Classroom Practices
For Supporting Upper Elementary Literacy Instruction
in TCRSB
This document works as a companion to, and follows from, the document Classroom Practices For Supporting Early Literacy
Instruction in TCRSB (2010). That document describes young literacy learners progressing through a developmental process of
emergent, early, transitional, and fluent stages. The goal of teachers of Grades Four to Six in Tri-County Regional School
Board (TCRSB) is to develop with students the strategies, behaviours, attitudes, and knowledge that will see students progress
from the transitional through the early fluent stage.
Learning to read and write, speak and listen, and think critically about and through these processes is complicated, important
work. Students in the upper elementary grades still have much to learn about reading, writing, speaking and listening. At the
centre of this process is the teacher: the most powerful agent of change in the classroom. Nothing else - not materials,
approaches, or initiatives- no other factor has the potential for positive impact on student learning as time spent with a
knowledgeable, caring teacher. Teachers make the crucial decisions about what each student needs to become a successful
literacy learner (Trehearne, pp. 3-6).
Teachers of Grades Four to Six in TCRSB follow the direction of the Nova Scotia Department of Education as described in the
Atlantic Canada English Language Arts Curriculum (4-6) and its companion documents, Teaching In Action (4-6)
and Active Young Readers (4-6). Students in these grades are continuing to learn to read and write but also
beginning to read and write to learn. Instruction must provide a comprehensive, balanced literacy program that includes
daily reading and writing workshops, explicit word study, and opportunities to speak and listen. In keeping with provincial
guidelines, this can be accomplished through the minimum 90 minutes per day of English language arts instruction as outlined
in the Time to Learn Strategy. Teaching In Action: Grades 4-6 proposes the following:
While recognizing the scheduling challenges and realities of some schools, this list
suggests weekly literacy experiences for students:
 4-5 hours engaged in authentic reading experiences, including poetry, fiction, and
non-fiction
 2-3 meetings for small-group instruction
 4-5 hours writing – personal choice and in other content areas
 2-3 sessions of language/word study embedded within reading or writing workshops
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1
The Atlantic Canada English Language Arts Curriculum (4-6) is divided into ten General Curriculum Outcomes (GCOs)
which are further delineated by a number of Specific Curriculum Outcomes (SCOs). These outcomes are separated into three
strands covering the major components of literacy learning:
Reading and Viewing
Speaking and Listening
Writing and Other Ways of Representing
While these require instruction and assessment unique to each, it is equally important to understand that they are interrelated
and can most effectively be developed interdependently. The same fundamental cognitive strategies serve all three.
Students learn about reading by writing, and learn about writing by reading, and development of both reading
and writing is facilitated and supported by talk. Teachers must make every effort to maintain a balance among the
literacy strands so that students can take advantage of this interdependence.
Learning deepens when students engage in reading, talking, and writing about texts
across many different instructional contexts. Each mode of communication provides a
new way to process the ideas learned from oral and written texts and from each other.
(Fountas and Pinnell 2007, p. 2)
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2
The Workshop Model as a Framework for Instruction
Teachers of Grades Four to Six in TCRSB are encouraged to adopt a workshop model as an instructional framework for
teaching a balanced literacy program. Following this framework, classes are generally conducted through focused lessons (mini
lessons) followed by active practise and reflection. Teachers use this Gradual Release of Responsibility, in which they
model, monitor and modify literacy skills and strategies.
(The workshop model) fosters the individualized instruction that we implement in order to meet a wide range of academic and linguistic
needs. It enables us to expose our (students) to content through interactive experiences, with guided practice, during whole-group
lessons. Then they have opportunities to apply their learning in small-group settings. (Johnson and Keier, p. 49)
Craft and manufacturing workshops are places where apprentice practitioners (students) learn from a master practitioner
(teacher). The apprentices develop skills, strategies, and ultimately expertise, only after specific modelling of these skills and
strategies by the master. Complex tasks are broken down and carefully examined in their component parts. Whole group
instructions are provided in brief sessions, just enough for the apprentices to get to work on the next stage of the task.
Apprentices then have the opportunity to practise skills and strategies, while receiving feedback from peers and assessment
and feedback from the master. The majority of the time in the workshop is spent making the things to be produced, not
listening to the master. The apprentices usually have some choice about what they will make, though occasionally specific
forms are called for. The ultimate goal is always to make an authentic object for an authentic purpose, not merely practise a
series of skills in isolation. Apprentices are expected to complete a project only when the master is confident they are ready.
The master craftsperson does not say, “Make a pot,” and simply turn them loose on the wheel.
In the English language arts classroom the workshop centres on making sense of, and creating, texts of various kinds.
Purposeful talk supports the reading and writing throughout. The workshop framework described above unfolds in the same
way. Brief, focused lessons provide students with enough information to get on with the next stage of the reading or writing
task. Students work individually or in groups, receiving descriptive feedback from peers and the teacher. They usually have
some choice about the texts they are going to work with but are at times asked to read or write a text of the teacher’s
choosing. Just as in the craft workshop, students are not expected to create a finished product, such as a reading response or
a piece of writing, before the teacher has instructed and assessed its component parts. While instruction in specific skills and
strategies is essential, the ultimate goal of the reading workshop is to make meaning from text and the ultimate goal of the
writing workshop is to create text, not merely practice isolated skills and strategies such as completing worksheets. Students
must first be explicitly instructed about how to do so, and only expected to complete a task when the teacher is confident they
are ready. The teacher does not say, “Write a story,” or “Read this passage and answer these questions,” and simply turn
them loose on the page.
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Nuts and Bolts of the Workshop
In order for reading and writing workshop to run effectively, students must be able to work independently or in small groups for
significant periods of time without direct instruction from the teacher. All students can learn to do this. It will take some
time to teach the specific routines of your workshop classroom, and these will have to be re-taught a number of
times. Even when students have worked within a workshop framework before, each teacher must make clear the expectations and
routines of his or her own classroom. This will be much of the focus of the first few months of instruction and will need to be
continually revisited. Once students are able to work within this framework, the ability to provide exactly the right instruction and
assessment at exactly the right time for each student will more than make up for the time spent learning the routines. At a
minimum, students need to be taught to be independent and efficient with the following:
 where and how to access materials, such as Just-right texts and writing supplies
 how to transition from one task to the next
 how to signal that they need assistance in a way that allows the teacher to continue working with others until (s)he is free
 what to do while waiting for assistance
 how to work appropriately in small groups
Fortunately, there is no single prescriptive model that must be followed for this. Teachers will decide what specifics work best for
their own needs, and for the needs of each unique group of students. They will likely add additional structures and routines to suit
their and their students’ needs as the year progresses.
Time to Teach
20%-25%
TEACHER/student
activate prior knowledge
set direction
identify outcomes
model
co-create criteria
Time to Share
20%-25%
TEACHER/STUDENT
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Time to Practise
50%-60%
teacher/STUDENT
provide opportunity for
practise
share
monitor student learning
check for
understanding
confer/mentor/instruct as
needed
provide descriptive
feedback
engage in ongoing assessment
provide descriptive feedback
4
Reading Workshop at a Glance
The goal of reading workshop is to provide students with daily opportunities to make meaning from text.

