1. NAME OF YOUR MODULE HERE STUDENT ACHIEVEMENT IN LITERACY
Student Success
2011 Summer Program
NAME OF YOUR MODULE HERE
PUT TITLE HERE
Student Success
2011 Summer Program
STUDENT ACHIEVEMENT IN LITERACY 1

2. Agenda Minds On Action Consolidation Overview, purpose, and context
Learning goals
Group norms
Accountable talk
Action
Literacy needs, interests, and dispositions of adolescents
Talking and listening
Supportive classroom environment
Strategy instruction and the gradual release of responsibility
Consolidation
Accountable talk and learning
Group and personal reflections
The agenda for the session is set up using the three part lesson plan.
Each part (Minds On, Action!, Consolidation) will be defined as it comes up in the module. 2

3. Minds On Establishing a positive learning environment
Connecting to prior learning and/or experiences
Setting the context for learning
Engage students emotionally and cognitively
Assess students’ prior learning; activate (or build) prior learning
Develop interpersonal learning, collaborative skills
Talk about the purpose of Minds On part of the 3-part lesson, addressing the points in the slide and these:
The first part of the lesson—not just before, but necessary and integrated.
Explicitly identify the lesson’s learning goals.
Create a positive classroom climate: welcome students, invite them into the lesson
Set a tone, tempo
Prepare for learning, ensuring that every minute moves students toward the critical learning
Anticipate key lesson activities
Connect to previous lesson(s)
Connect to students’ interests

4. Provincial Context: Core Priorities
High Levels of Student Achievement
Reducing the Gaps in Student Achievement
Increased Public Confidence in Our Publicly Funded Schools
The work of Student Success/learning to 18 addresses the three core priorities for education in Ontario. The core priorities and supporting strategies are outlined in detail in Reach Every Student: Energizing Ontario Education (Winter 2008).

5. School Effectiveness Framework
From the Student Achievement Division
The 2010 School Effectiveness Framework is a self-assessment tool, grounded in research and professional learning, used to promote school improvement and student success. The first draft was released for implementation in elementary schools in Feedback lead to the K-12 refinement and further refinements were made in From September 2010 to 2012 the K-12 SEF will be implemented in all elementary and secondary schools in Ontario.
The literacy module integrates with the SEF through:
Student Voice 3.1
Assessment for, as and of learning 1.1
Curriculum, Teaching, and Learning 4.2, 4.5 5 5 5

6. Supporting the Instructional Core
Student
Leading Learning – Leadership
INSTRUCTIONAL TASK
Teacher/Students
LEARNING:
SELF-MONITORING
Resource Teacher
Tutor or Self
INSTRUCTIONAL TRAJECTORY
Learning Goal
Success Criteria
Learning Tools
IEP
Coach
Coach
Look For’s
Classroom Resources
Board Lead/ Consultant
This slide how provincial direction, district priorities and school improvement efforts support classroom instruction. It also shows how classroom data and narrative inform school planning which in turn inform the district and province about student learning needs and the policy, program and professional learning supports that may be needed.
District Lead 6

7. Example Classroom Board School (BIP)
(planning for teaching and learning)
Professional Learning Cycle
(collaborative inquiry)
Literacy: Writing
Literacy: Writing
Gr. 9 Tech Ed and Visual Arts, Gr. 10 Computer Studies: Common Assessment area - Expression and Organization of Ideas (Achievement Chart)
School
(SIP)
This slide shows how the work of a professional learning team is connected to the Board Improvement Plan, the School Improvement Plan and the classroom.
The “common” assessment may not be identical from grade to grade or subject to subject but it would assess a common area on the achievement chart. Keeping the relevance across subjects needs to remain as driving force
Examples of assessment areas common to various subjects include: expression and organization of ideas (focus on writng), application of knowledge (achievement chart).
Insert your own board examples to make connections to your module, highlighting how your module fits in to the improvement planning process
Literacy: Writing
Gr. 9 & 10 Applied/Open 7

