Welcome. Please introduce yourself to the members of your table group in a round-robin fashion: Name Board School Teaching Assignment

Transcription

1

2 Welcome Please introduce yourself to the members of your table group in a round-robin fashion: Name Board School Teaching Assignment

3 Peel Region LLI Network Meeting Agenda 9:05-9:30 Minds on discussion 9:30-10:15 Setting the Context within a Comprehensive Literacy Framework Maria Luisa Lebar, Peel DSB, Literacy Coordinator K-12 10:15-10:30 BREAK 10:30-11:00 Spotlight Session Jane Empey, ISSP Teacher, Osprey Woods, Peel DSB 11:00-11:30 Spotlight Session Jill Maar, Principal, RL Graham PS, York Region 11:30-11:55 LLI Grades 3 to 12 Chris Allen, Pearson 11:55-12:00 Closing Remarks

4 "Every day is a winding road " "It was a dark and stormy night Which image/cliche best captures your experiences and thinking with respect to assessment, evaluation and reporting? "Climb every mountain "I can see clearly now, the rain is gone "

5 In your group: Have a brief conversation that reveals the thinking behind your choice Identify some possible reasons for your choice Elect one person from your group to share out one or two ideas from the conversation with the whole group

6 Group Reflection What does a proficient reader look like in junior and intermediate? Think about the following: What might you hear students saying? What might you see students doing? How might students be representing their reading skills?

7 What are some ways that we are gathering evidence of student reading development in junior and intermediate? Group Reflection How are we documenting this evidence of reading development? Please be prepared to share some of your ideas with the larger group.

8 Assessment for Learning Strategies Anecdotal notes Conferences Observations Interviews Portfolios Questions and Answers Response Journals Self Assessments

9 Reading Cueing Systems Meaning (Semantic Cueing System) Making Meaning at Text Level Does it make sense? Structure (Syntactic Cueing System) Making Meaning Using Context Does it sound right? Visual (Graphophonic Cueing System) Making Meaning at Word Level Does it look right? MEANING Meaning M S V Meaning or general context of the total story/sentence is reflected in reading errors if meaning cues are operating. Pictures, previous text, and general meaning/knowledge of the story are sources of meaning cues. Structure M S V Structure of the text (up to and including the substitution) should make an acceptable English language connection. Visual M S V Does the substitution look like the word in the text? It is important to have a BALANCE among all cueing systems. These systems should be interrelated.

10 Sources of Information that Readers Use Meaning semantic or meaning system of language Structure syntactic system of language Phonological and Visual Information sound system of language orthographic system of language Meaning from words Meaning across a text Meaning from understanding how texts are constructed form, characteristics Schema Sentence structure Inflectional endings, such as ing and ed Phrase units Sounds in words Distinctive features of letters Patterns of letters in words simple to complex Punctuation

11 Strategic Processing Systems for Reading Thinking Within the Text Concepts of Print Solve Words Monitor and Correct Search for and Use Information Summarize Phrasing and Fluency Adjusting

12 Strategic Processing Systems for Reading Thinking Beyond and About the Text Predict Make Connections Synthesize Infer Analyze Critique

13 READING CONFERENCE RECORD Making Meaning at the TEXT LEVEL COMPREHENSION RETELL RELATE Tell me all that you remember about the story. Ask student to MAKE CONNECTIONS. REFLECT Ask student a THINKING question. What do you think...? Making Meaning Using CONTEXT READING STRATEGIES Is the student using the following strategies: picture cues sub-vocalizes re-reads to clarify meaning self-corrects attention to punctuation makes meaningful substitutions reads-on slows down Making Meaning at the WORD LEVEL DECODING STRATEGIES Is the student using the following word identification strategies: sounds out knowledge of word patterns uses blending to decode picture cues How is the student s bank of sight words? uses initial letters as a cue to decode uses known parts of words uses word segmentation/syllabification

14 Documenting Student Learning Student name(s): Date: Text read: Focus: Observations: Student name(s): Tracey Date: April 6 th Text read: Monster Observations: - fluent reading - slows down at hard works to sound out - does not always self-correct - good comprehension but did not use features of text to support Junior/Intermediate Example

15 How are we supporting learners in grades 3 8 that are struggling with reading? Group Reflection What do you think are the characteristics of a learner that may be struggling with reading? Please be prepared to share some of your ideas with the larger group.

