Progression/Development Wrap-around Foundational Learning School Goals Team Schools PD (type) Focus Additional Learning Schools Goals Supports School principal, select Schools selected based on Key skills and knowledge from 2015-16 -After-school sessions - processing Mount Stewart May-June (approx 45 -Learning to look department staff (coaches, criteria - provincial assessment the provincial curriculum, K-9 in Bridging Children into Literacy -K-1 + Resource and RR teacher min) -Exploring leveled texts ASL, etc) and classroom trends; geography; instructional mathematics and arts; -initiated by teacher and (Levels A-C) teachers who set, monitor and leadership; existing professional Recovery and Early Literacy Conference supported by Literacy Coach and Goals that have significant Richmond Hill, ON RR Teacher Leader implement School Goals. learning initiatives impact on academic success; April 17, 2018 2016-17 +Westwood Primary -Sub time provided by -Readers who struggle $1000 books to Based on Provincial priorities of Additional supports in Lorna Ansems -K teachers Dept. School Goals -Teacher created texts build ‘library’ to Tracked for each student; RTI Team (3-½ days/ -Building reading vocab. support readers who professional learning time for teacher) -Teacher support: Teach, struggle (incl. ❖ High Quality Education teachers and principals; and model; fit with philosophy of -PD during school time prompt, reinforce Aboriginal content) focusing on k-3 reading; mastery learning and teaching

resources both financial and

4-12 ; and 4-12 K & 1 Literacy Project professional learning 2017-18 -Sub time continued to -Revisiting teacher -Additional books be provided by School created texts (extending purchased for both mathematics Goals (Dept. of Educ.) learning for students) schools + other two Clare KATIE Joey ❖ Wellbeing -Sharing of project w/ -Book introductions ‘wrap’ schools Matthew Ava BRANDON other K-1 teachers at -Using evidence to ❖ Public Confidence Prov. Learning Day thru inform instruction carousel activity

The Information The Theory… Readers Use… Strategic Activity: “In the Head”

We explored What sources of important aspects of Source of info. information do we Search for information literacy learning that use as readers? would inform our of any type ❏ Meaning practice and guide Students often our decision-making. come knowing Monitoring/Checking that a story should ❏ Structure Literacy make sense and (Am I right?) Processing sound right. But System there is a lot of ❏ Visual new learning in Self-correct

terms of… looking at print. The Children… The Curriculum... Success Criteria: The Texts...

● I can pay attention to the words. What do children Learning Goal: (Us looking closely) ● I can read left to right. already know how Begin to monitor ● I can say words to match the words on the to do when they Using a set of leveled reading by using page. come to school? texts, we one-to-one ● I can use crisp pointing. -built/created a ● I can notice when something does not make We want to matching of voice description of text sense. build on these to print, notice characteristics -noted demands of strengths. when meaning or language does these texts -considered challenges not fit. the text might present to a young reader

8

The Texts... Richard Allington states…

(Us looking closely) ★ Kids need books in their hands that they Using a set of leveled can actually read throughout the school texts, we “Just right” book -built/created a day description of text + “Just right” support ★ And some books in their backpacks they characteristics can read and want to read every night -noted demands of = Successful Reading when they go home. these texts -considered challenges ★ If we just simply satisfied that sort of the text might present to challenge of putting books in kids’ hands a young reader that they could read, we’d have far fewer

kids who struggle. (Racine Reads video) ‘Limited Resources’ “Sometimes you cannot rely on a The Struggling Reader Seeking help Does NOT Mean We Should Wait... from the experts: published sequence of material. The Clay states that…. “If the child is a struggling reader or writer Struggling readers: teacher must be the expert who YES, Words of wisdom ❖ Very few letters - “The child can begin to read words using only a the conclusion must be that we have not BUT... limited knowledge of letters. chooses and sequences the texts. ❖ from Very few words - He can read text with only a limited knowledge of yet discovered a way to help him learn.” serve as the Sometimes it might be ❖ Unsure of directionality (where words.” (p. 62) (Marie M. Clay, 2016, p.165) foundation for our to start and which way to go) necessary to create ❖ Cannot distinguish between ● “Most young children engage with books at the plan to bridge letters and words level of the story, not with isolated words. texts and simple stories ❖ Children like to read stories and they learn a great struggling Low scores on Concepts About deal about print and texts as they do this.” (p. 110) So then we have to ask ... learners into for a child with limited Print task literacy. What can we do to help him learn? resources.” (adapted from Marie M. Clay)

