Literacy Takes Flight at FRC
Literacy that
Works for All
Students
Lisa Boles Cathy Oresnik Sherry Klassen
Literacy Strategies
Read the following recommendation engine post. While you are reading, really think about
your thinking. When you are finished discuss your thinking with a partner.
I want that Panasonic 103-inch TV. My wife says that’s too big.
Is she right?
Optimal viewing distance at 1080p = diagonal screen size ÷ 0.84,
maximum OVD for 103-inch screen = 122.619 inches.
Recommendation: If seat to screen distance >122.619
inches: Purchase TV; if <122.619 inches: Construct home theater
space of necessary size; purchase TV.
Recommendation Engine
Ask an Algorithm
Comprehension Strategies
(Adapted From: Daniels, Harvey and Steineke, Nancy (2011)Texts and Lessons for Content-Area Reading. Toronto, Heineman)
Literacy Strategies cont’d
Some reliable and well-replicated research has been done over the past
few decades (Pearson and Gallagher 1983; Pearson, Roehler, Dole, and
Duffy 1992;Pearson 2009) to identify the cognitive strategies good
readers use. Skilled readers:
 Monitor their comprehension
 Visualize and make sensory images
 Connect to their background knowledge
 Ask questions of the text
 Draw inferences
 Determine what’s important
 Synthesize
Holding Your Thinking
According to John Hattie’s meta-analysis, Visible Learning, reciprocal teaching is one of the most
effective teaching strategies. Typically, students record their thoughts using one literacy strategy and then
share their thoughts with others in their group, thus modeling their thinking for each other.
Alternatively, this form can be used as a note-taking frame to hold your thinking in all of the categories to
be shared in discussion following reading/viewing.
Summarize
Connect
Question
Synthesize
Meeting the Needs of All Students
Pyramid of Intervention
Intensive
• RIT for TRAN and
CP
• Welcome Center
Targeted
•
•
EAL
RIT Option
Universal
•
•
•
•
•
Literacy Strategies
Poster Application in Content
Areas
Lesson Planning
Scribbler
I love to Read Month
CSS
Why Literacy?
 Teachers expressed a concern about the literacy levels of
their students
 Dufours’ recommendation… “ …the key to effective
collaboration is to ensure that educators focus on the
“right” things- the things that actually impact student
learning.”
They go onto suggest that after in-school PLCs have
been established, PLC’s should focus on identifying
essential outcomes, developing common assessments
and creating plans for students who do not understand…
improving student literacy. These are among the “right”
things.
Our Students
 100-110 new EAL arrivals per year
 Exponential EAL increase in last 10 years
 EAL Academic → Myriad of Needs

↑ Refugees, students who have not experienced success in their
home country, disengaged males
 Parent expectations that put stress on students
Our Students (con’t)
 FRC – 205 EAL students in 2014-15
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46 students in stage 1-2
68 students in stage 3
Over 40 countries represented
Top 5 Countries: China, Nigeria , India, Korea, Iran
72% of students were not born in Canada
 Intensive Interventions in 2014-2015 school year
LAL1 (3) and LAL2 (4)
 LALNU1 (10) and LALNU2(11)
 Intensive Intervention (17)

Getting Started
 2009-2010 formed a Literacy Interest Group
 Research - 2 Groups
 Judith Irvin- Taking Action on Adolescent Literacy
 Cris Tovani - I Read It But I Don’t Get It.
 Shared… Discussion… Established Priorities
throughout the Literacy Journey
Defined Working Definition of Literacy
 Planned to bring in Cris Tovani for Kickoff in Pinawa
 Find support for Literacy Coach