8. A Professional Learning Cycle
The Professional Learning Cycle
All boards in Ontario are engaged in the implementation of collaborative inquiry as a vehicle for professional learning.
The professional learning cycle is used by teams of educators as a process for professional learning. The cycle begins when educators examine data (including student work) to determine a student learning need. The identified need becomes the focus for professional learning. Learning occurs during team meetings and in-between meetings when educators share practice, analyse student work or participate in workshops or seminars to build their knowledge-base.
Provide an example of how the professional learning cycle could be used in relation to your module.
In the first phase of the cycle, PLAN, a learning team examines data and evidence to determine an area of student learning need. Once a specific need is highlighted, the team determines the learning that is important for them as educators, in order to plan instruction that addresses the needs of their students. The team decides what evidence (e.g., a common evaluation task) will be analysed at the end of the cycle to indicate the extent to which the student need has been addressed.
In ACT, the second phase of the professional learning cycle, members of the learning team implement the strategies and actions that they planned in the first part of the cycle.
During this early implementation phase, seeking student feedback and assessing for learning are continuous so that instruction can be adjusted according to the emerging needs of students.
Learning team members continue to learn in their selected areas through means established in the PLAN phase – such as observing colleagues, co-teaching, engaging in a book study and/or through practice and reflection.
The OBSERVE phase, occurs in mid-unit or mid-implementation and focuses on monitoring student learning and sharing instructional practice. The learning team takes a good look at evidence of student learning - including student work and student feedback - to see if students are on track or if an alternate approach is required to help them achieve or be more fully engaged. Educators share their practice in a variety of ways – including analysis of each other’s plans and strategies to find solutions to current issues - or simply to share alternative approaches.
Although reflection is part of each phase of the cycle, it is in the REFLECT phase, at or near the end of a unit, that the team comes together to determine if what was initiated in the PLAN phase has worked – Have educators learned what was necessary to begin to address the needs of their learners? Have the student needs been met? In the REFLECT phase, to address these questions, team members share and discuss student assessment results, reflect on their own learning and instructional practice and determine next steps. 8 8 8

9. Student Success Grades 7-12 Key Elements
EFFECTIVE INSTRUCTION
Differentiated Instruction
Math GAINS
Literacy GAINS
Professional Learning Cycle
Student Voice
School Effectiveness Framework
INTERVENTIONS
Credit Rescue / Recovery
Transitions Supports/Taking Stock
Children and Youth in Care
Re-engagement Strategy
Supervised Alternative Learning
School Support Initiative
PROGRAMS
Specialist High Skills Major
Dual Credits
Expanded Cooperative Education
Ontario Skills Passport
Board Specific Programs
LEADERSHIP DEVELOPMENT
Student Success Leaders
Student Success Teachers
Student Success School and Cross Panel Teams
This slide provides an overview of the Student Success/Learning to 18 programs and initiatives for Grades They can be clustered under the four main headings.
The literacy module connects to the key elements through Effective Instruction, Literacy GAINS

10. Pyramid of Preventions and Interventions
Pyramid of Preventions and Interventions
Re-entry to School
Program Change
ALL SOME FEW
 In-School Interventions
(e.g. Credit Recovery)
The Pyramid of Interventions is being applied across Ontario and comes from the thinking of Rick Dufour. He suggests that with extra time and support and a explicit plan in place, students will not fall through the cracks. The more preventions and interventions that are invested at the bottom of the pyramid the less likely students will rise to the top of the pyramid, and become more at risk. Schools should develop their own strategies at each level of the pyramid.
Make connections to your module and change the slide to reflect you own examples.
 In-Class Interventions
(e.g. Credit Rescue)
 In-School & In-Class Preventions
(e.g. Transitions, Differentiated Instruction) 10 10

11. Community Builder Four Corners
Choose the quotation that resonates most with you
Go to the corner where the quotation is posted and introduce yourself to your colleagues
Talk about why this particular quotation is meaningful
As a group be prepared to highlight your main ideas with the whole group
Before participants arrive, print the 4 quotations on ledger size paper and post them in the four corners of the room.
Participants choose the quotation that resonates most with them. At each quotation corner, participants discuss why this particular quotation is meaningful to them.
Debrief the Four Corners oral communication strategy and talk about variations (see Think Literacy Cross-Curricular Approaches, page 182)

12. Talk in Action
Distribute copies of Talk in Action Chart and refer to the first strategy that has been modelled, Four Corners.
Explain use of the chart during this session
To provide a description of the strategies used in the session
To provide opportunity for participants to record ideas on how to use the strategies in their daily practice
To provide opportunity for participants to reflect on their learning about use of strategies
Using the Four Corners strategy, model the completion of the Talk in Action Chart.

