8 Literacy

EARLY LEARNING PROGRAM CIRCLE K - 12

TEACHING AND LEARNING
PROGRAM WILL... CHILDREN WILL...
• create opportunities for all children
to maximize their potential
• engage in inquiry-based learning,
higher level thinking and problem EXPECTED PRACTICE SERIES
• be based on a belief that all solving
children are capable of reaching • engage with materials designed to challenge
their full potential their thinking
• allow teachers to work alongside
CHILDREN WILL... their thinking and share new
A Learning Environment that Supports Literacy
children to support and extend
• engage in inquiry-based learning, their thinking understanding with others
PROGRAM WILL... Language
higher level thinking and problem
solving
• engage with materials designed to challenge
ensure that teachers: • Classrooms are purposefully arranged to provide spaces for whole class, small group,
their thinking • monitor student learning through a variety of
assessment tools is the most powerful tool learners have individualized and differentiated learning.
their thinking and share new
understanding with others • use assessment evidence to shape teaching for developing ideas and insights, for giv- • Students’ interests are made visible in the classroom environment and the environment
practices
ing shape to their experiences, and for making “echoes” with student voices (e.g., student message boards, layered writing, student
questions, student-generated and chosen materials displayed, exemplars of
Assessment Of, sense of their world and their possibilities student work in evidence, anchor charts, artifacts of student learning).
Culture of High As, and for in it. All classrooms are centers of inquiry,
CHILDREN WILL... • Teachers use appropriate modifications to the expectations as well as the appropriate accommodations to
CHILDREN WILL... Expectations Learning • engage in learning experiences that relat where learners use language creatively
• access materials independently directly to their lives teaching and learning strategies (e.g. strategic use of students’
• see themselves represented in the classroom
environment
• engage with a range of materials which and critically and come to understand why home languages) to develop students’ competency in the
• interact with materials that promote creativity • engage in topics of inquiry which they language and literacy are so central to their English curriculum.
and innovation can directly and concretely explore
Culturally lives. The Toronto District School Board • Teachers use a range of materials that respect the cultural,
Classroom Responsive identifies the development of literacy as a racial, linguistic, socio-economic, gender and sexual identities
Environment & Relevant priority, and is committed to providing the of students.
PROGRAM WILL...
• ensure a safe, organized, clean, and Pedagogy PROGRAM WILL... support necessary for all learners to attain • Classroom culture encourages inclusion, risk-taking and
welcoming environment
• include materials that are developmentally children and families in the community their highest level of literacy at each stage questioning; literacy both supports and becomes the product
appropriate, open-ended, safe, and in good repair • create a role for contributions from parents of higher order, critical thinking.
• foster independence and problemsolving
fer a predictable structure and framework
and families of their education. The TDSB values the
• be responsive to children’
learning of literacy skills through a second • Digital technology and media texts are integrated into learning
Play-Based Comprehensive and linguistic backgrounds
experiences to enhance students’ opportunities to communicate to real audiences for authentic purposes.
Programming Literacy & language, for example, the French Immersion
Numeracy and Extended French programs. The TDSB • Daily blocks of 100 minutes are maintained for literacy, including focused time for each
strand (oral, reading, writing and media), and integration of the strands where appropriate.
PROGRAM WILL... prepares learners for the literacy demands
CHILDREN WILL... • Every classroom has a library, which includes graphic texts/versions, books, current
• use play as a vehicle for learning
• provide a balance of approaches (modelled,
shared, guided), which scaffold literacy learning
they will face throughout their lives, as citi-
magazines, a variety of genres, digital texts and leveled texts, balance of fiction and non-
• consolidate concepts through play experiences • provide explicit teaching of strategies to
zens, workers, and individuals who derive
• practice problem-solving skills, and self-regulation behaviours in play support emergent readers and writers fiction, maps and globes.