Engage and Motivate Some ● How can we engage and and Build on Strengths Getting Started: Learning How to Look motivate students and build on ★ Capitalize on the nature of the 5 year old learner. Earliest specific behaviours needed to read texts: Important their strengths? Find out all you can about family, friends, pets, ★ Directional movement ● interests, activities, and all Questions his ‘favourites’. ★ Finding the words: one-to-one matching ● How can we support children in ★ Build on the sense of ★ Locating and using known words and letters in story, making little stories learning how to look at print? for him about him. continuous text ★ Craft the story to highlight ★ Locating and using unknown words in continuous text the words and letters he knows. ★ Establishing a reading ● What counts/matters when ★ Provide lots of clear demonstration and shape -All teachers of beginning readers need to foster these new understandings of the code. responses. making readable texts for -Learning about direction, locating something that you know and working with the spatial ★ Keep it easy and layout of print on a page are foundational habits for literacy processing. They are successful. children? formed in the background as children work on literacy tasks. (Clay, 2016, p. 49) 16 ★ Praise, praise, praise! =ALL ABOUT Learning to Look: How hard can it be? What is What do I Where do I Which way do How do I point What is a beginning/end know/ (Putting Ourselves in the Learner’s Shoes) start? I go? to each one? letter/word? The Beginning Reader… like the novice driver or first/last? recognize? If asked to ‘read’ this text, we might… Do I “read’ the “The beginning reader is a little bit like Learning to Look at Print pictures or the - Search the pictures for clues words? the novice driver out in the car on the - Try to decide where to start “It is not easy to talk with children about Left page first road for the third or fourth time - Scan, looking for something familiar or right? - Talking marks, period, question these essential directional rules for ● unsure of what to attend to first, and mark, some letters that resemble attending to language while they are How will I some we know ever figure ● wondering how he will ever get coming to terms with all the new signs this out? all the information into the right - Still our limited knowledge makes the reading task very and movement restrictions that apply to challenging. (And we have lots of experience!) decision-making sequence.” We may have a greater understanding/appreciation for written language.” what we are asking of the beginner reader and why they (Marie Clay, 2005, p.199) (Clay, 2016, p. 60) are so tentative.

What counts…when making ‘readable texts’? How can we support children in learning to look at print? The child’s name is Names Success Criteria: Supplies: not only one of his ❖ Use children’s names along with known words ★ Paper first known words, it What ➢ Seeing something he recognizes A Powerful Resource for ●● Keep it simple -- It’s about supporting ★ provides great Markers supports/encourages looking motivation for Literacy Learning: children in learning how to look at print. ★ Photos, clipart,

makes it exploring more about drawings, etc. ❖ Consider text features which support “Looking” ● Use folded pieces of paper. letters, words and ★ ➢ Clear spacing between words and/or lines “Once children learn that their ‘Words I can write’ easy? stories. ● Pictures can be drawn, cut from a ➢ Single lines of text with only a few words ★ ‘My interests/likes’ names are words and that they ➢ Consistent placement of text on a page magazine, clipart, photographs, etc. ★ Teacher’s creative What 5-6 year old What does the student know? are made with the same letters would not be ● Give some content to the book. ingenuity ❖ Bridge from level 0 to level 1 interested in a story in the same order each time, ➢ using teacher created little books based on ○ Think about what the What can the student do? that is all about child’s known and interests they begin to understand the them?! student likes. Think ■ Deliberate design concept of a word.” What interests does this ■ Explicit demonstration and about what the student have? modelling student’s favorite ■ Interest and motivation Literacy Beginnings, p. 174

activities are.

