Why I Got Involved In Education: Black Student Success and Excellence.

A number of ETFO locals have included educational programming with Graduation Coaches connected to Black communities to serve as mentors to Black students, offering intensive, culturally responsive support.

Below are insights from a Black Excellence Graduation Coach.

Education has always been emphasized in my home. I still remember my parents hanging their university graduation photos from Nigeria in our houses’ hallways. Whether intentional or not, it inspired me to aim for university and, even after graduating, to continue climbing the academic ladder. This inspiration fuels me to this day.

However, in my academic pursuits, I have always understood that education—the process of gaining insights into a particular subject—does not always occur within the confines of brick-and-mortar schools. From observing, interacting, and learning from my siblings, parents, friends, and members of my African-Caribbean community, I learned that what people are taught strongly influences how they think and behave. I am a testament to this ideology, having benefited from the lessons my wonderful parents taught me at home. I learned from my Black community the importance of time management, embracing my Blackness, respecting others’ opinions, managing my emotions, critical thinking, and the unique experience of being Black in Canada. These lessons greatly impacted my academic performance.

In the paragraphs above, I touch on three main points: inspiring youth, the importance of cultural understanding in learning, and the influence of executive functioning skill development on learning. These points, combined with my thirst for knowledge and passion for caring for children and youth, drive my decision to wake up each day and actively shape students’ education. However, I am not in a stereotypical classroom.

Inspiring Youth

“Is that your little brother?” one of my peers asked as I walked away after spending 5 to 10 minutes coaching a kid I had just met at drop-ins on how to shoot a basketball and properly perform drills to improve his game. Intrinsically, I enjoy helping youth and inspiring them to build their skills or see beyond their present situation. Although my parents were academically inclined, school didn’t always come naturally to me, but having their achievements around me greatly inspired me to see beyond my present shortcomings. Unfortunately, some youth don’t have that level of support, and it may not always be provided in the classroom. That’s where I come in. In my role within the school and the work I do in the community, inspiring youth, especially Black youth who have historically been negatively affected by systemic issues, is vital to their educational performance.

The Importance of Cultural Understanding in Learning

Growing up, I didn’t have many teachers who highlighted the cultural differences among my peers and me, allowing us to see those differences as a means of learning and improving our academic potential. In elementary and high school in Canada, the only thing I learned about Black people was that they were once enslaved in America and came to Canada for safety. I also learned about famous civil rights leaders like Martin Luther King Jr. and Rosa Parks. However, as educational philosophers would say, my culture and the cultures of others were not used to “call out our subjectiveness,” the unique aspects that help us see ourselves meaningfully in what we are learning. Fortunately, I grew up in a diverse neighbourhood with people from around the world and different religions, which helped me understand myself and see the world from different perspectives. Growing up with positive and negative examples of Black North American and Nigerian African cultures helped me see things about myself that were not represented in the classrooms and schools I attended. However, I struggled to see myself represented in education and learning at school unless I had a Black teacher. Learning that I was fortunate to have more than two Black teachers in the Ontario education system, I realized the value they added to my education. Research shows that when students have Black educators who are culturally relevant in their teaching, Black students tend to excel academically because their culture is represented in positions of authority and leadership.

The Influence of Executive Functioning Skill Development on Learning

The education system is meant to prepare students for life, guiding them to acquire skills and knowledge to contribute socially and economically to their communities. However, too often, students go through school focusing on grades without learning life skills that would help them apply their academic knowledge. These skills are often left to parents to teach and are only enforced in schools when students misbehave. Understanding that teachers managing over 100 students may only have time to reactively address life skills, I researched culturally relevant teaching practices. I found that integrating these life lessons in the classroom improves student academic achievement. This is especially true for Black students who frequently face microaggressions and biases. To assist teachers in drawing the best from their students, I got involved in education to help students see themselves beyond their current school experience and think about their future, providing them with the skills to reach their goals.