CHILDREN WILL... • include learning centres with materials which
support literacy development
personal satisfaction from full participation
• receive focussed instruction • Teachers incorporate literacy skills and strategies in their teaching in every subject, so
PROGRAM WILL... • provide explicit instruction in all mathematics in society. The development of literacy
designed to support them as they
work towards independence
strands students can succeed in reading and writing the text forms essential to the subject.
• provide opportunities for both child-initiated play and
structured play-based learning • be exposed to a range of quality
• embed mathematics into the learning skills in all subject areas enables learners
centres
• allow for large blocks of time for children to engage in their • incorporate mathematical thinking to become reflective, articulate, literate • Learning goals and success criteria are co-created and revisited to foster continued growth and
student experiences, & interests
choice of play
• develop a love of reading
into everyday learning situations development.
• provide opportunities for teachers to individuals who use language effectively
interact with children to shape, guide, • use mathematical processing and

and extend their play
• engage in problem-solving activities
for learning, communicating and thinking.
using mathematical thinking
• represent their understanding of (Taken from TDSB Literacy Foundation Statement Literacy for the 21st Century
mathematics in a variety of ways P.003 CUR)
A literate person has the ability to read and interpret print and non-print texts, as well as color,
sound, movement and visual representations. The digital world is highly literacy dependent, requiring
students to have access to multiple strategies that extend beyond paper and print texts.

CONTACT INFORMATION Being literate in contemporary society includes the critical use of print and spoken language in
addition to the visual language of film, television, and advertising in both digital and non-digital
For further information, please go to TDSBweb and see Program Coordinator, English/Literacy under Contact Us. environments. It also means being able to use an array of technologies to gather reliable informa-
tion and to communicate effectively to others as well as to construct and represent meaning, ideas,
and concepts. 21st century literacy includes the use of literacy for social change and humanitarian
Toronto purposes.
District
Toronto
School
Board
District
School
The TDSB Learning Skills & Work Habits @ Toronto District School Board, 2013 January 2013 Board January 2013
 2 7
AN EVOLVING VIEW: FOUR ROLES MEDIA
OF A LITERATE LEARNER Component Descriptor
Meaning Maker Understanding Media Text Teacher Action:
Code User Students construct meaning through a combination of • provide explicit opportunities to read, view, listen and deconstruct a variety of
Uses prior knowledge and personal and/or world experi- Recognizes and uses the features and structures of written,
ences to construct and communicate meaning while several media languages (images, sounds, graphics, media texts
visual, and multi-modal texts, including the alphabet, sounds in words) to understand the influence of mass media on • provide many opportunities to read, view and listen to a variety of media texts
reading, writing, speaking, listening, viewing and represent- words, phonemic awareness, phonics, spelling, conventions, sen-
ing. The literate learner is a ‘text participant’, forming and their lives. across all subject areas
tence structure, text organization, and graphics, as well as other • provide opportunities for students to observe, talk and analyze the way the
communicating their own interpretation in light of their own visual and non-visual cues to break the “code” of texts.
knowledge and potential. media forms are used in daily life
• use frameworks such as the Key Concepts and the Media Triangle to support
Text User Text Analyzer students’ understanding of media texts
Understands that purpose and audience help to deter- Understands that texts are not neutral; that they represent particu- • create opportunities for students to sort, classify and compare different media texts
mine the way text is constructed: form, format, medium, lar views, beliefs, values and other perspectives to serve different • use media content that reflects various cultures and customs
structure, tone, the degree of formality, and sequence of interests; that other views and perspectives may be missing; that • provide students with opportunities to communicate their thinking either orally
components. The literate learner uses this knowledge and the design and messages of texts can be interpreted, critiqued, or in writing in their home language.
a variety of thinking processes to read, listen, and view, as challenged and alternatives considered. The literate learner
well as to write, speak and represent ideas. decides what to think now, considers possibilities and when to take Understanding Media Forms Teacher Action:
Luke and Freebody, 1990 action.
