1. Welcome Literacy for Learning Effective Literacy Instruction,
Grades 4 to 6
Welcome, we are delighted to be able to spend the 3 days with you, bonding as a learning community. We will be:
broadening our understanding of what effective instruction looks like;
fine tuning the sessions to meet the needs of future participants.
Directions to Presenters:
Add housekeeping details: location of washrooms; breaks through the day; how you will re-gain their attention; need to sign in; and expenses.
Parking lot
Emergency exits
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2. The team: Catherine McVie – Superintendent of Program
Donna McMillan – Education Coordinator
Alison Craig – Vice Principal, Chimo
Melody Stanton – Teacher, Front of Yonge
Lianne Swann – Teacher, Linklater
Judy Wilson – Teacher, Plantagenet
Patricia Baker – Teacher, Maynard
Tracy Staples – SAT Rideau Education Centre

3. Overview Day 1 (lead teacher) One day collaboration at school
Day 2 (lead teacher & junior teacher DECEMBER 1 or 2)
Day 3 (lead teacher & junior teacher FEBRUARY 8 or 9)
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4. In School Collaboration after Day 1 December
Critical Literacy Comprehension Strategies
Carousels:
Mining the Text
Literature Circles Reader’s Theatre
Comprehension Strategies
Gradual Release Model
Read Aloud
Shared Reading
Guided Reading
Independent Reading
October
February
Literacy for the 21st Century
Junior Writer
Shared Writing Lesson
Guided & Independent Writing
Word Work (spelling) & Vocabulary Development
The Junior Learner
Multi-literacies
Reciprocity of Literacy Processes
Speaking & Listening, Reading & Viewing, Writing & Representing
4 Roles of the Literacy Learner
Meaning Maker, Text User, Code User, Text Analyzer
Critical Literacy
Knowing the Learner
Assessment informing instruction
The Learning Environment
Effective Literacy Instruction
Gradual Release of Responsibility, Instructional Approaches
Teacher Collaboration
Knowing Ourselves as Learners (MI)
Assessment & Planning
This placemat provides a roadmap for our journey for the year. Using this placemat will allow us to make connections between the big ideas and the concepts discussed in each section over the course of each day.
Refer to In School Collaboration to make notes
Visual Literacy Activities
In School Collaboration after Day 1
In School Collaboration after Day 2
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5. It’s finally our turn!!! These training sessions will: validate;
challenge;
stretch; and
support.
We value your expertise. You bring a wealth of knowledge and experience to the work we will do together over the next few days.
Your feedback and input are important to us.
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6. These training sessions:
are based on Literacy for Learning The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario; current research and best practice;
reflect the information in the junior Guide to Effective Literacy Instruction; and
present material designed with the target audience in mind.
The presenters will be sharing with you many of the key messages addressed in the Expert Panel Report, and The Guide to Effective Literacy Instruction.
It is important to remember that the essence of these messages stay intact as they are presented to the various groups over time.
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7. So much to share… So little time…
During these training sessions, we will examine
literacy in the 21st century
the junior learner, and context
effective literacy instruction
resources
Participants will leave these sessions with a deeper and broader understanding of
the key role teachers play in creating an environment for junior students that is conducive to learning
the junior learner, and the context of the junior learner,
what it means to be literate in the 21st century
what effective literacy instruction looks like in grades 4 to 6
topics such as assessment, differentiated instruction, critical literacy, cross-curricular literacy, and multi-literacies such as media literacy, technological literacy and initiating professional dialogue and collaboration
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8. That’s Me/That’s Us Activity Building a Community of Learners
This “getting-to-know-you” activity enables teachers to begin the process of building a community of learners. Participants learn about their similarities and differences.
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9. That’s Me/That’s Us
A number of criteria will be read (e.g., Like to write poetry.)
If the criteria fits an individual stand and respond “That’s Me”. OR
If the criteria fits the group, members stand and respond with “That’s Us”.
Determine your similarities and differences.
This activity allows individuals to create the criteria for group responses. Group members can determine similarities and differences. The activity can be conducted orally or in written form.
Directions for Presenter:
Invite the groups to read the directions on the slide.
Allow 6 min. for completion of activity.
Explain that you will be reading a number of criteria. If the criteria fits an individual, he/she stands and says “That’s Me”. If the criteria fits a group or table, participants stand and say “That’s Us”.
Read the following criteria and pause for individuals to answer:
Like to read both fiction and non-fiction.
Work for the __________ District School Board (or school).
Enjoy traveling to exotic places.
Doodle while talking on the phone.
