York School Distric guidelines for literacy

1. A CURRICULUM EXPECTATIONS DOCUMENT
2 0 0 7
This document published by
Curriculum & Instructional Services
York Region District School Board
Printed/Designed YRDSB - 03/07
Bill Crothers
Chair of the Board
Bill Hogarth
Director of Education
Guidelines
forLiteracy

2. COPYRIGHTAll rights reserved. No part of this publication may be reproduced in any form without written permission from:
York Region District School Board
For all materials, copyright has been extended to the York Region District School Board only.
Individual boards must seek direct copyright for all indicated items requiring such permission.
Our thanks to the following members of the writing team:
Dr. Lyn Sharratt Superintendent of Curriculum
and Instructional Services
Linda Arlidge Writing Project Coordinator
Judy Andersen Curriculum Coordinator: Special Education
Cathy Costello Curriculum Coordinator: Literacy (Retired)
Jane Cutler Curriculum Administrator: Student Success
Hazel Dick Administrator: Reading Recovery
Gale Harild Curriculum Administrator: Pathways
Barb Heffler Curriculum Administrator: New Teachers/Literacy
Mary Lawlis Curriculum Coordinator: Int./Sr. Literacy
Jill Maar Vice Principal: English Language Learners
Gale May Curriculum Coordinator: Assessment &
Instruction (Retired)
Barry McKillop Senior Administrator: Curriculum
and Instructional Services
Diane Muckleston Curriculum Coordinator: Math Literacy
Penny Zielinski Curriculum Coordinator: Pr./Jr. Literacy
Learning Resources Services
Kim Clayton Graphic Artist
Acknowledgements
Bill Hogarth Bill Crothers
Director of Education Chair of the Board
Our thanks to the following members of the
Secondary Literacy Committee for development
of the Profile of the Literate Graduate:
Linda Balaishas Principal
Gayle Brocklebank-Vincent Principal
Ivy Chan Principal
Deneena Davis Teacher on Assignment
Carol Diamond Principal
Arlene Higgins-Wright Teacher
Leslie Johnstone Principal
Susan Logue Vice-Principal
Sandra Quan-D’Eramo Teacher on Assignment
Alan Silverman Vice-Principal
Tamar Stein Curriculum Consultant
We would like to thank members of the following groups for providing valuable feedback: teachers, school administrators,
federation representatives, Literacy Steering Committee, Directors Council.
Curriculum and Instructional Services would like to acknowledge and thank Carmel Crévola for supporting the literacy learning
of educators in York Region and their creation of this resource document.
Photo credits: Adobe Image Library and comstock.com.

3. • Foreword - Supporting Literacy in York Region Schools i
• Preamble: Setting the Context - Literacy Collaborative JK-12 ii
• Literacy Teaching and Learning in the York Region District School Board 1
• Beliefs and Understandings 1
• The Meaning of Literacy 2
• The York Region District School Board’s Commitment 3
• Supporting Student Success 3
• Assessment Drives Instruction 3
• Making a Difference in Our Schools 5
• Literacy Instruction: Expectations for Schools
13 Parameters that Lead to Student Achievement 6
• Profile of the Literate Graduate 7
• Guiding Principles for Literacy Instruction 10
1 Literacy is the responsibility of every teacher in every classroom. 11
2 Assessment drives instruction. 11
3 Literacy instruction motivates, engages and supports all
students in their learning. 12
4 Professional development, collaboration and leadership
support effective literacy instruction. 12
5 Literacy instructional practices are regularly reviewed and
refined to ensure that the needs of all learners are met. 12
6 School, home, and community partnerships,
enhance literacy instruction. 13
• Promoting Literacy in the Classroom Through Effective
Data-Based Planning and Instruction 14
• The Literacy Teaching/Learning Cycle 14
- Curriculum Expectations 14
- Diagnostic Assessment: Providing a Focus for Instruction 15
- Initial Instruction: Knowing the Curriculum and the Learner 16
Guidelines for Literacy
Table of Contents

4. - Formative Assessment: Feedback and Coaching for Learning 16
- Intervention: Maximizing the Success of All Students 17
- Summative Assessment: Determining Achievement and
the Next Steps for Instruction 18
- Evaluation 19
• Effective Literacy Instruction 20
• The Goal of Effective Literacy Instruction 20
• Components of an Effective Literacy Classroom 21
• Continuum of Instructional Approaches 23
• Fostering Literacy: A Shared Commitment and Partnership 24
• The Principal as Literacy Leader 24
• Roles and Responsibilities of Educational Partners 24
• References 31
• Appendices 37
• Appendix A: Literacy Collaborative Graphic 37
• Appendix B: Guiding Principles for Literacy
Instruction- Implications for Classroom Practice 38
• Appendix C: Selection of Literacy Resources 44
• Appendix D: Recommended Authors 45
• Appendix E: Key District and Ministry Literacy Resources 48
• Appendix F: Standards of Practice Continuum
-Literacy Instruction 51
• Appendix G: Weaving the Literacies 53
• Appendix H: A Glossary of Literacy Terms 54
PLEASE NOTE:“Parents” refers to parents and guardians in this document.

5. United in our purpose to inspire and prepare learners for life in our changing world
community, the York Region District School Board is committed to increased student
achievement in literacy. Through our ongoing commitment to the professional
development of educators throughout our system, we continue to support the literacy
development of all students in our classrooms.
Over the past four years we have created and engaged in school, community and
board-level professional learning through our Literacy Collaborative (LC)✝
and the
designation of a Literacy Teacher* Leader in each school.
The Literacy Collaborative is a learning structure that embraces long-term professional
development designed to provide a comprehensive, focused and intentional school-wide
approach to literacy instruction. The goals are to increase students’ literacy achievement by:
• using assessment data for instruction and the selection of resources;
• building teacher capacity in literacy instruction; and
• establishing sustainable, collaborative professional learning communities within and
among schools across the district.
This document provides a common set of guidelines for literacy instruction within
the York Region District School Board. It is a companion to the documents Curriculum
Expectations for York Region Schools: A Curriculum Framework, 2001; Information
Communications: Technology and the Learner, 2003, Guidelines for Instruction, 2004
and Guidelines for Assessment and Evaluation, 2006.
It is our hope that this resource will guide educators as they work to achieve high
standards of Literacy assessment and instruction in their classrooms. Our sincere
appreciation to those exceptional educators who have developed this document for our use.
i
FOREWORD
Supporting Literacy in
York Region Schools
Lyn Sharratt,
Superintendent of Curriculum
and Instructional Services
Bill Hogarth
Director of Education
“Literacy is everyone’s business.”
Bill Hogarth 2000
“The four key dimensions that
increase student achievement are:
1. District Commitment
2. Strategic Leadership
3. Assessment that Drives
Instruction
4. Parental and Community
Involvement.”
Dr. Lyn Sharratt 2001
* Literacy Teacher refer to glossary
✝ refer to Appendix A: Literacy Collaborative

6. PREAMBLE: Setting the Context
Literacy Collaborative JK-12
York Region District School Board’s
Comprehensive Literacy Plan
The comprehensive Literacy Plan for the York Region District School Board is a strategy
known as the Literacy Collaborative (LC)*. The LC is a learning structure that embraces
long-term professional development designed to provide a comprehensive school-wide
approach to literacy instruction.
The LC is built around four basic shared beliefs and understandings.
1. All students can achieve high standards given sufficient time and support.
2. All teachers can teach to high standards given the right conditions and assistance.
3. High expectations and early and ongoing intervention are essential.
4. Teachers need to be able to articulate what they do and why they teach the way they
do (be theory-and evidence-based rather than trade-based).
(Hill & Crévola 1999)
The goals of the LC are to increase students’ literacy achievement by:
1. using assessment data for instruction and selection of resources;
2. building teacher and administrator capacity in literacy instruction; and
3. establishing sustainable, collaborative professional learning communities within and
among schools across the district.
The Critical Role of the Literacy Teacher
The Literacy Teacher is a position that has a dedicated staffing allocation of between
.25 and 1.0 in order to allow for in-class support for teachers. Literacy Teachers develop
skills in using the PM Benchmarks (Primary) and the Diagnostic Reading Assessment
(Junior/Intermediate and Secondary “at-risk”) assessment tools for regional and school
data collection. They also develop skill in, and an understanding of, how to facilitate
change; develop clarity and flexibility in understanding and responding to teacher needs;
and support teachers on their own staff, and from other schools, in developing skill and
expertise in students’ literacy learning.
Components of the Literacy Collaborative strategy are a commitment to all
13 key implementation parameters (Sharratt & Fullan, 2005) outlined on page 6 and
to the following:
a) Change Management Sessions
b) Content Training Activity
c) Intensive Support (Selected Schools)
d) Literacy Walk-Throughs
e) Literacy@School
f) Action Research (Selected Schools)
g) Literacy Learning Fair
ii
The LC is a learning structure
that embraces long-term
professional development
designed to provide a
comprehensive school-wide
approach to literacy instruction.
A core literacy team at
the school provides on-site
professional development
to support balanced literacy
programming and monitor
the ongoing progress of
all students.
*see Appendix A

