Secondary Balanced Literacy

1. Secondary Balanced Literacy What does literacy-rich learning look like? What are we currently doing to support balanced literacy learning? What is the administrator’s role in reaching the literacy goals? January 2006 - Elaine Rose

2. BALANCE January 2006 - Elaine Rose

3. Thinks Critically Writes with purpose andclarity The Literate Learner Reads for purpose and pleasure Locates and accessesinformation from a variety ofsources Communicates effectively using visual text forms Uses oral communication appropriate to purpose and audience “Reads” and interprets visual text forms Profile of the Literate Learner January 2006 - Elaine Rose

4. What does it look like? Students are: • actively engaged in real reading and writing for different purposes • talking about reading and writing • asking questions, taking risks, thinking critically • engaged in purposeful learning January 2006 - Elaine Rose

5. What does it look like? Teachers need to scaffold instruction: - model/demonstrate skill proficiency; - teach strategies explicitly; - guide discussion; - provide learner practice; - provide feedback; - observe learner demonstration; - include self, peer, teacher assessment January 2006 - Elaine Rose

6. Balanced Literacy 7-12 OCDSB January 2006 Read Aloud/Modeled Reading -demonstrates proficient reading -helps increase reader fluency -exposes learner to a variety of genres Modeled Writing -demonstrates proficient writing -clarifies writing expectations -exposes learner to a variety of genres Shared Writing -models writing strategies -teaches writing strategies -teaches writing process Shared Reading -models reading strategies -teaches reading strategies -demonstrates reading process Guided Writing -teacher reinforces skills -teacher engages learner in discussion; acts as a guide -learner composes & revises Continuous Assessment Balanced Literacy in all Instructional Areas Guided Reading -teacher reinforces skills -teacher engages learner in discussion; acts as a guide -learner reads & practices strategies Independent Writing -learner chooses topic -learner practices -learner demonstrates Independent Reading -learner chooses text -learner practices -learner demonstrates Modeled Speaking/Presenting/ Listening/Viewing -demonstrates proficiency -exposes students to a variety of forms Independent S/P/L/W -learner chooses topic -learner practices -learner demonstrates Guided S/P/L/V -teacher reinforces skills -teacher engages learner in discussion -leaner practices strategies Shared Speaking/Presenting/ Listening/Viewing -model & teach strategies January 2006 - Elaine Rose CS/er

7. At what stages of the scaffold do you think teachers need most support/training? - model/demonstrate skill proficiency; - teach strategies explicitly; - guide discussion; - provide learner practice; - provide feedback; - observe learner demonstration; - include self, peer, teacher assessment January 2006 - Elaine Rose

8. What is Curriculum Services: Literacy 7-12 currently doing to promote literacy-rich learning? • On-going PD opportunities • Resources for the School Literacy Library January 2006 - Elaine Rose

9. Literacy 2005-2006 Professional Book Clubs to Enhance Learning and Literacy Instructional Practices Workshops for Teachers to Help Boys with Literacy Needs Solutions: Literacy Advisory Committee Content Area Literacy Workshops Workshops for Teachers to Support The Struggling Reader District-wide Literacy Committee for Schools, Grades 7 to 12 Student Success Initiative Literacy (Grades 7 to 12) Workshops for Teachers to Support The Struggling Writer Support for Secondary SSTs • Resources Provided to • Schools Include: • The Reading Toolkit • OSSLC Resources • Think Literacy • Me Read? No Way! Workshops for Grades 7 & 8 Teachers on CASI Reading Assessment Workshops to Introduce the OSSLT to Teachers Of Grades 7, 8 and 9,10 OCDSB Boys’ Literacy Gr.7-12 Conference featuring Jeffrey Wilhelm & William Bell April 28, 2006 Conference on Effective Literacy Practices featuring Janet Allen, Kingston, March 30 & 31, 2006 Workshops for Teachers of the OSSLC January 2006 - Elaine Rose Literacy … engaging in life!