Students will understand that each form creates • ensure that students have opportunities to sort, classify and compare different
meaning differently, using specific vocabulary and media forms such as films, e-mail, DVD, food packaging, t-shirt designs, etc.
READING techniques. • provide multiple examples of media texts that share the same form to understand
how the codes combine to make meaning
The Language and English curriculum focuses on developing the knowledge and skills that will enable students to become effective readers. An effective . • use diagrams, pictures, manipulatives and gestures to clarify vocabulary that may
reader is one who not only grasps the ideas communicated in text but is able to apply them in new contexts. To do this, the reader must be able to think clearly, be new to English Language Learners
creatively, and critically about the ideas and information encountered in texts in order to understand, analyze and absorb them and to recognize their relevance • prepare students to make informed and critical judgments about the nature of
in other contexts. Students can develop the skills necessary to become effective readers by applying a range of comprehension strategies as they read and by media, the techniques used and the impact of these techniques through explicit
reading a wide variety of texts. It is also important that they read a range of materials that illustrate the many uses of writing. By reading widely, students will instruction.
develop a richer vocabulary and become more attuned to the conventions of written language. Reading various kinds of texts in all areas of the curriculum will
also help students to discover what interests them most to pursue and develop their interests and abilities.
(OC, English Grades 9-10, 2007) Creating a Media Text Teacher Action:
Component Descriptor Students use codes and conventions to create a • design opportunities to create media products or simulations of media products
media text. • provide feedback on the construction and creation of media products
Reading Strategies Teacher Action: • coach students to identify an appropriate form to suit the purpose and audience
for a media text they plan to create.
Reading is a complex process that involves the application of various • explicitly teach and model the reading strategies students need to
strategies before, during and after reading. Effective readers apply understand the fiction and non-fiction texts they are reading.
strategies to understand texts at all points in the reading process. Reflecting on Media Literacy Teacher Action:
• introduce new strategies in ways that are appropriate to students’ grade
Before reading: students identify the purpose of the reading activity; level and level of language development (see modelled, shared guided Skills • encourage students to use a media log to track their interactions with media
activate their prior knowledge about the topic; preview the features of reading). Students reflect and monitor their learning. • assist students to identify the strategies they find most helpful in making sense of
the text. and creating media texts.
• help build the necessary background knowledge for students whose life
During reading: students may use sources of information (e.g., clues experiences may not have provided them with the information they need
from context or from their understanding of language structures and/ to understand the text.
or letter-sound relationships) to help them solve unfamiliar words; apply
• model using a “think aloud” strategy to enable students to understand how
comprehension strategies to help them make meaning of the text (e.g.,
a reading strategy is used to help make sense of the text.
predicting, visualizing, questioning, drawing inferences, identifying main
ideas, summarizing, and monitoring and revising their understanding.) • give students regular opportunities to reflect on the effectiveness of the
reading strategies they are using, and to set goals for improvement.
After reading: students may analyze, synthesize, make connections,
evaluate, and use other critical and creative thinking skills to achieve a
deeper understanding of the material they have read.
