Be Innovative - Literacy

Potential Data Sources:

It is recommended that data is collected a minimum of three points in the school year.

ALO/DIBELS

BOY (Beginning of Year)

• Number of words read correctly on an Oral Reading Fluency (ORF) for Grades 2-6

• Number of words read correctly on an Oral Reading Fluency (ORF) for Grades 7-8 (for students at-risk based on scores of Maze)

• Letter naming fluency for K-1

• Level 1 ELSB (Early Literacy Skills Builder Program for students in ECL classes) 

MOY (Middle of Year)

• Number of words read correctly on an Oral Reading Fluency (ORF) for Grades 1-6

• Number of words read correctly on an Oral Reading Fluency (ORF) for Grades 7-8 (for students at-risk based on scores of Maze)

• Letter naming fluency for K

• Increased level ELSB

EOY (End of Year)

• Number of words read correctly on an Oral Reading Fluency (ORF) for Grades 1-6

• Number of words read correctly on an Oral Reading Fluency (ORF) for Grades 7-8 (for students at-risk based on scores of Maze and students who completed a reading intervention)

• Letter naming fluency for K

• Final level achieved ELSB

Overall Approach 1:

Increase overall reading fluency. 

Strategies:

All of these strategies can be used during Tier 1 and 2 instructional interventions.

• Students will be exposed to pedagogical practices that support fluency ___ number of times per week:

  • Partner Reading & Paragraph Shrinking; 

  • Repeated Reading (e.g., Flyleaf books, UFLI passages, etc.)

  • Consistent review of letters and sounds (K-1)

  • Fluency activities (e.g., Readers Theatre, fluency grids, ReadWorks Passages, Newsela, etc.)

• PD around fluency understanding and practices (e.g., Elementary Code 80 days, lunch and learns, Secondary Structured Literacy PD, etc.)

• Consultation with SLP/Psych to identify specific students for intervention (Tier 2 or 3)

• Use screening data (e.g., Acadience, DIBELS) to form targeted fluency small groups 

Potential Data Sources:

• Explicit testing of receptive/expressive targeted vocabulary acquisition 

  • Teacher created test material  

    • choice of two definitions; 

    • student providing definitions; 

    • correct vs incorrect context; 

    • student applying word in a new sentence; 

    • student choosing picture representation of vocabulary words from an array of 4, etc. 

• Tracking student use of targeted words in oral/written forms.

• Accuracy rates on Oral Reading Fluency

Overall Approach 2:

Increase vocabulary acquisition through direct and indirect explicit instruction.  

Strategies:

All of these strategies can be used during Tier 1 and 2 instructional interventions.

• Students will be exposed to pedagogical practices that support vocabulary development ___ number of times per week:

  • Explicitly teach new vocabulary through rich and diverse texts (i.e. : Pre-select (2-3) vocabulary words & pause during read aloud to provide a student friendly definition of targeted vocabulary; ONlIt.org Read Aloud Routine for Improving Vocabulary and Comprehension, Lexia, Word Connections, etc.

  • Display a targeted vocabulary anchor chart in written form with visual support when possible

  • Pre-teach subject-specific vocabulary to all students so vulnerable students benefit (e.g., at-risk, ML, students who are accommodated or modified in language) 

  • Insert or embed higher-level vocabulary in conversations, instructions (e.g., play, class discussions, etc.), writing, and assessments

  • Review of target vocabulary lesson to allow repetition and additional practice

  • Identify parts of multisyllabic words (e.g., prefix, suffix, base, etc.)

  • Learning the meaning of new words and deepening understanding of somewhat familiar words by relating these to known words and concepts 

  • Sorting, categorizing, and classifying words based on semantic features

  • Linking new words to previously learned words based on their semantic features

  • Recognizing that certain words have multiple meanings, which may cross over various parts of speech or grammatical functions. For example, I tripped on some rocks (noun). This movie rocks (verb).

  • Using words flexibly, adding new meanings to previously learned words, enhancing the depth of their vocabulary

• PD for staff around the different levels of vocabulary and evidence based teaching strategies (e.g., SLPs have ready-made vocabulary presentations, staff meetings, book club (Strive for Five), lunch and learns, Secondary Structured Literacy PD, etc.)

• Consult your school ESL Itinerant to collaborate on instruction for ML students

• Consultation with SLP for specific students for intervention

Potential Data Sources:

It is recommended that data is collected a minimum of three points in the school year.