Conclusion

Once again, I reiterate that education is the pillar of society and cannot be ignored. What community members learn, whether directly or indirectly taught, strongly determines how they think and behave. Understanding that education is also a United Nations Sustainable Development Goal (SDG 4), I got involved outside the classroom because of the profound impact education has on any country’s future and the changes the themes I explored made in my own academic and life trajectory. To do the right thing and indirectly pass on the torch by positively impacting the lives of youth, I realized that inspiration does not only come from the classroom. I can inspire youth to do better than my peers and I have done just by being an educator in the school. Additionally, my awareness of my Blackness and its cultural significance helps me see the untapped potential that the current education system may not bring forth in Black youth. Not wanting that unique light to be snuffed out, I know it is essential to be present in the education system, advocating for young Black girls and boys to see themselves represented in pivotal societal places. Lastly, participating in advocating for better quality education for Black children cannot be done without being an active member of the village raising our Black, racialized, and non-racialized children. By instilling life lessons that help them wisely utilize the knowledge they receive from teachers and the curriculum, they will become pivotal members of their community, moving it forward.

Relaxing and Preparing- how can we do both this summer?

Hey there, fellow educators! As the summer sun blazes on, it’s the perfect time to soak up some rays, enjoy a good book, and… get ready for the new school year! I know, I know – summer is your time to relax and recharge. But trust me, a little preparation now can make a huge difference once the school year kicks off. Here are some laid-back tips to help you prepare for the classroom during the summer while still enjoying your well-deserved break.

Reflect

Take a leisurely stroll down memory lane and think about what worked and what didn’t last year. Grab a cool drink, sit in the shade, and jot down your thoughts. What were your biggest wins? Where did you struggle? This reflection can guide you in making tweaks and improvements for the upcoming year.

Get Inspired

Summer is the perfect time to gather fresh ideas. Check out some educational blogs, Pinterest boards, or YouTube channels for creative classroom activities and decor ideas. You can do this from the comfort of your hammock or while lounging by the pool. Inspiration can strike anywhere!

Get Organized

Set aside a little time each week to organize your teaching materials. Sort through your files, tidy up your digital resources, and maybe even do a bit of decluttering. It’s a satisfying task that can be done while binge-watching your favorite show.

Update your Lesson Plans

Take a look at your lesson plans and see if there are any updates or new activities you’d like to add. You don’t have to overhaul everything – just tweak and refresh where needed. This can be done at your own pace, with plenty of breaks for ice cream.

Supply Check

Summer sales are a great time to stock up on classroom supplies. Keep an eye out for deals on stationery, art supplies, and organizational tools. You can even make a fun day of it with a friend or fellow teacher – shopping and lunch, anyone? (Always check with your school team and principal about how the budget works in case there are guidelines on what vendors can be used for costs covered by the board.)

PD

If you’re feeling ambitious, consider taking a short online course or attending a workshop. There are plenty of free or low-cost options available that you can complete at your own pace. It’s a great way to boost your skills without cutting into your relaxation time too much.

Self Care

Don’t forget that taking care of yourself is just as important as preparing for your students. Read for pleasure, spend time outdoors, and make sure you’re recharging your own batteries. A well-rested teacher is a more effective teacher!

Check in on your teacher pals

Reach out to your fellow teachers and see what they’re up to. Share ideas, plan collaborative projects, or just catch up over coffee. Building a support network is invaluable, and summer is a great time to strengthen those connections.

Remember, the key is balance. Mix a little prep work with plenty of relaxation, and you’ll be ready to hit the ground running when the new school year begins. Enjoy your summer, and here’s to a fantastic year ahead!

Happy summer, and happy planning!

Feel free to share your own tips and tricks in the comments. How do you prepare for the classroom during the summer? Let’s help each other out! 🌞📚✨

How to write long range plans

Creating long-range plans can be a complex but essential part of effective teaching. I find when I write long range plans using these steps, it makes my year flow much easier and helps me feel organized daily. 

    1.Understand the curriculum:

  •    Read and understand the curriculum documents for your subject and grade level.
  •    Identify the key expectations, big ideas, and specific learning goals.
  1. Know the assessment and evaluation guidelines:
  •   Understand the assessment and evaluation strategies outlined in Growing Success.
  •   Integrate assessment for, as, and of learning in your planning.
  1. Set goals and timelines:
  •    Define what students need to know, understand, and be able to do by the end of the year.
  •    Break down the overall expectations into manageable units.
  1. Create a timeline for the entire year:
  •    Outline the entire school year, marking key events, holidays, and reporting periods.
  •    Allocate time for each unit, ensuring a balanced distribution of content.
  1. Plan the units:
  •   Organize content into units or themes that align with the curriculum.
  •  Ensure that each unit builds on the previous one and prepares students for the next.
  1. Integrate with as many other subjects as you can:
  •    Look for opportunities to connect your subject with other subjects.
  •    Plan activities that incorporate literacy, numeracy, and critical thinking skills.
  1. Diverse instructional strategies:
  •    Plan a variety of instructional strategies to meet the diverse needs of your students.
  •    Include whole-class instruction, small group work, independent activities, and hands-on learning.
  1. Use a variety of inclusive resources
  •     Identify and gather resources that will support your teaching.
  •    Plan for the use of technology, textbooks, library resources, and community connections.
  •    Make sure these resources represent students from all lived experiences
  1. Plan assessments:
  •    Develop assessment tools that align with the learning goals and objectives.
  •    Include formative assessments to monitor progress and summative assessments to evaluate learning.
  1. Review and reflect:
  •     At the end of the year, review your long-range plan to evaluate what worked well and what needs improvement.
  •     Use this reflection to inform your planning for the following year.

Doing all these steps will help you but also, make sure to be flexible and remember that some groups of students can take longer to grasp subjects/move quicker so your plans may not follow the exact timeline you create for them. Also, you may want to do this with your teaching team if you team- teach or work closely with another person. That way, you can incorporate each other’s ideas into the long range plans. By following these tips, I always feel so relaxed at the beginning of the year and it helps as well with preparation for Teacher Performance Appraisals (TPAs) as well as if you have a student teacher – you can show them where you are at when they arrive. 

Hope these tips help you with your planning!

 

For ETFO’s Tips and Advice on preparing for TPAs check out this podcast and website.

Anti-Oppressive Education: Creating an Equitable Society for all.

In recent years, there has been a growing recognition of the importance of anti-oppressive practices in elementary education in Ontario. Anti-oppressive education aims to dismantle systemic barriers and address inequities within the education system. This reflection explores the significance of implementing anti-oppressive practices in elementary education in Ontario, highlighting the impact on students, educators, and the broader society.

In Ontario, as in many other regions, elementary education has not been immune to the effects of systemic oppression. “Historically, marginalized groups, such as Indigenous peoples, racial minorities, individuals with disabilities, and those of lower socioeconomic status, have faced discrimination and inequitable treatment within the education system” (Ontario Human Rights Commission, 2006). Such oppression can manifest in various forms, including biased curricula, discriminatory discipline practices, and a lack of diverse representation among
educators and staff, to name a few.

“Students who experience oppression in the education system may suffer from lower self-esteem, reduced academic achievement, and disengagement from learning” (Tuck & Yang, 2012). “Moreover, perpetuating oppressive practices can perpetuate cycles of poverty and marginalization, deepening social disparities and hindering social progress” (Freire, 1970). As educators, understanding and incorporating anti-oppressive practices in our praxis is crucial to disrupting and dismantling the many fibres of anti-oppression prevalent in the euro-centric teaching spaces we often occupy.

The Role of Anti-Oppressive Practices
Anti-oppressive practices are essential in elementary education to counter the adverse effects of oppression and create inclusive, empowering learning environments. “By integrating anti-oppressive principles into teaching strategies and curriculum development, educators can actively challenge stereotypes, promote diversity, and foster empathy and respect for all students” (Ontario Ministry of Education, 2021).” Adopting inclusive teaching methods, which acknowledge and accommodate diverse learning needs, can also enhance student engagement and success” (Zhang & Carrington, 2019).

For example, using the seven competencies of the anti-oppressive framework as examined by ETFO, when educators are intentional about addressing biases, centring marginalized voices, challenging power & privilege, building inclusive communities, embedding intersectionalities to mobilize systemic change while connecting issues of mental health, learning environments that foster belonging, questioning, curiosity, and the ability to engage in meaningful uncomfortable is created for students, educators, and all staff. It truly creates a community where transformation can occur.

“Anti-oppressive practices encourage critical thinking and dialogue about social justice issues, helping students become active and informed citizens who can advocate for equality and fairness” (Shor, 1992). By challenging the status quo, educators play a pivotal role in shaping a generation of individuals who can create positive transformational societal change.

