please introduce yourself to the - pearson education

Please introduce yourself to the

members of your table group in a

round-robin fashion: • Name

• Board

• School

• Teaching Assignment

Welcome

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

"Every day is a winding road…" "It was a dark and stormy night…”

"Climb every mountain…” "I can see clearly now, the rain is gone…"

Which image/cliche best captures your

experiences and thinking with respect to

assessment, evaluation and reporting?

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

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?

Group Reflection

What are some ways that we are

gathering evidence of student

reading development in junior and

intermediate?

How are we documenting this

evidence of reading development?

Please be prepared to share some of your

ideas with the larger group.

Group Reflection

• Anecdotal notes

• Conferences

• Observations

• Interviews

• Portfolios

• Questions and Answers

• Response Journals

• Self Assessments

Assessment for Learning Strategies

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.

Reading Cueing Systems

Sources of Information that Readers Use

Meaning • semantic or meaning system

of language

• Meaning from words

• Meaning across a text

• Meaning from understanding

how texts are constructed –

form, characteristics

• Schema

Structure • syntactic system of language

• Sentence structure

• Inflectional endings, such as

ing and ed

• Phrase units

Phonological and Visual Information • sound system of language

• orthographic system of

language

• Sounds in words

• Distinctive features of letters

• Patterns of letters in words –

simple to complex

• Punctuation

Strategic Processing Systems for Reading

• Concepts of Print

• Solve Words

• Monitor and Correct

• Search for and Use

Information

• Summarize

• Phrasing and Fluency

• Adjusting

Thinking Within the Text

• Predict

• Make Connections

• Synthesize

• Infer

• Analyze

• Critique

Thinking Beyond and About the Text

Strategic Processing Systems for Reading

READING CONFERENCE RECORD

Making Meaning at the TEXT LEVEL – COMPREHENSION

RETELL Tell me all that you remember about the story.

RELATE 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

___________________________________________________________________________

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?

self-corrects

attention to punctuation

makes meaningful substitutions

reads-on

slows down

uses initial letters as a cue to decode

uses known parts of words

uses word segmentation/syllabification

Student name(s): Tracey

Date: April 6th 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

Student name(s): ______________

Date: ________Text read:_______

Focus: _____________________

Observations:

Documenting Student Learning

Junior/Intermediate Example

How are we supporting learners in

grades 3 – 8 that are “struggling”

with reading?

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.

Group Reflection

Comprehensive Literacy in the 21st Century

Differentiation

for ALL Learners

May 22, 2015 Maria Luisa Lebar

Peel Literacy Coordinator

• 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.

Beliefs:

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.

Meaning Maker 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.

Code User

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.

Text User 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.

Text Analyzer The Literate Learner

Based on Freebody & Luke’s Four Resources Model, 1990

For discussion purposes only based on the work of the

Collaborative Inquiry in Literacy 2009-10.

21st Century Learning

“Literacy is defined as the ability to use

language and images in rich and varied forms

to read, write, listen, speak, view, represent,

and think critically about ideas.

It involves the capacity to access, manage,

and evaluate information; to think

imaginatively and analytically; and to

communicate thoughts and ideas effectively.

Literacy includes critical thinking and

reasoning to solve problems and make

decisions related to issues of fairness, equity

and social justice. Literacy connects

individuals and communities and is an

essential tool for personal growth and active

participation in a cohesive, democratic

society.”

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.

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

Comprehensive Literacy is:

RECEPTIVE Understanding

Texts

READING,

LISTENING,

VIEWING

Adapted from Literacy for Learning:

The Report of the Expert Panel on Literacy in Ontario. 2004.

EXPRESSIVE

Creating Texts

WRITING,

SPEAKING,

REPRESENTING

Meaning Making Integration of receptive and

expressive modes in the digital age.

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

Reading Assessment Key Messages

Leveled Literacy

Intervention within a

Comprehensive Literacy

and Tiered Intervention

Approach

“ 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

Beliefs about Assessment

For a Few

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.

Leveled Literacy

Intervention

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

You do your own

thinking or with peers. I do.

You think.

I do.

You help.

You do it with

peers. I help.

You do your own

thinking or with peers.

Examples

-KWL

-anticipation guides

-brainstorming

-reading and

writing aloud

-direct

explanation

with example

-shared

reading and

writing

-shared media

experience

-guided reading

and writing

-literature circles

with coaching

-inquiry circles

-reciprocal

teaching

-jigsaw

-independent

application of skill

-informal conferences

-exit tickets

Gradual Release of Responsibility

I do assessment for learning.

