1. Welcome! Session 2 Theme: Instruction and Assessment
Literacy Alive
Belize
Explain how this session fits into the series of sessions or the learning plan for your group.
To refresh the memories of learners, you may decide to briefly review key concepts from previous sessions; e.g. Parameter 3: Daily, Sustained, Focused Literacy Instruction.
Overview: This parameter explores the teaching and learning of literacy in all subject areas. Whether students and teachers are in the science classroom or the visual arts classroom, a Kindergarten classroom or a Grade 12 classroom, being literate is about making meaning from language experiences. While Parameter 3 supports the use of balanced literacy assessment and instruction during dedicated literacy time, this parameter looks at how subject-related literacy skills can be taught using the same approaches. The components of balanced literacy enable a gradual release of responsibility from teacher to student; they also allow teachers to support students in developing meaning-making skills in all subject areas. Assessment data determine what literacy skills students will need to develop in order to access the subject’s content.

2. Agenda Introduction Parameter Focus Next Steps/Planning
Sharing the focus for learning
Parameter Focus
Building Understanding
 What is this parameter about?
Exploring
 What do we need to consider when
working with this parameter?
Applying
 What does this learning mean for me/us?
Next Steps/Planning
Review the agenda with learners.
“Together, we will be reading information and viewing a video related to a selected parameter. We will discuss the concepts presented and explore the ideas within our context. At the close of discussions, we will reflect on what we have learned and plan our next steps for implementing the parameter.”
High-functioning professional learning communities depend in part on honest feedback from those involved. Explain that at the end of the session, learners will have an opportunity to comment on it and provide input into the next session by completing a feedback form and handing it in.

3. Our Focus for Learning
Building a professional learning community that has a positive impact on student literacy achievement.
Outline the group’s focus for learning and explain the value of a shared goal.
“A shared vision is an important dimension of literacy leadership. Our focus for learning is stated here and is supported by… [make explicit ties to the basis on which the focus was determined, e.g., our data, our planning process, our curriculum guidelines].”
Cheryl’s note: We can adjust what we say above, based on what we have learned with our groups, regarding their focus and the basis on which it was determined.

4. Building Understanding
Read the parameter information.
Underline key points and write notes in the margin.
Turn to an elbow partner and talk about your understanding of this parameter.
Explain that you will facilitate an activity during which the group will read and view information about a parameter that supports your focus for learning.
“As a group, we want to come to a shared understanding of this parameter, to think about it in our own context, and to investigate how we could implement the parameter in our district, school, or classroom. Throughout the session, we will experience several effective, research-based strategies that support our learning and can be used with our students (or adult learners) as well. Let’s begin by building our understanding of this parameter.”
*Hand out Parameter 13 Information Sheet
-Ask learners to read the information about the parameter on the Parameter Information sheet (2-3 minutes).
-Encourage learners to underline key points and write notes in the margin.
-Ask learners to turn to an elbow partner and discuss what they understand about the parameter (2-3 minutes).
Before Viewing the Video Clip
Ask learners to read the information about the parameter on the Parameter Information sheet (2–3 minutes).
Encourage learners to underline key points and write notes in the margin.
Ask learners to turn to an elbow partner and discuss what they understand about the parameter (2–3 minutes).

5. Video Viewing
On the Key Understandings chart, note how the parameter is evident and effectively implemented in the video clip.
During Viewing
Ask learners to use the Key Understandings chart on the Parameter Information sheet to note how the parameter is evident and effectively implemented in the video clip.
If you think it will support your group’s learning, show the video clip to the group twice to give learners a better opportunity to note Key Understandings.

6. Key Understandings Share your chart with your elbow partner.
Share your Key Understandings with the larger group.
After Viewing
Ask learners to share their notes with the same elbow partners they had before (2–3 minutes).
Debrief by asking volunteers to share their Key Understandings with the larger group.
Participants may note the following observations while viewing the video clip.
Quality assessment and instruction are common to the teaching and learning of literacy in language and in all other curriculum areas.
In a Grade 4/5 classroom
The focus prior to this lesson was gaining information from visual images.
The focus of this lesson is gaining information from texts.
Instructional focus is informed by assessment showing there was either too much or not enough detail in written summaries.
The teacher shares instructional focus with students.
The teacher uses shared reading and think-aloud with a subject-bases text of high interest to students.
In a Grade 12 academic-level classroom
A teacher states that she is a literacy teacher and a science teacher.
Scientific literacy demands an understanding of key terms and the making of connections to self and world.
A female student sees relevance of the lesson and makes connections to self.
The teaching focus is effective reading of a scientific text through organized note-taking.
The teacher assesses students by questioning and checking work on graphic organizers.

7. Exploring Consider this question in your table group:
How would the implementation of this parameter support teaching and learning in other areas of the curriculum (e.g. science, math, art)?
To encourage further exploration of the parameter, pose one of the Guiding Questions given for the parameter and invite learners to discuss it in their table groups (5–10 minutes). Ask each group to summarize its discussion and designate one member to share a key point with the larger group.
Key Ideas that may be brought up in response to the guided question:
Teachers can employ the same strategies they use in a language classroom to target areas of need identified through assessment.
Subject areas provide engaging content for students and discipline-based learning would have an impact on their overall literacy.
Improving students’ skills would help them access the content in other subject areas.
Struggling students could experience more success.
Summarize your discussion and designate one group member to share a key point with the larger group.

