comprehensive literacy ycs 2012. key result: continuous, measurable improvement in literacy over...

Comprehensive Literacy

YCS 2012

Key Result: Continuous, measurable improvement in literacy over time for all students

Strategic Priority“That all students show progress in their learning

with an emphasis on literacy.“

80% of students on regular programs will meet an acceptable grade level on: Alberta Achievement Tests (AAT) Diploma Exams

Students will show continued growth and achievement concurrent with instructional time

Students will apply digital tools to gather, evaluate and use information

District Wide Writes

CTBS Results Modified and IEP Outcomes

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

Acceptable Exceeded Failed

ELA (Actual) 72.6% 8.3% 27.4%

ELA (8% Improvement)

91% 30% 10%

FLA (Actual) 64.7% 17.6% 35.3%

FLA (8% Improvement)

83% 29% 18%

Grade 3


ELA (Actual) 84% 11% 16%


94% 20% 6%

FLA (Actual) 83% 16.7% 16.75%


92% 33% 0%

Grade 6

Grade 9


ELA (Actual) 83.8% 8.1% 16%


91% 14% 9%

FLA (Actual) 85.7% 14.3% 14.3%


No difference from AB



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

Strategic Priority“That all students show progress in their learning with an emphasis on literacy.“

District Support

Creating Strategic Learners

Explicit Teaching

Literacy Across all

Subject Areas

Literacy withICT

Literacy is. . .

ECE - Towards Literacy: A Strategy Framework – 2008-2018)

. . . 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

(Alberta Education, 2010)

. . . acquiring, creating, connecting and communicating meaning in a wide variety of contexts

(Ontario Literacy and Numeracy Secretariat, 2008)

. . . the ability to read, write, create, interpret and present a range of media in all subject areas

Interpret

ProduceCommunicate

Literacy is . . .

(YCS 2012)

Critically

Creatively

Ethically

Reading

Writing Speakin

gListenin

g

using

to

in ALL subject areas and in life

Literacy Myths

Myth #2

Literacy = Language Arts

Students learn everything about reading and

writing in primary and elementary school.

Literacy instruction is the sole responsibility of Language Arts

teachers. Myth #3

Myth #1


Across ALL subject areas


Integrate literacy into all subject areas

Recognize that reading, writing & speaking are active and reiterative processes

Provide authentic learning experiences

Promote critical and creative thinking

Incorporate evidence-based instructional practices

To ensure all students achieve their full literacy potential . . .

Strategic Priority“That all students show progress in their learning with an emphasis on literacy.“

District Support

Creating Strategic Learners

Explicit Teaching

Literacy Across all

Subject Areas

Literacy withICT

Students should understand that they’re

expected to perform certain undisclosed

outcomes.

Besides . . . My system works!

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.

Using Rubrics Rubrics?! I never give my students rubrics! That’s equivalent to cheating! I might as well write their papers for them!

Formative & Summative Assessment

Using rubrics for

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

Organization

Word Choice

ConventionsSentence Fluency

Voice

Ideas

If people cannot write well, they cannot think well, and if they cannot think well,

others will do their thinking for them.

George Orwell

Assessing WritingFocus Trait Ideas

Guided and Collaborative Practice

Key Question

Key Qualities Topic Focusing the topic Developing the topic Using details

The heart of the piece – the main idea (topic) and the details chosen to develop it.

Does the writer stay focused and share original and fresh information or perspective about the topic?

Focus Trait Organization

Key Question

Key Qualities Creating the lead Using sequence and transition words Structuring the body Ending with a sense of resolution

The internal structure – the thread of meaning, the

pattern of logic.

Does the organizational structure enhance the ideas and make the piece easier to understand?

Focus Trait Sentence FluencyThe auditory trait -- how words and phrases

flow through the writing piece.

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 Question Can you feel the words and phrases flow together as you read it aloud?

Key Qualities Creating well-built sentences Varying sentence types Smooth and rhythmic Breaking “rules”

Focus Trait Conventions

Editing standards applied to a piece of writing to make mechanically correct and

easy to read. 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

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 niht the 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.

Color Crayon

Beware of conventions bias!