Time to Teach
GUIDING QUESTIONS: What will help students connect this day to the previous? How will the teacher share specifics of what
and why students are learning today? What do students need from the teacher to work with more depth and more stamina
than they would alone?
→ This is a brief period of explicit instruction, generally to the whole class, to provide a focus for learning, such as:
o teacher conducts a Read-aloud of text
o teacher models a specific reading strategy through Think-aloud
o teacher models reading for a particular element of the form and genre of text being studied
o outline of specific goals for the Time to Practise portion of the lesson
o review of earlier material or concepts

Time to Practise
GUIDING QUESTIONS: What will students read and talk about to develop as readers? What concrete evidence will the
teacher gather as proof of student learning? What do students need to keep them learning?
→ The bulk of the Reading Workshop provides a significant amount of time for students to practise reading skills and
strategies, often in individual or small group guided reading sessions, such as:
o reading, and responding in writing and discussion, to individual student-choice text
o reading, and responding in writing and discussion, to text in small groups
o reading, and responding in writing and discussion, to whole class text (NOTE: teachers are discouraged from studying
more than one major text with the whole class [e.g. a novel] in a year)
 The teacher continually monitors student learning through conferences, observations, and small-group
instruction.

Time to Reflect and Share
GUIDING QUESTIONS: What did students accomplish? How did students develop as readers? What do students need next?
→ This is a period in which students interact in support of their learning, most often in a whole class setting but at times in
small groups, such as:
o student conducts a Read-aloud of a favourite or thought-provoking portion of text
o consolidating learning or posing questions to guide next steps through tools such as exit slips
o offering and receiving descriptive feedback from peers and teacher
o reflecting on progress in relation to specific learning goals for the day or long-term learning goals
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Writing Workshop at a Glance
The goal of writing workshop is to provide students with daily opportunities to make meaning with text.

Time to Teach
GUIDING QUESTIONS: What will help students connect this day to the previous? How will the teacher share specifics of
what and why students are learning today? What do students need from the teacher to work with more depth and more
stamina than they would alone?
→ This is a brief period of explicit instruction, generally to the whole class, to provide a focus for learning, such as:
o teacher models his or her own writing while revealing insights through Think-aloud
o teacher leads students in a shared writing experience while revealing and eliciting insights through Think-aloud
o examining and discussing mentor text to consider form or genre, or elements of writer’s craft

Time to Practise
GUIDING QUESTIONS: What will students write and talk about to develop as writers? What concrete evidence will the
teacher gather as proof of student learning? What do students need to keep them learning?
→ The bulk of the Writing Workshop provides a significant amount of time for students to practise writing skills and
strategies, often supported through individual writing conferences, such as:
o planning, drafting, revising, and editing student choice writing
o planning, drafting, revising, and editing prompted writing
 The teacher continually monitors student learning through conferences, observations, and small-group
instruction.

Time to Reflect and Share
GUIDING QUESTIONS: What did students accomplish? How did students develop as writers? What do students need
next?
→ This is a period in which students interact in support of their learning, most often in a whole class setting but at times
in small groups, such as:
o student conducts a Read-aloud of a piece of writing he or she has composed
o consolidating learning or posing questions to guide next steps through tools such as exit slips
o offering and receiving descriptive feedback from peers and teacher
o reflecting on progress in relation to specific learning goals for the day or long-term learning goals
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Speaking and Listening in the Balanced Literacy Classroom
James Britton says, “Reading and writing float on a sea of talk.” Students use talk to formulate and develop their thoughts, ideas,
and feelings through whole-class and small group discussion. To be successful in these, they must be instructed and assessed in the
skills and norms that make this type of informal speaking and listening effective. Additionally, students are expected to engage in
more formal speaking and listening activities. To be successful in these, they must be instructed and assessed in the skills and
norms of developing and giving a presentation or performance for an audience, and in the skills and norms of being a respectful and
careful listener to presentations and performances.