Learning as Educators
To effectively implement anti-oppressive practices, collaborative learning opportunities and dialogues with diverse colleagues can foster a deeper understanding of different perspectives and experiences. Anti-oppressive practices involve not only what is taught but also how the learning environment is structured. Schools must intentionally foster safe and inclusive spaces for all students, regardless of their background. “This may involve adopting restorative justice practices instead of punitive measures, implementing equity-focused policies, and providing necessary resources to support the diverse needs of students” (Ontario Ministry of Education, 2020). Implementing anti-oppressive practices requires support from the broader educational system, including school boards, administrators, and policymakers.

Incorporating anti-oppressive practices in elementary education also requires collaboration with families and communities.” Engaging parents and caregivers in meaningful partnerships can provide insights into students’ unique needs and strengths, promoting a holistic approach to education” (Epstein, 2001). Building relationships with community organizations can also expand opportunities for students to connect with their cultural heritage and engage in real-world learning experiences. To achieve this goal, ongoing professional development for educators, support from the educational system, and collaboration with families and communities are all indispensable components.

“By acknowledging and addressing systemic barriers, the education system can create a more equitable platform for students and educators. This may involve reviewing and revising curriculum standards to be more inclusive and culturally relevant” (Ladson-Billings, 1995). As an educator, engaging in curriculum audits to ensure that I am reflecting my students’ experiences (as a mirror) and facilitating learning of the experiences of many others outside of my student’s communities/identities (as a window) empowers all students as they develop their understanding of themselves as global citizens. As educators, understanding and incorporating anti-oppressive practices in our praxis is crucial to disrupting and dismantling the many fibres of anti-oppression prevalent in the euro-centric teaching spaces we often occupy.

An Anti-Oppressive Framework

More work still needs to be done in incorporating an anti-oppressive framework and utilizing anti-oppressive practices in Ontario (and in all of Canada) schools. Implementing anti-oppressive practices in elementary education in Ontario is essential for fostering inclusive, empowering, and transformative learning environments. By challenging systemic oppression, educators can cultivate critical thinking, empathy, and social awareness among students, shaping them into active participants in creating a more just and equitable
society.

Check out ETFO’s Anti-Oppressive Framework: A Primer which “provides an entry point for all learners and an opportunity for critical engagement, understanding and action planning on anti-racist education, anti-oppressive practices and equity initiatives” (ETFO, 2021).

 

 

References:

Elementary Teachers’ Federation of Ontario. (2021). Anti-Oppressive Framework: A Primer. Retrieved from https://www.etfo.ca/news-publications/publications/anti-oppressive-framework-a-primer

Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and
improving schools. Westview Press.

Freire, P. (1970). Pedagogy of the oppressed. Continuum.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational
Research Journal, 32(3), 465-491.

Ontario Human Rights Commission. (2006). Human rights and school boards: Obligations to address
racism and discrimination. Retrieved from
https://ohrc.on.ca/en/human-rights-and-school-boards-obligations-address-racism-and-discrimi nation

Ontario Ministry of Education. (2020). Education for all: A guide to effective implementation.
Retrieved from
http://www.edu.gov.on.ca/eng/general/elemsec/speced/Guide_to_Effective_Implementation_E N.pdf

Ontario Ministry of Education. (2021). Anti-racism in education: A resource guide for Ontario
schools. Retrieved from http://www.edu.gov.on.ca/eng/policyfunding/equity.pdf

Shor, I. (1992). Empowering education: Critical teaching for social change. University of Chicago
Press.

Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity,
Education & Society, 1(1), 1–40.

Webb, J., Schirato, T., & Danaher, G. (2002). Understanding Bourdieu. Sage.

Zhang, L. F., & Carrington, S. (2019). Inclusive teaching in action: Supporting teachers and
pupils in mainstream classrooms. Routledge.

 

MVP of 2023

Every new year, I start a writing assignment where students have to brainstorm to decide who their MVP of 2023 will be. We generate lists based on possible categories such as:

  • Actors
  • Musicians
  • Athletes
  • Educators
  • Political Figures
  • Doctors
  • Youtubers
  • Citizens
  • Environmentalists

Then, I teach my students how to write a five paragraph essay. They start off by identifying the three main reasons that they think their person had an incredible year. This is usually a challenge as some of the main ideas are based around the same reasons such as they are generous, kind and charitable. We then talk about how our three main ideas should be very different from each other. I then approve the three main ideas before students start to research their person.