I do assessment for learning.

Instructional Approaches

Te

ach

er

Su

pp

ort

High

Low

Guided Practice

Independent Practice

Shared Practice

Modelled Practice TO

WITH

BY

Independent Practice What do the

students

know?

What makes instruction different?

•The intensity of teaching

•The consistency of support

•The immediacy of feedback

•The quality of the teaching

What does “Intervention” mean to you?

Turn and talk in your table groups.

“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

Beliefs about Intervention

Research shows that we

can teach most children to

read and write when . . .

we do it early to help close

the learning gap and we

do it well.

We do it well means

observing, assessing,

making inferences

and then teaching.

15 Keys to a Successful Intervention

• occur frequently

• low teacher/student ratio

• short term

• structured and systematic

• fast paced

• include comprehension and vocabulary

• be supplementary

• combine reading and writing

• include systematic phonics

• develop fluency

• based on high-quality texts

• includes assessment and progress monitoring

• connects to classroom

• connects to home

• developed and presented in connection

with professional development

When Readers Struggle pp. 498-501

• 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.

What is LLI?

• The goal of LLI is to provide support based

on focused and targeted instruction with well-

defined learning goals. The intervention is:

• Short-term (18-24 weeks in duration)

• Small-group (3 students)

• Frequent weekly instruction for 30 minutes

daily

What is LLI?

Selecting Students for LLI

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?

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.

Whom is LLI for?

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.

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.

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)

Which assessment tools might support the selection of students for LLI?

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.,

If further

investigation is

required to identify

students with the

greatest needs, use

some of or combine

parts of other

assessment tools

e.g.,

A collaborative team approach will

support assessment and selection of

students for a LLI group.

PM

Benchmarks/

Running

Records from

levelled and

self-selected

texts

Observation

Survey of

Early

Literacy

Achievement (*or parts of)

EXAMPLE:

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.

Can LLI support ESL programming?

Accommodations and modifications

available to ELLs should continue to be

applied when a student is involved in LLI.

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?

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?

Questions to consider prior to selecting an ELL for a LLI group

“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

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.

Which teachers might provide instruction using LLI?

Using Leveled Literacy Intervention

Lessons to Support Differentiation

within a Comprehensive Literacy

Framework

Entry points within a . . .

Guided Reading

-less intensive

-materials from classroom and/or

book room

-lesson structure more variable

Leveled Literacy Intervention

-intensive

-group size limited

-lesson structure prescribed

Comprehensive

Literacy Framework

Small

groups

Levelled

Texts

What needs to be in place in our classrooms

in order for teachers to implement guided

instruction?

LLI Implementation Considerations

We need to create learning conditions that

foster independence so that students can

work for longer periods of time independently.

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.

What should be considered in order to

prepare for the implementation of LLI?

Why is small group instruction important

for all learners?

Guided Practice Benefits of Small Group Instruction

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.

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

Benefits of Small Group Work

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)

Observe

Assess

• Observe reading behaviours

Infer

• Use behavioural evidence to infer strengths and needs in the processing system

Teach

• Teach for Strategic Actions • Prompt for Strategic Actions • Reinforce Strategic Actions

Select Appropriate

Text

Teaching-Learning Cycle

New Information

TEACH

Has some control

but not

consistent

PROMPT

Well controlled

most, if not all, of

the time

REINFORCE UNKNOWN

Partially Known

Known to Flexibly Known

Aligning Guided Instruction

Leveled Literacy Group

Guided Reading Group 1

Guided Reading Group 2

Guided Reading Group 3

Guided Reading Group 4

Gro

up

s b

ase

d o

n

com

mon

instr

uctio

na

l g

oa

ls

Scheduling Guided Reading

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.

Supporting the Implementation of LLI

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

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.

Using a collaborative inquiry approach

to support the implementation of LLI?

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).

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.

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.

What can I teach my students

today, that will make a difference

in their learning tomorrow?

Final Thought

Levelled Literacy Intervention

Osprey Woods Public School

Mississauga, Ontario

• Using LLI to support junior learners at

Osprey Woods: Classroom teachers,

ISSP/ESL teachers

• Selecting students for LLI groups

• What is working? Obstacles/challenges?

• Using the reading records in LLI

What is working? What is challenging?

• Monitoring students' reading progress

• Impact on students' reading progress with

junior learners

• Measuring students' reading development

• 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.

One Student’s Journey

• 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

• Read with a group for the first few months

• Discontinued after Christmas

“Why can’t I read with you anymore?”

A New Year