This document outlines the goals and framework of the Changing Results for Young Readers (CR4YR) initiative in British Columbia. The goals are to increase the number of engaged, successful young readers and the number of readers who acquire skills to be proficient. The framework includes four key structures focused on mentorship and inquiry: 1) a Provincial Early Reading Resource Team, 2) Provincial Early Reading Facilitators, 3) District Early Reading Advocates, and 4) District Early Reading Learning Teams. The framework is built on values of collaborative inquiry and the belief that all children and teachers have strengths. It is grounded in research on reading instruction, self-regulated learning, and social-emotional learning. Sample inquiry questions

1. BCPTA
March
2,
2013

2. Changing
Results
for
Young
Readers
Goals:
increase
the
number
of
engaged,
successful
young
readers
in
Bri6sh
Columbia
(K
–
3)
increase
the
number
of
young
readers
who
acquire
skills
to
be
proficient
readers
and
whom
experience
the
joy
of
reading
elevate
the
conversa6on
around
reading
through
inquiry-­‐based
forms
of
professional
learning:
generate
and
mobilize
knowledge
together
throughout
the
system

3. Changing
Results
for
Young
Readers
• builds
on
exis6ng
strengths
and
educators’
exper6se
in
districts
• extends
the
opportuni6es
for
educators
to
engage
in
collabora6ve
inquiry
• uses
current
research:
What
fosters
reading
success
for
all
children?
• effec6veness
will
be
judged
by
the
impact
on
learners
and
learning

4. Changing
Results
For
Young
Readers
Framework
includes
four
key
structures
focused
on
mentorship
and
inquiry:
1.
Provincial
Early
Reading
Resource
Team
(8
BCTF
teacher
representa6ves)
2.
Provincial
Early
Reading
Facilitators
3.
District
Early
Reading
Advocates
4. District
Early
Reading
Learning
Teams

5.
District
Early
Reading
Learning
Teams
Con6nue
to
build
a
professional
culture
intensely
focused
on
increasing
the
number
of
engaged,
successful
young
readers
through:
• approaching
inquiry
challenges
with
curiosity
and
determina6on
• documen6ng
wise
prac6ce
in
both
whole
class
reading
instruc6on
and
case
studies
• genera6ng
powerful
inquiry
ques6ons

6. District
Early
Reading
Advocates
build
capacity
and
connectedness…
• provide
mentorship
through
role
as
the
Early
Reading
Advocate
• create
learning-­‐focused
conversa6ons
to
deepen
teaching
prac6ce
• promote
an
inquiry
mindset
which
requires
both
thinking
and
doing
• provide
new
professional
learning
(try
new
prac6ces
that
make
a
difference
to
all
learners)

7. CR4YR
Values
and
Beliefs
• all
children
have
strengths,
giSs
and
capaci6es
• all
teachers
have
strengths,
giSs
and
capaci6es
• the
most
powerful
way
to
change
or
learn
anything
is
through
collabora6ve
inquiry
• one
size
never
fits
all
–
many
different
ways

8. CR4YR
Intellectual
Underpinnings
• Spiral
of
Inquiry
• Indigenous
Principles
of
Learning
• Reading
Instruc6on:
evidence-­‐based
prac6ce
• Self-­‐regulated
Learning
• Social-­‐emo6onal
Learning

9. Framework
for
Early
Reading
Learning
Team
MeePng
#3
1.
Focus
Group
CHECK-­‐IN
(45
minutes)
2. Project
Update
(45
minutes)
Provincial
Update:
Research
Plans
(informa6on
on
slide
#5)
School
Teams
Update:
Group
Ac6ons
and
Ques6ons
Sheet
3. Work
Session
(1
hour)
Record
of
individual
ac6ons/results
(case
study)
and
plan
next
steps
4.
Commitment:
School
teams
report
out
(10
min.)

10. What
prac6ces
are
teachers
changing
and
exploring?
• Developing
self-­‐regula6on
• Developing
comprehension
strategies/
approaches
• Developing
social-­‐emo6onal
skills
• Developing
decoding
strategies/skills
• Direct
teaching
• Developing
oral
skills
• Increasing/changing
“talk”
in
the
classroom

11. Sample
Inquiry
QuesPons
• How
does
explicitly
teaching
students
to
own
their
own
learning
during
the
reading
process,
improve
their
self-­‐regula6on?
• If
students
have
choice
in
the
way
they
represent
their
thinking
and
understanding
about
a
text,
in
what
ways
will
they
show
stronger
and
deeper
comprehension?