13. Learning Goals We are learning… How accountable talk
supports students’ deeper understanding of subject content
helps students to learn and reflect on their learning
helps students in communicating their knowledge and understanding
To connect the use of accountable talk with the literacy needs of adolescents
How to use a variety of accountable talk strategies to meet the range of literacy needs of students
How to plan for explicit use of strategy instruction through the gradual release of responsibility
Review the learning goals with participants.

14. Me Read? And How!, Queen’s Printer for Ontario, 2009
Accountable Talk
How is accountable talk different than just talk?
Introduce the concept of accountable talk by referring to page 36 in Me Read? And How!
Highlight the prompts that support accountable talk and the suggested activities.
Use a Think-Pair-Share strategy and have participants consider the question: How is accountable talk different than just talk?
Participants record ideas and information about Think-Pair-Share strategy to their Talk In Action Chart
Me Read? And How!, Queen’s Printer for Ontario, 2009

15. Accountable Talk and Learning Skills
Have participants identify the opportunities to assess learning skills through accountable talk.
Growing Success, 2010

16. Group Norms Treat each other with dignity and respect.
It's okay to not have the answer, and to admit it.
Problems are presented in a way that promotes mutual discussion and resolution.
Explain the importance of establishing group norms for effective collaboration. (3 examples have been included on this slide)
With participants co-construct group norms for the work in this learning module.
Invite individuals to select one norm that they will monitor during this module as a personal goal.

17. Please watch this video clip
While viewing, consider:
how does the teacher “finds out” about students
how does the teacher differentiate based on this information
Explain to participants that the establishment of group norms is also necessary for accountable talk to be effective in the classroom.
This video demonstrates how a teacher differentiates instruction to meet the needs of the learners in his science class. In this video, students engage in oral communication in various ways. While viewing, participants can consider what norms this class may have co-constructed.
Video:
DI Video Clip Library: Secondary DVD Video
Science, Bishop Macdonell CSS
From beginning to 3:15 only

18. Inside-Outside Circle
How does talk help to build student understanding?
What group norms are explicit or implicitly present?
What skills do students need to have in order for talk to be accountable in this class?
Refer to Inside-Outside Circle strategy on the Talk in Action Chart
Participants use Inside-Outside Circle strategy and the guiding questions on this slide to discuss the accountable talk observed in the science video.
Additional questions for discussion:
• how does the teacher “finds out” about students
• how does the teacher differentiate based on this information

19. Action! Students do the subject — not hear or read about it.
Action includes:
Introducing new learning or extending/reinforcing prior learning
Providing opportunities for practice and application of learning (from teacher modelling to guided and shared practice to independent practice)
Instruction includes:
Modelling
Guided practice and scaffolded exploration
Co-construction of understanding
Gradual release of responsibility
Differentiation
A variety of groupings and collaborative structures
Explain:
In the Minds On part of this module you had a chance to engage in conversation and make some personal connections to the use of oral communication in the classroom. We are now moving into the Action! part of the module.
Talk:
about the purpose of the Action! part of a 3-part lesson, addressing the points in the slide.

20. Adolescents’ Needs, Interests,
and Dispositions
Need for control/autonomy
Interest in technology/media
Need to be heard
Disposition to debate
Need to make a difference
Need to belong
Sense of accomplishment
Irvin, J., Meltzer, J., Mickler,M., Phillips, M., Dean, N. (2009) Meeting the Challenge of Adolescent Literacy: Practical Ideas for Literacy Leaders. Newark, DE: International Reading Association
Identify some characteristics of the adolescent learner. Listed here we have the needs, interests, and dispositions of adolescents.
Table Discussion
Which of these needs are most visible in your students?
Which needs seem most urgent? Are there interests, dispoitions or needs that are not listed here? 20