ALO/DIBELS

BOY

Kindergarten - Letter Naming 

Gr 1 - Nonsense Word Fluency

Gr 2-6 Oral Reading Fluency

MOY/EOY

Kindergarten Nonsense Word

Grade 1-6 Oral Reading Fluency

Overall Approach 3:

Increase accuracy and word level reading and spelling through direct and indirect explicit instruction. 

Strategies:

All of these strategies can be used during Tier 1 and 2 instructional interventions.

Students will be exposed to pedagogical practices that support phonics development ___ number of times per week:

• Explicitly teaching that there are multiple ways to spell some phonemes and choosing between multiple graphemes to spell a phoneme 

• Identifying the position of the grapheme or phoneme and their knowledge of position-based tendencies, as necessary, to support spelling and determine accurate pronunciation when reading

• Explicitly teaching that words consist of bases that convey meaning and that can be modified with affixes (prefixes and suffixes) to change the meaning of the word. 

• Recognizing that adding prefixes and/or suffixes may have  three other impacts on the resulting words: 

  • changing the word’s function or role in a sentence (e.g., changing a verb to a noun);  

    • changing the word’s pronunciation (e.g., medic vs. medicine); and/or 

    • uncommonly, changing the word’s spelling (e.g., hop vs. hopping, divide vs. division) 

• Segment words into recognizable morphemes and to apply their morphological knowledge to spell and read longer and more complex words 

• Use phonological, grapheme-phoneme correspondence, orthographic, and morphological knowledge to decode and spell words with irregularities

Potential Data Sources: 

• ENL1W grade 9 English credit accumulation

• Attendance 

• ENG2D/P Pathways

Overall Approach 4:

Increased engagement with all students in ENL1W through direct, explicit differentiated instruction.

Strategies:

All of these can be used as in-class instructional strategies.

Students will be continually exposed to UDL/DI/CRRP pedagogical practices throughout the school semester/year by:

• Explicitly incorporating culturally responsive and relevant diverse texts into Books Clubs/Literature Circles and shorter texts (essays, newspaper articles, short stories, etc.) with student choice so that teachers move away from one core text/novel studies;

• Moving away from genre-based units and into a more skills-based teaching approach so that Strand A transferable skills are taught in connection with strands B to D and not in isolation; 

• Explicitly teaching targeted mini lessons of the Language Continuum (grades 1-9 - initial development, consolidation, and refinement of learning skills) to help prepare all students use these conventions in their own writing and in oral language practice (to build strength and confidence in writing and oral communication); 

• Pre-teaching and using engaging and relevant Mentor Texts to guide students with writing so that they can discover/develop ideas, understand/organize/craft various writing structures (beyond the 5-paragraph essay);

• Embedding UDL/DI/CRRP Pedagogical Practices into classroom instruction so that all students see themselves in the curriculum and are empowered in their learning;

• PD for staff around UDL/DL/CRRP Pedagogical Practices, Mentor Texts, and skills-based approach to student learning (instead of genre-based unit approach;)

• Incorporate A.I. resistant assessments for writing using Process folio approach (TC2 - Garfield Gini-Newman) so that students engage in prospective thinking, use genuine critical thinking skills, and provide a more reliable body of evidence of learning;

• Consult with English/Literacy consultant for support for school specific PLC Book Club (PLC Book Suggestions - Mentor Texts,  Beyond Literary Criticism, The Shift to Student-Led, Shift Writing into the Classroom, Why They Can’t Write, The Writer’s Practice, etc.).

Potential Data Sources:

EQAO OSSLT data

• Newly eligible pass rate

• Previously eligible pass rate

• OLC pass rate

• LitGuide student progress information

Overall Approach 5:

Increase OSSLT pass rate for ___students by __% .

Strategies:

• Incorporate Lexia Tier 1 Lexia Lessons and Skills Builders in regular classroom instruction (for all students).

• Provide Lexia Tier 2 targeted student support (use licenses for targeted instruction).

• Facilitate In-class grade 10 OSSLT preparation prior to OSSLT. 

• Offer and facilitate after-school targeted student support for at-risk first eligible and previously eligible students.

• Provide LitGuide support for previously eligible, OLC students, after-school, first-time eligible, ML students, etc.