Would rather converse through than talk on the phone.
Have subscriptions to more than two magazines.
Would rather talk about ideas than write about them.
Have more than five children.
Is a first year teacher.
Has been teaching for more than 10 years.
Will eat your children’s halloween candy.
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10. What It Means to Be Literate
“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 enables us to share information, to interact with others, and to make meaning. Literacy is a complex process.”
(Literacy For Learning, The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario, 2004 )
A broad consensus now exists indicating that proficiency in literacy is one of the major keys to long-term success in school and throughout life.
Your thoughts on literacy probably included many of the same statements as the definition from the Expert Panel Report.
Note:
Throughout the training manual, there will be opportunities to reflect on the activity and how it supports the guiding principles of the Expert Panel Report. This reflection is referred to as “Partner Debriefing”. While one presenter conducts the activity, a second presenter “debriefs” it with the participants. This is to assist teachers in connecting the training to classroom application.
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11. Activity: What does it mean to be literate?
Working in groups of 3 or 4.
Write 3 ideas on chart paper to complete the sentence stem, “Being literate means…”. (5 minutes)
Table share
Literacy in the twenty-first century is constantly evolving. Think about the question: What does it mean to be literate? (in threes or fours – 2 groups per table)
Directions for Presenter: Provide ½ sheets of chart paper for each participant.
Ask participants to write 3 statements on chart paper using the sentence stem “Being literate means…”. Each statement should begin with the sentence stem. (5 min.)
Provide masking tape and have participants tape chart paper to the walls when finished.
Extension: Have participants stand in 2 circles – one circle on outside facing in and the other circle on inside facing out. Participants should be facing a partner.
Partners read each other’s responses and comment on similarities and differences. (5 min.)
EXTENSION…Move inside circle one person to the right. Partners present similarities and differences noted with first partner to a new partner. (5 min.) Return to table groups.
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12. What It Means to Be Literate
Debriefing the activity “What it means to be literate...”
Seven Guiding Principles (refer to handout in package)
Thinking about the question
Writing thoughts coherently, yet succinctly
Reading the ideas of others
Talking and listening
Thinking critically as you compared similarities and differences
Presenting ideas to a new partner
It is important to note that individuals are more literate when they are able to share and interact with others in order to make meaning. During this interaction, learners are often presented with new information or new perspectives which develop new knowledge and create a deeper understanding.
NOTE: 7 guiding principles are throughout the two expert panel documents (refer to handout)
Directions for Presenter:
Begin anchor chart entitled “Collaborative Learning Tactics” (use chart paper and heading on BLM 1.1.2). Add Inside/Outside Circle.
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13. Guiding Principles:
Literacy learning in the junior grades can transform children’s lives.
The goal of all literacy instruction is to enable students to make meaning from and in the wide range of texts they will encounter and produce at school and in the world.
All junior students can develop as literate learners when they receive scaffolded support that prepares them for higher learning and growing independence.
Students are motivated to learn when they encounter interesting and meaningful texts on topics that matter to them.
Teachers continually assess the literacy learning of their students in order to design classroom activities that will promote new learning for each student.
Teachers continually develop their professional knowledge and skills, drawing on lessons from research to improve their classroom practice.
Successful literacy learning in the junior grades is a team effort, acquiring the support of the whole learning community – including teachers at all grade levels, school administrators, support staff, the board, the parents, and community members.
Pointed Reading by Kylene Beers:
Form of shared reading improves social, emotional and cognitive confidence
Repeated readings “point to passages or words of particular importance to individual reader.
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14. What It Means to Be Literate
“Literacy is about more than reading and writing – it is about how we communicate in society. It is about social practices and relationships, about knowledge, language and culture. Literacy…finds its place in our lives alongside other ways of communicating. Indeed literacy itself takes many forms: on paper, on the computer screen, on TV, on posters and signs. Those who use literacy take it for granted – but those who cannot use it are excluded from much communication in today’s world. Indeed, it is the excluded who can best appreciate the notion of literacy as freedom.”
(UNESCO)
In this definition of literacy from UNESCO’s statement for the United Nations Literacy Decade, 2003 – 2012, it is important to note that literacy connects individuals and communities and is an essential tool for personal growth and active participation in a democratic society.
Directions for Presenter:
Read the definition out loud.
It is apparent that today’s students need to be competent in multi-literacies using various modes of communication.
What are the implications of this definition of literacy for our junior learners? (Allow a moment for quiet reflection)
Note: This would be a good spot to introduce the reflective journals.
Most junior learners have developed the fundamentals of reading, writing, listening and speaking.