❖ Build a bank of known words 23 24 The Text... Beginning with the End in Mind: BUILD-A-BOOK Making Teacher-Created Books... ● Use words the student knows and A Backwards Design especially use his/her name. ARE carefully crafted and designed to suit a NOT a writing activity Level 3/C: Storyline and meaning will aid What do we need to ● Create exaggerated spacing between particular child the reader as they problem-solve, but text consider in order to words and between lines. NOT building ‘stem’ sentences is less repetitive and less predictable. bridge the beginning ● Dark print on clear page -incorporate what the child knows and (“I like…, We are…”) reader into level 3/C ● Position words student knows at the is interested in ★ Variety of structures throughout such as: NOT one-size fits all texts? first of the sentence -involve intentional decisions by the ○ Here is/ Here comes ○ Look at ○ reinforces the left to right teacher with a clear purpose in mind NOT necessary for every child (But ○ (Dad) said/ said (Dad) ★ First steps (0 to 1) directionality -are created as texts for the child to every child will likely want one!!!) ○ (Dad) is/ The ---- is ★ Bridging from 1 to 2 ○ supports them in read. ★ Reading Vocabulary: I, Mom, Dad, the, come, ★ Bridging from 2 to 3 getting started with -intended to ‘bridge the learner’ here, look, is, in, at, can, go, up, to... ★ New/unfamiliar words used to support storyline the reading in order to into Level A-B/C texts ★ Text placement and punctuation more varied anticipate ‘how it goes’.

A Level 1 with more challenge... More challenging… Level 2: Intentional planning for upcoming book structures Intentional change in Transitioning to Level 1: What makes it easy? structure creates a -Known words: Known words: Hayden see can a surprise ending and Repetitive Pattern More challenging… Name or Single line of text -Look -Children’s names -One line of text with 5 words requires Hayden to look 2 lines/ 2 different structures Some slight changes known word in (no return sweep) -Goal: Matching 1:1 on a carefully. “Look! in structure creates left hand start with repeating Teacher introducing structure: single line of text (and Here comes…” on most pages opportunities for position pattern Lucas is... “Here comes…” using noticing a change in pattern) (followed by friends’ names which looking and noticing. meaning and by letting child are known). hear it, say it, read it. Exaggerated Uses language spacing structure familiar between to the child Repetitive Pattern words/lines “Hayden can see” Picture clearly on most pages (with Multi-syllable illustrates what picture support for words (other text is saying solving the last word than names) which is not a known as last word to Teacher clearly word). assist with 1:1 demonstrating Moving On Up… Problem-Solving Trumps Accuracy The Process: Making Books for Zoey Level 1 to 2: Level 2 to 3: Checking to see what words Zoey knows how to write: Powerful Teaching: ❏ Left to right established ❏ Left to right + return sweep ❏ 1:1 pretty consistent (although ❏ Can manage a couple of structures (2 ❏ A clear goal in mind multi-syllable words still present some repeating or alternating) challenge) ❏ Careful observation Be strategic and be looking ahead to level 3. ❏ Known reading vocabulary usually noticed ❏ and used At each level build in… Responsive teaching ❏ Use pictures to aid use of meaning ❏ ● Exposure to new structures Teach ❏ Can continue an established pattern. ● Build in teaching of reading vocabulary ❏ Substitutions should make sense and usually ❏ Prompt ● Link new knowledge to text reading are appropriate structure. ❏ Reinforce ❏ Reading is word-by-word as child slows ***Do not be overly concerned about ‘label’ down to really look ❏ Monitor for change over time. words! But you can begin to demonstrate Zoey’s Known Words ❏ ***Do not be overly concerned about ‘label’ *Adapted from Writing Vocabulary task, in An Observation two ways to check: picture and first letter. Survey of Early Literacy Achievement, Clay 2006 32 33 words! (bunny/rabbit or tired/sleeping)