Time to Teach
GUIDING QUESTIONS: What will help students connect this day to the previous? How will the teacher share specifics of what
and why students are learning today? What do students need from the teacher to work with more depth and more stamina
than they would alone?
→ This is a brief period of explicit instruction, generally to the whole class, to provide a focus for learning, such as:
o teacher models effective small group discussion practices
o teacher models effective whole class discussion practices
o examining and discussing a mentor text, such as an audio clip of a skilled orator

Time to Practise
GUIDING QUESTIONS: What will students talk about to develop as speakers and listeners? What concrete evidence will the
teacher gather as proof of student learning? What do students need to keep them learning?
→ This is a significant amount of time for students to practise speaking and listening skills and strategies, such as:
o monitored daily small group and whole class discussions
o planning, practising, and presenting formal speaking events such as an informative presentation or a performance
o demonstrating active and respectful listening skills

Time to Reflect and Share
GUIDING QUESTIONS: What did students accomplish? How did students develop as speakers and listeners? What do
students need next?
→ This is a period in which students interact in support of their learning, most often in a whole class setting but at times in
small groups, such as:
o student tries out a portion of a presentation or performance for a small group
o consolidating learning or posing questions to guide next steps through tools such as exit slips
o offering and receiving descriptive feedback from peers and teacher
o reflecting on progress in relation to specific learning goals for the day or long-term learning
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It is important to note that this Gradual Release of Responsibility in the workshop framework does not always follow a Time to
Teach, Time to Practise, Time to Share lock-step progression for every lesson. There will be times when it is most appropriate
to begin with having a student share some work for feedback, or share his or her thinking about an ongoing task, at the
beginning of a lesson (Time to Share). There will be times when students are deeply engaged in an ongoing task from a
previous lesson, and it’s best to have them immediately get to work on it (Time to Practise). And there will be times when it’s
necessary to bring a group or the whole class together for some focused instruction through modeling or sharing in the middle
of a lesson (Time to Teach).
Below is a sample that shows how this Gradual Release of Responsibility can unfold in an organic fashion that meets the needs
of students as they arise. The sample plan below is based on an uninterrupted 60 minute English language arts lesson each
day. Note that the Time to Learn Strategy requires 90 minutes per day of English language arts instruction in
grades 4-6. This 60 minute sample plan is offered in recognition of the reality that many grades 4-6 schedules do not provide
90 minute blocks of uninterrupted time daily. The additional 30 minutes per day would be used for word study and grammar
and usage study in context, additional Time to Practise independent and small group work for students, additional Time to
Share, and occasionally Time to Teach.
As long as I was doing the talking, they were polite and seemed engaged. But as soon
as I released the whole group to work… (they) got off task. It was tempting to pull the
whole group back together, knowing that I could manage their behaviour better if I
did. However, I reminded myself that whoever was doing the work was the one
getting smarter.
Tovani, Cris (2011). So What Do They Really Know? Portland: Stenhouse.
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SNAPSHOT OF A CLASSROOM AS WORKSHOP
Sample Organizational Approach: Short Story Genre Study
Time to Teach
10-15 minutes
Teacher uses Think-aloud
strategy with a brief narrative
mentor text, focusing on one
element of narrative fiction
such as establishment of
setting, or introduction of
main character
Time to Practise
25-30 minutes
Students choose and read various short stories during
Independent Reading Time, either individually or in groups.
Teacher uses reading conferences to informally assess
individual students’ reading development and/or
understanding of narrative element targeted during the
Think-aloud.
Time to Share and Reflect
10-15minutes
Using a Think-Pair-Share,
students write then talk about
personal reactions to the
stories they read, and discuss
the story element that was the
focus of instruction.
Teacher assesses informal
speaking and listening
strategies by observing group
interactions, hands out and
collects exit slip.



Differentiated Instruction
Choose mentor texts with broad
appeal to the class that are easily
understood by all and clearly
demonstrate the target element
Provide a collection of short stories
representing a range of reading
development stages
Provide discussion prompts (what to
say next)
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


Assessment
Exit slips demonstrate students’
understanding of the targeted
element of narrative fiction
Make jot notes or use a checklist re:
effectiveness of students’ choices of
stories to assess SCO 4.1
Speaking and Listening observational
checklist to assess GCO 1
How did it go?
I noticed that students were not
demonstrating meaningful talk.
Next steps: focus on strategies for
effective discussion next class.
I noticed that students need more
instruction about elements of narrative
fiction, and more practise identifying
them.
Next steps: later in the week, regroup
students based on exit slip results.
9
Time to Teach
10-15 minutes
Teacher conducts
a focused lesson
on one or two
strategies for
effective small
group discussion.
OR
Co-constructs
assessment
criteria for
effective small
group discussion
with the class
(e.g. Looks
Like/Sounds Like
T-chart).