In order for junior learners to take their place in the twenty-first century, literacy instruction in the junior grades must engage students purposefully with a wide variety of texts and technologies.
It must enable students to develop as active, critical, responsible and creative communicators who are able to access the resources of a multicultural, multimedia world.
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15. Big Ideas - Overview Multi-literacies
Reciprocity of Literacy Processes
Speaking & Listening, Reading & Viewing, Writing & Representing
4 Roles of the Literacy Learner
Meaning Maker, Text User, Code Breaker, Text Analyser
Critical Literacy
Knowing the Learner
Assessment informing instruction
The Learning Environment
Effective Literacy Instruction
Gradual Release of Responsibility, Instructional Approaches
Teacher Collaboration
This introduces the big ideas which synthesize the enduring understandings regarding what it means to be literate.
This includes the roles of the literacy learner, and the processes they use.
It includes knowing the students we are working with, both personally and academically.
It also involves structuring the learning environment and providing learning experiences that will support all students in their continuing growth as literacy learners.
It emphasizes the need for teachers to plan collaboratively and take collective responsibility for the learners in their schools.
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16. Activity: 4 Roles of the Literate Learner
Using the puzzle pieces in the envelope, construct the four roles of the literate learner.
What are the implications of the four roles for teachers and students?
Literacy is a complex interaction of skills and resources that the learner draws upon to make meaning from texts of many types. Researchers, Freebody and Luke, have designed a “four resources model” to assist in understanding the interactive process of the literate learner.
Directions for Presenter:
Creating the Four Roles of the Literate Learner Puzzle (10 min.)
Provide each table group with two envelopes of puzzle pieces
(see BLM 1.1.3).
Have participants work in triads to create the puzzle and discuss the implications of the four roles for teachers and students.
Provide 6 min. for construction of the puzzle and the discussion.
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17. 4 Roles of the Literate Learner
Students must learn to make meaning of texts, break the code of texts, use texts functionally and to analyze and critique texts.
Students integrate all four roles as they read, write, listen, speak, view and represent.
Code User
Recognizes and uses the features and structures of written, visual, and spoken texts, including the alphabet, sounds in words, spelling, conventions, sentence structure, text organization, graphics and other visuals to break the “code” of text.
Text User
Understands that the purpose and audience help to determine the way a text is structured, the tone, the degree of formality, and the sequence of components, and uses this knowledge to read, write and speak.
Meaning Maker
Uses prior knowledge and experience to construct and communicate meaning when reading, writing, and speaking.
Text Analyser
Understands that texts are not neutral, that they represent particular views and perspectives may be missing, and that the design and messages of texts can be critiques and alternatives considered.
Note CODE USER SHOULD READ CODE BREAKER
Literate students use the four roles:
meaning maker
code BREAKER
text user
text analyzer
Students must learn to make meaning of texts, break the code of texts, use texts functionally and to analyze and critique texts.
Students integrate all four roles as they read, write, listen, speak, view and represent.
in an integrated way as they read, write, listen, speak, view and represent.
Literacy For Learning,
The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario, 2004, p. 9
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18. Reading (and viewing) Writing (and Representing) Thinking Making
Meaning
Thinking
Thinking
Talking
And Listening
This visual represents how reading, writing, talking, listening, viewing and representing are used in combination to make meaning.
Directions for Presenter:
Draw participant’s attention to Literacy For Learning, The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario, 2004, p.14
Literacy For Learning,
The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario, 2004, p.14
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19. 4 Roles of the Literate Learner
Implications for teachers:
explicit and systematic teaching of the 4 roles;
appropriate resources to demonstrate the roles.
Implications for students:
multiple opportunities to practise the 4 roles;
exposure to texts of many types.
There are many important implications for teachers, such as
explicitly teaching the roles so that students understand what they are required to do;
selecting texts that support the 4 roles that the students are trying to learn.
Directions for Presenter:
Ask participants to add any other implications they discussed.
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20. Activity: Code Breaker
Read the text entitled “Meager Maroon Capuchin”.
Note (record on sticky notes) the strategies you used to help “crack the code”.
Activity: Using the Four Roles of the Literate Learner
Part A: Code Breaker
Directions for Presenter:
Explain that code users use a variety of strategies to break the code of the text. They ask themselves the question: How do I crack this?
Distribute copies of the text “Meager Maroon Capuchin” to each participant (BLM ).
Instruct participants to read the text.
While reading, participants are to note the types of strategies they used to crack the code of the text. (7 min.)