8. Applying Chart-A-Note: Create groups of three or four.
Ask groups to draw a circle in the centre of a large piece of chart paper and then divide the remaining space equally among the participants in the group.
Think about the question on their own and note ideas in a section of the chart paper (but not in the centre).
Explain that learners will now have an opportunity to apply their current understanding of the parameter by taking part in an activity.
Briefly outline the activity and hand out any required materials; (one Chart-A-Note Graphic Organizer, large piece of chart paper, and markers for each team).
Facilitate the activity, following the step-by-step directions in the Chart-A-Note Facilitator’s Resource page: Activity 2.
Choose from the following questions:
Awareness: What does parental involvement in supporting literacy mean to you as a teacher or administrator?
Analysis: How would or does job-embedded professional development support or not support your own learning?
Planning: What next steps can we possibly take to implement this parameter in our school?
Revisiting: Share what you recall about the key understandings related to this parameter. How has the parameter impacted your thinking and/or connected to your work?
You will want to note any ideas shared in the final debriefing step of the activity as a record of the group’s learning. You, or a volunteer, could note ideas electronically or on chart paper. Learners could also be asked to hand in graphic organizers that they completed during the activity.

9. Introducing an Article
“What I’ve Learned About Effective Reading Instruction”
by Richard L. Allington
Improving reading proficiency rests largely on the capacity of classroom teachers. Six common features of effective elementary literacy instruction are discussed.
The articles in the Research Resource Book can serve as foundational pieces for deepening understanding of the six broad themes outlined in the Backgrounder; they can also be used to support and extend the concepts addressed in the 13 Parameters video clips.
You can incorporate articles into learning sessions in a variety of ways. For example, if an article complements one of the video clips, it could be used to help provide an effective introduction to new concepts.
Explain that you will facilitate an activity during which the group will read an article to deepen understanding of a theme or that supports and extends the concepts inherent in a specific parameter. Articulate the relevant theme, concept, or practice addressed by the article. Parameter 13: Appropriate Literacy Instruction in All Areas of the Curriculum. Theme: Instruction and Assessment.
The author argues that improving reading proficiency rests largely on the capacity of classroom teachers.
Support your learners throughout the session by highlighting connections between the reading and the theme or parameter that relates to your focus for learning.

10. Reading Activity Three Heads Are Better Than One!
Read the article with three questions in mind:
What are the key ideas in this article?
What connections did you make to the article?
What questions does the article raise for you?
Underline key points and make notes in the margin.
Create groups of three. Assign roles: interviewer, responder, and recorder.
Carry out interviews in three same-length rounds using above questions as a guide.
As a literacy leader, you can have a powerful impact on the learning of your group. How you introduce new concepts, skills, and ideas is as important as the information itself. Research shows that if learners have opportunities to process information in a social context—in conversations with colleagues, for example—there is a positive effect on understanding. To this end, activities and graphic organizers are provided for use with the articles in the Research Resource Book.
Explain that learners will now have an opportunity to read and discuss the article by taking part in an activity – ‘Three Heads are Better than One’.
Briefly outline the activity and hand out any required materials. Article “What I’ve Learned About Effective Reading Instruction”
Facilitate the activity, following the step-by-step directions in the Three Heads are Better than One: Reading Activity 4 facilitator page.
You will want to note any ideas shared in the final debriefing step of the activity as a record of the group’s learning. You, or a volunteer, could note ideas electronically or on chart paper. Learners could also be asked to hand in graphic organizers that they completed during the activity.

11. Planning Next steps for implementing this parameter
What aspects of this parameter are already in place?
What will we need to put in place?
What next steps will we need to address?
The facilitator’s role is now to guide learners in determining what they as individuals or as a group will do to move the theory of this parameter into practice in their work setting.
Prompt the group’s thinking about possibilities for next steps: “How can we take what we have learned back to our work setting?” See ideas for next steps specific to each parameter on the Parameter Pages in Section 4 of the Facilitator’s Resource.
Next steps may include the following:
asking small groups of teachers to share their understanding of and practices pertinent to balanced literacy approaches with those less familiar with the approaches
discussing shared beliefs related to the understanding that all students can learn given time and support
asking the Literacy teacher to model instructional approaches in a variety of curriculum areas and classrooms
organizing a book study to learn more about balanced literacy or subject-specific literacy.
It is important to record and monitor the progress of the group’s plans for implementing the parameter.
If you are working with a large group, ask learners to discuss plans for next steps in their table groups or teams. Debrief with the larger group by asking teams to share their plans for next steps.
Record the plans for next steps related to the parameter so that you and the learners can monitor progress and respond to successes and challenges. Individuals and groups may use the Literacy Leadership Assessment Tool to keep a record of their planning. Or, you or a volunteer could record plans electronically or on chart paper during the large-group sharing of next steps.

12. Reflecting on Content and Processes Experienced in Today’s Session
Focus for learning
Share with whole group.
Parameter printed information
Parameter video information
Read: Underline and note ideas.
Partner share
Key Understandings chart
Exploring the Parameter
Guiding Question
Table group discussion
Share one key discussion point with larger group.
Applying the Parameter
Chart-A-Note
Three Heads are Better Than One
Planning for Next Steps
Larger group sharing of next steps
Ask learners to stop and reflect on the content and processes they experienced in the learning session.
“The chart indicates the content introduced in today’s session and the processes used to build a shared understanding of the content. Think about how the processes contributed to your own learning today. In your leadership role, how could you use these processes with other learners [with other adult learners or with students in the classroom]? What content would be a good match for the processes used today?”
You may choose to allow time for a partner or table group discussion of these questions, as well as a larger group debriefing of the discussion.