Time to Practise
30 minutes
Students continue reading short stories during independent
reading.
Teacher meets with students who were identified from exit
slips as struggling to identify narrative elements. They work
in a guided reading group setting.
Differentiated Instruction
Provide a graphic organizer with
discussion prompts
Provide a collection of short
stories representing a range of
reading development stages
Meet with guided reading group
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

Assessment
Speaking and Listening observational
checklist to assess GCO 1
Discussion self-assessment (if used)
Time to Share
15-20 minutes
Using a Think-Pair-Share, students write
then talk about personal reactions to the
stories they read, and discuss the story
element that was the focus of instruction.
Teacher observes group interactions, and
collects students’ self-assessment
developed from co-constructed
assessment criteria (if used).
How did it go?
I noticed that all students can identify
the targeted element of narrative text.
Next steps: students will apply this
understanding to their writing.
10
Time to Share
15 minutes
Time to
Teach
10 minutes
In whole class setting, Teacher uses
students share the
Think-aloud
various ways authors
strategy with
introduce the short
the mentor
stories they have been text used last
reading during
day, focusing
independent reading.
on
effectiveness
of the lead in
establishing
setting or
character.

Differentiated Instruction
Confer with students needing
additional support or enrichment
Time to Practise
35 minutes
Students do a quickwrite in their Writer’s Notebook experimenting with writing
leads, and then work on writing short stories during Independent Writing Time.
Teacher uses writing conferences to assess individual students’ writing development
and/or ability to write leads. (Focus of the day’s lesson)
Possible conference questions:
 Why did you choose this particular lead?
 How does the lead hook the reader?
 What does your audience learn about the setting or main character from this
lead?
Teacher gathers a sampling of Writer’s Notebooks at the end of class.


Assessment
Teacher’s conference notes or checklist
records evidence of SCOs 9.3 and 10.1
Collect selected Writer’s Notebooks for
evidence of SCOs 8.3 and 9.2
How did it go?
I noticed in conferences and selected
Writers’ Notebooks that the majority
of students are struggling to write
effective leads (e.g., “It all began
when...”, “This is a story about...”).
Next steps: revisit this lesson focus
tomorrow in a different format.
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Time to Teach
10-15 minutes
Teacher re-visits the cocreated criteria for
effective small group
discussion. Teacher then
models how students
should provide effective
feedback to a writer, first
sharing a piece of their
own writing for feedback,
then inviting one or more
students to share.


Time to Share
10-15 minutes
In small Writing Groups,
students share their
current short story drafts,
and talk about their
writing with a focus on
leads.
Teacher assesses informal
speaking and listening
strategies by observing
group interactions.
Differentiated Instruction
Post anchor charts showing
examples of good leads around the
classroom
Provide or post a list of sample
questions or comments as prompts
for providing effective feedback to
writers
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


Time to Practise
30 minutes
Students return to their independent writing to continue writing their
pieces during Independent Writing Time.
Teacher confers with students.
Teacher meets with a small group of students for follow-up
instruction about how to provide effective feedback to writers based
on assessed need identified during Writing Group observations.
Teacher gathers a sampling of students’ drafts at the end of class to
assess use of effective leads.
Assessment
Speaking and Listening observational
checklist to assess GCO 1
Teacher’s conference notes or
checklist record evidence for SCOs
9.3 and 10.1
Samples of students’ drafts to assess
SCOs 8.3, 9.2, and 10.3 (if
applicable)
How did it go?
I noticed that most students are now
experimenting with a variety of leads.
Next steps: explore another element of
narrative fiction in focused lessons,
Think-alouds, and during students’
Writing Groups. Meet with those
students who still struggle with this
concept in a Guided Writing group
setting next week.
12
Time to Share
20 minutes
Students volunteer to read from
their own drafts aloud.
Time to Teach
10 minutes
Teacher displays a
sample draft of
their own writing.
Teacher focuses some of the
Demonstrate one
student feedback responses on the or two techniques
leads and how they develop the
for revising
piece.
content or
organization in
Teacher observes audience
response to
feedback responses, and assesses feedback through
drafts of those reading aloud by
a Think-aloud.
listening and making notes.


Differentiated Instruction
Post anchor charts showing
examples of good leads around the
classroom
Provide or post a list of sample
questions or comments as prompts
for providing effective feedback to
writers
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


Time to Practise
30 minutes
Students return to their writing with a focus on revising some
aspect of their short stories during Independent Writing Time.
Teacher confers with students and collects selected samples of
student drafts.
Assessment
Speaking and Listening observational
checklist during Time to Share to
assess SCOs 2.1, 2.3, and 3.1
Teacher’s conference notes record
evidence of SCOs 8.3, 9.1, 9.2, 10.3,
and 10.4
Samples of students’ drafts to assess
SCOs 8.3, 9.1, 9.2, 10.3, and 10.4
How did it go?
I noticed more students are providing
focused, descriptive feedback to their
peers.
Next steps: Introduce additional
questions or comments that encourage
deeper thinking about their text.
Include these questions as part of the
Reading Log responses during
Independent Reading time.
13
Knowing Our Targets
TCRSB End of Year Instructional Reading Targets for Grades Four to Six
Grade Four
Grade Five
Grade Six
 F&P reading levels R-S
 F&P reading levels U-V
 F&P reading levels X-Y

Learning to select appropriate text
based on interest and reading level

Selects appropriate text based on
interest and reading level

Reliably selects appropriate text
based on interest and reading level

Beginning to choose a variety of

texts (e.g., genre, author, preference,
need)
Chooses a variety of texts (e.g.,
genre, author, preference, need)

Independently chooses a variety
of texts (e.g., genre, author,
preference, need)