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21. Code Breaker Draws on a repertoire of known words
Continuously develops a reading vocabulary
Uses word-solving strategies
Uses language conventions and text features
Recognizes and uses visual information
During your analysis, you probably recorded some of the following points. This list demonstrates just some of the ways students break the code of texts while reading.
Students who are code BREAKERS:
draw on a repertoire of known words – high frequency words that are automatically recognized as well as cross-curricular vocabulary;
continuously develop an understanding of how language and words work (e.g. text forms; literary techniques);
use word-solving strategies (e.g., chunking words, uses knowledge of root words and prefixes and suffixes, uses word origins);
use language conventions (e.g., punctuation, bold, italicized words) and text features (e.g., glossary, index, table of contents, bold text) to aid comprehension;
recognize and use visual information to aid comprehension.
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22. Activity: Meaning Maker
Say Something
Work with a partner.
Listen to the text being read aloud.
When reading stops, say something to your partner about what has been read (make connections, predictions, inferences).
In the role of meaning maker, students constantly ask themselves “What does this mean?” The Say Something Technique is used:
to help students monitor their reading by making connections; and
can be used when reading narrative and informational text
If you were using Say Something with students, you would have them:
Work in pairs to read or listen to a text;
At student-selected or teacher-designated points, stop to “say something” to their partner about what they have read or heard. For example, they might comment on a new idea or a character’s actions. (2 min. each time);
Repeat the process throughout the reading of the text.
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23. Rules for Say Something
1. With your partner, decide who will say something first.
2. When you say something, do one or more of the following:
make a prediction
ask a question
clarify something you had misunderstood
make a comment
make a connection
3. If you can’t do one of those five things, then you need to reread.
Source: When Kids Can’t Read - What Teachers Can Do by Kylene Beers p. 107, 108
Sourced in slide show. When explicitly teaching it is suggested to work on one or two comprehension strategies at a time, but ultimate goal is for students to do all 5 when they read. Extension respond in writing (but begin with talk)
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24. Say Something Make a connection text-to-text text-to-self
text-to-world
Now we will have an opportunity to try Say Something. Please read the beginning of the story “Sergei” (BLM 1.1.5) and stop at the end of the second paragraph.
Directions for Presenter:
Ask participants to say something to a partner – to make a connection to the story. The connection might be to:
a personal event or experience (text to self)
a connection to another text read (text to text)
a world event (text to world)
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25. This character (fill in name) is like (fill in name) because...
Make a Connection
This reminds me of...
This part is like...
This character (fill in name) is like (fill in name) because...
This is similar to...
The differences are...
I also (name something in the text that has also happened to you)...
I never (name something in the text that has never happened to you)...
This character makes me think of...
This setting reminds me of...
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26. Make a prediction – What do you think is the cause of Sergei’s change?
I predict that...
I bet that...
I think that...
Since this happened (fill in detail), then I bet the next thing that is going to happen is...
Reading this part makes me think that this (fill in detail) is about to happen...
I wonder if...
Please read the text until the end of the fourth paragraph.
Directions for Presenter:
Ask participants to make a prediction to their partner;
Read to the end of the text and participants can confirm predictions;
Discuss how you used the Four Roles of the Reader during the Say Something activity.
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27. Meaning Maker
Recognizes that reading always involves a search for meaning
Knows and applies a variety of comprehension strategies
Self-monitors when reading, recognizes when comprehension breaks down and takes steps to restore it
This slide and the following slide outline the skills that meaning makers apply when reading.
Students who are meaning makers:
realize that they have a repertoire of strategies that they use when reading and writing, and that they use them in whatever combination meets their needs.
Teachers need to make explicit what strategies proficient readers and writers use to make meaning.
Strategies include:
Visualizing; making connections; inferring; determining important information; synthesizing; and questioning.
When monitoring comprehension, students know when it breaks down and how to repair their understanding. They may re-read, read ahead, use word solving strategies, talk to others, subvocalize (whisper read), track text with a highlighter, finger, ruler etc., use text features etc.
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28. Meaning Maker Continued
Sustains comprehension and maintains interest over extended periods of time
Demonstrates a continuous awareness of personal reading strategies and processes (metacognition)
Responds to texts in a variety of ways
Students who are meaning makers:
understand that reading and writing are active processes
understand that making meaning involves negotiating with the text, the author and themselves
are actively engaged with text and are aware of their purpose for reading
have control over the strategies outlined on the previous slide and know when to employ them
are aware that they are actively engaged in thinking while they are reading
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29. Activity: Text User
Use your knowledge of the comic strip format to generate a thought that could be running through
the teacher’s mind.
