Classroom Practices For Supporting Upper Elementary Literacy Instruction

in TCRSBThis 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:

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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 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.

The Workshop Model as a Framework for InstructionTCRSB, 2012

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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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

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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. 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

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structures and routines to suit their and their students’ needs as the year progresses.

Reading Workshop at a GlanceThe 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 texto teacher models a specific reading strategy through Think-aloudo teacher models reading for a particular element of the form and genre of text being studiedo outline of specific goals for the Time to Practise portion of the lessono 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?

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Time to Teach20%-25%

TEACHER/studentactivate prior knowledgeset directionidentify outcomesmodelco-create criteria Time to Practise

50%-60%teacher/STUDENT

provide opportunity for practisemonitor student learningconfer/mentor/instruct as neededengage in ongoing assessmentprovide descriptive feedback

Time to Share20%-25%

TEACHER/STUDENTsharecheck for understandingprovide descriptive feedback

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→ 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 texto 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 texto consolidating learning or posing questions to guide next steps through tools such as exit slipso offering and receiving descriptive feedback from peers and teachero reflecting on progress in relation to specific learning goals for the day or long-term learning goals

Writing Workshop at a GlanceThe 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-aloudo teacher leads students in a shared writing experience while revealing and eliciting insights through

Think-aloudo examining and discussing mentor text to consider form or genre, or elements of writer’s craft

Time to Practise

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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 writingo 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 composedo consolidating learning or posing questions to guide next steps through tools such as exit slipso offering and receiving descriptive feedback from peers and teachero reflecting on progress in relation to specific learning goals for the day or long-term learning goals

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?

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→ 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 practiceso teacher models effective whole class discussion practiceso 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 discussionso planning, practising, and presenting formal speaking events such as an informative presentation or a

performanceo 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 groupo consolidating learning or posing questions to guide next steps through tools such as exit slipso 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

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).

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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.

SNAPSHOT OF A CLASSROOM AS WORKSHOP

Sample Organizational Approach: Short Story Genre StudyTime to Teach10-15 minutes

Time to Practise25-30 minutes

Time to Share and Reflect

10-15minutes

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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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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

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.

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 Assessment How did it go? 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)

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

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.

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Time to Teach10-15 minutes

Time to Practise30 minutes

Time to Share15-20 minutes

Teacher conducts a focused lesson on one or two strategies for effective small group discussion.ORCo-constructs assessment criteria for effective small group discussion with the class (e.g. Looks Like/Sounds Like T-chart).

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.

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).

Differentiated Instruction Assessment How did it go? 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

Speaking and Listening observational checklist to assess GCO 1

Discussion self-assessment (if used)

I noticed that all students can identify the targeted element of narrative text.

Next steps: students will apply this understanding to their writing.

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Time to Share15 minutes

Time to Teach

10 minutes

Time to Practise35 minutes

In whole class setting, students share the various ways authors introduce the short stories they have been reading during independent reading.

Teacher uses Think-aloud strategy with the mentor text used last day, focusing on effectiveness of the lead in establishing setting or character.

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.

Differentiated Instruction Assessment How did it go? Confer with students needing

additional support or enrichment

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

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 Teach10-15 minutes

Time to Share10-15 minutes

Time to Practise30 minutes

Teacher re-visits the co-created 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.

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.

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.

Differentiated Instruction Assessment How did it go? 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

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)

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.

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Time to Share20 minutes

Time to Teach10 minutes

Time to Practise30 minutes

Students volunteer to read from their own drafts aloud.

Teacher focuses some of the student feedback responses on the leads and how they develop the piece.

Teacher observes audience feedback responses, and assesses drafts of those reading aloud by listening and making notes.

Teacher displays a sample draft of their own writing. Demonstrate one or two techniques for revising content or organization in response to feedback through a Think-aloud.

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.

Differentiated Instruction Assessment How did it go? 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

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

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.

