mRLC
Illustrated End of Year
Expectations
Presenters: Pat Adamson & Karen David
adamsonp@shaw.ca
karen.david.55@gmail.com
Teaching for Learning
Communicate Learning
2
3
If the desired result is for learners to...
then you need evidence
of the student’s ability to
demonstrate their
learning using specific
tasks.
Conversations
Observations
Products
Finally you design rich, engaging learning
experiences based on Stage 1 and Stage 2 decisions
mRLC
Gr. 1-8 Reading, Writing and Math
Illustrated End of Year Expectations
 Help to set clear learning and teaching expectations or
targets of what to aim for in terms of achievement
 represent a synthesis of the most current research of the
methodology and structures that are important to literacy
instruction and learning.
 Useful in planning with the end in mind – expectations,
assessment, learning sequences
 Audience: new teachers, teachers across the curriculum
mRLC Illustrated End of Year
Expectations
 Guide on-going professional conversations and decisions
about planning, teaching, assessment and reporting.
 Clear achievement expectations representing level 4
attainment, Manitoba Provincial Report Card
 Complimentary to the mRLC Essential Learning and
Backward Unit Planning processes
X
IEYES ARE NOT
STANDARDS, EXEMPLARS
√
IEYES ARE…
EXPECTATIONS
ENTRYPOINTS
“THE NORTH STAR”
The Document…
The Big Picture –
Why is Literacy so important?
 Critical for students to be engaged, successful learners.
However, students need to do more than simply read and
write.
 Learning depends on students being able to understand,
respond to, and use a variety of oral, literary and media
texts to think, to locate, interpret and evaluate
information, and to communicate.
 Students need to use reading and writing skills and
strategies as interactive tools to meet specific learning
purposes across curricular areas.
The Document…
Using The IEYE
For the success of all learners, teachers
need to share a common vision of
expectation.
Examining the IEYEs together, teachers
can share, reflect and extend their
understandings about literacy assessment
and instruction.
Each Grade Level includes:
 The Introduction
 Grade __ Illustrated End of Year
Expectations for Reading
 Grade __ Illustrated End of Year
Expectations for Writing
 Appendices
Activity:
Jigsaw
Table Groups:
 Number off 1 – 6
Coding Your Thinking:
Read over and code your assigned section of the IEYE. You will be sharing the
content with your Table Group.
√ - something I know and do – post on yellow Post-it
! - something new or interesting – post on green Post-its
? - something I question or need to know more about – post on pink Post-its
Table Group Discussion:
 Share your responses with your group.
 Table Summary Statement – The IEYEs are like ____________ because
_____________
 Place post – its on wall charts
Appendix
On your own:
 The 5 Appendix pieces were selected with
great care.
 Skim over each one and think about why
each was included.
In Tables - Whole group discussion:
Importance of each appendix to assessment
and instruction
The 3 IEYE Essential
Questions
 Learning Expectations: What are the learning
outcomes/expectations for reading and writing
at each grade level?
 Assessment: How do we determine if students
are meeting the expected learning outcomes?
 Instructional Strategies: How do we support
students in developing their strategies and skills
AND meeting the learning outcomes?
Essential Question 1
Learning Expectations:
What are the learning
outcomes/expectations for
reading at each grade level?
Grade 4 Reading
Illustrated End of Year Expectations
The Grade 4 Reader: By the end of Grade 4, students will read,
respond to and think critically about fiction and nonfiction
texts at Fountas and Pinnell Level S. Students will locate and
evaluate information and ideas within texts appropriate to
this level as they generate and answer questions to meet
specific learning purposes across the curriculum.
Behaviours to notice and support at this level are:
 Reads rapidly and fluently, both orally and silently, with
attention to meaning
 Problem-solves when challenges arise: uses word recognition
and analysis strategies ….
Page 1
Focusing on Reading Behaviours- P. 1
As a team:
 List the important/notable behaviours that change from grade
to grade:
Grade 1-2
Grade 3-4
Grade 5-6
 Post and Compare with transition grades
Grade 7-8
Focusing on Characteristics of Writers – P. 3
On Own:
 √ the behaviours you are currently teaching
and students are practicing during writing
instruction and independent practice

the key changes in behaviours to notice
and support at your grade level
1-2
3-4
5-6
As a team:
 Grade level charts – Key Changes in Texts
 Post and Compare with transition grades
7-8
Key Characteristics of The Grade __ Writer…
 This page supports planning, assessment, feedback
and reporting
 Shows behaviours expected for each step in the
writing process
 Provides teachers with specific language to
describe the writer.
 Helps teachers select and reflect on next steps
page 3
Essential Question 2
Assessment: How do we
determine if students are
meeting the expected learning
outcomes?