16 Comprehensive Literacy in the 21 st Century Differentiation for ALL Learners May 22, 2015 Maria Luisa Lebar Peel Literacy Coordinator

17 Beliefs: Literacy happens across the day and is embedded in all subject areas (cross-curricular and integrated). It is our shared responsibility to support the literacy development of our learners. We want to foster a literacy community and move beyond the literacy committee. Effective literacy instruction is intentional and purposeful.

18 Meaning Maker Uses prior knowledge and personal and/or world experiences to construct and communicate meaning when reading, writing, speaking, listening, viewing and representing. The literate learner is a text participant, forming and communicating their own interpretation in light of their own knowledge and point of view. Code User Recognizes and uses the features and structures of written, visual, and multi-modal texts, including the alphabet, sounds in words, phonemic awareness, phonics, spelling, conventions, sentence structure, text organization, and graphics, as well as other visual and non-visual cues to break the code of texts. Text User The Literate Learner Text Analyzer Understands that purpose and audience help to determine the way text is constructed: form, format, medium, structure, tone, the degree of formality, and sequence of components. The literate learner uses this knowledge and a variety of thinking processes to read, listen, and view, as well as to write, speak and represent ideas. For discussion purposes only based on the work of the Collaborative Inquiry in Literacy Based on Freebody & Luke s Four Resources Model, 1990 Understands that texts are not neutral; that they represent particular views, beliefs, values and perspectives to serve different interests; that other views and perspectives may be missing; that the design and messages of texts can be interpreted, critiqued, challenged and alternatives considered. The literate learner decides what to think know, considers possibilities and when to take action.

19 21st Century Learning Literacy includes is defined critical as the thinking ability to and use reasoning language to and solve images problems in rich and make varied forms decisions to read, write, related listen, to issues speak, of view, fairness, represent, equity and and social think critically justice. about Literacy ideas. connects individuals It involves and the communities capacity to access, and is an manage, essential and evaluate tool for information; personal growth to think and active participation imaginatively in and a cohesive, analytically; democratic and to society. communicate thoughts and ideas effectively.

20 Comprehensive literacy instruction begins with assessment for learning to determine students strengths and needs, and informs the level of support required within the gradual release of responsibility. In this responsive practice, the instructional decisions are based on descriptive evidence of learning that guides the teacher in differentiating instruction.

21 Comprehensive Literacy is: based on the belief that literacy is critical to responsible and productive citizenship, and that all students can become literate (Ontario Curriculum, Language. 2006, p.4) complex in that learners construct and communicate meaning through listening, speaking, reading, writing, viewing, representing differentiated and inclusive engaging and relevant to students lives cross-curricular and integrated with other subject areas

22 RECEPTIVE Understanding Texts READING, LISTENING, VIEWING EXPRESSIVE Creating Texts WRITING, SPEAKING, REPRESENTING Adapted from Literacy for Learning: The Report of the Expert Panel on Literacy in Ontario Meaning Making Integration of receptive and expressive modes in the digital age.

23 Reading Assessment Key Messages Valid and reliable assessment requires us to: listen to each of our students read provide opportunities for students to show their understanding orally engage students in having conversations about their reading (e.g., interests, understanding of text, etc.) ensure that students can respond to text in a variety of ways monitor students reading over time

24 Leveled Literacy Intervention within a Comprehensive Literacy and Tiered Intervention Approach

25 Beliefs about Assessment Assessment data is information about learners that informs your teaching day-to-day and across time. When you use data along with your observations you are able to quantify the precise strengths and needs of each of your students. Irene Fountas and Gay Su Pinnell

26

27

28 Leveled Literacy For a Few Intervention For Some For All Instructional strategies, tools, and assessment becomes more refined, specific and precise the further you move up the pyramid. The aim is to increase skills and support student learning. Preventative strategies aim to provide short term assistance so that the student will be better able to benefit from classroom-only instruction.

29 Zone of Actual Development Zone of Development Zone of Actual Development STUDENT TEACHER COLLABORATIVE STUDENT What the student can already do independently Demonstration by teacher Assistance from teacher, peer or environment. We do it together. We think together. What the student can now do independently Instructional Approaches Independent Modelled Shared Guided Independent I do You assessment do your own for thinking learning. or with peers. -KWL -anticipation guides -brainstorming Gradual Release of Responsibility I do. You think. -reading and writing aloud -direct explanation with example I do. You help. Examples -shared reading and writing -shared media experience You do it with peers. I help. -guided reading and writing -literature circles with coaching -inquiry circles -reciprocal teaching -jigsaw I do You assessment do your own for thinking learning. or with peers. -independent application of skill -informal conferences -exit tickets

30 Teacher Support High Instructional Approaches Independent Practice Modelled Practice What do the students know? TO Shared Practice Guided Practice WITH Low Independent Practice BY