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Knowing Our TargetsTCRSB End of Year Instructional Reading Targets for Grades Four to Six

Grade Four Grade Five Grade Six F&P reading levels R-S

Learning to select appropriate text based on interest and reading level

Beginning to choose a variety of texts (e.g., genre, author, preference, need)

Becoming aware that texts are created for different purposes and audiences

Automatically integrates all cueing systems

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)

F&P reading levels U-V

Selects appropriate text based on interest and reading level

Chooses a variety of texts (e.g., genre, author, preference, need)

Able to set a purpose for reading

Automatically integrates all cueing systems with increasingly difficult text

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 five (e.g. Nelson Word Study CD)

F&P reading levels X-Y

Reliably selects appropriate text based on interest and reading level

Independently chooses a variety of texts (e.g., genre, author, preference, need)

Able to adjust reading strategies based on the purpose and/or material (e.g. skimming vs. reading for detail)

Automatically and accurately integrates all cueing systems with increasingly difficult text

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 six (e.g. Nelson

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Word Study CD)

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

Recognizes and understands a variety of text structures and organizations

Recognizes and understands a variety of text features

Able to integrate a variety of comprehension strategies (e.g., predicting, questioning, connecting, visualizing, summarizing)

Responds personally, critically and aesthetically to text

Monitors and evaluates own comprehension and is learning to employ fix-up strategies independently, most of the time

Uses awareness of text structure and organization to support understanding

Uses awareness of a variety of text features to support understanding

Consistently integrates a variety of comprehension strategies (e.g., predicting, questioning, connecting, visualizing, inferring, summarizing)

Responds personally, critically and aesthetically to text and provides some supporting detail

Consistently monitors and evaluates own comprehension employing fix-up strategies as needed

Is consciously aware of how to use text structure and organization to navigate text

Is consciously aware of how to use a variety of text features to navigate text

Integrates an expanding variety of comprehension strategies and describes these processes and strategies

Responds personally, critically and aesthetically to text and supports understanding with evidence from the text

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Increase sustained reading time as developmentally appropriate for each student.

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TCRSB End of Year Instructional Writing Targets for Grades Four to Six

Word StudyGrade Four Grade Five Grade Six

Review long and short vowels, digraphs, and blends

Inflected endings (i.e., ed, ing, s, es, ”y to i”+es)

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

Synonyms, antonyms, homophones

All word study elements for grade four, plus…

Prefixes and suffixes that affect word and/or function (e.g., trans, un, con, ize, tion, ate)

Hyphenated words

Irregular plurals

Possessive vs. plural

All word study elements for grades four and five, plus…

Derivational words for which pronunciation has changed from the base or root word but spelling pattern is constant (e.g., please/pleasure, oppose/opposition)

Commonly confused words (see WIA Handbook, pp. 91-93)

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TCRSB End of Year Instructional Writing Targets for Grades Four to Six (continued)

PunctuationGrade Four Grade Five Grade Six

Period, exclamation mark, question mark

End punctuation

Apostrophe

Comma in a list

Punctuation in abbreviations

Correct use of capital letters

All punctuation elements for grade four, plus...

Expanded use of commas in complex sentences

Introduction of quotation marks in direct speech

All punctuation elements for grades four and five, plus...

Comma in direct quotation

Colon and semicolon

Correct use of quotations, commas and end punctuation in all patterns of dialogue

Dash, ellipsis, hyphenUsage, Sentences, and Paragraphs

Grade Four Grade Five Grade Six 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

Creates more complex sentences

Recognizes run-on sentences

Subject/verb agreement

Introduces prepositions, conjunctions, and interjections

Organizes ideas into paragraphs

Uses a variety of sentence structures

Corrects run-on sentences and fragments

Organizes longer pieces of writing into paragraphs

Effectively uses of all parts of speech

Develops cohesive paragraphs with supporting detail and topic and concluding sentences

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TCRSB End of Year Instructional Writing Targets for Grades Four to Six (continued)

Research SkillsGrade Four Grade Five Grade Six

Can efficiently search via alphabetic order

Uses a dictionary

Uses computer software to gather information

Retrieves electronic information (e.g. search engine, website)

All grade four elements, plus...