Ideas = 4 Organization = 4Conventions = 1

Scoring Color CrayonIdeas = 4 topic is focused clear and original main idea interesting details support the main idea

Organization

Word Choic

e

Conventions

Sentence Fluency

Voice

Ideas

Organization = 3

Sentence Fluency = 4

main idea clearly introduced writing is generally easy to follow attempts transitions end is predictable but connected

sentence structure usually controlled simple and compound sentences variety in sentence length and type

Assessing Writing

Independent Practice

Assess

Discuss

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 your results with colleagues Provide reasons/evidence for your score

Compare Compare your results to the

annotated papers

Trait Score Comments

Ideas 4 Clear, focused, interesting Holds reader’s attention Carefully selected details enhance the main idea

Organization

4

Beginning hooks reader Logical sequencing; easy to follow Ideas clearly connected Ending is appropriate & effective (though underdeveloped)

Sentence Fluency

3+ Sentence structure usually controlled (e.g. last sentence) Effectively uses simple & compound sentences Some variation in sentence length & beginning

Word Choice

4

Specific & accurate word choices Descriptive words used effectively & creatively Vocabulary is natural, effective & appropriate Word choices enhance meaning

Voice 4 Individual & unique Appropriate to audience & purpose Engages reader

Language Conventions

4

Most words spelled correctly Conventional end punctuation & capitalization usually

correct Errors sometimes affect clarity

Grade 3 - Expository

A New Class Pet


Ideas 3 Clear main idea/topic Details are general & straightforward; support main idea

Organization

3

Beginning clearly introduces main idea Sequencing is sound; generally easy to follow Most ideas are connected but some connections are

unclear

Sentence Fluency

3 Sentence structure usually controlled Simple & compound sentences present Some variety in sentence beginning

Word Choice

3 Familiar words are used correctly Descriptive words used accurately Word choices support meaning

Voice 3 Appropriate to audience & purpose Writer connects to audience


3

Many familiar words spelled correctly Conventional end punctuation & capitalization usually

correct Errors sometimes affect clarity


My Class Pet


Ideas 2 Topic beginning to be defined Recognizable main idea (underdeveloped) Details are few

Organization

1 Beginning provides little information; no ending present Sequencing is confusing Connections between ideas are missing/unclear

Sentence Fluency

1 Sentence structure impedes meaning Little variation in sentence type, length or beginning Simple and compound sentences present

Word Choice

2 Language is functional Words & expressions are simplistic Word choices support meaning

Voice 2 Some awareness of audience but limited connection Hints of a voice present


1

Spelling is generally phonetic; some words difficult to discern

Inconsistent use of punctuation & capitalization Little sense of standard conventions Errors interfere with clarity


A Rabbit


Ideas 2+ Topic is clear Recognizable main idea Details are few

Organization

2 Recognizable beginning & ending Writing is generally easy to follow Connections between ideas are vague

Sentence Fluency

3 Sentence structure is consistently controlled Some variation in sentence type, length or beginning Simple and compound sentences present

Word Choice

2 Language is functional Words & expressions are simplistic Word choices support meaning

Voice 2 Some awareness of audience but limited connection Hints of a voice present


4 Most words spelled correctly End punctuation & capitalization used correctly


Hamster


Ideas 3 Topic is general but consistent Ideas are appropriate Details are general; support main idea

Organization

2+ Clear & appropriate beginning Writing is generally easy to follow Ending is predictable (underdeveloped)

Sentence Fluency

2

Sentence structure sometimes lacks control; impedes meaning

Some variation in sentence length & beginning

Word Choice

3

Words & expressions are specific; enhance voice Language choices evoke clear images Vocabulary clarifies meaning; appropriate for intended

audience

Voice 3 Appropriate to topic, purpose & audience Reflects interest in & commitment to topic Writer engages audience


2 Spelling is inconsistent but readable Inconsistent use of capitals & punctuation Errors occasionally reduce clarity & interrupt flow

Grade 6 - Persuasive

Softball



Organization

4 Clear & appropriate beginning Writing is generally easy to follow Ending is predictable (underdeveloped)

Sentence Fluency

4



Word Choice

4


audience





Let’s Go Swim



Organization

1 Clear & appropriate beginning Writing is generally easy to follow Ending is predictable (underdeveloped)

Sentence Fluency

1



Word Choice

2


audience





Soccer

Setting Goals

Writing Across All Subject Areas

Setting Goals

Culture

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