31 What makes instruction different? The intensity of teaching The consistency of support The immediacy of feedback The quality of the teaching

32 What does Intervention mean to you? Turn and talk in your table groups.

33 Beliefs about Intervention The most effective intervention is implemented early in a child s career before the cycle of failure is established. Irene C. Fountas and Gay Su Pinnell Research We do it shows well means that we can teach most children to read and write when... we making do it early inferences to help close the and learning then teaching. gap and we do it well. observing, assessing,

34 15 Keys to a Successful Intervention be supplementary short term When Readers Struggle pp occur frequently low teacher/student ratio structured and systematic combine reading and writing based on high-quality texts include systematic phonics develop fluency connects to classroom include comprehension and vocabulary developed and presented in connection with professional development connects to home fast paced includes assessment and progress monitoring

35 What is LLI? LLI is a reading intervention that is intended to be supplementary to the comprehensive literacy program in the classroom. It is designed to provide greater support to readers and writers who may be demonstrating limited progress to comprehensive literacy instruction where opportunities for thinking listening, reading, viewing, speaking, and writing are part of the day-to-day programming.

36 What is LLI? The goal of LLI is to provide support based on focused and targeted instruction with welldefined learning goals. The intervention is: Short-term (18-24 weeks in duration) Small-group (3 students) Frequent weekly instruction for 30 minutes daily

37 Selecting Students for LLI

38 Whom is LLI for? Who are the students that require more intentional support? Who will benefit from LLI? What are the considerations for ELL and students with Special Education needs have in the selection process?

39 Whom is LLI for? LLI is designed for students who may be demonstrating limited progress in response to comprehensive literacy. LLI is intended to provide more focused, intentional and structured instruction. It is supported by detailed lessons, carefully levelled texts and professional learning materials.

40 Educators will use professional judgement when considering assessment tools to select and monitor progress of students. A collaborative team approach involving classroom, ISSP and ESL teachers will support the shaping and use of tools to inform instruction, as well as, the selection of students who would benefit from LLI.

41 EXAMPLE: Educators start by observing their students engaging in a rich literate environment with many opportunities to think, listen, read, view, speak, write, and represent their learning in authentic ways. Classroom observation is essential to knowing our students strengths and needs. From these observations some students will be noticed as having gaps in literacy development.

42 Which assessment tools might support the selection of students for LLI? Observations guided by reading behaviours noted in the Student Reading Profile from PM Benchmarks PM Benchmarks / GB+ / Benchmark Assessment System Running Records with student selected texts Adapted Running Records for students reading below level 1 STEP Resource Considerations from the phonological awareness continuum (developed by Peel) Observation Survey of Early Literacy Achievement (Includes Running Records, Concepts About Print, Hearing and Recording Sounds in Words, Writing Vocabulary and Letter Identification)

43 EXAMPLE: A collaborative team approach will support assessment and selection of students for a LLI group. Begin here... Classroom Observations in a Comprehensive Literacy Environment e.g., Observations can be informed by Student Reading Profile in PM Benchmarks For more information, use an assessment tool to document evidence of reading development (listed above) e.g., PM Benchmarks/ Running Records from levelled and self-selected texts If further investigation is required to identify students with the greatest needs, use some of or combine parts of other assessment tools e.g., Observation Survey of Early Literacy Achievement (*or parts of)

44 Can LLI support ESL programming? Recognizing that LLI is not a substitute for ESL programming, as an ELL has ESL/ELD needs across the curriculum, throughout the school day, LLI may support the reading needs of select English language learners. Additionally, LLI may provide classroom and ESL teachers with supplementary ideas, prompts and texts which can support some ELLs.

45 Accommodations and modifications available to ELLs should continue to be applied when a student is involved in LLI.

46 Questions to consider prior to selecting an ELL for a LLI group Has the student been provided with the opportunity to access and practise with appropriate, instructional texts, including self-selected, for his/hercurrent reading level? Has the student been provided with opportunities to use his/her first language (L1) to support his/her literacy learning?

47 Questions to consider prior to selecting an ELL for a LLI group Has the student been provided with guided practice and small group instruction as part of his/her ongoing regular ESL program and/or part of comprehensive literacy in a regular classroom program?

48 Many boards provide short-term intervention programs, but it is important to stress that intervention effects quickly fade if regular classroom instruction does not extend and support language learning. (p. 6) Ministry of Education, January 2013 Capacity Building Series Canadian-born English Language Learners

49 Which teachers might provide instruction using LLI? Since LLI is designed to supplement comprehensive classroom literacy instruction, it may be determined that classroom teachers share instruction using LLI with other teachers who support students with literacy development, such as ISSP or ESL teachers.