7. a) Change Management Sessions
These sessions are attended by school core Literacy Leadership Teams comprised, at a
minimum, of an Administrator, Literacy Teacher, and Special Education Resource Teacher
(SERT). Many schools choose to send additional staff as part of the school’s leadership
team such as the ESL/ELD or Student Success teachers. The core literacy team will
facilitate work at the school that includes observing, modeling, dialoging, coaching
and supporting classroom teachers in effective decision making regarding the use of
assessment data that drive instructional strategies. They also provide on-site professional
development to support balanced literacy programming and monitor the ongoing progress
of all students. They align resources in a case-management approach so that all students
can achieve the standard given time and support.
Several times a year, teams come together for a full day, in order to learn more about
change and how to facilitate it back at their schools. These sessions, coordinated by our
partners from the University of Toronto’s Ontario Institute for Studies in Education
(OISE/UT) staff, are led by Dr. Carol Rolheiser, Dr. Lyn Sharratt and others to make
up a presentation team at each session. These sessions are focused on leadership,
data management and change. Principals also commit to collect data and monitor
student progress with an annual submission of reports to our Research and Evaluation
Department, Curriculum & Instructional Services (C&IS).
b. Literacy Content Training
Each school sends a team to a series of training days in Literacy and Mathematical
Literacy over the course of the school year. The Literacy Teacher attends all sessions along
with other members of the school’s leadership team and administrators frequently attend
as well.
Content sessions are presented by curriculum consultants and include learning to work
with data, coaching and how to implement change with an emphasis on assessment for
learning, balanced literacy instruction, literacy in the content areas, new curriculum
documents, Pathways, Student Success etc. Throughout the school year, after-school
training sessions are scheduled to support the needs of teachers who are not directly
involved in the Literacy Collaborative, JK – 6 Capacity Building and 7-12 Student Success
initiatives. These after-school sessions replicate the daytime training and can be accessed
by all interested teachers.
iii
After-school content
training sessions replicate
the daytime training and
can be accessed by all
interested teachers.

8. c.) Intensive Support Schools
Some schools were selected for intensive school-based support based on needs indicated
by researching patterns in EQAO results, socio-economic status (SES) data and input
from Supervisory Officers. These schools were then assigned a curriculum consultant for
a minimum of ½ day per week to work directly with a designated school-based Literacy
Teacher and the school administrator to extend school-wide capacity for improved student
achievement in literacy as defined by each School’s Plan for Continuous Improvement
(SPCI). The Superintendent of Curriculum and Instructional Services, Curriculum
Coordinators/Administrators and Supervisory Officers meet during the year to coordinate,
track and monitor the progress at each school. These data form the focus for the
department’s research related to literacy program improvement.
In the article written by Sharratt and Fullan (2005), The school district that did the right
things right, the Intensive Support Model is defined in more detail. As well, identification
as an Intensive Support School qualifies the school for additional funds for release time
and professional resources to support the staff’s learning needs.
d) Literacy Walk-Through
As we continue to go deeper in our journey toward building professional learning
communities, administrators are being given an opportunity to add to their repertoire
of instructional leadership skills. The ‘Literacy Walk-Through’ is a tool to support school
capacity building and teacher growth with the purpose of improving student achievement.
Literacy Walk-Through training is part of the structure of the Literacy Collaborative
specifically recommended and intended, for administrators inquiring, learning, reflecting
and collaborating with teachers about classroom practice that impacts outcomes for
all students. Literacy Walk-Throughs support reflective conversations in a professional
learning community to impact literacy outcomes for students.
e) Literacy@School – Demonstration Classes
These classrooms, located across the board, provide a model of literacy programming
for students in Primary, Junior, Intermediate, Senior, Special Education and English as a
Second Language/English Literacy Development (ESL/ELD) programs. Each demonstration
classroom is designed to support teachers in their continued understanding of successful
instructional practices in literacy and assessment and evaluation for all learners. Equipped
with current and inclusive resources, including technology, these classrooms offer visiting
teachers an opportunity to observe experienced teachers working within a regular
classroom setting during their literacy block, including cross-curricular literacy. Time is
also available to engage in conversations concerning successful practices for program
planning, delivery, and assessment and evaluation of our learners.
iv
Some schools were selected
for intensive school-based
support based on needs
indicated by researching
patterns in EQAO results,
SES data and input from
Supervisory Officers.
Literacy Walks support
reflective conversations
in a professional learning
community to impact
outcomes for students.
Each demonstration classroom
is designed to support
teachers in their continued
understanding of successful
instructional practices in
literacy and assessment and
evaluation for all learners.

9. f) Action Research in Selected Schools
Action research activities involve collecting data on how to design language instruction
so that effective assessment practices and Instructional Intelligence approaches support
student learning in various contexts (e.g. elementary, secondary, cross-curricular). A
variety of research approaches are used, including classroom and school-based action
research. The process of action research involves school teams asking questions about
how to improve practice at the classroom or school level. They develop data collection
plans that will help answer their questions. They collect, analyze and interpret the data.
They then reflect on the implications of the findings on their practice, summarize and
share their findings at the Literacy Learning Fair held each year. All Intensive Support
Schools engage in action research in order to focus their efforts. They receive additional
funds for release time, professional development, and professional resources.
g) Literacy Learning Fair
Each year, school teams from across the district gather together for a day to share
the results of their journey over the past year as they celebrate increased student
achievement and effective literacy practices. The Literacy Learning Fair also celebrates
our work as communities of learners dedicated to improving schools across the district.
Schools’ presentations provide lessons about literacy accomplishments and change
management that are transforming our schools. Each school submits a report on a
common template and they are published as a handout for all to share.
Additional information regarding York Regions District School Board’s Literacy Plan is
outlined in: Sharratt and Fullan (2005), The school district that did the right things right,
available online at https://teamserver.yrdsb.net/department/cis/lc.
v
The process of action
research involves school
teams asking questions about
how to improve practice at
the classroom or school level.
Schools’ presentations at
the Literacy Learning Fair
provide lessons about literacy
accomplishments and change
management that are
transforming our schools.

10. Aligned with our Board's focus on literacy learning and consistent with our commitment
to life-long learning is our belief that it is necessary to provide educators with ongoing
opportunities for professional development. The heart of successful teaching involves
creating dynamic, purposeful and inviting literacy classrooms, where teachers bring a deep
understanding of the Profile of the Literate Graduate, a sound understanding of the principles
of learning and a commitment to helping students develop the fundamental literacy skills
and character attributes needed for a lifetime of learning in our changing world community.
It is our belief that all students in York Region schools are capable of achieving high
standards of literacy, including English Language Learners (ELL), and students who have
special education needs. Recognizing and responding to the literacy learning needs of
each student in our classrooms will maximize the literacy development of every student.
Because of this fundamental belief, this document does not specify different instructional
decisions or actions for specific groups of students. Instead the focus is effective literacy
instruction that is promoted and supported at every level in the system.
It is also our belief that every teacher is a teacher of literacy and that the effective
literacy teacher collaborates with others, uses student assessment effectively to
determine the needs and abilities of each learner and uses this data to inform ongoing
instructional decisions and actions.
This document outlines the expectations for educators and provides direction and
clarification regarding:
• the meaning of literacy;
• the Profile of the Literate Graduate;
• the Guiding Principles for Literacy Instruction;
• the Literacy Teaching/Learning Cycle;
• the effective literacy classroom;
• the principal as literacy leader; and
• the roles and responsibilities of educational partners.
Literacy Teaching and Learning
in the York Region District
School Board
The heart of successful
teaching involves creating
dynamic, purposeful and
inviting literacy classrooms.
1
Every teacher is a
teacher of literacy.
Shared Beliefs and Understandings1
In the York Region District School Board we believe that:
✔ All students can achieve high standards given sufficient time and support.
✔ All teachers can teach to high standards given the right conditions and assistance.
✔ High expectations and early and on-going intervention are essential.
✔ Teachers need to be able to articulate what they do and why they teach the way they do.
1 Hill & Crévola 1999

11. 2
C.F. Webber (2003)
“Literacy encompasses the
ability to access and analyse
technology tools.
”
Alan November (2001)
“We need to focus
much less on teaching
students to be computer
literate and much more on
teaching students to be
information literate and
communications literate.
”
The Meaning of Literacy
*Literacy is about more than reading and writing – it is about how we communicate in
society. It is about social practices and relationships, about knowledge, language and
culture. Literacy…finds its place in our lives alongside other ways of communicating.
Indeed, literacy itself takes many forms: on paper, on the computer screen, on TV, on
posters and signs. Those who use literacy take it for granted – but those who cannot use
it are excluded from much communication in today’s world. Indeed, it is the excluded who
can best appreciate the notion of literacy as freedom.
*UNESCO statement for the United Nations Literacy Decade, 2003-2012
In the York Region District School Board literacy is defined as:
“The development of a continuum of skills, knowledge and attitudes that
prepare all our learners for life in a changing world community.
It begins with the fundamental acquisition of skills in reading, writing,
listening, speaking, viewing, representing, responding and mathematics*.
It becomes the ability to understand, think, apply and communicate
effectively in all subject and program areas in a variety of ways and for a
variety of purposes.”
*Refer to Appendix F "Weaving the Literacies"

