(TLCP)
SMART Goals: There will be 4% improvement in student achievement in reading as
measured through the primary and junior EQAO assessments
TLCP Timeline: September 9, 2009 to October 9, 2009
Data AnalysisEQAO/IIR, TCDSB Literacy Measures (Running Records, QCA, OCA, etc.) and ongoing classroom assessments
Identify Strengths: For example: Students are able to recall and restate some ideas from text
Identify Needs: For example: Students require assistance identifying the most important ideas and r relevant supporting details.
Targeted Reading Expectations (Reading for Meaning): 1.4 Demonstrating Understanding
Planning
Build clusters of expectations related to the targeted reading expectations. Align Kindergarten expectations.
Reading / 1.1 Variety of Texts (literary, graphic, and informational)
1.2 Purpose
1.4 Demonstrating Understanding
Oral Communication / 1.1 Purpose
1.4 Demonstrating Understanding
Writing / 1.1 Purpose and Audience
1.2 Developing Ideas
2.1 Form (Explanation, Narrative, Persuasive, Procedure, Recount, Report)
Media Literacy / 1.1 Purpose and Audience
2.1 Form
Content Areas / Religion/Fully Alive:
Health and Physical Education: Healthy Living
Numeracy: Number Sense and Numeration
Science and Technology: Life Systems
Social Studies Grades 1-6, Canadian and World Connections
The Arts: Drama and Role Play
Identify Big Ideas That Engage Students:
For example: Hospitality – team building, friendship, cooperation, sharing, kindness, empathy, acceptance
Pre-Assessment Task/Question:
A few examples are listed below, but we encourage you to create your own task/question.
Primary:
o Retell the most important ideas from the text. Include a picture to explain your ideas.
o Describe three important events that happen in the book. Use sequencing words like,”first”, “then”, and “finally”.
o Retell the story in the proper sequence, including a few interesting or important details.
o Retell the important parts of the story and provide details using pictures and words.
Example of Resources: Time for Kids www.timeforkids.org
Mondo Shared Reading posters and/or overheads
EBSCO Host http://search.ebscohost.com
Text Title: Circle Text Type: (literary, graphic, informational)
For example: Backhoe Loader (Mondo poster)
Date Administered: September 9, 2009
Post-Assessment Task/Question:
A few examples are listed below, but we encourage you to create your own task/question.
Junior/Intermediate:
o Write a paragraph about something you’ve learned from the text. Remember to begin with the main idea, include supporting details and end with a concluding sentence.
o Using the “fishbone” graphic organizer, identify three main ideas from the text and provide supporting details for each.
o Summarize and explain three of the most important ideas in the text and cite relevant supporting details.
o Create a comic strip summarizing the main ideas from the text. Write a short explanation for your comic strip including supporting details to explain your thinking.
Example of Resources: Reaching Readers Literacy Resource
School Literacy Resources
Time for Kids www.timeforkids.org
EBSCO Host http://search.ebscohost.com
Magazine or newspaper article
Text Title: CircleText Type:(literary, graphic, informational)
For example: Grade 6 Reaching Readers: Building Your Own Website
Date Administered: September 9, 2009
Establish Criteria with division/grade team to provide a clear performance target:
How do students clearly understand that these criteria are to be present in their work?
· Discuss and further develop with students
· Post in the classroom
· Students self-monitor using criteria
· Students revise their work based on the criteria established
What other criteria would you include?
Focused Literacy Instruction
Instruct using the Gradual Release of Responsibility framework—modelled, shared/interactive, guided, independent practice using Comprehensive Literacy (TCDSB) and Literacy in the Middle Grades (TCDSB)
Brainstorm texts (literary, graphic and informational) for teacher read aloud, think aloud and interactive reading:
For example: Primary Junior/Intermediate
*Something Beautiful by Sharon Dennis Wyeth *Thank you Mr. Falker by Patricia Polacco
*Yo! Yes? By Chris Raschka One Hen by Katie Smith Milway
*The Great Kapok Tree by Lynne Cherry *Tea With Milk by Allen Say
*The Important Book by Margaret Wise Brown Old Turtle and Broken Truth by Douglas Wood
*Pier 21 by Linda Granfield
*These texts were centrally purchased and should be available in all schools.