50 Using Leveled Literacy Intervention Lessons to Support Differentiation within a Comprehensive Literacy Framework

51 Entry points within a... Comprehensive Literacy Framework Guided Reading -less intensive -materials from classroom and/or book room -lesson structure more variable Small groups Levelled Texts Leveled Literacy Intervention -intensive -group size limited -lesson structure prescribed

52 LLI Implementation Considerations What needs to be in place in our classrooms in order for teachers to implement guided instruction? We need to create learning conditions that foster independence so that students can work for longer periods of time independently.

53 What should be considered in order to prepare for the implementation of LLI? LLI is based on small group instruction. Conditions and routines that foster and support independence are fundamental to the effectiveness of this instructional approach. Educators will require periods of time to work with small groups of students as in the practices already in place for guided reading.

54 Guided Practice Benefits of Small Group Instruction Why is small group instruction important for all learners? It is the magic bullet! It is the most effective instructional approach to differentiate teaching and learning in order to support the strengths and meet the needs of all learners.

55 Benefits of Small Group Work Small groups are lifelike Small groups generate energy for challenging work In small groups we are more confident In small groups, diversity is an asset Small groups make engaged, interactive learning possible Small groups allow us to differentiate instruction Employers increasingly require small group skills Well-structured small-group work enhances student achievement Harvey & Daniels, 2009

56 Non-negotiable Components that define the GUIDED READING Lesson Pre-reading Teaching point based on need Listen to students read (assessment for learning) Re-visit text (metacognition)

57 Teaching-Learning Cycle Observe Assess Infer Teach Observe reading behaviours Use behavioural evidence to infer strengths and needs in the processing system Teach for Strategic Actions Prompt for Strategic Actions Reinforce Strategic Actions Select Appropriate Text

58 Aligning Guided Instruction New Information TEACH UNKNOWN Partially Known Has some control but not consistent PROMPT Well controlled most, if not all, of the time REINFORCE Known to Flexibly Known

59 Groups based on common instructional goals Scheduling Guided Reading Leveled Literacy Group Guided Reading Group 1 Guided Reading Group 2 Guided Reading Group 3 Guided Reading Group 4

60 Supporting the Implementation of LLI

61 Supporting the Implementation of LLI Professional development is key to the effective implementation of LLI as we deepen our understandings around literacy development. On-site support is provided as requested. Opportunities for after school professional learning are also available on a regular basis.

62 Resources to Support Planning for Comprehensive Literacy Teaching for Comprehending Fluency Thinking, Talking, and Writing about Reading, K-8 Guiding Readers and Writers Teaching Comprehension, Genre, and Content Literacy

63 Using a collaborative inquiry approach to support the implementation of LLI? Collaborative inquiry focused on comprehensive literacy, with an emphasis on guided and independent practice, have been supporting the aims, objectives and professional learning surrounding LLI.

64 Examples of theories of action: If we analyze reading assessments (e.g., running records, observation survey) to plan and develop instruction for guided reading, then the students will improve their independent reading skills (cueing systems, strategies, making meaning, fluency).

65 Examples of theories of action: If we use guided reading to target specific literacy needs of students, then students will become more strategic in their reading.

66 Examples of theories of action: If we analyze running records in order to plan differentiated instruction, then students will become strategic readers who self monitor, use the cueing systems and respond to and evaluate text.

67 Final Thought What can I teach my students today, that will make a difference in their learning tomorrow?

68 Levelled Literacy Intervention Osprey Woods Public School Mississauga, Ontario

69 Using LLI to support junior learners at Osprey Woods: Classroom teachers, ISSP/ESL teachers Selecting students for LLI groups What is working? Obstacles/challenges?

70 Using the reading records in LLI What is working? What is challenging? Monitoring students' reading progress

71 Impact on students' reading progress with junior learners Measuring students' reading development

72 One Student s Journey diagnosis of a Specific Learning Disability in the area of reading significant academic delays in the areas of word decoding and word reading PMB level 25 (P) - instructional level although errors indicate independent, decoding errors with text specific vocabulary meant meaning was lost. She was not monitoring herself for meaning.

73

74

75 Began LLI at level L to work on fluency and word work Why has no one ever taught us this before?! April - Reading Record indicates she is reading level N

76

77

78

79 A New Year Read with a group for the first few months Discontinued after Christmas Why can t I read with you anymore?