Becoming aware that texts are
created for different purposes and
audiences

Able to set a purpose for reading

Able to adjust reading strategies
based on the purpose and/or material
(e.g. skimming vs. reading for detail)

Automatically integrates all cueing
systems

Automatically integrates all cueing
systems with increasingly
difficult text

Automatically and accurately
integrates all cueing systems with
increasingly difficult text

Reads grade level text fluently with
appropriate phrasing and attention to
punctuation

Reads grade level text fluently with
appropriate phrasing and attention to
punctuation

Reads grade level text fluently with
appropriate phrasing and attention to
punctuation

Has a wide range of sight vocabulary
to meet the reading level for grade
four (e.g. Nelson Word Study CD)

Has a wide range of sight vocabulary
to meet the reading level for grade
five (e.g. Nelson Word Study CD)

Has a wide range of sight vocabulary
to meet the reading level for grade
six (e.g. Nelson Word Study CD)
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14
TCRSB End of Year Instructional Reading Targets for Grades Four to Six (continued)
Grade Four
Grade Five
Grade Six

Monitors and evaluates own
comprehension and is learning to
employ fix-up strategies

Monitors and evaluates own
comprehension and is learning to
employ fix-up strategies
independently, most of the time

Consistently monitors and
evaluates own comprehension
employing fix-up strategies as
needed

Recognizes and understands a
variety of text structures and
organizations

Uses awareness of text structure
and organization to support
understanding

Is consciously aware of how to
use text structure and organization
to navigate text

Recognizes and understands a
variety of text features

Uses awareness of a variety of
text features to support
understanding

Is consciously aware of how to
use a variety of text features to
navigate text

Able to integrate a variety of
comprehension strategies (e.g.,
predicting, questioning, connecting,
visualizing, summarizing)

Consistently integrates a variety
of comprehension strategies (e.g.,
predicting, questioning, connecting,
visualizing, inferring, summarizing)

Integrates an expanding variety
of comprehension strategies and
describes these processes and
strategies

Responds personally, critically and
aesthetically to text

Responds personally, critically and
aesthetically to text and provides
some supporting detail

Responds personally, critically and
aesthetically to text and supports
understanding with evidence
from the text
Increase sustained reading time as developmentally appropriate for each student.
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15
TCRSB End of Year Instructional Writing Targets for Grades Four to Six
Grade Four



Word Study
Grade Five
Grade Six
Review long and short vowels,
digraphs, and blends
 All word study elements for
Inflected endings (i.e., ed, ing, s, es,
”y to i”+es)
 Prefixes and suffixes that affect word  Derivational words for which
Syllable juncture (i.e., v/cv (long),
vc/v (short), vc/cv (short), vv/cv
(long), v/v (long long)

Unaccented final syllables (i.e.,
schwa vowels a,e,o paired with l,r,n)

Contractions

Compound words

Possessives
grade four, plus…
 All word study elements for
grades four and five, plus…
pronunciation has changed from the
base or root word but spelling
pattern is constant (e.g.,
please/pleasure, oppose/opposition)
and/or function (e.g., trans, un, con,
ize, tion, ate)
 Hyphenated words
 Irregular plurals

Commonly confused words (see WIA
Handbook, pp. 91-93)
 Possessive vs. plural
 Synonyms, antonyms, homophones
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16
TCRSB End of Year Instructional Writing Targets for Grades Four to Six (continued)
Punctuation
Grade Four
Grade Five
Grade Six

Period, exclamation mark, question
mark

All punctuation elements for
grade four, plus...

All punctuation elements for
grades four and five, plus...

End punctuation

Expanded use of commas in complex
sentences

Comma in direct quotation

Apostrophe

Colon and semicolon

Comma in a list


Punctuation in abbreviations
Correct use of quotations, commas and
end punctuation in all patterns of
dialogue

Correct use of capital letters

Dash, ellipsis, hyphen
Grade Four

Concept of sentence, kinds of
sentences

Writes in complete sentences

Combines simple sentences with
conjunction

Constructs paragraphs containing a
topic sentence

Noun/pronoun agreement

Correct use of nouns, verbs,
adjectives, adverbs, and pronouns
TCRSB, 2012

Introduction of quotation marks in
direct speech
Usage, Sentences, and Paragraphs
Grade Five
Grade Six

Creates more complex sentences

Uses a variety of sentence structures

Recognizes run-on sentences


Corrects run-on sentences and
fragments
Subject/verb agreement

Introduces prepositions, conjunctions,
and interjections

Organizes longer pieces of writing into
paragraphs

Effectively uses of all parts of speech

Organizes ideas into paragraphs

Develops cohesive paragraphs with
supporting detail and topic and
concluding sentences
17
TCRSB End of Year Instructional Writing Targets for Grades Four to Six (continued)
Research Skills
Grade Four

Can efficiently search via alphabetic
order

Uses a dictionary

Uses computer software to gather
information

Grade Five

All grade four elements, plus...

Uses a thesaurus

Navigates table of contents and index

Uses electronic/computer spell
checker
Grade Six

All research skills elements for
grades four and five, plus...