 6 3
ORAL COMMUNICATION READING
Component Descriptor Component Descriptor
Accountable Talk The goal of explicit strategy instruction is to help students become flexible thinkers across a wide Modelled Reading Teacher Action:
range of learning situations. Some students, particularly those who struggle, do not realize that there
Accountable talk refers to an extended, intentional consideration When students are introduced to a new reading strategy, the • select a text that is slightly beyond what the students can read on their own
are many different ways to build, maintain, and enrich understanding. Teachers should provide guided
of a topic, which stimulates higher-order thinking, helping students teacher explicitly and intentionally models for students how to • use modelled reading to introduce a new reading strategy; provide an opportunity to orally deconstruct the text
and independent practise in the use of accountable talk, by giving students opportunities to: use it as part of the reading process. How the teacher models the • start the modelling process by conducting either a read-aloud (e.g., a poem, story, non-fiction or media
to learn, reflect on their learning and communicate their knowl-
• examine and clarify challenging concepts strategy is based on assessment information about the students text) or think-aloud (e.g., browsing an informational text, pointing out specific content or text features), as
edge and understanding. When students engage in accountable
• “talk through” processes and strategies teachers have modified and the type of text that is being used to demonstrate the strategy. appropriate to text type
talk (Allen, 2002), they do the following:
• review and analyze important information and ideas Modelling of the strategy is usually followed by a discussion or • model expressive and fluent reading for students
• focus on the topic and purpose of discussion
• revisit and revise ideas activity so the teacher can ensure that the students are able to • choose a variety of text forms to model the strategy (including media texts) and be explicit about how the
• attend to the listener’s needs and what others are saying
• resolve problems and recognize different points of view apply the strategy to construct meanings as they read. Modelled strategy can be adapted to understand different text types
• seriously respond to and build on what others have said
• extend understanding of texts read, written and viewed. reading can take place in the format of a whole group or small • demonstrate how a fluent reader would apply the specific strategy when reading a text
• Give evidence to support their point of view and help
(A Guide to Effective Literacy Instruction, Grades 4 to 6, Volume 4) group setting. The purpose of modelled reading is to help students • explicitly develop the use of comprehension and metacognition strategies by reflecting on strategies used.
each other to reach a common understanding, and share
become strategic readers to stimulate the imagination, and help
responsibility for learning of the whole group.
(A Guide to Effective Literacy Instruction, Teacher Action: students develop an ear for the vocabulary and structures of
language and print.
Grades 4 to 6, Volume One, Page 32, 2006) • intentionally teach and model the skills of accountable talk, and provide frequent opportunities for
Accountable talk enables students to gain insight into how others students to observe the thinking of their peers
apply strategies and solve problems. Through the structures of • engage students in developing and using critical thinking skills to identify multiple perspectives and
Shared Reading Teacher Action:
accountable talk, students become aware of their own and others’ to analyze texts for their purpose, message and possible bias Shared reading is a step along the continuum of support for • determine and explicitly teach the prior knowledge that students will need to understand the text, the
perspectives, and also become aware of the language structures • model and promote inquiry through accountable talk as an essential means of learning students as they develop confidence reading new texts. It may focus of teaching, big idea or essential question
and conventions they use while speaking to others in a structured • provide scaffolds in order for English language learners to activate and build on prior knowledge be offered to the whole class or a small group of students. Text • present a text on screen, chart, or in a big-book format to the whole class or small group
way. e.g. sentence frames, mind maps and key subject vocabulary selection is based on the needs indicated in assessment data. The • read the text while the students join in reading aloud
(Ontario Curriculum: English, 11-12) • guide and support students in listening to a variety of oral texts for specific purposes. text is always strategically chosen by the teacher as appropriate to • provide students with essential demonstrations of how reading works and what readers do to construct
the grade level, curriculum expectations and student needs. meaning (e.g, use a think aloud to demonstrate the use of context to predict the meaning of words)
In shared reading, all students must be able to see the text that • teach students strategies to read certain parts of the text orally or silently
is being read. The text should be at a reading level that is slightly • provide opportunities for students to respond to text in a variety of ways
more difficult than students can read independently. During shared • ensure that activities accommodate the various learning needs and styles of students.
Formal or Scripted Talk Teacher Action: reading, students gradually assume more responsibility for the
Formal or scripted talk is used to communicate a fully devel- reading as their skill level and confidence increases.