21. What are the implications for instructional practice?
“Teachers who link instruction with needs, interests, and dispositions of students … nurture a connection that motivates students to engage with authentic literacy tasks.”
Irvin, J., Meltzer, J., Mickler,M., Phillips, M., Dean, N. (2009) Meeting the Challenge of Adolescent Literacy: Practical Ideas for Literacy Leaders. Newark, DE: International Reading Association, 18.
Needs, interests, and dispositions of adolescents must be considered, along with curriculum expectations, in order to engage students and also to deepen and reinforce content understanding.
It is important, then for teachers to create meaningful tasks, with scaffolded instruction and help students to become confident and competent in literacy and learning.
If adolescent needs and dispositions are accommodated through instruction we can help them to connect their life experiences and interests with literacy and learning tasks assigned in school.
Go to next slide to introduce activity. 21

22. Carousel Brainstorming
Needs
control/autonomy
to be heard
to make a difference
to belong
Interests
technology, media
Dispositions
to debate
Carousel Brainstorming Strategy (Graffiti)
In advance, prepare chart paper with labels: Needs, Interests, Dispositions, one label per sheet.
Participants engage in Carousel Brainstorming Strategy, rotating to each chart paper jotting down possible instructional choices for each area, adding to or responding to ideas previously jotted on the chart paper.
Debrief with the whole group and identify which instructional choices require talk.
Participants record ideas and information about Carousel Brainstorming Strategy to their Talk In Action Chart
Possible Instructional Choices:
Need for control/ autonomy
provide choice in assessment modes
provide students with a choice board
Interest in technology/media
allow opportunities to learn technological presentation techniques (e.g. photostory)
Need to be heard/ disposition to debate
provide authentic audiences for writing/speaking beyond the teacher
if students are writing a persuasive piece about school uniforms, they are provided with the opportunity to read their piece to the principal
Need to make a difference
set up opportunities for reading to/tutoring others
Need to belong
Sense of accomplishment 22

23. Think-Pair-Share-Square
Why is talk so important in the
grade 7-12 classroom?
How does talk meet the needs, interests, and dispositions of adolescents?
Think-Pair-Share-Square
Use a Think-Pair-Share-Square strategy for participants to consider the guiding questions:
Why is talk so important in the grade 7-12 classroom?
How does talk meet the needs, interests, and dispositions of adolescents?
Participants go back to Talk in Action Chart and add further information. 23

24. Listening
Because listening is often used in conjunction with the skills of speaking, reading, and writing, strong listening skills enable students to succeed more easily in these other communication processes.
But despite the benefits and amount of time spent listening, only a small amount of what we hear actually registers. Consequently, the development of active listening skills needs explicit teaching, modelling, and practice in every subject.
Read the statements on the slide.
With an elbow partner, participants discuss the second statement and if they agree or disagree with the need for explicit teaching of active listening.

25. Connecting Research to Practice: Listening Guide
Save the Last Word
Save the Last Word
Refer participants to the Talk in Action Chart for description of Save the Last Word strategy.
Use Save the Last Word strategy for participants to discuss, pose questions, and share ideas about explicitly teaching listening skills to students.
Text: Listening Guide available on edugains website at:

26. Relationships for Learning
Conditions that Support Accountable Talk
Classroom Management
organization, protocols, policies, and routines
Classroom Set-up
physical arrangement of furniture and resources to optimize learning
Relationships for Learning
positive interactions of teacher and students and, students with their peers
Classroom Dynamics
establishing and maintaining conditions that allow students to engage in powerful learning through deliberate and purposeful planning, actions, and responses
Establish the importance of creating the conditions necessary for students to engage in oral communication in the classroom.
Identify some of the factors that influence establishing a positive classroom environment.
This slide highlights one model for positive classroom dynamics (from Math GAINS web site). For each component, participants share what this looks like and sounds like in their classroom. ( )
Prepare to have copies of print materials and equipment for access to video in advance of presentation.
Participants select a resource to review ideas that connect to establishing positive classroom conditions that support accountable talk. Participants choose their own method to summarize their thoughts. They must be prepared to respond to questions about their findings in a Three Step Interview (see next slide)
Have the following resources available for participants to choose from :
AER Video, Segment 5, Engaging Students in Conversation:
Me Read? No Way! and Me Read? And How! Pages 36, 37
Many Roots, Many Voices, page 19
Discussion Etiquette, Think Literacy, page 176
Social Skills Anchor Chart, Math GAINS :