Expands on electronic information
retrieval to include multiple web sites

Begins to assess relevance and
reliability of sources and information
Retrieves electronic information (e.g.
search engine, website)
TCRSB, 2012
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TCRSB End of Year Instructional Writing Targets– Genres for Grades Four to Six
Both student choice and writing to a prompt, with increasing sophistication, in...
Grade Four
Grade Five
Grade Six

Research

Research

Research

Procedural text

News report

Debate/speech

Narrative fiction (e.g. adventure)

Narrative fiction (e.g. mystery)

Narrative fiction (e.g. fantasy)

Personal narrative

Personal narrative

Personal narrative

Poetry (e.g., shape/concrete,
rhyming couplets, free verse)

Poetry (e.g., free verse, cinquain,
limerick)

Poetry (e.g., free verse, narrative,
lyric)

Persuasive letter/essay

Persuasive letter/essay
Other writing possibilities, not grade specific






Autobiography
Biography
Memoir
Friendly and persuasive letter
Invitation/thank you note
Learning log






Response log
Book/movie review
Myth/legend/folk tale
Magazine article
Editorial
Script

Visual
o
o
o
o
o
media text
Advertisement
Comic strip
Story board
PowerPoint
Poster
Increase sustained writing time as developmentally appropriate for each student.
TCRSB, 2012
19
What’s Happening in Our Classrooms?
Essentials of Reading Instruction and Assessment
The goal of reading instruction and assessment in grades Four to Six in TCRSB is to support students as they grow through the
transitional stage of reading development in to the fluent stage of reading development.
Teaching In Action Grades 4-6 characterizes transitional readers as ones who can do the following.













set purposes for their reading
read widely and experience a variety of children’s literature
select appropriate material
adjust strategies for different texts and different purposes
use pictorial, typographical, and organizational features of written text to determine content, locate topics, and obtain
information
integrate cues as they use reading strategies of sampling, predicting, and confirming/self-correcting
self-correct quickly, confidently, and independently
prefer to read silently
can retell and discuss their own interpretations of texts read or viewed
recognize characters can be stereotyped
make meaningful substitutions
have an increasing bank of sight words
use a range of word identification strategies for constructing meaning
Teaching In Action Grades 4-6 characterizes fluent readers as ones who can do the following.







select, with growing independence, texts appropriate to their interests and learning needs
read widely and experience a variety of children’s literature, with emphasis on genres and authors
use pictures and illustrations, word structures, and text features to locate topics and obtain or verify understandings of
information
describe their own processes and strategies for reading and viewing
give reasons for their opinions
use background knowledge to question information presented in print and visual text
seek information from a variety of sources
TCRSB, 2012
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Students who are moving from the transitional to the fluent stage of reading development need different methods of instruction
and assessment than students in the emergent and early stages. Central to this is a shift in focus from the closely leveled texts
found in early elementary classrooms to a greater variety of texts that these students will find motivating and engaging. In
Beyond Leveled Books, Karen Szymusiak, Franki Sibberson, and Lisa Koch say, “Because the needs of students (in the
transitional and fluent stages) are so different, we need to look beyond levels when choosing books for instruction and when
helping students choose books for independent reading.” (p. 52)
The focus of how we use texts for instruction needs to change also. These students are now reading to learn, but still need to
be engaged in learning to read. Students in the transitional and fluent stages of reading development are motivated by finding
themselves reflected in what they read and view. As they grow older, regardless of their abilities, they are exposed to an everwidening variety of experiences. They have a greater variety of interests. Consequently, there is an ever-widening gap in their
needs. Asking only simple, literal comprehension questions, telling students to “sound it out” or “look it up” when they
encounter an unfamiliar word, are not effective practices.
We easily, and all too quickly, made the switch from learning to read to reading to learn and failed to offer our
students a support system for continued growth as readers. We slipped into a faster, faster, and higher, higher mode
of reading instruction regardless of our students’ comprehension, fluency, response, and interest. We didn’t expect
them to use reading behaviours beyond decoding and minimal comprehension... We now realize that the strategies
that work well with emergent readers aren’t necessarily the strategies that can help transitional readers become
independent. (They are) students who do not understand understanding. (pp. 53-54)
Reading can’t be distilled to a reading level, a basket of books, or a test performance. We can’t shrink reading down
to answering comprehension questions about the text. We can’t define reading by the books that the teacher has
chosen for the students to read. We can’t teach reading with meaningless activities to be done after a text is read.
(p. 61)
(Szymusiak, Sibberson, and Loch, 2008)
Because of this shift in focus, it is less important to conduct formal records of oral reading with all students in grades four to six
than in grades primary to three. Regular classroom assessments (e.g. reading response journals, reading conferences, smallgroup and whole class discussions) that indicate a student can successfully read and fully comprehend the transitional and early
fluent texts they are presented with will be sufficient in many cases. More structured assessments such as running records
should continue to be administered with students whom teachers consider to be only approaching, or below, grade level.
TCRSB, 2012
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Essentials of Writing Instruction and Assessment
The goal of writing instruction and assessment in grades Four to Six in TCRSB is to support students as they grow through the
transitional stage of writing development in to the fluent stage of writing development.
Teaching In Action Grades 4-6 characterizes transitional writers as ones who can do the following.










show an increasing awareness of audience
enjoy giving and receiving feedback about writing
begin to revise for clarity
use words that elaborate text
use a variety of sentence structures
begin to produce stories with two or more characters
support topics by relevant detail
write more-complex reports, letters, poems
demonstrate increasing knowledge of spelling patterns, writing terminology
produce increasingly conventional writing
Teaching In Action Grades 4-6 characterizes fluent writers as ones who can do the following.