• guide and support students as they develop understanding and skills in presenting a range of
oped, rehearesed presentation to an audience. This may include scripted/rehearsed forms (e.g., speeches, oral reports, dialogues)
debates, presentations, speeches, reports, sharing of learning, • allow students opportunities to access a variety of media sources to view and examine models of
storytelling and drama. All these oral language forms may be formal talk by speakers from a range of cultural/linguistic texts
Guided Reading Teacher Action:
presented spontaneously or taken to a fully developed, polished • explicitly teach processes and strategies to help students listen with purpose and to understand In guided reading, students are taught in small groups based on • determine when guided reading is developmentally appropriate
presentation. Formal or scripted talk includes attention to diction, forms of formal talk in the classroom their similar learning needs as indicated by assessment data. • meet with two to four guided reading groups daily
devices and vocal strategies, and use of non-verbal cues and • support students as they deconstruct and analyze the opinions and perspectives expressed through Guided reading supports these students as they read, talk, think, • provide the students with a brief introduction and the purpose for reading that will focus on reading
audio-visual aids. and question their way through a text. The teacher plans a guided strategies modelled during read aloud and shared reading
formal talk, and the techniques and styles of the forms used
reading lesson using information gained from previous assess- • plan the lesson to include intentional word study and vocabulary of the chosen text
• model and explicitly teach the use of words, phrases, terminology, and a variety of stylistic devices
ments (e.g., during shared reading and informal observations or • ask questions of the small groups which engage students in critical and higher-order thinking to increase
that effectively communicate meaning and engage audiences
reading conferences) and from formal assessments. The teacher awareness of text features, conventions, vocabulary and meaning
• through peer and self-reflection, guide students as they develop listening skills, and to express and differentiates reading instruction for this small group of students • complete an in-depth assessment during guided reading in order to provide feedback to the
examine their responses to the style and content of formal talk they engage in as an audience. based on their similar reading behaviors, like interests, or similar students to help them improve their learning and determine next steps
instructional needs. Texts are chosen to most closely correspond • praise students’ successful use of strategies and offer specific feedback that consolidates students’
with students’ zone of proximal development. The small group previous learning or extends their understanding of the text.
Reflecting on Oral Communication Teacher Action: structure gives the teacher an opportunity to meet individual
Skills and Strategies • give students regular opportunities to reflect on their oral communication experiences, individually needs.
Through structured processes of reflecting on their oral commu- and in small groups, using oral, print and electronic form
nication experiences, students develop the ability to describe and • involve students actively in the use and development of self assessments (checklists, rubrics, video Independent Reading Teacher Action:
explain the strategies they found most helpful before, during and and audio recording) Independent reading is a strategically organized activity in Lan- • make resources available in the classroom library or course materials that are at a variety of reading
after listening and speaking. They evaluate their strengths and • design student conferences in which students discuss their personal or class literacy learning goal guage and English classrooms which engages students’ thinking levels
weaknesses in oral communication to help identify the steps they • provide regular feedback to students (including strengths and next steps, in oral and written form) before, during and after reading. During independent reading, • assist students in self-selecting books at the appropriate independent reading level
can take to improve their skills (OC English, 11-12). Students based on the students’ stated goals for improvement. students self-select a fiction or non-fiction text to read that is at • make the purpose and the goals of the independent reading time clear to all students
develop these metacognitive skills in conversation with their their independent level of reading (i.e., the student knows 95% • put in place response methods that make students accountable for their reading time and demonstrate
teacher and peers. They also identify how their skills as viewers, of the words in the text). Teachers make clear to the students the the meaning they are making while reading
representers, readers and writers help them improve their oral purpose and goals of the independent reading activity. While they • provide mini-lessons on time management, book selection and record keeping
communication skills. (O.C. Lang, p.60) read, students independently practise the skills and strategies • observe and record the reading behaviors of individual students and the reading and comprehension
introduced in large and small-group instruction. The teacher moni- strategies that they are using or not yet using
tors the students as they read and provides explicit descriptive • observe the responses made by students to the texts being read and use their observations of student
feedback. behavior to capitalize on teachable moments
• conduct reading conferences with individual students
• analyze students’ reading proficiency (e.g., conduct a miscue analysis or running record) engage
students in book talks, book clubs, and literature circles after the reading
• provide opportunities for students to share their reading responses to the texts with their classmates.