12. Sample
Inquiry
QuesPons
• How
can
I
use
my
understanding
of
what
mo6vates
each
one
of
my
learners
to
support
them
in
reading
with
engagement
and
deeper
understanding?
• How
can
I
help
students
develop
self-­‐monitoring
strategies?
How
do
these
strategies
affect:
1.
their
ability
to
sustain
their
reading
for
longer
periods
of
6me
2.
their
understanding

13. Social-­‐EmoPonal
Learning
Inquiry
QuesPons
• If
I
explicitly
teach
social-­‐emo6onal
strategies
focused
on
building
a
safe
classroom
community,
in
what
ways
will
students
become
more
engaged
confident
readers?
• If
we
explicitly
teach
the
concept
of
learning
as
a
journey,
in
what
ways
does
this
increase
students’
confidence
and
engagement
during
the
reading
process?
And
in
what
ways
does
this
lower
anxiety
for
our
most
vulnerable
and
anxious
readers?
•
• How
will
having
at
least
one
posi6ve
daily
interac6on
with
an
adult
impact
student
social
emo6onal
development?

14. Self-­‐Regulated
Learning
Inquiry
QuesPons
• How
can
we
help
anxious
students
to
develop
coping
strategies
that
alleviate
pre-­‐exis6ng
anxiety
toward
reading
so
that
they
can
be
calm,
focused
and
alert?
• If
I
model
self-­‐regula6on
strategies
while
reading
will
students
begin
to
use
them
on
their
own?
• If
I
use
self-­‐regula6on
techniques
will
the
students
be
able
to
engage
in
what
is
happening
in
their
thinking
in
order
to
deepen
their
ques6ons
and
connec6ons
with
their
peers?
• What
techniques
can
we
use
in
the
classroom
to
help
students
to
self
regulate
their
behaviour
before,
during,
aSer
reading?
• How
does
involving
students
in
sefng
small,
measurable
and
specific
reading
goals
affect
their
skills
and
confidence?
•
How
do
we
help
students
develop
the
confidence
and
strategies
that
will
enable
them
to
struggle
through
the
difficult
parts
to
build
their
literacy
skills?

15. Reading
Comprehension
Inquiry
QuesPons
• How
will
the
explicit
teaching
of
monitoring
comprehension
strategies
and
decoding
skills
impact
the
student’s
comprehension
of
text?
• How
will
explicitly
modeling
and
teaching
connec6ons
improve
reading
and
engagement
with
print?
• How
will
asking
ques6ons
during
reading,
help
with
student
engagement
and
comprehension?
• Will
using
a
variety
of
graphic
organizers
help
students
recall
main
ideas
and
suppor6ng
details/summarizing
in
a
variety
of
texts?
• In
what
ways
will
students
access
reading
and
wri6ng
strategies
and
work
independently
once
explicitly
taught
to
do
so?

16. Early
Reading
Learning
Team
MeePngs
1.
Group
Record
of
QuesPons
and
AcPons
What
is
your
inquiry
ques6on?
What
did
you
do/
try?
What
did
you
no6ce?
What’s
next?
2.
Case
Study
Context:
What
did
you
do?
Observa6on:
What
happened?
React
and
interpret:
What
did
you
learn?
Reflect
and
Plan:
What
will
your
team
do
next?

19. hjp://www.strongna6ons.com/

20. Changing
Results
for
Young
Readers
PotenPal
Results
• 465
struggling
students
get
a
“boost”
• 9000
students
benefit
from
changes/awareness
in
teachers’
prac6ce
• 600
teachers
learn/understand
more
about
how
children
learn
to
read
• 59
ERAs
have
connec6ons
and
mentors
that
support
their
own
professional
development
and
help
them
support
teachers
in
their
districts
• Provincially,
we
have
a
working,
commijed
network
and
ways
of
reaching
into
every
district
to
support
change
• Data
base
of
case
studies
that
illustrate
how
to
help
children
who
struggle

21. CR4YR:
Website
youngreader.ca

22. 0
–
8
Early
Years
Framework
proposed:
• builds
from
the
philosophy
of
BC
Early
Learning
Framework
and
the
Primary
Program
• assessment
and
repor6ng
on
CORE
Competencies
only:
– Thinking,
Personal
and
Social,
Communica6on
(literacy
and
numeracy)
• required
learning
standards
in
disciplines
• promotes
developmentally
appropriate
prac6ce
and
an
integrated
curriculum

23.
Proposed
Ministry
of
EducaPon
Competencies
Thinking
Competency
• Cri6cal
thinking
• Crea6ve
thinking
• Reflec6ve
thinking
Personal
and
Social
Competency
• Posi6ve
personal
and
cultural
iden6ty
• Personal
awareness
and
responsibility
• Social
awareness
and
responsibility
CommunicaPon
Competency
• Use
of
language/symbols

24.
Personal
Awareness
and
Responsibility
Self-­‐awareness:
Can
accurately
recognize
and
understand
one’s
emo6ons
a
their
influence
on
nd
behaviours;
can
iden6fy
personal
strengths,
weaknesses,
and
external
supports;
accepts
consequences
for
his/her
ac6ons.
Self-­‐regulaPon:
Demonstrates
persistence,
resilience,
grit;
can
regulate
emo6ons,
cogni6ons
and
behaviours
effec6vely
across
different
situa6on;
can
manage
stress
and
make
ethical
decisions
in
complex
situa6ons;
mo6vates
oneself
and
can
set
goals
and
monitor
progress.