Brainstorm texts (literary, graphic and informational) for shared reading:
For example:
Articles from local newspaper and magazines
SkyRider/Mondo Shared Reading Posters: Non– Fiction to support content areas
www.eworkshop.on.ca
EBSCO Host: K- 8 Resources (http://search.ebscohost.com)
Time for Kids (http://www.timeforkids.org/)
National Geographic (www.nationalgeographic.com/kids/)
CBC for Kids www.cbc.ca/kids/
Sports Illustrated for Kids - www.sikids.com/
Considerations for guided reading:
For example: Primary Junior/Intermediate
www.eworkshop.on.ca High Yield Strategies to Improve Student Learning (webcast)
Developing classroom management and routines for the Guided Reading Workshop
Considerations for independent reading:
For example: Setting up your Independent Reading Program
· Comprehensive Literacy pp. 99 – 101
· Literacy in the Middle Grades (LITMG) “ Getting Started”
· Guiding Readers and Writers by Fountas and Pinnell pp. 142 – 162
· Reading with Meaning by Debbie Miller pp. 1- 52
Writing:
For example: Primary Junior/Intermediate
· Comprehensive Literacy pp. 143 -190 Literacy In the Middle Grades
· A Guide to Effective Instruction in Writing A Guide to Effective Literacy Instruction, Grades 4 to 6
Kindergarten to Grade 3 pp.2.3 – 6.14 Vol. 6 Writing pp.71- 80
Consider Meeting the Needs of All Learners (Differentiated Instruction):
http://www.curriculum.org/secretariat/march29
Premier Assistive Literacy Technology
Consider:
Evidence Based Strategies:
For example:
Primary
(Refer to Comprehensive Literacy and A Guide to Effective Instruction in Reading K to Grade 3)
· Think-Pair-Share
· Knee to Knee, Eye to Eye
· Comprehension gloves/hands for fiction and non-fiction
Junior/Intermediate
(Refer to Guide to Effective Instruction Vol. 1 and Vol.5 Reading p. 94)
· Think-Pair-Share
· Jot Notes p. 132
· Highlighting the Text
p.130
· Coding the Text p.121
· GIST Strategy
(from Summarizing Webcast) / Content Area Connections
For example:
· Religion/Fully Alive
· Health and Physical
Ed.: Healthy Living
· Numeracy:
Number Sense and Numeration
· Science:
Life Systems
· Social Studies:
Canadian and World
Connections
· Art: Drama / Anchor Charts
For example:
Primary
(Refer to Comprehensive Literacy p.47 and A Guide to Effective Instruction in Reading K to Grade 3 pp. 8.26 to 8.34)
For example:
· Response Prompts
· Webbing of Curriculum Language
· Criteria to reach a level 3 response
· Definition of Demonstrating Understanding
· Strategies for Effective Listener
· Strategies for Effective Speaker / Graphic Organizers
For example:
Primary
(Refer to Comprehensive Literacy)
· GO Chart p. 127
· Story Map p. 123
· Curosity the Clown
· Story String
· Q-Chart p. 122
(A Guide to Effective Instruction in Reading K-3)
· Story Sequence Chart p.10.18
· Event Map p.10.15
Junior/Intermediate
· Identifying Main Idea and Details
· Facts/Questions / Assessment Tools and Strategies
For example:
· Observation of Students
· Teacher/Student Conferences
· Checklist
· Student Work
· TCDSB Student Measures
Reflection and Next Steps
What did we learn?
Reflect on the process in terms of student achievement and teacher practice (consider the implementation of the Gradual Release of Responsibility).
Were the most effective evidence-based strategies used?
What are we doing for our students who did not demonstrate improvement?
What is our next step based on our new learning?
Professional Resources
http://www.curriculum.org – LNS Resources
http://www.eworkshop.on.ca/edu/core.cfm - Teaching Resources
http://www.curriculum.org/secretariat/criticalpathways/index.shtml - TLCP Podcast
http://www.curriculum.org/secretariat/may2.shtml - High Yield Strategies Podcast
http://www.curriculum.org/secretariat/april18.shtml - Non-Fiction Writing Podcast
A Guide to Effective Instruction in Reading, Kindergarten to Grade 3 – Ministry Resource
A Guide to Effective Instruction in Writing, Kindergarten to Grade 3 – Ministry Resource
A Guide to Effective Literacy Instruction, Grades 4- 6, Volumes 1 and 5 - Ministry Resources
Class Data Chart Grade 1-8
Please refer to Assessment, Evaluation and Reporting in Kindergarten (TCDSB 2006) for appropriate strategies and criteria for assessment. Achievement levels and rubrics are not appropriate in Kindergarten.
Student Name / Level 1 / Level 2 / Level 3 / Level 4
Legend