FRC Literacy Coach – Cathy Oresnik
2010-2011 – Literacy Coach Established
 2 Sections each semester to Chair the committee and
work with staff
 Taking the Lead on Adolescent Literacy – Resource used
to continue planning for Literacy at FRC
 14 parameters – Michael Fullan and Lyn Sharratt
Literacy
Working Definition:
To be literate means to competently make meaning of any symbolic
representation of an object, idea or concept to create and communicate
understanding.
Fullan and Sharratt Definition
The development of a continuum of skills, knowledge, and attitudes that
prepare all learners in a changing world community. It begins with the
fundamental acquisition of skills in reading, writing, listening, speaking,
viewing, representing, responding and mathematics. It becomes that
ability to think, apply, and communicate effectively in all subject and
program areas in a variety of ways and for a variety of purposes. – The
14 Parameters (p.ix)
The role of the literacy coach
Making Connections beyond FRC
 Collaboration with other schools and PTSD staff on
divisional literacy initiatives
 Development of the Provincial Reading is Thinking
continuum and piloted RIT at FRC
 Liaison with feeder schools
The role of the literacy coach (con’t)
Universal
 coordinated peer coaching opportunities for teachers (Literacy Labs)
 Researches and provides resources for, and plans with, classroom teachers
 Meets with department teams during team planning time
 Plans staff meeting PD activities and writes monthly Literacy Focus staff
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newsletter
Chairs literacy committee
Works with literacy committee to plan larger PD days
Administers Fountas and Pinnell assessments to all new students
Helps plan I Love to Read month and other school-wide initiatives
Staff advisor for our literary magazine, The Scribbler, and coaches debate
Updates literacytakesflight website and Scoop it page
http://www.scoop.it/t/current-topics-in-adolescent-literacy
The role of the literacy coach (con’t)
Targeted
 Participates in classroom reviews
 Brings the literacy lens to articulation meetings,
at risk meetings, etc.
 Piloted/teaching Reading is Thinking
Intensive
 Intervention program for struggling readers
Kick Off – 2010/11 - Year 1
Universal
Chris Tovani – 7 Strategies for all teachers to use in
their subject area
Making connections
Questioning the text
Determining importance
Create mental image
Synthesize Information
Draw inferences
Repair understanding
Going Deeper – 2011/12 - Year 2
Universal
 Literacy Labs – Opportunities for teachers to
gather in groups of 3 or 4 with the literacy coach,
share plans to use a literacy strategy in a lesson,
view the implementation of the strategy and debrief
the success of the implementation
 Poster Development – Deepen teacher
understanding and consistent language and
delivery for students
Literacy Strategies in Science
Literacy Strategies in Math
Literacy Strategies in Business
(QR Codes)
Deeper Still…– 2012/13– Year 3
Universal
 EAL Strategies as PD Focus
 EAL Stages on Class lists
 Fountas and Pinnell Levels on Class lists
 Fountas and Pinnell Assessment for new students
 Monthly Newsletter - Literacy Focus
 Organize staff meeting literacy PD activities
 Publishing of The Scribbler
 I Love to Read Month
Deeper Still….2012/13 – Year 3 (con’t)
Targeted
 Reading is Thinking Course
 E Class Strategies
 Classroom Profile Review
Intensive
 Welcome Center
 Transition and Credit Program delivery of Reading
is Thinking
Backward Design/UDL – 2013/14 – Year 4
Team planning time: Lesson study model
 All Subject area teams developed a subject specific
backward design template. These teams of teachers
work together to develop, deliver and assess
lessons/units. The literacy coach to be used as a
resource to help facilitate the process and provide
observation and feedback.
Intensive Supports– 2014/15 – Year 5
 Continued: Subject area teams developed a subject
specific backward design template. These teams of
teachers work together to develop, deliver and
assess lessons/units. The literacy coach to be used
as a resource to help facilitate the process and
provide observation and feedback
 LAL Literacy and Numeracy
 Intensive Reading Support
 Literacy with a 21st Century lens
Accomplishments
 Literacy posters make literacy strategies visible
 Literacy is a focus in teacher planning
 The Scribbler in its 5th year
 Literacy focus newsletter and activities make
literacy a part of every staff meeting
 21st century lunch and learn opportunities
 Continued book studies on literacy
 LAL literacy and numeracy courses and intensive
reading programs established
Accomplishments (con’t)
 3 sections of Reading is Thinking, and RIT used to
support learning in Credit and Transitions
Programs
 Creative Writing option
 Literacy and EAL levels available in Mayet and on
class lists
 Established Practice - Classroom Profile Meetings
 Annual Celebration of what is accomplished
Challenges
 More wide spread adoption of the peer coaching/job
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embedded collaborative model of teacher development
More use of the literacy coach in class
Supporting Program Leaders work to focus on lesson
planning
Keeping literacy at the center of our planning
Supporting Language Learners with no formal schooling
What’s Next
 Division-wide system for Student Profiles and Data
Collection
 Lesson Study – Job-embedded learning that involves
planning together using various effective strategies –
focusing on the discussion around what is effective.
 21st Century application to Literacy
 Division-wide standards for literacy in terms of roles and
responsibilities
Questions
Think time
Summarize
Connect
Question
Synthesize
 Considering your school division circumstances, what would you
need to do to move forward to further promote literacy?
 What could it look like in your schools?
 What supports would be needed?
Resources

Brownlie, F., Fullerton, C., Schnellert, L. (2011). It's all about thinking: Collaborating to support all
students in math and science. Winnipeg, MB: Portage and Main Press

Brownlie, F., Schnellert, L.(2009). It's all about thinking: Collaborating to support all students in
English, Social Studies and Humanities. Winnipeg, MB: Portage and Main Press

Irvin, J., Meltzer, J., & Dukes, M. (2007). Taking action on adolescent literacy: An implementation
guide for school leaders. Alexandria, VA: Association for Supervision and Curriculum Development

Irvin, J., Meltzer, J., Dean, N. & Mickler, M. J. (2010). Taking the lead on adolescent literacy: Action
steps for school-wide success. Thousand Oaks, CA: Corwin.

Sharrat, L., & Fullan, Michael. (2012) Putting Faces on the data. Thousand Oaks, CA; Corwin Press

Sharrat, L., & Fullan, Michael. (2009) Realization: The change imperative for deepening districtwide reform.Thousand Oaks, CA; Corwin Press

Tovani, C. (2000). I read it, but I don’t get it. Portland Maine: Stenhouse Publishers