Changing Results for Young Readers (CR4YR) is a BC Ministry of Education funded inquiry project designed to "increase the number of BC children who are engaged, successful readers". The initiative uses current research and an understanding of what fosters reading success. Year 1 Projects include approximately 5 release days for working on inquiries and for developing knowledge in the content/research that supports changes in teaching to better meet students' needs. Having completed a Year 1 project, teams are invited to extend their work during a Year 2 or 3 project. These involve fewer release days, but are scaffolded in order to provide the support necessary to be sustainable and self-running in the long-term. A key feature of these projects is 'colleague visits'. Each school will host a 'learning round' with teachers from the other school(s).
2016-2017: With carried over Ministry funding, we supported three different Changing Results for Literacy Learners (CR4LL) projects, with nine different inquiry questions.
Elementary - Year 1:
Elementary - Years 2+:
Late Literacy - Years 2+:
2015-2016: With carried over Ministry funding, we supported three different projects, with nine different inquiry questions.
Intermediate - Year 1:
Primary - Years 2/3:
Late Literacy - Years 2/3:
2014-2015: With Ministry of Education funding, we supported four different projects, with 12 different inquiry questions.
Late Literacy - Year 1:
There are five teams working in the Late Literacy Year 1 Project. The Late Literacy Projects allow us to extend our work with Primary teachers into Intermediate classrooms and Secondary Schools. The teams this year are located in Lake City Secondary, Mountview Elementary, Lac La Hache, Distance Ed and Nesika Elementary.
Late Literacy - Years 2/3:
We have two teams, from Lake City Secondary (Columneetza) and Cataline Elementary, participating this year.
Cataline Elementary:
What differences will I notice in my classroom practices and in my students’ reading when I confer with them in daily purposeful conversations that are productive, authentic and relevant? What differences will the students and I notice in their abilities to respond to what they have read?
I noticed changes over time in their written responses – more students were able to response in written format. In the beginning when I provided sentence starters the quality of their written responses improved. It wasn’t just about retelling, but the students were able to respond with more personal reflections. This enabled them to broaden their thinking.
The students understand the importance of being an active, wise reader. During individual conferences I noticed that students are using more strategies. There is progress in every student and a sense of urgency/purpose to their reading. (Teacher 1)
This process of collaboration is still a new framework to use and it will come more naturally in time; it takes time and there is a need to build relationships. It made me realize how important it is to collaborate for consistency continues for the students. We get better at this process and sometimes it takes to the end before you know what you should have done. (Teacher 2)
I believe the strategy of conferring is the best possible teaching practice I can use to improve the reading skills of my students. Conferring helps me to pinpoint individual student’s strengths and areas of improvement. It drives my instructional practices and helps me to stay focused! It also makes me really listen during individual conferences to what the student is saying and wondering. I also feel that it enables me to establish a relationship with every student in my classroom. Every child deserves some special one-on-one time with their teacher. During this time it gives the student an opportunity to have quality, uninterrupted conversations with me about their reading and thinking.
I need to confer with students daily. Having 30 students in a class makes it difficult to confer with all students equally. It is important to spend time with each student. Next year I want to focus more on the metacognitive part of their thinking. I also want to explore the use of interactive reading journals. (Teacher 1)
Lake City Secondary (Columneetza):
I really valued the time we get to talk with other teachers. In the business of a regular day, the deep thinking/collaborating does not happen. I appreciate the great ideas of the positive master teachers and the enthusiasm that the teachers/leaders have for educating. I am inspired every time we meet. I learned how important inquiry planning is and how much room I have for improvement. I hope I get another formal opportunity to practice this important skill. As a result of my explicit teaching, I did notice my students were more confident in their writing, shared a common language, and were more engaged. (Teacher 2)
I’d like to be more involved in the process because I found I was no help to classroom teachers because of being at both campuses. It was extremely difficult to meld our times together. If I continue next year, I would perhaps focus on the same topic but use the support/modified as an attachment to the overall data and inquiry. I was thinking about all the re-teaching I do in Support and it would be excellent to look at it from that aspect. Being a person who comes and goes from the classes, instead of being stuck in the pull-out of support situation, would be beneficial for all. The ability to be involved in the class’s time seems to be what is lacking in my practice at this moment. (Teacher 3)
I learned that meetings have to be formalized beyond the team if the team is new. I think there needs to be time made to get to know the other members or there is more difficulty to begin a joint project. Accountability alone is not enough, we need to have a relationship. I was excited about viewing these classroom lessons. I felt badly that I couldn’t return the trust by modeling something. I think we have to have some similar goals to begin the process – this is easier now that our relationships are established. (Teacher 4)
Primary - Year 1:
There are 3 school teams participating in this project: 150 Mile Elementary, Cataline Elementary and Chilcotin Road Elementary. Each is working on a different inquiry question:
150 Mile Elementary:
Cataline Elementary:
Chilcotin Road Elementary:
Primary - Years 2/3:
We have two teams, from Marie Sharpe Elementary and Nesika Elementary, participating this year.
Marie Sharpe Elementary:
Nesika Elementary:
Photos and videos show students working independently on a learning task while the teacher is working with a small group (uninterrupted) on a focused learning task. One will hear students communicating about their task, laughing and working through questions. Excitement is apparent to finish task and move to the next activity. Evidence of growth using math profile assessment, school wide write and letter sounds and names is very apparent.
It is noted by teachers, parents and administrators that the students in these classes are excited to come to school, to participate in different activities, to have choice, to read to their teacher, to work with each other within a routine, to have the ability to move around, have choice of books, and to use iPads to learn. It is noted that negative behaviours are non-existent during these activity blocks. Students show great confidence and self-esteem in this growing independence.