12. The York Region District School Board recognizes the need of all students to have
excellent literacy instruction. In our ongoing commitment to the professional
development of staff through our Literacy Collaborative we continue to honour our
students by providing the support required to enable all teachers to become effective
teachers of literacy.
Supporting Student Success*
Literacy learning requires that all students are provided with:
• literacy instruction based on their individual needs;
• literacy instruction that builds on their knowledge and skill;
• literacy instruction that motivates them to read, write, think critically and creatively,
make meaning and communicate;
• teachers who are prepared, and keep their knowledge and skills up-to-date, through
effective, ongoing professional development;
• access to a wide variety of books and other resources in their classrooms, schools, and
communities;
• assessments of literacy that identifies their strengths, interests and experiences as well
as their needs;
• opportunities to be involved in decisions about their learning;
• literacy instruction from trained professionals when they require supplementary support;
• literacy instruction that involves parents and communities in their academic lives;
• literacy instruction that acknowledges and supports additional languages;
• access to technology for the improvement of literacy and to demonstrate their literacy
skills; and
• classrooms that provide authentic learning contexts that are relevant, inclusive
and responsive.
Assessment Drives Instruction
We assess students for a variety of reasons. We use assessment to determine whether, and how
much, learning has occurred, and to monitor overall achievement throughout the Board in
order to inform the community and make decisions regarding our System Plan for Continuous
Improvement. We assess individual students for reporting and promotion purposes. We assess
groups of students to determine instructional patterns and to determine the success of our
instructional methods and resources and what is needed next. We also use assessment for learning
as a powerful instructional strategy that promotes self knowledge and personal goal setting.
Assessment “for” Learning
The primary purpose of assessment is to improve student learning. To support success for all
students, effective teachers monitor student literacy progress and use this assessment information
to make ongoing decisions regarding the success of their instructional methods and resources.
Based on this ongoing assessment information teachers make informed decisions about future
instruction that will promote increased student literacy achievement.
Ongoing classroom assessment is an integral part of day-to-day instruction and provides evidence
of achievement relative to the expectations outlined in the Ontario Curriculum or to the student’s
Individual Education Plan.3
“Literacy is not for the
fortunate few. It is the
right of EVERY child.
Teaching children to read
is not the responsibility
of a chosen few. It is
the responsibility of every
teacher, every administrator
and every parent.
”
David Bouchard (2001)
The York Region District School
Board’s Commitment
*adapted from the International Reading Association’s Rights of Every Child

13. To enable students to become key users of this assessment information, teachers teach them
how to successfully engage in self-assessment and how to use the information to track their
achievement, identify their strengths, needs and interests and to plan the next steps in
their learning.
Assessment “of” Learning
The assessment and monitoring of students’ literacy skills is an integral component of our Board’s
improvement efforts related to student achievement.
Boardwide assessment data is collected so that schools will be able to use the data to make
decisions regarding instructional changes for students who are struggling or at-risk.
At designated grades, consistent assessment tools are used to monitor student literacy progress.
The purpose of assessing students’ literacy levels using a common assessment tool is to:
• support classroom instruction and collaborative dialogue among teachers;
• provide school teams and principals with multiple sources of data, in addition to EQAO,
for tracking student improvement and for planning purposes;
• monitor gains in the literacy levels of students involved in Board-level initiatives; and
• monitor success in achieving the literacy targets in the System Plan for
Continuous Improvement.
At the system level, data are also used to determine district-wide professional
development needs.
4
Assessment for learning is a
powerful instructional strategy
that promotes self knowledge
and personal goal setting.

14. Making a Difference in Our Schools
Planning and Monitoring-Keys to Success.
The work of Hill and Crévola (1999) established that whole school improvement is based
on a coherent framework for change. Using this framework as the foundation, York Region
District School Board created a comprehensive system model referred to as the Literacy
Collaborative (LC). Refer to Appendix A.
The key elements of the Hill and Crévola design are illustrated on Figure 1 below.
5
* Implementation Wheel (Hill and Crévola,1999). Permission granted to YRDSB.
Figure 1
“The design shown
(fig. 1) has been heavily
influenced by the research
literature on educational
effectiveness …… by the
knowledge that a small
number of factors are
consistently shown to be
associated with
improved learning…
…on the basis of the same
evidence… literature on
effectiveness support
three factors:,
• High expectations of
student achievement;
• Engaged learning time;
and
• Structured teaching
focused on the learning
needs of students.
”
Peter Hill and
Carmel Crévola (1999)

15. Literacy Instruction: Expectations for All Elementary and
Secondary Schools
13 Parameters that Lead to Student Achievement
In York Region, through our Literacy Collaborative, we have shown that increased
literacy achievement occurs in our schools when there is principal leadership and a team
approach to literacy instruction that ensures consistent implementation of the following
13 critical parameters.
1. Shared Beliefs and Understandings Among All Staff. (refer to page 1)
2. A Designated Staff Member for Literacy (i.e. embedded literacy teacher*) who works
alongside the classroom teacher modeling/demonstrating/coaching successful literacy
practices.
3. Daily, Sustained, Focused Literacy Instruction (timetabled literacy block* and/or
cross-curricular literacy instruction).
4. Principal as Literacy Leader with commitment to participating in regional literacy
inservice and to ongoing collection and use of individual student, classroom, school
and district literacy achievement data.
5. Early and Ongoing Intervention: early, ongoing and targeted intervention in
response to emerging student needs across the grades/panels (Reading Recovery™ is a
powerful example in grade one).
6. A Case Management Approach to Monitoring Student Progress using consistent
classroom and system assessment tools (e.g. PM Benchmark, Diagnostic Reading
Assessment (DRA), exemplars, ongoing formative assessments). Progress is often
displayed on tracking walls*.
7. Job-Embedded Literacy Professional Development including school-based literacy
professional development designed to integrate and reinforce sound assessment and
instructional methods.
8. In-School Grade/Division/Course Meetings focused on developing a shared
understanding of standards among staff, using common assessment tools to assess/
moderate individual student work.
9. Shared Literacy Resources Located in a Designated Area of the School including
literacy resource materials appropriate to students' instructional needs.
10. Commitment of School Budget to Acquiring Literacy Resources that are current,
inclusive (respect student's cultural background, gender and unique academic, social,
emotional and linguistic strengths and needs) and of high quality.
11. Staff Commitment to Literacy Learning and Professional Development (e.g. action
research, book study, professional reading).
12. Parental/Community Involvement in Supporting Literacy (e.g. Family Reading and
Math Nights, Borrow-a-Book Program, Raising Readers, literacy nights, transitions,
Ontario Skills Passport etc.).
13. Appropriate Literacy Instruction in all Areas of the Curriculum where teachers plan
for, and provide, appropriate literacy instruction in the subjects they teach.
For more a more detailed description of the 13 parameters/components of
the Learning Collaborative model you may access the paper The school district
that did the right things right, by L. Sharratt & M. Fullan, (2005) on
the https://teamserver.yrdsb.net/department/cis/lc.
6
The Report of the Expert
Panel on Literacy in
Grades 4 to 6 in Ontario
(2004)
“…learning blocks
give teachers scope to
implement the wide-ranging
components of an effective
literacy program, including
ongoing assessment,
targeted instruction to
address specific learning
needs, and open-ended
reading and writing activities
that promote higher-
order thinking. Learning
blocks also provide time
for purposeful talk and
collaborative learning.
”
Lyn Sharratt &
Michael Fullan (2005)
“…shared vision or
ownership is more an
outcome of a quality process
than it is a pre-condition.
You have to develop
shared vision.
”
* see glossary

16. 7
The goal of the York Region District School Board is to ensure all learners become critical
and effective communicators who can effectively use and apply literacy skills in their
everyday lives in a diverse global community.
Profile of the
Literate Graduate
The Profile of the Literate Graduate Figure 2 will continue to inform YRDSB’s literacy
focus as we ensure that all of our students become literate graduates. The blank puzzle
piece signifies our understanding that the literate graduate continues to evolve.
Figure 2

17. 8
The Literate Graduate
• writes with purpose and clarity;
- conveys information logically and with clear support
- synthesizes a variety of details into coherent statements
- explains with descriptive detail and logical development
- persuades with facts, illustrations, and references to authority as applicable
- uses conventional sentence structure, punctuation, and spelling to aid clarity
of communication
• locates and accesses information from a variety of sources;
- determines questions and research strategies based on prior knowledge
- relies on print as well as electronic sources
- understands how to search and research
- develops flexible and varied search terms
- knows how to take notes and summarize information
- cites sources appropriately and accurately
- understands issues of academic honesty
• communicates effectively using visual text forms;
- represents information in visual patterns or formats that are appropriate to
the purpose such as flow charts, tables, pie graphs, or pictures
- uses colour, shape, size, and proportion to convey meaning and message
• uses oral communication appropriate to purpose and audience;
- understands formal and informal situations and language
- adjusts vocabulary and usage to suit audience and situation
- shows sensitivity to the varied makeup of any audience
- knows basic tools of effective oral communication, e.g., varied inflection,
emphasis, tone, and volume
- commands a variety of oral communication forms such as seminar, debate,
speech, informal report, and anecdote
• reads for purpose and pleasure;
- reads to find information
- reads to learn how to do something
- reads to get a general picture of a situation or event
- reads to test opinions and ideas
- reads for enjoyment of classical, modern, and contemporary literature
- reads for recreation
- navigates various text forms with confident
metacognitive strategies
C.F. Webber (2003)
“Never in human history
has knowledge been so
extensive, so varied, and so
available. (Bernhard, 1998).
However, students who have
access to this "spontaneous"
knowledge have not
necessarily developed the
ability to determine how
appropriate the knowledge
is, whether the ideas
presented on the Web are
correct, and especially how
to distinguish between true
and false information.
”