NEW PARTIALLY KNOWN KNOWN Example of a possible teaching sequence: The power of this is… ...far beyond what it appears!! TEACH PROMPT REENFORCE Goal: One-to-one matching 1. Praise for matching one-to-one. My Learning 2. Read next page to re-establish ‘I Goal: ● “If you run out of Because young readers are also learning ● “Did you have ● “You made it can…’ structure and to prevent words, go back and enough (or too match.” essential early reading behaviors make it match.” confusion of am/can. I can pay many) words?” ● “You read it Text: I can jump. ● “Did you run of with your finger 3. You can ignore the attention to (Demonstration) of words?” and made it hopping/jump discrepancy on materials gaged at just the right level the words. ● “You have too ● “Read that line match.” Child: I am hopping. for now. (Using initial visual of challenge, many words. You (or page) again ● “You have just is not our goal at the moment; need to go back and with your finger enough words.” make it match. Let and make it this will come later. And we with the help of teachers who know me show you.” match.” can’t do everything today!) what they can do and (Demonstration if needed) ● “Try that again Note: Our goal guides our 4. You may choose to add ‘can’ and make it interactions and keeps us to reading vocabulary. know how to build match.” focused. on this learning. Professional Development for Teachers: identified The Teachers The we le What Really Matters? themselves as developed early susl re reading behaviors Have a deeper tes t The Teachers children... ‘readers’ understanding of Developed a sense Were empowered to “Rigorous research Professional development should… illustrates the (directionality, 1:1, fit literacy processing of level A-C texts make instructional locate known) shortcomings of ★ Be intensive, ongoing and connected to practice. to inform instruction and challenges decisions based on the occasional, ★ Focus on student learning and address the teaching of they present for student needs and one-shot we ci t strengths workshops that specific curriculum content. the learner ★ were excited to many school Align with school improvement priorities and goals. big s o t systems tend to ★ Build strong working relationships among teachers. encounter the wanted to sa w pat Reflected on their provide, which read with next new book own practice & were Shared the value of generations of They suggest a paradigm of teacher professional learning based on and new learning, their teacher open to new ideas and Were thrilled to see the teachers have PD that was both derided.” evidence about the kinds of experiences that appear to feeling confident strategies to support level of student (& ★ Build teacher capacity and relevant and struggling readers. parent) engagement ~Linda Darling-Hammond ★ Catalyze transformations in teaching practice practical AND et al., Professional Learning related to the creation in the Learning Profession, ★ Resulting in improved student outcomes. easily implemented. of personalized texts. 2009

It’s as easy as 1-2-3 The Spin-offs… from an administrator perspective Start with The Spin-offs... (regarding PD at the K-1 levels) what they A big shift in teachers’ understanding of A shift as professionals engaged in know. ★ Students began to share little books in literacy learning and reading instruction. their own learning. partner reading and wanted to and were

Teachers have definitely raised the bar motivated to read the books of their ❖ Teachers are eager to “go deeper”, It’s as regarding expectations for each and every friends. asking “Why?” questions and student in their class. easy as actively seeking PD that is Make little

valuable and relevant. 1-2-3! books based ❖ Knowing more about reading instruction on known & ★ Students saw teachers had ❖ An active community of engaged ❖ Targeting instruction to meet learner’s interests. made little books and began to professional learners needs I am a make their own versions, ❖ Teachers as ‘reflective Provide ❖ reader! Building on what children know practitioners’, not just ‘doers’ support and creating links between reading ❖ Knowing their resources ❖ Conversations at Team Time feedback. and writing. ❖ Professional decision-making reflect these changes

The Spin-offs... The Spin-offs... The Spin-offs... ★ Teachers developed a deeper ★ Project was shared by a coach understanding of literacy and teachers on a Provincial ★ The French literacy coach at processing that allowed them to Learning Day to interested one of the schools was very be confident decision-makers teachers in a carousel format. interested in the project. ○ identifying strengths and Teachers were excited to share She began to work with her needs of learners their learning with others who K teachers to implement ○ matching texts to readers taught K-1 classes. Participants similar professional ○ using evidence to support were very interested! One development geared decisions around ‘next comment from a teacher who toward helping teachers steps’ attended was support struggling readers. ○ providing various levels of support to students “So simple but so brilliant!”