Strategies & Skills That
Meet Expectations for
most
Strategies & Skills to
teach to the Whole
Group
Strategies & Skills to teach in
Small Group
Replace with class
profile done for
Lakeshore SD
Students
Key Ideas
Reading Level
Stude Accura Fluenc
nt
cy
y
Interprets
WCP
M
#1
PreReadi
ng
#2
Main
Idea
#5
SelfAssess
Responds
Critically
#3
#4
Making
Connection
Inferences
and
Evaluating
A
100%
4
142
4
4
3
3
3
B
95%
2
89
3
2
1
1
2
C
99%
3
125
3
3
2
2
3
D
100%
3
100
2
3
2
2
2
E
99%
4
150
4
4
3
4
3
F
93%
1
110
2
3
2
2
3
G
99%
3
132
3
3
3
3
3
H
100%
4
145
3
4
2
2
2
I
89%
1
85
2
1
1
1
2
Using the Data to Inform
Instruction:
Highlight scores that fall below the following cutoffs:
 Accuracy
< 97 %
 Fluency
< 3 on Fluency Rubric
 Reading Rate
< 120 WCPM
 Comprehension < 3 on Rubric scores
 What could be a whole class focus for
comprehension strategy instruction?
 What do I need to differentiate to support the
specific reading skills needs of individual students?
Reading Action Plan
Learning Destination
Reading Fluency
Strategy
Readers Theater
Choral / Shared
Reading
Assessment/
Indicator
Observation of
performances
Reading Conferences
Drama
Audio Tapes
Repeated Readings
Running Record/SRA
Paired Reading
Reading Aloud
Prairie Spirit Writing Continuum
Expanding – Gr. 3-4
Illustrated End of Year
Expectations Grade 3
4
ELEMENTS
STORY
STRUCTURE
Challenge
&
Action
ORGANIZATION
PRESENTATION/
ENGAGEMENT
CONVENTIONS
3
2
1
Strong evidence of
setting, characters,
challenge, plot and a
conclusion
Evidence of setting,
characters, challenge,
plot and a conclusion
that can be followed in
sequence, and a
solution.
Use of setting, characters, The story needs setting,
challenge and plot and
characters, a challenge,
some ability to create an or plot.
adventure
Contains challenges and
actions to draw the
audience in. All events
are connected.
Contains challenges and
actions to draw the
audience in.
Most events are
connected.
Contains one or two
challenges and actions
to draw the audience in.
Events may connect.
Well stated adventure
Needs challenges and
actions to draw the
audience in
Good set up of adventure Adventure is partially
described
Beginning, middle and
Beginning, middle and
ending are obvious.
ending are present
Attempts beginning,
middle, and end section
Good flow of events from Events are sequenced
beginning to end
Some events in sequence
Adventure is difficult to
define
Creates a feeling of
challenge/action/risk
throughout story.
Creates a feeling of
challenge/action/risk
most of the time.
Creates a feeling of
challenge/action/risk
sometimes
Needs to create a feeling
of challenge/action/risk.
Word choice and
sentence patterns
engage audience.
Word choice and
sentence patterns
engage audience most
of the time.
Word choice and
sentence patterns
engage audience
sometime.
Minimal errors
Some errors but do not
interfere with
understanding the story.
Errors interfere with
understanding the story
to some extent.
Beginning, middle and/or
end missing
Ideas are not sequenced
Limited word choice and
sentence patterns.
Errors seriously interfere
with understanding the
story.
Writing Class Profile
Strategies & Skills That
Meet Expectations for
most
Strategies & Skills to
teach to the Whole
Group
Strategies & Skills to teach in
Small Group
Students
Writing Action Plan
Learning Destination
Organization
Strategy
Modeled Writing
Shared Writing
Mentor Texts borrowing
strategies from authors
Graphic Organizers BME,
Web
Assessment/
Indicator
Observation during
Writing Workshop &
Content Area Writing
Writing Conferences
Portfolios
Checklists and Rubrics
Essential Question 3
Instructional Strategies:
How do we support students in
developing their strategies and
skills AND meeting the learning
outcomes?
Focusing on Characteristics of Texts
Reading - P. 3
On Own:
 √ the text characteristics you are currently
teaching and students are encountering through
reading instruction
 Jot down names of Mentor Texts beside the
characteristics.

the key changes in texts at my grade level
As a team:
1-2
3-4
5-6
 Grade level charts – Key Changes in Texts
 Post and Compare with transition grades
 Share Mentor Text options with team
7-8
How to use Key Characteristics
of Texts…
 Supports planning, assessment, feedback and
reporting
 Helps teachers select text that will best meet the
learners’ needs
 Provides teachers with specific language to describe
what the reader has under control as opposed to,
“He’s reading at level ___.”
 Supports purchases of resources
 Helps teachers reflect on next steps
Page 3
The Lesson
Reading - p. 1
Discuss:
How does the lesson plan engage and
support students in the expected
performance?
Will students know the purpose of the
lesson? (why)
Will students know the intent of the
lesson? (what is expected)
The Lesson
Writing – page 1
Discuss:
 How does the lesson plan engage and
support students in the expected
performance?
 Will students know the purpose of the
lesson? (why)
 Will students know the intent of the lesson?
(what is expected)