18. • reads and interprets visual text forms;
- uses a variety of reading approaches to navigate tables, charts, line graphs,
pie charts, bar graphs, photographs, e.g., knows to read with an orientation other
than left to right and top to bottom
- understands the use of proportion, size, and colour to convey meaning
- realizes the author’s/artist’s/photographer’s purpose in creating the visual
representation
- recognizes the significance of viewpoint, focus, positioning of subjects,
composition in drawing, photograph, or graphic representation as applicable
• thinks critically;
- makes judgments about content and effectiveness of information and messages
- interprets main ideas, themes, purposes, and biases
- evaluates relationship to self (personal experiences and knowledge)
- analyzes type and completeness of information, gaps, and biases
- solves problems and makes decisions based on data and contextual information
• solves problems;
- estimates in numerical and geometric situations
- applies math concepts and procedures
- questions, reasons and justifies solutions
- makes connections within mathematics and between mathematics and life
- generates, interprets and compares data
- communicates mathematical reasoning orally, visually and symbolically
- engages in mathematics confidently and competently*
9
“Giving students good
books is the essential
starting point of any
literacy program.
”
Joscelyn Giasson
(2000)
“With a thoughtful teacher
leading the discussion and
requiring students to learn
to question credibility, we
can better prepare students
to enter a world where
they will have access to
essentially any version
of the truth.
”
Alan November (2001)
*adapted from The Ontario Ministry of Education. Leading Math Success: Mathematical Literacy, Grades 7-12 – The Report of
the Expert Panel on Student Success in Ontario. 2004
Please see Appendix G for
"Weaving the Literacies"
Weaving the Literacies is a
PowerPoint presentation that
illustrates the alignment of
proficiencies that are common to
literacy and mathematical literacy.
The slides, with speaker’s notes,
can be found on The Literacy
Collaboration Sharepoint found at
https://teamserver.yrdsb.net/
department/cis/lc.

19. Every student has the right to improved literacy achievement through effective
literacy assessment and instruction.
The following principles provide a vision of effective literacy instruction in
the classroom. Application of these principles will promote improved student
achievement in literacy learning and foster a commitment to life-long learning.
1. Literacy is the responsibility of every teacher in every classroom. Explicit
literacy instruction is planned and takes place within and across divisions
and departments.
2. Assessment drives instruction. Use of system, school, classroom and individual
literacy achievement data directs ongoing instructional decisions and actions.
3. Literacy instruction motivates, engages and supports all students in
their learning.
4. Ongoing professional learning, collaboration and leadership support effective
literacy instruction.
5. Literacy instructional practices are regularly reviewed and refined to ensure that
the needs of all learners are met.
6. School, home, and community partnerships enhance literacy instruction.
10
“By integrating subjects
in the curriculum, teachers
are able to create learning
that is more relevant to
their students and
less fragmented.
”
Heidi Hayes Jacobs
(1989)
Guiding Principles for
Literacy Instruction

20. 1. Literacy is the responsibility of every teacher, in every classroom. Explicit literacy
instruction is planned and takes place within and across all divisions and departments.
All teachers are teachers of literacy. By working collaboratively, teaching colleagues
identify the explicit* and implicit literacy expectations* in the curriculum. Using this
knowledge, and their in-depth knowledge of the learner, effective teachers strategically
and deliberately select from their extensive repertoire the instructional methods and
resources which will promote literacy learning for all of their students.
Teachers, as critical thinkers, plan effective literacy instruction based on their deep
understanding of educational theory and research that has been verified by classroom
practice. Literacy instruction is planned and deliberately integrated into every subject/
program area in every classroom. Explicit literacy instruction* is based on student
literacy learning strengths and needs and is adjusted in response to ongoing assessment
of student progress. Instruction is intentional, focused and sustained, and includes
providing students with examples of, and opportunities to apply literacy skills and
strategies in new situations and contexts.
2. Assessment drives instruction. Use of system, school, classroom and individual student
literacy achievement data directs ongoing decisions and actions.
Teachers who know the curriculum standards and targets and understand the
characteristics of the learner have the foundation of knowledge that will allow them to
engage effectively in ongoing classroom assessment. As an integral part of day-to-day
literacy instruction, the collection of diagnostic and formative assessment data* provides
evidence of student achievement relative to the explicit and implicit literacy expectations
in each Ontario Curriculum subject document and/or those expectations identified in the
student’s Individual Education Plan* or Student Growth Plan.*
Planning and implementing intervention strategies and selecting resources based on
the ongoing assessment of literacy achievement promotes success for all students.
Teachers and administrators not only collect, analyze and respond to classroom literacy
achievement data (e.g., Observation Survey, Running Record, interest survey, writing
sample, PM Benchmark, DRA) but they also analyze, interpret and make use of large
scale assessment data, e.g., Education Quality and Accountability Office (EQAO), Ontario
Secondary School Literacy Test (OSSLT). It is the analysis, synthesis and interpretation of
all assessment information that informs the instructional decisions and actions that best
support high levels of literacy achievement in each classroom and school.
Student knowledge of themselves as learners is critical for ongoing growth and
achievement in literacy. When students are taught how to engage in self-assessment,
track their literacy achievement, identify their strengths and needs, and plan the
next steps in their learning they are true partners in the assessment process and are
advocates for their own literacy learning.
11
Guiding Principles
“When literacy learning is
integrated into all subjects,
teachers prepare their
students to read and write
a wide range of texts, help
them to become strategic
thinkers and problem solvers,
and provide them with
opportunities to
apply literacy skills and
strategies in many different
meaningful contexts.
”
The Report of the
Expert Panel on
Literacy in Grades 4
to 6 in Ontario
(2004)
* see glossary
When students are taught how
to engage in self assessment
they become true partners
in the assessment process
and advocates for their
own learning.

21. 3. Literacy instruction motivates, engages and supports all students in their learning.
Effective teachers of literacy provide focused, timely and relevant instruction that motivates and
engages all learners. They strategically select instructional approaches and learning resources based
on their in-depth knowledge of the physical, intellectual, cultural, social, emotional, and linguistic
strengths and needs of each learner, as well as their knowledge of the implicit and explicit literacy
expectations that are required.
Effective teachers determine the literacy strengths, needs, interests and experiences of each student
in order to differentiate instruction* as they ensure literacy learning. When needed, individualized
instruction (e.g., literacy tutorials, remedial programs or one-on-one support) and resources are
provided. Literacy achievement is closely monitored and teaching is adjusted as needed.
4. Ongoing professional learning, collaboration and leadership support effective
literacy instruction.
Teachers and principals/vice-principals require a theoretical and practical understanding of effective
literacy instruction based on sound assessment data, as they plan to meet the needs of all learners
in the classroom. As life-long learners and reflective practitioners, they understand the critical need
for professional development that leads to a deep understanding of literacy teaching and learning.
When teaching colleagues work collaboratively through activities such as discussing literacy performance
standards, leveling student work, and selecting exemplars, only then do they develop a shared
understanding of the curriculum expectations and increase consistency and accuracy in assessing and
interpreting student literacy performance. When they engage in activities such as action research* and
lesson study*, they create opportunities to observe, reflect and discuss the impact of their instructional
practice.
When teachers and principals/vice-principals engage in these meaningful, relevant and authentic
interactions they not only grow professionally but also they develop the knowledge and skill needed
to provide leadership and support for the learning of their colleagues.
5. Literacy instructional practices are regularly reviewed and refined to ensure that the
needs of all learners are met.
Individual, class, school and system literacy achievement data are used to
identify needs, inform instructional practices and align resources. These data
are also used for the ongoing review and refinement/revision of the classroom
program, to determine the effectiveness of professional development
activities and resources, and to inform future plans.
12
Literacy for Learning
The Report of the Expert
Panel on Literacy in
Grades 4 to 6 in Ontario
(2004)
“Literacy is closely linked
to culture. The texts that
children see, use, and create
in the junior grades send
a strong message about
the culture of learning
in their school and in
Ontario. Students who see
themselves reflected and
affirmed in classroom texts
and in instruction come to
appreciate that reading and
writing are genuinely for
them and about them.
”
Michael Fullan (2001)
“Teaching practices
improve when teachers
share their expertise and
regard teaching as a
collaborative rather than
an individual effort.
”
* see glossary

22. 6. School, home, and community partnerships enhance literacy instruction.
All children come to school with individual competencies and prior experiences as a result of
literacy learning that has been fostered by parents/guardians, caregivers and/or early childhood
educators long before children come to school. As key partners in their child’s literacy learning,
parents/guardians will continue to have significant impact throughout their
child’s years in school.
Schools create the conditions for learning that advance each student’s individual path towards
becoming literate. Parents/guardians and community partners support literacy instruction when
they share their experiences and knowledge and support the creation of authentic literacy learning
environments in the school and/or community.
Increased understanding and commitment to excellence in literacy instruction occurs when parents/
guardians, teachers, support staff and community partners are provided with opportunities to learn
about and discuss the literacy curriculum, the characteristics of the Literate Graduate, and the
instructional methods and practices that support high levels of literacy achievement.
When all partners work together and share an understanding of the student’s current and future
needs, instructional decision making is enhanced.
Guiding Principles for Literacy Instruction: Implications for Classroom Practice
Further information regarding the implications of these Guiding Principles can be found in
Appendix B on pages 38-43. These pages are intended to provide detailed guidance to teachers as
they reflect on their own classroom practice as it relates to the Guiding Principles for
Literacy Instruction.
“… schools must improve
education for all children, but
schools cannot do this alone.
More will be accomplished
if schools, families, and
communities work together to
promote successful students.
”
Joyce Epstein (2001)
“Successful schools create
a collaborative culture that
involves parents, teachers
and principals and the wider
community working and learning
together to meet the needs of
all students.
”
Michael Fullan (2001)
13

