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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