Students are encouraged to search through various sources to find quotes to prove their point- why their person should be the MVP of last year. They are encoruaged to find relevant, recent ideas that would make their person a stand out citizen. Then, they work on explaining their proof with their own ideas. I created an essay organizer which they filled out during their research stage to help with organization and flow. After that, they could start to type their first draft.

So many of my students were excited to see how long their first essay was. They were so excited to be able to write about a role model of their choosing and were excited to share their choice with the class. They also learned about proper citation format as well as thesis writing. Many of my students are in grade eight so this is something that they will be doing lots of this time next year. One of my old students came to me halfway through his grade nine English course and reminded me of how important the MVP assignment is that we did last year because it teaches all the necessary skills needed for high school English. I was very glad to hear this as I know it helped prepare him.

At the end of the essay assignment, students are able to read their peer’s essays and review them with our success criteria. Students are assessed based on:

  • developing ideas
  • organizing ideas
  • voice
  • word choice
  • revisions

After marking all of their essays this year, I was very proud to say that everyone excelled at developing and organizing ideas. I am wishing I had done a word choice lesson with similes, etc. before the writing process started as that was the area students needed to work on.

We also had a bracket tournament where everyone’s MVP was listed on the board. Students had to read their thesis for the competition so classmates could vote for the MVP of 2023. The final two canditates were one of the student’s moms vs. Cristiano Ronaldo. The winner for this year was…”My Mom” as it is hard to compete with a mom.

I look forward to doing this assignment again in the future as their are many present and future applications for it and students get to look for role models and reflect why they are important to them and to our world.

logo of the International Decade for People of African Descent

Empowering the Future: The Significance of the International Decade of People of African Descent in Elementary Education

Picture: UN Promotional Materials

The International Decade for People of African Descent (IDPAD) emerged as a pivotal force in pursuing a more inclusive and equitable education system. Focused on championing the rights and contributions of individuals of African descent, this global initiative carries significant implications for elementary education, where foundational values of respect, understanding, and embracing diversity are imparted to young minds.

This decade was positioned to act as a catalyst for promoting cultural diversity within elementary schools. By integrating the history, heritage, and achievements of people of African descent into the curriculum, we cultivate a learning environment that authentically mirrors the world’s diversity. This enhances the cultural awareness of all students and fosters a sense of inclusion for those of African descent.

In the formative years of elementary education, children are shaping their perceptions of race and ethnicity. The IDPAD represents an opportunity to disrupt stereotypes by presenting a more accurate portrayal of people of African descent. The use of diverse educational materials and narratives enables students to gain a comprehensive understanding of the contributions and achievements of African communities.

Incorporating the principles of IDPAD into elementary education is crucial for creating an inclusive and fair learning environment. By celebrating the diversity of cultures, traditions, and perspectives within the African diaspora, schools contribute to breaking down barriers and fostering a sense of unity among students of all backgrounds.

Moreover, educators must recognize the importance of showcasing the achievements of individuals of African descent to inspire their students. By highlighting diverse leaders, scientists, artists, and historical figures through the lens of IDPAD, elementary education offers a broader range of role models for young minds to emulate.

IDPAD goes beyond fostering a global perspective; it emphasizes collaboration and understanding on an international scale. Lessons exploring the experiences of people of African descent contribute to global awareness and nurture a sense of solidarity with diverse communities worldwide.

Educators play a pivotal role in shaping the values and attitudes of students during their elementary years. IDPAD equips them with the tools to address racism and discrimination by fostering an understanding of the challenges faced by people of African descent. Educators nurture a generation committed to justice and equality by engaging in open and honest discussions.

Now, more than ever, educators must incorporate IDPAD principles into their teaching practices. The global call for justice and equality underscores the urgency of instilling these values in young minds. By integrating the lessons of IDPAD, educators contribute to developing socially conscious and empathetic individuals ready to navigate and challenge the complexities of a diverse world.