23. Promoting Literacy in the
Classroom Through Effective Data-
Based Planning and Instruction
Effective planning is an essential first step toward ensuring maximum student literacy learning.
Ongoing monitoring of student literacy achievement at the individual, classroom and school
level is critical for improved growth and achievement.
All students can achieve high levels of literacy given sufficient time and support. When
students understand the characteristics of the Literate Graduate, have the metacognitive skills
needed to allow them to monitor their own learning and are actively involved in decisions
about their learning, literacy achievement is promoted.
When teachers have a deep understanding of the literacy expectations in the program and the
characteristics of the learner they can make informed decisions regarding the most appropriate
assessment methods and resources that will be used to gather the data needed to gain an
understanding of the strengths, needs and interests of the learners in their classroom. Based
on this sound assessment data, instructional methods and resources can be intentionally
selected to maximize the literacy learning of individuals and groups of students.
When the school leadership team monitors student literacy achievement and identifies student
strengths and needs they can make informed decisions about the effectiveness of instructional
methods, allocation of resources and identify school needs in the areas of professional
development and resource materials and supports.
The Literacy Teaching/Learning Cycle
A. Curriculum Expectations
Curriculum Expectations are public statements about the knowledge and skills that students are expected
to demonstrate as a result of their learning by the end of each grade. Understanding the explicit and
the implicit literacy expectations in the curriculum is critical to planning effective instruction.
Figure 3 14
Based on sound assessment
data, instructional methods
and resources can be
intentionally selected to
maximize the literacy
learning of individuals
and groups of students.

24. Planning for effective literacy instruction occurs when...
The principal, working in collaboration with the school leadership team and the school's literacy
teacher, creates opportunities for staff to work together to:
• gain a shared understanding of the explicit and implicit literacy expectations in the
program/subject area/course;
• identify the explicit and implicit literacy expectations that will become the basis of instruction
for individuals and/or groups of students in their class/course;
• determine the explicit literacy instruction that is required in their program/subject area(s); and
• identify opportunities for deliberate, explicit literacy instruction across various courses/subjects
that will be consistent across classrooms.
The teacher:
• uses his/her knowledge of the characteristics of the Literate Graduate and the implicit and explicit
literacy expectations to identify the combination of instructional and assessment methods that
will be used to promote and assess students' literacy achievement and support intervention;
• uses his/her knowledge of the strengths, needs and interests of the learner(s) in the classroom
to select appropriate instructional materials and diverse resource materials that support the
required literacy learnings: (refer to Appendix C: Selection of Literacy Resources); and
• ensures that students and parents understand the Profile of the Literate Graduate and explicit
and implicit literacy expectations in the course/program/subject area.
The student:
• understands the characteristics of the Literate Graduate and the explicit and implicit literacy
expectations in the curriculum;
• understands the literacy goals s/he is working toward; and
• understands how s/he is going to be instructed and assessed.
B. Diagnostic Assessment- Providing a Focus for Literacy Instruction
The purpose of diagnostic assessment is to determine specific learning strengths, needs, interests
and experiences of an individual or group of students in relation to the explicit or implicit literacy
expectations that will be addressed during the program/course/subject.
Effective diagnostic assessment occurs when...
The principal, working in collaboration with the school leadership team, plans for the collection
and use of diagnostic assessment information in order to:
• determine student achievement patterns throughout the school (strengths, needs and interests);
• identify staff professional development needs and to plan professional development
activities; and
• identify and provide access to the resources and supports needed to promote literacy across
the school.15
Harvey Daniels (2004)
“Prior knowledge is the
main determinant of
comprehension.
”
The principal, working in
collaboration with the school
leadership team and the
school's literacy teacher,
creates opportunities for staff
to work together to determine
the explicit literacy instruction
that is required in their
program/subject area(s).

25. The teacher:
• develops a clear understanding of the students’ literacy strengths, needs and interests;
• establishes a baseline in order to monitor student growth in literacy;
• uses the data intentionally to determine starting points for instruction; and
• selects the instructional methods and resource materials that will meet the strengths,
needs and interests of all students.
The student:
• knows his/her own literacy strengths, needs and interests;
• understands where s/he is in relation to the literacy expectations; and
• understands what s/he needs to learn and to practise.
C. Initial Instruction: Knowing the Literacy Curriculum and the Learner
Initial instruction is based on a sound understanding of the explicit and implicit literacy
expectations for the unit/course/term, keeping in mind the characteristics of the literate graduate,
the characteristics of the students in the class, and the results of diagnostic assessment.
When planning initial instruction...
The principal:
• ensures that literacy instruction is embedded into all subject areas; and
• monitors effective assessment and instructional methods in all classrooms.
The teacher:
• considers the possible methods of presenting the new information/skill (e.g., grouping of
students, context of presentation, resources);
• chooses from a variety of literacy instructional methods that address students' instructional
strengths, needs and interests;
• selects from a wide range of high quality literacy resources that will accommodate the
needs and interests of the students; and
• provides varied opportunities for students to practise the required literacy skills
and knowledge.
During initial instruction, students:
• actively engage in the learning process; and
• ask questions to clarify instruction.
D. Formative Assessment: Feedback and Coaching for Learning
The purpose of formative assessment is to monitor progress to ensure that resources and
instructional methods are enabling students to progress toward achievement of the literacy
expectations. Information gathered is used effectively to plan instruction and interventions
that reinforce, consolidate or enrich students' literacy learning.
16
David Booth (2001)
“Guiding and supporting
students through texts
and helping them create
their own questions is
more effective than telling
students what the text
means or what to look
for in texts.
”

26. Effective formative assessment is promoted when...
The principal provides opportunities for teachers to:
• discuss with grade partners/department members the results of formative assessment; and
• engage in informal conversation about patterns in student learning/achievement.
The teacher:
• engages in a case management approach* to monitoring student progress;
• provides students with multiple and varied opportunities to practise and demonstrate their
learning prior to summative assessment;
• uses instructional methods that provide immediate, ongoing feedback during the learning;
• provides students with timely descriptive feedback regarding their literacy progress;
• accurately uses specific assessment tools to monitor student progress
(e.g., running records, exemplars);
• teaches students how to self and peer assess; and
• uses the information gathered to modify instructional methods and resources on an ongoing basis.
The student:
• assesses their peers, when appropriate, and themselves using criteria and when available,
samples of work (exemplars);
• uses self-assessment and teacher feedback to reflect on his/her literacy learning and to
understand and track his/her own progress; and
• identifies what s/he will do next to achieve specific literacy skills and/or knowledge.
E. Intervention: Maximizing the Success of All Students
Using the information gathered through formative assessment, teachers plan interventions to meet
different literacy learning needs.
Effective intervention occurs when…
The principal supports intervention by:
• problem solving with staff (e.g., In-School Team meetings);
• implementing the Reading RecoveryTM
program in grade one;
• providing opportunities for the Literacy Teacher, Special Education Resource Teacher (SERT) and/or
Reading Recovery teacher to share literacy information and resources with staff;
• supporting communication among subject teachers regarding student literacy achievement; and
• allocating resources and materials to support literacy development.
Teachers, during intervention:
• meet the literacy needs of all students through reinforcement, consolidation/enrichment, and/or
program modification;
17
Using the information gathered
through formative assessment,
teachers plan interventions
to meet different literacy
learning needs.
Linda Dorn &
Carla Saffros (2005)
“..the teacher must be sensitive
to the learners performance at all
times…teaching should occur at
the student’s instructional level, in
other words, in the student's area
of potential literacy growth.
”
Effective formative assessment
is promoted when the teacher
uses instructional methods
that provide immediate,
ongoing feedback during
the learning.
C.A. Tomlinson (1999)
“School administrators
serious about developing
more responsive classrooms
must understand
that moving toward
differentiation is a long-
term change process.
”
* see glossary

27. • follow recommendations in the student’s IEP or Growth Plan; and
• provide additional time, varied instruction and different materials when needed.
Students, during intervention:
• practise and revise their work in response to formative feedback; and
• monitor their own progress and provide the teacher with feedback regarding the success of the
instructional methods and resources used.
F. Summative Assessment: Determining Literacy Achievement and
the Next Steps for Instruction
Summative assessment provides a cumulative array of student literacy achievement data based on
the curriculum expectations or the expectations in the student’s IEP.
Effective summative assessment occurs when...
The principal provides opportunities for teachers to:
• develop a shared understanding of the literacy expectations and establish what they will accept as
evidence of student learning related to the expectations being assessed;
• develop a shared understanding of the levels of literacy achievement;
• determine what they will plan as demonstrations of student learning related to the literacy
expectations in the subject being assessed;
• identify patterns of literacy learning across the division/department/school; and
• determine the success of their instructional methods and to inform future instructional and
resource decisions.
Teachers:
• use assessment methods that match the literacy achievement targets and are appropriate considering
the strengths, needs, interests and experiences of the student;
• communicate to the student and parents/guardians the summative assessment strategies that will be
used to assess literacy achievement;
• provide students with multiple and varied opportunities to demonstrate the full extent of
their learning;
• gather information based on student achievement of the literacy expectations;
• use consistent assessment methods and resources to monitor individual student and class literacy
achievement; and
• use the information to determine the success of their instructional methods and to inform future
instructional decisions.
18
Richard L. Allington &
Patricia M. Cunningham
(2002)
“Good teachers
demonstrate how to apply
a range of strategies. They
do not simply assign and
assess work. Teaching
involves “showing” and
“demonstrating”.
”
Ministry of Education
and Training (1999)
“Assessment and
evaluation of student
achievement provide
teachers with an
opportunity to think
critically about their
methods of instruction and
the overall effectiveness of
their program.
”