Text users understand the purposes of different written, spoken and visual texts. They use this knowledge to comprehend a variety of text types. They ask themselves: What do I know about this text form that will help me make or convey meaning?
Directions for Presenter:
Distribute a photocopy of the comic strip (BLM 1.1.6) to each participant;
Ask participants to use their knowledge of the comic strip format to generate a thought bubble that could be running through the teacher’s mind. (5 min.);
Have participants share their thoughts with a partner;
Debrief how knowledge of this text form helped participants write the thought bubble.
For those people who need to know author Lynn Johnston’s version of the thought bubble: “He’s good. Totally annoying, but good.”
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30. Text User
Recognizes and understands the structures of a variety of text forms
Writes for a variety of purposes
Matches the text form to the audience and to the purposes for writing
Effectively uses the language features and conventions of a variety of text forms
Recognizes and conveys voice
Directions for Presenter:
If participants came up with some or all of these ideas then recognize that they have done so.
Students who are text users:
understand how language works
know the structures of a variety of text forms
understand that audience + purpose = form
consciously apply the strategies and skills they have learned in reading to their writing and apply the strategies they have learned as a writer to help them understand the written works of others during reading.
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31. Activity: Text Analyser
While viewing the video-clip, consider two perspectives to analyse.
Directions for Presenter:
Distribute a Mind and Alternative Mind Portrait sheet to each participant (BLM 1.1.7).
Explain that participants are going to be text analysers of a video clip of your choice.
Remind participants to consider two perspectives to analyse while they are viewing the video clip.
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32. Video-clip
Show video clip of your choice (length – 1 min.) Please preview and obtain copyright for anything that you use.
In training suggested “Bundle Up” Kids (Long Live Kids, TV and Me Video distributed to all participants)
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33. Activity: Text Analyser
Draw two head silhouettes.
Represent one perspective in the first head and another perspective in the second head.
Share your mind and alternative mind portraits with a partner.
Invite participants to label and represent the two perspectives they have chosen (5 min.), and then share their mind and alternative mind portraits with a partner (5 min.).
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34. Activity: Text Analyser
Mind and Alternative Mind Portraits
This technique allows readers/viewers to examine two different points of view.
Each perspective is represented on a “mind” graphic organizer through words, drawings or collages.
In the role of text analyser, students constantly ask themselves questions such as: “How does this affect me? What action will I take? What is the author’s intent?”
The Purpose of Mind and Alternative Mind Portraits is to enable readers and viewers to examine two different points of view. Both points of view may be represented in the text or one may appear in the text and the other may be silenced or missing from the text.
If you were using Mind and Alternative Mind Portraits with students, you would have them:
Read or view the text.
Begin by selecting the two perspectives they will analyse.
Sketch the silhouettes of two heads. In the first silhouette, they represent the first person’s perspective by writing words, drawing sketches or creating collages.
Repeat for the second perspective and then share with a partner.
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35. Text Analyser
Is aware of and can identify how texts are crafted to represent the views and interests of the writer.
Understands that information, ideas and language in texts influence the reader’s perceptions and texts empower or disempower certain groups
Directions for Presenter: If participants came up with some or all of these ideas then recognize that they have done so.
Notes:
Explain that videos may act as a “mentor” text or model text for students. A mentor text is one that is explicitly taught and referred to as students study similar text forms, genres, etc.
Students who are text analysers:
recognize the author’s intent and point of view
look for voices which may be marginalized or ignored
are aware of the techniques the author used to influence the reader (word choice, text form, features of text)
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36. Text Analyser:
applies higher-order thinking skills to deepen understanding and to deconstruct the author’s message
analyses ideas, information and perspectives in texts
engages in critical literacy/inquiry
recognizes bias, omission and multiple perspectives.
Teachers need to help students, through explicit instruction, understand that there is no such thing as a neutral text.
Students who are text analysers take a critical stance by:
questioning the author’s intent, expertise, information and credibility
questioning the power relationships in the text (the voices heard – marginalized – not heard – gender)
asking “What can I do about this?” “What action could I take?”
relating the text to personal experiences and community or global events
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37. Wrap up Text User Code User Meaning Maker Text Analyser
Directions for Presenter:
Click once to begin animation.
While these 4 roles may be taught individually, they are applied simultaneously by proficient communicators. The challenge for teachers is to use their assessment data regarding which roles the students are currently using to plan the next steps for instruction.
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38. Break Snacks and washroom break… Be back on time for a door prize!
Next go to Multiple Intelligence Slide Show
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