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Comprehensive Literacy. YCS 2012. Strategic Priority “That all students show progress in their learning with an emphasis on literacy.“. Key Result: Continuous, measurable improvement in literacy over time for all students.
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Comprehensive Literacy YCS 2012
Strategic Priority • “That all students show progress in their learning with an • emphasis on literacy.“ • Key Result: Continuous, measurable improvement in literacy over time • for all students • 80% of students on regular programs will meet an acceptable grade level on: • Alberta Achievement Tests (AAT) • Diploma Exams • District Wide Writes • Students will show continued growth and achievement concurrent with instructional time • CTBS Results • Modified and IEP Outcomes • Students will apply digital tools to gather, evaluate and use information
Why are we looking at literacy? • Yearly snapshot of how students are doing in reading, writing and math • Results reflect ONLY those students whom we are testing at grade level, and who write the AATs • Results for the past 3 years are true for both schools and both languages
Assumptions • We can perform at least equal to Alberta’s average. • We can look at outcomes to determine where we get the biggest ‘bang’ for our buck. • By ensuring we’re investing our time for the biggest return, we will help others too.
What we struggle with • Inferential meaning • Contextual understanding • Predicting • Understanding literary terms • Structures • Evaluative decision making (summarizing, purpose of writing) • Problem solving • Using parts to see the whole • Non-narrative writing • Mechanics
District Support • Strategic Priority • “That all students show progress in their learning with an emphasis on literacy.“ • Explicit Teaching • Literacy Across all • Subject Areas • Literacy with • ICT • Creating Strategic Learners
Literacyis. . . . . . linked to language, social context and cultural identity, encompassing a broad range of competencies: reading, writing, speaking, listening, observation, visual representation, numeracy, use of technology, critical thinking and problem solving; a continuum of lifelong skill development ECE - Towards Literacy: A Strategy Framework – 2008-2018) . . . the ability to read, write, create, interpret and present a range of media in all subject areas (Ontario Literacy and Numeracy Secretariat, 2008) . . . acquiring, creating, connecting and communicating meaning in a wide variety of contexts (Alberta Education, 2010)
Literacy is . . . Reading Writing Speaking Listening Critically Creatively Ethically Interpret Produce Communicate using to in ALL subject areas and in life (YCS 2012)
Literacy Myths Literacy = Language Arts Myth #1 Students learn everything about reading and writing in primary and elementary school. Myth #2 Literacy instruction is the sole responsibility of Language Arts teachers. Myth #3
Comprehensive Literacy Across ALL subject areas
Comprehensive Literacy To ensure all students achieve their full literacy potential . . . • Integrate literacy into all subject areas • Recognize that reading, writing & speaking are active and reiterativeprocesses • Provide authentic learning experiences • Promote critical and creative thinking • Incorporate evidence-based instructional practices
District Support • Strategic Priority • “That all students show progress in their learning with an emphasis on literacy.“ • Explicit Teaching • Literacy Across all • Subject Areas • Literacy with • ICT • Creating Strategic Learners
Using Rubrics Students should understand that they’re expected to perform certain undisclosed outcomes. Rubrics?! I never give my students rubrics! That’s equivalent to cheating! I might as well write their papers for them! The point of learning is to keep them guessing about the criteria so they’ll work harder in their desperation not to fail. Stress facilitates success. Besides . . . My system works!
Using rubrics for Formative & Summative Assessment • Clarifies teacher expectations • Develops focus for instruction • Aligns objectives and evaluation • Provides common language • Provides feedback for improvement • Encourages self-evaluation • Reduces marking time
The Traits Ideas Word Choice Organization Voice Conventions Sentence Fluency
If people cannot write well, they cannot think well, and if they cannot think well, others will do their thinking for them. • George Orwell
Guided and Collaborative Practice • Assessing Writing Focus Trait Ideas The heart of the piece – the main idea (topic) and the details chosen to develop it. • Key Question Does the writer stay focused and share original and fresh information or perspective about the topic? • Key Qualities • Topic • Focusing the topic • Developing the topic • Using details
The internal structure – the thread of meaning, the pattern of logic. Focus Trait Organization • Key Question Does the organizational structure enhance the ideas and make the piece easier to understand? • Key Qualities • Creating the lead • Using sequence and transition words • Structuring the body • Ending with a sense of resolution
The auditory trait -- how words and phrases flow through the writing piece. Focus Trait Sentence Fluency • Key Question Can you feel the words and phrases flow together as you read it aloud? Always write and read with ear, not the eye. You should hear every sentence you write as if it was being read aloud or spoken. C.S. Lewis, 1959 • Key Qualities • Creating well-built sentences • Varying sentence types • Smooth and rhythmic • Breaking “rules”
Editing standards applied to a piece of writing to make mechanically correct and easy to read. Focus Trait Conventions • Key Question How much editing would have to be done to be ready to share with an outside source? • Key Qualities • Checking spelling and capitalization • Punctuating effectively • Paragraphing accurately • Accurately applying grammar and usage
Color Crayon I am a color crayon no one would use me I was an ugly green They would use pretty pink and blue instead I fell out of Stacys desk that night and in the morning somebody steped on me and smeared me all over the Floor and then the Teacher saw it and Sandy got in trouble there was only have left of me so she trew me in the garbag well it was kind of fun cause there was a brown crayon right then we fell in love so three days later I was Mrs Brown he gave me a life saver for a wedding ring I have him one too then a week later we had a little baby Girl we named her Stacy Then that nihtthe ganetur came to take the garbag can out what a relif cause people were spitting gum out and about got on us then when he was going to pick it up we fell out and we lived in the corner of a desk for several years we still do and the brown family lived happily ever after. Beware of conventions bias! Ideas = 4 Organization = 4 Conventions = 1
Ideas = 4 Scoring Color Crayon • topic is focused • clear and original main idea • interesting details support the main idea Ideas Word Choice Organization Organization = 3 • main idea clearly introduced • writing is generally easy to follow • attempts transitions • end is predictable but connected Voice Sentence Fluency = 4 Sentence Fluency Conventions • sentence structure usually controlled • simple and compound sentences • variety in sentence length and type
Independent Practice • Assessing Writing • Assess • Highlight key words on the rubric • Silently read the piece of writing • Use the rubric to score the piece in all six categories • Repeat for each piece of writing • Discuss • Discuss your results with colleagues • Provide reasons/evidence for your score • Compare • Compare your results to the annotated papers
A New Class Pet Grade 3 - Expository
My Class Pet Grade 3 - Expository
A Rabbit Grade 3 - Expository
Hamster Grade 3 - Expository
Softball Grade 6 - Persuasive
Let’s Go Swim Grade 6 - Persuasive
Soccer Grade 6 - Persuasive
Setting Goals • Writing Across All Subject Areas