28. Students:
• understand how their literacy achievement will be assessed;
• understand their own achievement and set literacy goals for the future; and
• know the resources/supports that are available to promote their future learning.
G. Evaluation
Evaluation is the process of integrating and synthesizing summative assessment information from
various sources. It results in a summary description of student achievement based on an array of
summative assessment data reflecting the students’ achievement of the curriculum expectations.
Evaluation is effective when...
The principal:
• facilitates opportunities for teachers to understand grading practices that support learning and to
determine how grades will be arrived at;
• ensures that report cards accurately reflect student literacy achievement; and
• provides teachers with opportunities to share and discuss school literacy achievement data.
The teacher:
• uses the achievement charts as reference points for evaluation;
• considers only summative assessment data when determining a report card grade;
• considers the student's most consistent level of performance with special consideration given to the
more recent information;
• provides information for students and parents/guardians that will assist in interpreting the meaning
of the grade; and
• uses grading practices that support student learning. (Refer to Appendix H in the YRDSB document
Guidelines for Assessment & Evaluation, 2006.)
The student:
• understands how his/her grade is determined;
• knows his/her strengths and needs;
• identifies areas s/he would like to improve; and
• knows the steps s/he can take to improve achievement.
19
Richard Stiggins (1993)
“If you want to appear
accountable, test
your students.
If you want to improve your
schools, teach teachers to
assess their students.
If you want to maximize
learning, teach students to
assess themselves.
”

29. Figure 4
The Goal of Effective Literacy Instruction
Making meaning is at the heart of effective literacy instruction. As students explore a wide range
of topics in a multimedia, multicultural world they engage with many new ideas. To effectively
make meaning students require critical literacy* skills when they listen and talk, read and view,
and write and represent.
To make meaning, students apply critical* and creative thinking* skills as they uncover the big ideas
in the themes and issues with which they are presented in all subject areas.
Through purposeful instruction that immerses them in printed, visual, and electronic texts, students
are guided as they make personal connections to their new learning and gain insight into their own
thoughts and growing literacy expertise.
As they listen, read, write and reflect they use critical literacy skills to read texts in deeper and
more meaningful ways in order to make important connections between their knowledge and their
experience as they question, challenge and create new understandings in all areas of the curriculum.
* see glossary
20
Colin Lankshear &
Michael Knobel (2003)
“Students need to learn how to
interpret or read media texts to
uncover underlying messages and
to avoid being manipulated. They
need to be aware of the ways of
knowing and deciphering particular
types of text, including strategies
and techniques that authors use to
influence the reader.
”
M. McLaughlin &
G. Devougd (2004)
“Critical literacy involves second
guessing, reading against the
grain, asking hard and harder
questions, seeing underneath,
behind, and beyond texts, trying
to see and “call” how these texts
establish and use power over us,
over others, on whose behalf, in
whose interests.
”
Effective Literacy Instruction
Literacy for Learning: The
Report of the Expert Panel
on Literacy in Grades 4-6
in Ontario (2004)
“The goal of effective literacy
instruction is to create active,
creative and critical users
of spoken, visual and print
texts in a multicultural and
multimedia world.
”

30. Components of an Effective Literacy Classroom
The decisions that are made about literacy assessment and instruction are closely intertwined. To
support the creation of an effective literacy classroom, teachers' beliefs and understandings must
support effective teaching and learning practices. Figure 5 below, identifies key components of an
effective literacy classroom and the following four fundamental beliefs about literacy instruction
provide a framework for the planning and teaching decisions that will create an effective literacy
classroom that engages all learners.
• Differentiated instruction is a critical component of an effective literacy classroom.
Differentiated instruction is provided based on student strengths, needs, interests and
experiences in order to ensure achievement for all students. Differentiated teaching strategies,
resources, and supports help ensure all students have an entry point for learning and a
successful journey toward the development of new skills and competencies.
• Current and inclusive literacy resources are selected for the classroom based on students’
strengths, needs, interests and experiences and they reflect the global community. A resource-
rich classroom immerses students in a wide range of materials. This increases student
engagement and allows students to make connections to All Types of Texts* and literacies they
will encounter in all areas of their lives.
• Oral language is the foundation for all literacy learning and is evident in all classroom
activities. Purposeful talk develops creative and critical-thinking skills and helps students make
meaning, develop new perspectives and deepen comprehension. Developing and extending oral
language supports all areas of literacy development
• Classroom management and routines are well established and reflect student ownership
and accountability. Students feel safe and secure. Students understand their roles and
responsibilities in supporting literacy learning and they feel safe and secure in the classroom.
*All Types of Texts, refer to page 44
Learner Profile
Instructional Approaches
Instructional Approaches
Assessment Data
Str
engths,Needs,Interests,Experien
ces
Figure 5
21
Carol Ann Tomlinson
(1999)
“School administrators
serious about developing more
responsive classrooms must
understand that moving toward
differentiation is a long-term
change process. Leaders can
prepare for this journey by
drawing on insights from
research about change as well
as the experiences of others
who have provided effective
differentiated learning for
students of varying abilities.
”
Lev Vygotsky (1980)
“Language is our primary
tool for organizing, thinking,
developing memory, attending
to and using information, and
making connections.
”
Richard L. Allington &
Patricia H. Johnson
(2000)
“Effective literacy teachers
create "conversational
communities" where talk is
central to learning.
”

31. The Learner Profile
At the heart of an effective literacy classroom is knowledge of the learner. The teacher develops a
comprehensive Learner Profile based on the results of assessment and other key information about
the student (e.g., physical, intellectual, social, emotional, cultural and linguistic). The Learner
Profile identifies the student’s literacy strengths, needs, interests and experiences.
Ongoing assessment during the learning process (assessment for learning*) allows teachers to identify
what students know and understand as well as identify where focused instruction is required. It also
allows teachers to determine the instructional approaches that are effective and those that need to
be adjusted or changed.
Instructional Groupings
Based on the Learner Profile and ongoing assessment data, teachers make decisions about the
instructional groupings that are most appropriate for the student and the instructional purpose.
Flexible and dynamic groupings are created that vary in size and composition according to the task
and the strengths, needs, interests and experience of students. Groupings are changed in response
to ongoing observation and assessment.
Instructional Approaches
Using the information collected in the Learner Profile, as well as ongoing formative assessment
data, teachers make deliberate decisions regarding the instructional approaches and learning
experiences they select to promote students’ continued literacy development.
The Continuum of Instructional Approaches Chart (page 23) outlines the role of the teacher and the
student in four instructional approaches that are foundational for literacy instruction.
In an effective literacy classroom, teachers select the approach(es) that best enables them to
provide the scaffolded support (refer to figure 6 below). This support helps each student grow
beyond his or her current level of achievement, while gradually releasing responsibility to the
student in order to foster independent learning.
Teachers begin by demonstrating/modeling the desired literacy skill/strategy and, based on the ongoing
assessment of student readiness, they move to coaching (sharing with or guiding the student) and
eventually progress to a level where they support the students’ independent use of the skill/strategy
which is required.
Gradual Release of Responsibility Figure 6
High Support Minimal support
student
teacher
Modelled Shared Guided Independent
Although the four approaches listed provide a foundation for effective literacy instruction, there are
many other instructional strategies and learning experiences which support literacy development (e.g.,
interactive writing, drama, readers’ theatre, literature circles, checking and monitoring) in addition to
promoting shared responsibility for literacy learning (e.g., partner work, peer tutors, effective group work).
For more information on these approaches/experiences refer to the *Expert Panel Reports referenced in
Appendix E on page 49.
Literacy Instruction in the Content Areas
Literacy instruction is the responsibility of all teachers. It is deliberately included, explicitly
taught and consistently provided in the content areas to promote student understanding and
strategic use of literacy skills required to be successful in and beyond the classroom. 22
Irene Fountas &
Gay Sue Pinnell (1996)
“Assessment begins with
what children know; the
evidence for what they know
is in what they can do.
”
Lucy Calkins (2001)
“Our assessments should
nudge us as teachers, to look
at all our children and their
work, and to look at ourselves
and our work.
”
Richard L. Allington &
Patricia M. Cunningham
(2002)
“Good teachers demonstrate
how to apply a range of
strategies. They do not simply
assign and assess work.
Teaching involves ‘showing’
and ‘demonstrating’.
”
* see glossary