enjoy playing with words and ideas to create particular effects
write for a wide range of purposes
convey more-complex and abstract ideas through writing
write in a variety of genres including expository texts
develop characters through dialogue and description
demonstrate increasing knowledge of spelling patterns, range of genres
use representational forms across the curriculum
produce increasingly conventional writing with a high degree of spelling accuracy
use most punctuation marks independently
TCRSB, 2012
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Students who are moving from the transitional to the fluent stage of writing development need different methods of instruction
and assessment than students in the emergent and early stages. We expect them to write increasingly complex pieces for a
greater variety of purposes across the curriculum. To become effective writers, students must learn to sustain their
engagement throughout the writing process. All parts of the writing process are interdependent and overlap. It is understood
that for some purposes, not all steps will be followed (e.g., personal responses, note-making). It is important for teachers
to model each of the following steps in the writing process. Teachers of grades Four to Six in TCRSB are encouraged
to use mentor texts accompanied by Think-aloud to demonstrate elements of form, genre, and writer’s craft. They are also
encouraged to share their own writing.
1. Planning
 students prewrite, engaging in lots of purposeful talk in both whole class and small group settings, to consider
topic, form, purpose, audience, and genre
 students create outlines, often with the aid of a graphic organizer
 the teacher and students view and discuss, and possibly co-create, assessment criteria (e.g. rubric)
2. Drafting
 students write, applying their knowledge of conventions, form, etc., to the best of their ability, but should not
focus on conventions to the extent that the flow of their thinking and writing is disrupted
o while a focus on conventions should not disrupt the writing, teachers and students should avoid terms like
“rough copy” or “sloppy copy”, as students should be writing as well as they can, even in the first draft
 students should write or keyboard on every second line and only one side of the page, to allow space for
feedback and to make changes when revising
 the teacher confers with individuals or small groups
3. Revising
 students re-read their work and make changes to ideas, organization, and clarity and effectiveness of language at
the paragraph, sentence, and word level as necessary; this may also be done with a peer
 students should be encouraged to read their work aloud at this stage
 the teacher confers with individuals or small groups generally focusing on one specific element at a time
4. Editing
 students re-read their drafts and make changes at the word level and to conventions
 the teacher confers with individuals (note: peer editing is generally ineffective and is discouraged)
5. Publishing
 students prepare a final draft to be shared and assessed
 teachers are encouraged to develop publishing rituals and have students write for a wider audience than just the
teacher
TCRSB, 2012
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The Roles of Genre and Form and the Reading-Writing Connection
Teachers of Grades Four to Six in TCRSB are encouraged to make explicit for students the reading-writing connection. Since
the 1980s, researchers have studied how skilled readers make meaning from text and how skilled writers make meaning with
text. What they have discovered is that these two processes that were once seen as opposites, as two sides of a coin, are in
fact complementary and reciprocal. Before we can teach our students how to write in a particular genre or form, we need to
immerse them in reading that genre or form.
At the centre of the reading-writing connection sits the mentor text. Teachers are encouraged to use well written texts,
including their own writing, to model elements of genre, form, and writer’s craft. These should be viewed through both the
reading and writing lenses. How as a reader do I use a particular strategy to make meaning from this text? How as a writer
might I apply a particular technique used in the mentor text to make meaning with my own writing? By deconstructing these
texts through Think-aloud, teachers make explicit for students the skills and strategies they need to grow as readers and
writers.
Students learn the craft of writing as they read, listen to, and discuss good literature. They fall in love with certain
texts and genres and perhaps the work and style of certain authors…. It is through mini-lessons (focus lessons),
reading and rereading, talk, and writing that students learn what effective authors do when they compose.
Teachers may stimulate, encourage, and scaffold the talk as they prompt with questions.”
(Trehearne, 2006)
It follows that the language we use in instructing and assessing students about genre and form should be consistent across the
reading-writing connection. Many resources offer a detailed breakdown of specific types of both fiction and non-fiction text for
organizing reading materials. School and community libraries are organized in this way. These serve a meaningful purpose.
To aid in making the reading-writing connection explicit, however, teachers may find it useful to use a common set of terms to
identify genres and forms of text for both reading and writing. The table on the following page offers a suggested organization
of these terms.
TCRSB, 2012
24
Genres at A Glance
Type of Text
Narrative text tells a story.


Expository text gives information or
shows how.






Persuasive text presents a point of view 
or justifies a position.




Descriptive text uses words and images
to create a clear picture of something or
someone in the mind of the reader or
viewer.
Expressive text explores the personal
thoughts and feelings of the writer.
TCRSB, 2012






Descriptors
has a beginning, middle, and end
(plot)
the plot focuses on a problem that
needs to be solved
has one or more characters
has a setting
has an introduction, body, and
conclusion
focuses on a main idea
supporting details develop the main
idea
has an organizational structure that
suits the specific purpose
has an introduction, body, and
conclusion
focuses on a main idea
supporting details develop the main
idea
appeals to reason/logic and emotions
has an organizational structure that
suits the specific purpose
has clear, specific vocabulary
has an emphasis on sensory details
has an organizational structure that
suits the specific purpose
has no one prescribed structure
relies on tone and emotion
focuses on the thoughts and feelings
of the writer
Examples










novels
short stories
traditional tales (i.e., fables, fairy
tales, myths, legends)
biographies, autobiographies
memoirs
instructions
procedures
reports
articles
summaries





letters or essays
reviews
editorials
advertisements
campaign literature/speeches


profiles of people, places, or things
most often embedded in other texts
(e.g., description of a character or
setting in a narrative)
journals
diaries
blogs
memoirs
letters