10. What is Curriculum Services: Literacy 7-12 currently doing to promote literacy-rich learning? • From February to June 2006, consultant visits each 7/8 and secondary school to discuss the school’s literacy plan January 2006 - Elaine Rose

11. The Administrator’s Role • facilitate data collection and analysis for decision-making • create a collaborative work culture that focuses on the quality of teaching • forge supportive partnerships with the school community • provide a balance of pressure and support January 2006 - Elaine Rose

12. Role of Teachers: • be life long, collaborative learners • be involved in professional development • take advantage of supports and resources • be involved with their students • model literacy January 2006 - Elaine Rose

13. Assessment Administrators need to: • ensure fair and equitable practices • keep students at the centre of literacy assessment • promote a balanced approach including formal and informal data collection • involve all partners in the process January 2006 - Elaine Rose

14. Assessment Teachers need to: • act on assessment data • make assessment part of planning and instruction • give immediate, explicit feedback • coach students in every aspect of assessment • assist students in taking ownership of their own assessment • clearly communicate with all stakeholders January 2006 - Elaine Rose

15. Assessment Students need to: • be active participants in the assessment process • set personal goals • learn to self and peer assess January 2006 - Elaine Rose

16. Supporting the Buy In: Resources • address the needs and interests of all students • support the curriculum • reflect the diversity of Canada • extend beyond the classroom • reflect cross-curricular connections • are not text alone, but include people resources as well… January 2006 - Elaine Rose

17. Supporting the Buy In: Resources Professional Literacy Libraries • A collection of resources provided by the Student Success Initiative: Literacy to each secondary and 7/8 school • An updated list of these resources is provided in your binder January 2006 - Elaine Rose

18. January 2006 - Elaine Rose

19. Think Literacy Success: Gr. 7-12 • Generic document • Subject-specific documents • Website: go to curriculum.org - see Think Literacy resources including… video on demand for use in staff meetings or other PD opportunities January 2006 - Elaine Rose

20. Where do we go from here? • Think Literacy: Expert Panel Report provides a solid literacy planning guideline • Meet with leaders on staff to discuss the initiative, implementation rubric, and assess where your school is in this scheme (use site expertise) • In-school consultations with CS • Set target dates for implementation January 2006 - Elaine Rose

21. Building School Capacity • teacher/leader/mentorship • change agents in our schools • sustained professional development • Literacy, Instructional Intelligence, A&E • variety of professional learning approaches • district/system PD, book studies, action research, new resource documents January 2006 - Elaine Rose

22. 24% 23% 28% 25% Pathways: The Reality Dr. Alan King, Double Cohort StudyOct. 2002 OSSD to Work Grade 9 Enrolment =100% OSSD to University OSSD to College January 2006 - Elaine Rose Leave Before OSSD

23. Lessons from research… Integrating writing instruction in the content areas should be considered “neither an add-on to the curriculum, nor as it a substitute for content. It provides teachers and students alike with effective tools for learning the content of any subject” (Stephens & Brown, 2000). January 2006 - Elaine Rose

24. Lessons from research… “The goal of instruction should be to help students learn content while developing the literacy and thinking skills necessary to become independent, lifelong learners” (Stephens & Brown, 2000). January 2006 - Elaine Rose

25. Lessons from research… • At the middle and high school levels “frequently it is assumed that students can write analytical responses to reading informational texts. The differences between writing stories and using expository modes…too often remains untaught” (Stephens & Brown, 2000) January 2006 - Elaine Rose

26. Literacy instruction must be based on current knowledge about how students learn • Effective teaching employs a variety of learning strategies • The search for meaning occurs through “patterning” – Making Connections • Emotions are critical to patterning; learning is highly influenced by emotions • The brain processes parts and wholes simultaneously January 2006 - Elaine Rose

27. Literacy instruction must be based on current knowledge about how students learn • Learning is enhanced by challenge and inhibited by threat • Learning is influenced by environment, culture, and climate • Students need time to process “how” and “what” they have learned • Experiential learning is most effective for enhancing understanding January 2006 - Elaine Rose

28. Workshop feedback from teachers… • “Great opportunity to talk with colleagues and have cross-panel discussion.” • “Thanks for all the great resources.” • “The workshop made me realize that I [as a teacher who speaks English as a second language] could improve kids’ reading and comprehension a lot more than I gave myself credit for even in math class.” January 2006 - Elaine Rose

29. More feedback… • “Connections were provided to all subject areas. I found useful strategies to put into action right away.” • “I have wanted to teach literacy in my science and art classes but have not known how. Now I do.” • “I appreciate the time in between [sessions] to absorb and practice ideas and come back to discuss.” January 2006 - Elaine Rose

30. Workplace Literate Graduate Apprenticeship College University Workplace January 2006 - Elaine Rose

31. Teachers and administrators are the keys to implementing Balanced Literacy January 2006 - Elaine Rose