27. Supporting Accountable Talk -Resources
1. AER Video, Segment 5, Engaging Students in Conversation:
2. Me Read? And How! pages 36, 37
3. Many Roots, Many Voices, page 19
4. Think Literacy Cross-Curricular Approaches, Discussion Etiquette, page 176,
5. Social Skills Anchor Chart, Math GAINS :

28. Supporting Accountable Talk
Select a resource of interest to you
Read/view the resource
Summarize your resource and your response using a method of your choice
Be prepared to participate in the three step interview

29. Three-Step Interview
What can be done to establish a supportive climate in your classroom that encourages students to engage in open communication?
How can the expression of diverse opinions, positions, and feelings be encouraged without fear of censure?
Three-Step Interview
Participants use three-step interview strategy to share ideas learned through reading/viewing the resources
Participants go back to Talk in Action Chart and add further information.

30. Strategy Instruction and the Gradual Release of Responsibility
“When students internalize the use of literacy strategies so they can monitor their own comprehension, take effective notes, use graphic organizers without prompting to plan essay writing, and summarize what they read, they are well on their way to becoming strategic readers and writers.”
Irvin, J., Meltzer, J., Mickler,M., Phillips, M., Dean, N. (2009) Meeting the Challenge of Adolescent Literacy: Practical Ideas for Literacy Leaders. Newark, DE: International Reading Association, 95.
Read the quote.
Invite discussion about the importance of using the gradual release of responsibility so that students may select and use the strategies that work best for them.

31. Gradual Release of Responsibility
Strategy Instruction
and the
Gradual Release of Responsibility
Refer participants to the Strategy Implementation Continuum.
Provide some time for participants to become familiar with the resource.

32. Strategy Implementation Continuum
World Café
How do you use the gradual release of responsibility for explicit strategy instruction so that students can successfully and independently use the strategy?
How does the Strategy Implementation Continuum support Differentiated Instruction?
See the Talk in Action Chart for a description of the World Café.
Engage participants in the World Café activity.
In the first 2-3 rounds, table groups discuss the first question. The last table conversation addresses the second question.

33. Consolidation Helping students demonstrate what they have learned
Providing opportunities for consolidation and reflection
Check for conceptual understanding of critical learning through reflection, summary, application, consideration of alternative approaches
Use whole-class discussion, journals, exit cards
Prepare for/anticipate follow-up or next lesson
We are now moving into the Consolidation part of the module.
Explain the purpose of the Consolidation part of a 3-part lesson, addressing the points in the slide.

34. Reflection
Place Mat
Back in the classroom…. what does this look like, sound like?
Group Reflection using Place Mat Strategy
The Consolidation part of the module consists of a group reflection as well as an individual reflection.
Review the module’s learning goals with participants:
We are learning…
how accountable talk
supports students’ deeper understanding of subject content
helps students to learn and reflect on their learning
helps students in communicating their knowledge and understanding
to connect the use of accountable talk with the literacy needs of adolescents
how to use a variety of accountable talk strategies to meet the range of literacy needs of students
how to plan for explicit use of strategy instruction through the gradual release of responsibility
Participants engage in a Place Mat activity to reflect and articulate what accountable talk looks like and sounds like in the classroom and how it supports student learning.
Place Mat topics incorporate the learning goals in the form of questions
how does accountable talk support students’ deeper understanding of subject content?
how does accountable talk help students to learn and reflect on their learning?
how does accountable talk help students in communicating their knowledge and understanding?
how does using the gradual release of responsibility support students’ varying needs in developing oral communication skills?

35. Reflection Personal Reflection
How will I use accountable talk to support literacy in grades 7 to 12?
Personal Reflection using Talk in Action chart and Group Norms
Participants revisit their Talk in Action chart and their Group Norms
Participants refer to their Talk in Action charts and share orally their responses to the question on the slide: How will I use accountable talk to support literacy in grades 7 to 12?

36. Feedback
Please provide session feedback
using the online survey.