 4 5
WRITING WRITING
Component Descriptor Component Descriptor
Modelled Writing Teacher Action: Independent Writing Teacher Action:
The teacher demonstrates out loud how a writer thinks when produc- • demonstrate, in each lesson, an actual writing experience from a range of grade-appropriate text forms, Writing to learn tools and activities (e.g., quick writes, placemat, • explicitly teach (e.g., model, give mini-lessons) writing-to-learn tools and activities
ing writing, and explicitly models aspects of the writing process. This including media texts listen/view-write) are used strategically and on an on-going basis • give students on-going feedback on their use of the writing-to-learn tools; help students reflect on the positive
reveals the thinking, processing and problem-solving which are part of • design modelled writing lessons that make the writing process explicit, using a think aloud to show the during learning time to enable students to capture and represent impact those tools have on their learning
their writing. In a modelled writing lesson, the teacher demonstrates process real writers use when they write, including: their thinking as learning takes place. Writing-to-learn activities are • give students opportunities to collaborate when using writing-to-learn tools
one specific aspect of writing to the whole class. The text produced - keeping an audience in mind, thinking aloud about vocabulary choice and sentence structure and syntax important to support learning in all subject areas, and are valuable • guide students toward independent use of writing-to-learn strategies that match the learning needs of each
during the lesson is usually based on a situation or experience with - ways of generating ideas and incorporating new information, rejecting or modifying ideas and details assessment-as-learning tools. subject and learning situation (e.g., studying for a test; learning from a video; summarizing content discussed
which the students are familiar, so that they can relate to the context - processes and strategies for planning, drafting, revising, editing, polishing and publishing a piece of writing to in a group).
of the writing. By observing this process, students learn that even make the writing clear, precise, effective and powerful
proficient writers make mistakes, and that all work can be reused or

ORAL COMMUNICATION
- demonstrating that trial and error is an accepted strategy when choosing words and language
edited. Finished products should be displayed at eye level to allow • provides opportunities to deconstruct a variety of text forms, including media forms such as commercials
students to read and reread the text. and podcasts
• create a classroom environment in which everyone in the class can participate and learn from the demonstration “Listening and speaking are essential skills for social interaction at home, at school, and in the community. The Oral Communication strand focuses on identification and development of the skills
• meet observed and assessed needs by giving explicit, focused demonstrations of real writing and strategies effective listeners and speakers use to understand and interact with others. It also emphasizes the use of higher-order thinking skills to stimulate students’ interest and engage
• demonstrate and value the risk taking that often makes writing effective them in their own learning...All students can benefit from opportunities to improve their listening and response skills to refine their ideas and their ability to express them.”
The Ontario Curriculum—English, Grades 11 and 12, 2007
Shared Writing Teacher Action:
In shared writing, the teacher collaborates with the students to con-
struct a piece of writing. This provides an authentic writing experience
• give a mini-lesson explicitly teaching the key learning. Mini-lessons include: Component Descriptor
- strategies for representing meaning using written language
as the classroom community shares the writing together. It enables - reviewing/extending a writing skill or strategy
the teacher to support and scaffold young or struggling writers. - writing a new genre or format (e.g., a report or recount; a journal), making links to other subjects explicit Informal or Unrehearsed Talk Teacher Action:
Shared writing explicitly provides opportunities for planning, drafting • share the writing and suggest ideas and explain possibilities of ideas and language Informal or unrehearsed talk refers to the conversations which • establish a climate of respect and support for the students’ interactions through talk and listening, both in whole
revising, editing and publishing. The teacher observes students’ • actively seek input from students on the shared piece of writing and reflect on the production and process occur spontaneously throughout the learning day in small and group and small group settings
understanding of writing during the mini-lesson and, based on these • respond to student suggestions and note how they are contributing to the piece of writing large groups. This kind of talk, along with listening skills required in • take into account that there are differences in the norms and conventions associated with oral communication in
observations or on current knowledge of students’ needs, works with • make ongoing observations and assessments of students’ progress order to engage with the speaker, allow students to communicate different cultures
a small group in a shared writing session during independent writing
and explore feelings and ideas, including: expressing opinions, • model and bring attention to thoughtful and respectful use of oral language informally used in the classroom
time.