25
Poetry is unique. Each of the genres and forms above is most often written in prose, or represented through visual media.
Poetry as a form can fall into any of the genres listed above. Narrative poetry and expressive poetry (aka lyric poetry) are most
common. But descriptive poetry is certainly viable, and song lyrics that would be classified in the “urban” genre and the
emerging genre of “slam poetry” are often persuasive. In the content areas, students could be encouraged to write expository
poems, as the pattern and rhyme of poetry would be an aid to remembering important information about a topic.
Teachers of Grades Four to Six in TCRSB are encouraged to have their students experience a wide variety of poetry as both
readers and writers. Teachers across these grades in a school are encouraged to confer about the poetry experiences they
plan for their students to ensure they have a variety, and to avoid what has been a common practice of focusing largely on
specific forms of poetry, such as haiku and limerick, where the details of the form may outweigh appreciation and creativity.
Specifically, poetry is an excellent vehicle to focus on word choice and the use of figurative language.
Visual Media are any of the many forms of text that rely primarily, or at least heavily, on images to convey meaning. Like
poetry, visual media texts fall into all of the genres above. A graphic novel or storyboard tells a story. A poster or video can
inform or persuade. An audio recording can describe an object. A webpage can reveal how its creator thinks about an
emotionally charged issue.
The students in our schools today are spending increasing amounts of time with visual media, and often less time with print
text. But many of them are relatively passive in their use of these media. While they may be skilled with the technology, many
give little thought to how messages are constructed through various media, or the techniques used to manipulate and
persuade.
Teachers of Grades Four to Six in TCRSB are encouraged to have their students both read and write visual media text. Many of
the information texts used in content areas are richly supplemented by visual media. Students must be taught how to navigate
and apply the text features and graphical elements of these resources. Students access the World Wide Web and other
internet-based applications such as social media and video sharing sites on a daily basis. They must be taught how to do so
safely and with a critical eye.
Teachers are encouraged to use the tools available to create media texts. While some teachers may lack experience and
confidence with these tools, this should not be a barrier. Conferring with a colleague who has some skills and experience is
encouraged. And it’s likely that the students themselves will have the necessary skills to use the technology.
TCRSB, 2012
26
References:
Department of Education Resources:
Teaching in Action Grades 4-6, 2006
Copies of this document are available in every school or
can be obtained by contacting Central Office or
downloading from the Department of Education website
The Writing Workshop Series DVD, 4-9 (DoE)
One copy of this is available in each school
Reading Workshop Series DVD (DoE)
One copy of this is available in each school
Spelling Primary to 9
Available in each school, by downloading, or by
contacting Central Office
Active Young Readers Grades 4-6 Reading
Multiple copies in each school
Assessment Passages binder
Coming Soon:
 Revised/Updated 4-6 Curriculum Guide
Tri-County Regional School Board Resources:
 Classroom Practices For Supporting
Multiple copies in each school
 P-6 Writing Exemplars
Multiple Copies in each school and on TCRSB sharepoint
 Literacy Resource Site
(the site includes multiple links to
additional websites)
on TCRSB sharepoint
Early Literacy Instruction in TCRSB
TCRSB, 2012
27
Available in Your School or by Contacting Central Office:
Anderson, Jeff
Everyday Editing
Anderson, Jeff
Mechanically Inclined
Cooper, Damian
Talk About Assessment
Cunningham, Patricia
and Hall, Dorothy
Making Big Words
Fletcher, Ralph and
Portalupi, JoAnn
Lessons for the Writer’s Notebook
Fountas and Pinnell
Guided Reading
Gallagher, Kelly
Teaching Adolescent Writers
Harvey, Stephanie and Strategies That Work
Goudvis, Anne
Johnson, Pat and
Keier, Katie
Catching Readers Before they Fall, Supporting Readers Who Struggle (K-4)
Rog, Lori Jamison and The Write Genre
Kropp, Paul
Scott, Ruth McQuirter
Nelson Word Study (grades 4, 5, and 6)
Stead, Tony
Good Choice
Strickland, Dorothy S.
Ganske, Kathy and
Monroe, Joanne K.
Supporting Struggling Readers And Writers (3-6)
TCRSB, 2012
28
Szymusiak, Karen
Sibberson, Franki and
Koch, Lisa
Beyond Leveled Books, Supporting Early and Transitional Readers in Grades K-5
Szymusiak, Karen and
Sibberson, Franki
Still Learning to Read (3-6)
Taberski, Sharon
Comprehension From The Ground Up
Trehearne, Miriam
Comprehensive Literacy Resource for Grades 3-6 Teachers
Recommended Resources Available From the School Book Bureau
Note: Many of these are in schools now. Schools are encouraged to locate and share resources for the
benefit of all colleagues.
Atwell, Nancy
Lessons That Change Writers
Bear, Donald R.,
Invernizzi, Marcia and
Templeton, Shane
Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction
Beers, Kylene
When Kids Can’t Read What Teachers Can Do
Beers, Sue and
Howell, Lou
Reading Strategies for the Content Areas: An ASCD Action Tool
Boushey, Gail and
Moser, Joan
The Café Book: Engaging All Students in Daily Literacy Assessment and Instruction
Kittle, Penny
Write Beside Them
Tovani, Cris
I Read It, But I Don’t Get It: Comprehension Strategies for Adolescent Readers
TCRSB, 2012
29