32. 23
Continuum of Instructional Approaches
G
r
a
d
u
a
l
R
e
l
e
a
s
e
o
f
R
e
s
p
o
n
s
i
b
i
l
t
y
Modeling
Teacher's Role
The teacher will model or show skill and strategy-based techniques and/or behaviours for active listening,
extending discussion and using specialized terminology.
Based on the curriculum expectations and assessment data the teacher determines a focus for instruction and
selects a resource (e.g. book, textbook passage, media resource), above students’ independent level (complexity,
ideas, readability). Teacher models, for the whole class, the desired behaviour through think alouds.
In reading, the teacher models fluent reading and strategic thinking. Discussion based on the teaching point follows
the reading.
In supporting the writing process the teacher models or shows the writer’s craft, while reinforcing the reading/
writing connection and through think alouds, may explain, clarify, and revise the writing while demonstrating the
*recursive writing process.
During group discussions, students engage in
accountable talk in order to articulate and
clarify their own points of view, consider
the opinions of others and develop new
understandings.
Students work quietly and respond to teacher
scaffolding and questioning as they construct
meaning during small group discussions.
Students read silently and monitor their
comprehension while practising the application
of previously-taught strategies and skills.
With teacher support, students write
collaboratively, with a focus on a specific
strategy/skill previously taught during shared
reading/writing. Students complete their own text.
Students practise previously-taught skills and
receive support through teacher guidance and
facilitation, as required.
Students view and follow the same text/writing
sample while the teacher reads/writes/listens.
They become active participants, engaged in
the speaking/reading/writing/viewing process.
Students listen/watch attentively while the
teacher demonstrates what proficient readers/
writers/listeners and speakers do.
Opportunities to discuss texts with classmates
enable students to share their responses to text,
to discuss features of the text and to develop
reflective practices.
Students independently take ownership for their own
reading and writing and oral communication and
practise the skills and strategies introduced during
shared and guided reading/writing approaches.
Students record responses and progress in their
reading/writing (e.g., logs, charts, writing profile).
Students articulate strategies/skills, share ideas during
whole-group share, and peer and self-assess their
progress. They meet with the teacher to set new goals.
Students apply previously taught skills in their
daily interactions and discussions with others while
communicating their thoughts and ideas.
SharingGuidingSupportingIndependence
The teacher will model or show skill and strategy-based techniques and/or behaviours for active listening,
extending discussion, using specialized terminology and studying various forms of media texts. Teacher may invite
student participation in a safe and supportive shared learning environment.
Teacher selects and reads a short text or excerpt, slightly above students’ level, to reinforce the same focus
for instruction as in the modeling activity. Teacher provides all students with a view of the same material
(e.g. big book, photocopy, transparency, Smart Board, video clip) and explicitly demonstrates the focus or foci
for instruction (use of comprehension strategies, word study skills, elements of form, critical/creative thinking).
Teacher asks students to participate and gradually allows them to complete the material as their skills improve.
This is done in large or small groups depending on student needs.
During shared reading, the teacher demonstrates use of the desired skill (e.g., comprehension strategies, word study skills, a specific
genre, literary analysis). The teacher invites the student to become involved. (e.g., by reading text together, role-playing, choral).
In shared writing, the teacher may engage students to help him/her write while thinking/writing like an author (e.g.,
recursive writing process, the writer’s craft, forms of writing, literary techniques or writing conventions).
Based on assessment information, and previously taught foci, teacher provides small group opportunities to
practise accountable talk... to speak, listen, read, write and think critically.
Based on assessment information, the teacher determines a focus for instruction for small groups of students,
taking into account students’ strengths, needs and interests. Teacher selects and introduces an unseen resource
at students’ instructional levels. The teacher monitors, reinforces, guides and prompts students in effective
reading/viewing, writing/representing, and listening/speaking strategies, to support the focus for instruction.
Groupings are fluid and flexible.
During guided reading, students read silently. Following a book introduction, walk through debriefing, the teacher
monitors the ability of students to apply previously taught skills to unseen text, scaffolds the learning, and
assesses individual students through conversations and questions. The teacher may ask a student to read a
portion of the text that provides evidence to support the student thoughts or ideas. Groupings are fluid and
flexible, changing according to instructional needs.
During guided writing, the teacher gathers a small group of students with a similar need and provides additional
support and feedback to help them apply a specific writing skill prior to writing independently. The teacher
validates, scaffolds, and monitors student progress to determine what further support is required. Groupings are
fluid and flexible, changing according to instructional needs.
The teacher monitors and scaffolds the learning to support students in demonstrating techniques and/or
behaviours for active listening, extending discussion and/or studying various forms of media texts.
Teacher may provide focused mini-lessons with individuals or small groups to review a previously taught
skill or strategy. Teachers may gather students into flexible and dynamic groupings to discuss texts that they
have read or are reading. Community sharing provides additional opportunities for accountable and
purposeful discussion.
Teacher provides a structured opportunity for students to apply previously taught skills and strategies
independently. Based on formative assessment data, the teacher decides on the focus of instruction for the
class or individual students.
While reading, students are engaged in purposeful and accountable independent reading (self or controlled
selection). During this time the teacher may take the opportunity to conduct a guided reading lesson and/or
conference with individual students and observe the use and application of previously taught skills and strategies.
Teacher consolidates learning with a whole-group share and discussion of the metacognitive skills used.
In writing the teacher provides daily opportunities for students to write independently, based on self-selected
topics or teacher-directed topics. Teacher supports students through individual or small group conferences based
on strengths and needs. Teacher assesses and sets new goals with individual students.
The teacher observes the application of skills as students apply their learning of the techniquees and/or
behaviours for active listenig, extending discussions and studying various forms of media texts in their daily
interactions and communications with others.
Student's Role
Subject specific examples can be found in the Ministry's Think Literacy and the Subject Specific Think Literacy documents available through the subject associations.*see glossary

33. The Principal/Vice-principal as Literacy Leader
As the literacy leader in the school, the principal/vice-principal is a motivated learner who shares
leadership, creates learning communities within the school, and promotes ongoing staff learning
related to effective literacy assessment and instruction. The following indicators identify, more
specifically, the role of the principal in promoting literacy within his/her school.
Principals/Vice-principals, as instructional leaders in the school, promote learning for all students
and foster literacy when they:
• believe that all students can achieve high standards given the sufficient time and support;
• believe that all teachers can teach to high standards given the right conditions and assistance;
• support teachers as learners by promoting and encouraging ongoing professional development;
• know and understand the meaning of literacy and the Guiding Principles for Literacy Instruction;
• gather, analyze, interpret, and use school literacy achievement data for decision-making related
to instruction and school planning;
• understand effective literacy instructional methods by attending regional literacy professional
development activities and by engaging in professional learning communities;
• provide ongoing leadership, job-embedded professional development opportunities and resources
to support the development of literacy and application of the Guiding Principles for Literacy
Instruction;
• facilitate and promote staff collaboration regarding literacy assessment and instruction;
• monitor and provide meaningful feedback to teachers regarding the quality of their literacy
instructional practices; and
• effectively communicate with the community about literacy achievement, school plans and actions.
Roles and Responsibilities of Educational Partners
High quality literacy instruction can best occur when there is a commitment and partnership among
all stakeholders. The following roles and responsibilities, in alphabetical order, provide guidance to
each stakeholder group.
Classroom Teachers have the primary responsibility for classroom instruction and promote literacy
when they:
• believe that all students can achieve high standards given sufficient time and support;
• have high expectations and embrace early and ongoing intervention;
• know and understand the literacy strengths, needs and interests of students in their
program/course;
• know and apply the Guiding Principles for Literacy Instruction;
• inform parents and students regarding the expectations for student literacy learning and the
instructional approaches that will be used;
• share with parents/guardians and students the methods that will be used to assess student
literacy achievement;
• actively seek opportunities to engage in professional learning to further their understanding
of literacy;
Fostering Literacy:
A Shared Commitment
and Partnership
Michael Fullan (2002)
“Clear communication about
project goals, literacy plans
and policies, and professional
development events helps keep
everyone on track.
”
All students can achieve high
standards given sufficient
time and support.
High quality literacy instruction
can best occur when there is a
commitment and partnership
among all stakeholders.
24

34. • work collaboratively with other teachers to increase their understanding of individual students
to plan for student success;
• articulate what they do and why they teach the way they do;
• identify opportunities for explicit literacy instruction within their subject/course/program;
• develop an extensive instructional repertoire and strategically select instructional methods
based on their knowledge of the learner and the explicit and implicit literacy expectations in all
areas of the curriculum;
• continually assess the effectiveness of their instructional methods in motivating, engaging, and
promoting literacy success for all learners;
• use student assessment results to make decisions about literacy programs for individuals and
groups of students, literacy instructional methods and curriculum implementation; and
• communicate effectively with students, parents/guardians, other educators and the
community about literacy instruction and assessment methods; and the plans and
actions that support literacy development.
Community Partners/Agencies support high quality literacy development when they:
• align their programs to the Board approach to literacy instruction;
• support Board goals related to improving literacy instruction and student achievement;
• communicate accurate information to schools regarding industry expectations related to literacy
in the workplace;
• support school efforts in aligning literacy instruction to the workplace essential skills profile;
• provide resources/opportunities to practise and refine literacy skills through enhanced
authentic/experiential learning;
• engage in ongoing collaboration, communication and relationship building with the school
system and other community partners; and
• provide education and resources to support student self-development and to support families.
Curriculum and Instructional Services' staff support the development of literacy when they:
• believe that all students can achieve high standards given sufficient time and support and all
teachers can teach to high standards given the right conditions and assistance;
• know and understand the Guiding Principles for Literacy Instruction;
• gather and use system data to identify system-level staff development needs regarding effective
literacy assessment and instruction;
• provide leadership by modeling effective literacy assessment and instructional approaches;
• promote, model, share and support explicit literacy instruction across the curriculum;
• identify the types of resources and supports needed to implement engaging, effective literacy
instruction in the classroom;
• support the Literacy Teacher in promoting effective literacy assessment and instruction in
the school;
• provide input into the development of Board resource materials that promote effective literacy
instructional methods and practices;
• identify system-level staff development needs regarding effective literacy instruction;
• provide system-level literacy instruction in-service opportunities and monitor the effectiveness
of the in-service;
25
A variety of professional
development models and
choices are available to
schools as frameworks for
reflective inquiry.
Teachers continually assess
the effectiveness of their
instructional methods in
motivating, engaging, and
promoting literacy success
for all learners.