25. Personal
Awareness
and
Responsibility
Developing
relaPonships:
Can
establish
and
maintain
healthy
and
rewarding
rela6onships
with
diverse
individuals
and
groups;
demonstrates
coopera6on,
and
can
effec6vely
and
construc6vely
resolve
conflict
in
interpersonal
rela6onships;
can
resist
inappropriate
social
pressure
and
seek
help
when
needed.
Developing
well-­‐being:
Demonstrates
self-­‐respect,
confidence,
self-­‐compassion,
op6mism,
and
a
sense
of
personal
well-­‐being.
Possesses
a
sense
of
purpose
in
life
and
a
sense
of
competence;
is
confident;
demonstrates
mental,
physical,
and
spiritual
well-­‐
being.

26. Proposed
Design:
Social
Studies
4
Cross
Curricular
Competencies
Thinking
Competency
CommunicaPon
Competency
Personal
and
Social
Competency
• Cri6cal
• Language
and
Symbols
• Personal
Iden6ty
• Crea6ve
• Personal
Awareness/Responsibility
• Reflec6ve
• Social
Awareness/Responsibility
Enduring
Understandings
People
oZen
disagree
about
Geography,
climate
and
Socie6es
develop
economic
Tradi6onal
beliefs
and
values
the
causes
and
effects
of
natural
resources
shape
the
systems
to
produce,
shape
the
governance
of
a
significant
events
development
of
socie6es.
distribute,
and
consume
society.
(see
note
on
page
2)
goods
and
services.
Learning
Standards
Curricular
Competencies
Content
Students
will
develop
competence
in:
Students
will
know
and
understand:
Thinking
• cultural
and
societal
elements
of
various
Aboriginal
societies
in
BC
and
Canada,
including
local
First
Nations
groups
• Appraise
information
from
primary
and
secondary
sources
by
evaluating
potential
bias
in
a
source
and
• cooperation
and
resistance
between
Aboriginal
societies
and
European
explorers
and
settlers
distinguishing
fact
from
opinion
• Aboriginal
peoples’
relationship
with
the
land
and
use
of
natural
resources
• Investigate
the
causes
and
consequences
of
signi9icant
events,
and
place
in
chronological
order
• Location
of
key
geographic
features,
Aboriginal
groups
studied,
and
European
exploration
routes
• Propose
strategies
to
make
decisions
and
solve
problems.
• Indigenous
economic
systems
and
technological
developments
• Consider
the
historical
context
of
signi9icant
events
and
decisions
• trade
between
Aboriginal
societies
and
with
European
explorers
and
settlers
• systems
of
authority
and
governance
in
both
pre-­‐
and
post-­‐contact
Aboriginal
societies
Communica;on
• effect
of
colonialism
on
Aboriginal
self-­‐government
• Organize
information
from
two
or
more
sources
to
answer
a
research
question
or
support
a
conclusion
• Present
ideas
and
information
using
texts,
graphic
organizers,
maps
and
other
forms
of
communication
Personal
and
Social
Awareness
• Consider
how
past
actions
effect
contemporary
policy
decisions
and
positions
• Respectfully
propose
alternative
points
of
view
of
events
or
issues
ImplementaPon
Links
K-­‐12
Social
Studies
Assessment
DemonstraPons
of
Learning
InstrucPonal
Support
Learning
Resources
(Goals
and
RaPonale)
(Inquiries,
IntegraPon)

27. Ministry
opportuniPes
for
teachers
to
get
involved
in
curriculum
changes
BCTF
reps
to
ministry
curriculum
development
teams
• The
Ministry
of
Educa6on
has
invited
the
BCTF
to
appoint
teachers
to
par6cipate
on
curriculum
development
teams
where
teachers
will
form
the
majority.
The
pos6ngs
includes
six
learning
areas
from
K–12
that
will
be
reviewed
in
March
and
April
of
this
year.
The
call
for
teacher
representa;ves
and
the
BCTF
applica;on
form
are
posted
on
the
BCTF
website
at
www.bcB.ca/opportuni;es/MinistryCommiFees.aspx.

29. “Every
child
requires
someone
in
his
or
her
life
who
is
absolutely
crazy
about
them.”
• Urie
Bronfenbrenner