p.ix)

The role of the literacy coach
  • Making Connections beyond FRC
  • Collaboration with other schools and PTSD staff
    on divisional literacy initiatives
  • Development of the Provincial Reading is Thinking
    continuum and piloted RIT at FRC
  • Liaison with feeder schools

The role of the literacy coach (cont)
  • Universal
  • coordinated peer coaching opportunities for
    teachers (Literacy Labs)
  • Researches and provides resources for, and plans
    with, classroom teachers
  • Meets with department teams during team planning
  • Plans staff meeting PD activities and writes
    monthly Literacy Focus staff newsletter
  • Chairs literacy committee
  • Works with literacy committee to plan larger PD
  • Administers Fountas and Pinnell assessments to
    all new students
  • Helps plan I Love to Read month and other
    school-wide initiatives
  • Staff advisor for our literary magazine, The
    Scribbler, and coaches debate
  • Updates literacytakesflight website and Scoop it
    page http//

The role of the literacy coach (cont)
  • Targeted
  • Participates in classroom reviews
  • Brings the literacy lens to articulation
    meetings, at risk meetings, etc.
  • Piloted/teaching Reading is Thinking
  • Intensive
  • Intervention program for struggling readers

Kick Off 2010/11 - Year 1
  • Universal
  • Chris Tovani 7 Strategies for all teachers to
    use in their subject area
  • Making connections
  • Questioning the text
  • Determining importance
  • Create mental image
  • Synthesize Information
  • Draw inferences
  • Repair understanding

Going Deeper 2011/12 - Year 2
  • Universal
  • Literacy Labs Opportunities for teachers to
    gather in groups of 3 or 4 with the literacy
    coach, share plans to use a literacy strategy in
    a lesson, view the implementation of the strategy
    and debrief the success of the implementation
  • Poster Development Deepen teacher understanding
    and consistent language and delivery for students

Literacy Strategies in Science
Literacy Strategies in Math
Literacy Strategies in Business (QR Codes)
Deeper Still 2012/13 Year 3
  • Universal
  • EAL Strategies as PD Focus
  • EAL Stages on Class lists
  • Fountas and Pinnell Levels on Class lists
  • Fountas and Pinnell Assessment for new students
  • Monthly Newsletter - Literacy Focus
  • Organize staff meeting literacy PD activities
  • Publishing of The Scribbler
  • I Love to Read Month

Deeper Still.2012/13 Year 3 (cont)
  • Targeted
  • Reading is Thinking Course
  • E Class Strategies
  • Classroom Profile Review
  • Intensive
  • Welcome Center
  • Transition and Credit Program delivery of Reading
    is Thinking

Backward Design/UDL 2013/14 Year 4
  • Team planning time Lesson study model
  • All Subject area teams developed a subject
    specific backward design template. These teams
    of teachers work together to develop, deliver and
    assess lessons/units. The literacy coach to be
    used as a resource to help facilitate the process
    and provide observation and feedback.

Intensive Supports 2014/15 Year 5
  • Continued Subject area teams developed a subject
    specific backward design template. These teams
    of teachers work together to develop, deliver and
    assess lessons/units. The literacy coach to be
    used as a resource to help facilitate the process
    and provide observation and feedback
  • LAL Literacy and Numeracy
  • Intensive Reading Support
  • Literacy with a 21st Century lens

  • Literacy posters make literacy strategies visible
  • Literacy is a focus in teacher planning
  • The Scribbler in its 5th year
  • Literacy focus newsletter and activities make
    literacy a part of every staff meeting
  • 21st century lunch and learn opportunities
  • Continued book studies on literacy
  • LAL literacy and numeracy courses and intensive
    reading programs established

Accomplishments (cont)
  • 3 sections of Reading is Thinking, and RIT used
    to support learning in Credit and Transitions
  • Creative Writing option
  • Literacy and EAL levels available in Mayet and on
    class lists
  • Established Practice - Classroom Profile Meetings
  • Annual Celebration of what is accomplished

  • More wide spread adoption of the peer
    coaching/job embedded collaborative model of
    teacher development
  • More use of the literacy coach in class
  • Supporting Program Leaders work to focus on
    lesson planning
  • Keeping literacy at the center of our planning
  • Supporting Language Learners with no formal

Whats Next
  • Division-wide system for Student Profiles and
    Data Collection
  • Lesson Study Job-embedded learning that
    involves planning together using various
    effective strategies focusing on the discussion
    around what is effective.
  • 21st Century application to Literacy
  • Division-wide standards for literacy in terms of
    roles and responsibilities

  • ?

Think time
  • Considering your school division circumstances,
    what would you need to do to move forward to
    further promote literacy?
  • What could it look like in your schools?
  • What supports would be needed?

  • Brownlie, F., Fullerton, C., Schnellert, L.
    (2011). It's all about thinking Collaborating to
    support all students in math and science.
    Winnipeg, MB Portage and Main Press
  • Brownlie, F., Schnellert, L.(2009). It's all
    about thinking Collaborating to support all
    students in English, Social Studies and
    Humanities. Winnipeg, MB Portage and Main Press
  • Irvin, J., Meltzer, J., Dukes, M. (2007).
    Taking action on adolescent literacy An
    implementation guide for school leaders.
    Alexandria, VA Association for Supervision and
    Curriculum Development
  • Irvin, J., Meltzer, J., Dean, N. Mickler, M. J.
    (2010). Taking the lead on adolescent literacy
    Action steps for school-wide success. Thousand
    Oaks, CA Corwin.
  • Sharrat, L., Fullan, Michael. (2012) Putting
    Faces on the data. Thousand Oaks, CA Corwin
  • Sharrat, L., Fullan, Michael. (2009)
    Realization The change imperative for deepening
    district-wide reform.Thousand Oaks, CA Corwin
  • Tovani, C. (2000). I read it, but I dont get
    it. Portland Maine Stenhouse Publishers