35. • provide leadership in using student literacy achievement information for continuous school and
board-level improvement; and
• identify a variety of professional development models and choices available to schools as
frameworks for reflective inquiry (e.g., action research, lesson study, book study etc.).
Educational Assistants support high quality literacy instruction when they:
• believe that all students can achieve high standards given sufficient time and support;
• know and understand the characteristics and literacy needs of students they are supporting;
• know and understand what students are expected to learn;
• support students to complete assigned literacy learning and assessment activities;
• work collaboratively as part of a school team in implementing instructional methods that will
support individual student literacy learning;
• encourage and support students to reflect on their literacy progress and to set goals;
• actively seek opportunities to engage in professional learning to further their understanding
of literacy;
• meet regularly with the classroom team to plan and assess the effectiveness of instructional
approaches in motivating, engaging and promoting literacy success for the students they
support; and
• work collaboratively with parents/guardians and teachers to support student
literacy programs.
English Language Learner (ELL) Teachers support language acquisition and literacy skill
development when they:
• believe that all students can achieve high standards given sufficient time and support;
• use and apply the Guiding Principles for Literacy Instruction in all areas of instruction;
• interpret and use assessment data of English Language Learners to make
informed decisions about literacy programming, instructional methods and
curriculum adaptation;
• develop an extensive instructional repertoire and strategically select instructional methods
based on their knowledge of the learner and the explicit and implicit literacy expectations in all
areas of the curriculum;
• communicate regularly, and work collaboratively, with colleagues, school literacy teams and
the principal to identify instructional methods that will support literacy learning for English
Language Learners;
• provide leadership in the areas of Universal Design for Learning* and
differentiated instruction;
• actively seek, and participate in, professional learning to further their understanding of
language acquisition and literacy; and
• communicate effectively with students, and parents/guardians about students' strengths,
needs and interests and develop together the plans and actions that will support continued
literacy achievement.
Education For All: The
Report of the Expert
Panel on Literacy and
Numeracy Instruction
for Students With
Special Education Needs,
Kindergarten to Grade 6.
(2005)
Universal Design for Learning
“A planning schema which
emphasizes the uniqueness
of every student and is
characterized by fair and
accurate assessment, a flexible
curriculum and a variety of
ways in which students can
reach learning goals.
”
* see glossary
26

36. Literacy Teachers support the development of literacy and promote implementation of the Guiding
Principles for Literacy Instruction when they:
• believe that all students can achieve high standards given sufficient time and support;
• know, understand and apply the Guiding Principles for Literacy Instruction;
• promote and facilitate professional development in the area of literacy;
• coach teachers and model instructional strategies;
• model literacy instructional approaches in the content areas;
• work alongside staff to identify, select, and organize literacy resources in a common,
accessible area; and
• support the principal/vice-principal and school literacy team in planning professional
development activities that promote effective literacy instruction.
Parents/Guardians support the instructional process and promote student literacy when they:
• understand what their child is expected to learn;
• understand how their child is being instructed and assessed;
• monitor their child’s progress in literacy, e.g., agenda books, report cards, homework, etc. and
work collaboratively with the school, teacher and child to plan for their child’s improvement;
• assist their child in acquiring information and accessing community-based resources to support
them in pursuing their literacy goals; and
• actively support school-related literacy learning activities.
Reading Recovery™ Teachers support high quality literacy instruction and early intervention when they:
• believe that all students can achieve high standards given sufficient time and support;
• know and apply the Guiding Principles for Literacy Instruction;
• engage in professional learning and specific training for Reading Recovery™ teaching;
• develop an extensive instructional repertoire and strategically select instructional methods and
appropriate procedures based on their ongoing daily observations of the learner, and the theory
informing Reading Recovery™ instruction;
• know and understand the changing literacy strengths, needs and interests of students in
Reading Recovery™;
• work collaboratively with the school staff and Reading Recovery™ Teacher Leaders to select
students for Reading Recovery™
• assess, monitor and provide daily individually designed and individually delivered instruction for
students participating in Reading Recovery™;
• continually assess the effectiveness of their instructional methods in motivating, engaging, and
accelerating the literacy learning of students;
• work collaboratively with teachers to increase their understanding of individual students to plan
for student success and monitor their progress (e.g., Observation Survey, Running Record);
• share with teachers, parents and students, information about the instructional approaches and
assessments that are used in Reading Recovery™; and
• work collaboratively as part of the school literacy team to develop a strong network to share
information and enhance the school literacy program.
Peter Hill &
Carmel Crévola (1998)
“The school takes collective
responsibility for all students'
learning. The staff work as
a team to ensure support,
resources and appropriate
scheduling and instruction are
provided for all students.
”
27

37. Regional Professional Support Services' Staff (itinerant teachers, speech and language
pathologists, physiotherapists, occupational therapists, work experience coordinators, attendance
counselors and psychologists) contribute to high quality literacy instruction, promoting literacy
learning for all students when they:
• believe that all students can achieve high standards given sufficient time and support;
• understand the meaning of literacy and are committed to demonstrating and promoting the
Guiding Principles for Literacy Instruction;
• work collaboratively with school teams to assist them in identifying instructional methods that
will support literacy learning for all students;
• engage in in-depth professional learning related to literacy development;
• develop an extensive assessment and programming repertoire to make strategic
recommendations based on knowledge of the individual learner and the explicit and implicit
literacy expectations in all areas of the curriculum;
• provide staff development opportunities and act as a resource for school teams to advance
the knowledge base of others and to advocate for effective literacy practices on behalf of
students; and
• communicate effectively with students, and parents/guardians about students strengths and needs
and together develop the plans and actions that will support continued literacy achievement.
School Councils share an important role in promoting high quality literacy instruction when they:
• believe that all students can achieve high standards given the sufficient time and support;
• know and understand the Guiding Principles for Literacy Instruction;
• work with the principal/vice-principal and school staff in identifying areas of focus for the
school plan based on school-level assessment information;
• engage with the community to provide insights and information regarding ways that parents/
guardians and the community can support literacy learning in the school and at home; and
• share information with the community regarding school literacy activities.
Special Education Resource Teachers (SERTs) support language acquisition and literacy skill
development when they:
• believe that all students can achieve high standards given sufficient time and support;
• understand the meaning of literacy and are committed to demonstrating and promoting the
Guiding Principles for Literacy Instruction;
• use student assessment results to make decisions about literacy programs for individual
students, literacy instructional methods and curriculum implementation;
• develop an extensive instructional repertoire and strategically select instructional methods
based on their knowledge of the learner and the explicit and implicit literacy expectations in
all areas of the curriculum;
• work collaboratively with school teams in identifying instructional methods that will support
individual student literacy learning;
• provide leadership in the areas of Universal Design for Learning and differentiated instruction;
• actively seek, and participate in, professional learning to further their understanding of
literacy; and
• communicate effectively with students, parents/guardians, and other educators, the plans and
actions that support increased literacy achievement.
School Councils share an
important role in promoting
high quality literacy instruction
when they share information
with the community regarding
school literacy activities.
28

38. Students share the responsibility for their literacy learning and achievement. They learn most
effectively when they:
• believe that they can achieve high standards;
• participate actively in literacy learning and assessment activities;
• contribute positively to the learning environment;
• work collaboratively with others to increase their understanding and improve their literacy
learning; and
• are skilled self-assessors who:
- know and understand what they are expected to learn;
- identify their strengths, needs and interests;
- reflect on their progress and set goals;
- take steps to improve their literacy learning; and
- advocate for themselves.
Subject Heads/Lead Teachers support the development of literacy and promote implementation of
the Guiding Principles for Literacy Instruction when they:
• believe that all students can achieve high standards given sufficient time and support;
• believe that all teachers can teach to high standards given the right conditions and assistance;
• know and understand the meaning of literacy and the Guiding Principles for Literacy Instruction;
• encourage and support their colleagues in promoting literacy;
• provide leadership for the selection of resources that support effective literacy instruction in
all subject/courses;
• support their colleagues in acquiring and developing literacy instructional materials
and resources;
• identify staff development strengths, needs and interests regarding effective
literacy instruction;
• facilitate in-service opportunities for their colleagues that support effective literacy
instruction; and
• provide leadership by modeling high quality literacy instruction in all content areas.
29
Students learn most
effectively when they are
skilled self-assessors who
reflect on their progress
and set goals.

39. Superintendents ensure the implementation of the Literacy Priority in the system and school plans
for continuous improvement (support the school improvement planning process) when they:
• believe that all students can achieve high standards given sufficient time
and support;
• know and understand the meaning of literacy and the Guiding Principles for
Literacy Instruction;
• provide leadership and support for principals/vice-principals in the implementation of literacy-
focused assessment that drives instruction;
• support the school principal/vice-principal with the analysis, use, and communication of
literacy achievement data;
• monitor increased literacy achievement across the system;
• build lateral capacity for literacy teaching among administrators by establishing professional
learning communities;
• discuss, with administrators, issues pertaining to literacy and increased student
achievement; and
• model being lead literacy learners.
Trustees support system-level improvement in literacy when they:
• support the belief that all students can achieve high standards given sufficient time
and support;
• know and understand the meaning of literacy and the Guiding Principles for Literacy Instruction;
• require that students' increased literacy achievement be monitored across the system;
• support Board goals related to improving literacy instruction and student achievement;
• allocate resources to support implementation of the Literacy priority;
• communicate accurate information to the community regarding Board actions which support
student literacy achievement; and
• communicate the views of the community.
30
Superintendents build lateral
capacity for literacy teaching
among administrators by
establishing professional
learning communities.