Uses a thesaurus

Navigates table of contents and index

Uses electronic/computer spell checker

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

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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

Procedural text

Narrative fiction (e.g. adventure)

Personal narrative

Poetry (e.g., shape/concrete, rhyming couplets, free verse)

Research

News report

Narrative fiction (e.g. mystery)

Personal narrative

Poetry (e.g., free verse, cinquain, limerick)

Persuasive letter/essay

Research

Debate/speech

Narrative fiction (e.g. fantasy)

Personal narrative

Poetry (e.g., free verse, narrative, lyric)

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 media texto Advertisemento Comic stripo Story boardo PowerPointo Poster

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Increase sustained writing time as developmentally appropriate for each student.

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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.

Teaching In Action Grades 4-6 characterizes fluent readers as ones who can do the following.

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 TCRSB, 2012

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

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

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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 ever-widening 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.

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, small-group 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.

Essentials of Writing Instruction and AssessmentTCRSB, 2012

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,

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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.

Teaching In Action Grades 4-6 characterizes fluent writers as ones who can do the following.

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 TCRSB, 2012

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

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

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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 disruptedo 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 groups3. 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

time4. 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 teacherTCRSB, 2012 26

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.

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.

Genres at A GlanceTCRSB, 2012

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)

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Type of Text Descriptors ExamplesNarrative text tells a story. 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

novels short stories traditional tales (i.e., fables, fairy

tales, myths, legends) biographies, autobiographies memoirs

Expository text gives information or shows how.

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

instructions procedures reports articles summaries

Persuasive text presents a point of view or justifies a position.

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

letters or essays reviews editorials advertisements campaign literature/speeches

Descriptive text uses words and images to create a clear picture of something or someone in the mind of the reader or viewer.

has clear, specific vocabulary has an emphasis on sensory

details has an organizational structure

that suits the specific purpose

profiles of people, places, or things

most often embedded in other texts (e.g., description of a character or setting in a narrative)

Expressive text explores the personal thoughts and feelings of the writer.

has no one prescribed structure relies on tone and emotion focuses on the thoughts and

feelings of the writer

journals diaries blogs memoirs letters

TCRSB, 2012 28

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 29

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 schoolAssessment 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 Early Literacy Instruction in TCRSB

P-6 Writing Exemplars Multiple Copies in each school and on TCRSB sharepoint

Literacy Resource Site on TCRSB sharepoint (the site includes multiple links to additional websites)

TCRSB, 2012 30

Available in Your School or by Contacting Central Office:

Anderson, Jeff Everyday Editing

Anderson, Jeff Mechanically Inclined

Cooper, Damian Talk About Assessment Cunningham, Patricia Making Big Wordsand Hall, Dorothy

Fletcher, Ralph and Lessons for the Writer’s NotebookPortalupi, JoAnn

Fountas and Pinnell Guided Reading

Gallagher, Kelly Teaching Adolescent Writers

Harvey, Stephanie and Strategies That WorkGoudvis, Anne

Johnson, Pat and Catching Readers Before they Fall, Supporting Readers Who Struggle (K-4)Keier, Katie

Rog, Lori Jamison and The Write GenreKropp, Paul

Scott, Ruth McQuirter Nelson Word Study (grades 4, 5, and 6)

Stead, Tony Good Choice

Strickland, Dorothy S. Supporting Struggling Readers And Writers (3-6)TCRSB, 2012 31

Ganske, Kathy andMonroe, Joanne K.Szymusiak, Karen Beyond Leveled Books, Supporting Early and Transitional Readers in Grades K-5Sibberson, Franki andKoch, Lisa

Szymusiak, Karen and Still Learning to Read (3-6)Sibberson, Franki

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., Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction Invernizzi, Marcia andTempleton, Shane

Beers, Kylene When Kids Can’t Read What Teachers Can Do

Beers, Sue and Reading Strategies for the Content Areas: An ASCD Action ToolHowell, Lou

Boushey, Gail and The Café Book: Engaging All Students in Daily Literacy Assessment and InstructionMoser, Joan

Kittle, Penny Write Beside Them

TCRSB, 2012 32

Tovani, Cris I Read It, But I Don’t Get It: Comprehension Strategies for Adolescent Readers

TCRSB, 2012 33