identifying and solving problems, expressing and clarifying thoughts • model and explicitly teach the “think about” process, to help students make meaning of texts they read
and feelings; comparing and sharing experiences; asking questions; • provide culturally rich texts and resources, including media texts, for students to examine and discuss
Guided Writing Teacher Action: generating ideas; and connecting their learning to their own and • plan frequent opportunities for students to hear and ‘absorb’ the sound of languages appropriate to different
others’ experiences. For some students, the notion that learning audiences and situations
The teacher gathers together a small group of writers and provides • revisit key learning from the mini-lesson involves talk is unfamiliar, and talk that supports learning must be • explicitly teach listening for different purposes
them with explicit teaching based on their needs as determined • guide, support and provide descriptive feedback to the group explicitly taught and modelled. • intentionally model explicit listening strategies that vary according to social settings (such as peer talk in groups,
through observation or writing conferences. This model enables • review the success criteria/mentor texts and exemplars
teachers to provide support to small groups who need help before responses to presentations and read-alouds)
• suggest and explain possibilities for their writing in terms of word choice, structure and organization, clarity
they can write texts independently. (Adapted from The Ontario Curriculum, Language 1-8, 2006 • explicitly model and teach how to interpret non-verbal cues that add meaning to the oral communication
and coherence
English 9-10 and English 11-12, 2007) • give students opportunities to demonstrate and practise a variety of listening and speaking skills in a variety of
• teach the writer’s craft, strategies and skills
contexts
• make ongoing observations and assess students’ progress
. • give English Language Learners opportunities to talk about ideas and feelings in their first language as a
foundation for more formal talk related to learning.
Independent Writing Teacher Action:
Students complete the writing themselves based on the knowledge • encourage students to produce a variety of self-selected texts, including media texts such as podcasts or video
and skills they have learned during the modelled, shared and guided clip. (Teachers may provide students with checklists and charts so that they can see and track the range and
lessons, and using the feedback they have received from their variety of forms they are producing over time)
teacher and their peers. • confer with students and provide descriptive feedback based on success criteria; provide opportunities for students
to confer with each other on their writing, with specific “look-fors” to make the peer feedback effective
• provide support to students individually and in small groups as they try new strategies they have learned
• explain, respond, coach and re-teach writing skills and strategies when necessary
• support students as they develop and refine their skills in self-assessment, encourage goal-setting and checking
oneself against the goal
• observe student progress and use the information when planning

Writing Process Teacher Action:

The writing process, explicitly taught, demonstrates for students and • provide regular opportunities for students to write on self-selected topics and genres/forms for real purposes
helps them mirror how writers write. The stages of writing process • give students tools that enable them to record and track the forms and genres they write over time
move from pre-writing (idea generation) through drafting, revising, • provide mini-lessons on aspects of writing to support students’ needs, based on on-going assessment
editing and publishing of written work. It is a recursive rather than • confer regularly with students about their writing goals, and provide opportunities for them to confer with other
a linear process, with opportunities for students to confer with the students in meaningful ways
teacher and peers at all stages of the process. As with “real” writing, • explicitly teach students (e.g., model, give mini-lesson) how to revise and edit their work according to success
the writing process gives ownership to the writer for their ideas, for criteria
audience and purpose of the writing. • give students opportunities to “go public”, sharing their writing with a variety of audiences
• assess effectiveness of students’ use of the writing process during writing time and through the products of writing