Beyond symbolism, the International Decade for People of African Descent is a resounding call to action in elementary schools worldwide. By embracing IDPAD principles in education, we empower young minds to embrace diversity, challenge stereotypes, and contribute to a fair and inclusive society. Elementary education becomes the fertile ground where seeds of understanding are sown, cultivating a generation prepared to shape a world where everyone’s story is acknowledged, celebrated, and valued.

 

References:

United Nations. (n.d.). International Decade for people of African descent. United Nations. https://www.un.org/en/observances/decade-people-african-descent/background

The International Decade for People of African Descent: Who have these ten years served? Black Agenda Report. https://blackagendareport.com/international-decade-people-african-descent-who-have-these-10-years-served

Word Study meets Novel Study

My students just recently took a trip down to our learning commons to select a novel that they will read for the next month or so. With their novel, I like to do many activities that relate to reading such as comprehension, word study and fluency. 

In the past, I have put a few questions on the board that students can connect to such as:

  • Connect the part you just read in your novel to your own life. How was it similar or different?
  • How does the part in your novel that you just read contribute to the overall storyline?
  • Summarize what just happened in your novel 
  • Why does the author spend so much time describing certain parts of the text?
  • Identify a time in today’s reading that you had to use imagery
  • Why do you think the author selected the title for your story? Use evidence to support your answer
  • How would your story be different if a specific character was changed in some way?

These questions I would have my students answer in their language book or sometimes orally in a small group. 

However, since our annual plan and school focus is on small group instruction with a focus on decoding, I am incorporating the word study from the new language curriculum into my novel study this year. I will save the comprehension for when students have finished their novel. 

This week, I worked with students in groups of six and had them read a specific section of their book to me. I told students that we would be focused on suffixes today. I had them guess what a suffix is which few knew. Then, I asked students to bring their whiteboards and to copy this chart on them:

ed ing ly s

These are some of the most common suffixes I explained. Then, students were asked to find words in the page of their novel that they had just read and fill them in on the chart. Students found many words and were able to do this. However, when asked to underline the root word, many students find this part challenging as some words that they put under “s” were words that ended in yes but did not have a suffix (ex: yes, us, his). They then found out that the “s” was added to singular words. They did not have as much trouble with the other three prefixes. 

Next lesson, we will try prefixes. Once again, this lesson and related concepts are from the resource from our reading specialist team that I will cite again here:

“Teaching phonics & word study in the intermediate grades” by Wiley Blevins.

Word Study with different subjects

Earlier this month I posted about the work our intermediate team was focusing on in terms of word study and teaching our students how to read. The focus for my class specifically is multisyllable words- reading them in everyday contexts as a whole group and in small groups.

In science, my grade eights are currently studying the “Top 10 Green Technology Innovations”. I used an article that focuses on ten systems that are entirely green. They are doing a science project on this topic where they are asked to select one technology and study it further. In small groups, I read parts of the article to my students. I told them to raise their hand when they heard multiple syllables. That word they identified was then theirs to write on the board. I had them break up the word into syllables and asked them to try to read it. I then repeated that with all students in my small group. 

Additionally, I asked students to try to guess the meaning of the words after I read them the sentence for context. In most cases, my students could read the words once broken up into syllables but could not provide its meaning. This means that more comprehension work is needed in the future. 

After they each got to break up their multi-syllable word and attempted to read it, they went back to their groups. Each student from my small group got to pick a student from the class to read their word. We went through them all until they had all been read. In most cases, my students were able to read the words because of the syllable break up. However, earlier that week when we had read the article as a class, many students struggled at most multi-syllable words. It was good to see that breaking it up helped!

Later in the week, our school participated in “Joy Day” (which I blogged about in 2022) and I taught a Hanukkah lesson with a group of grade eights. We did the same activity, selecting multi-syllable words and attempting to read them. Students had to come up and underline the word and then read it out to the class. We then clapped out the syllables and read it together. It was great seeing the students trying to find the words in each paragraph all while learning about the history of Hanukkah.

 I look forward to incorporating more small group and whole class word study activities as we work on this new curriculum expectation: B2.1- use generalized knowledge of the meanings of words and morphemes (i.e., bases, prefixes, and suffixes) to read and spell complex words with accuracy and automaticity

 

Intermediate Reading- Part One

This year, myself as well as the other intermediate teachers in my school will be taking place in a three-part reading school sponsored professional development. We will be looking at phonics and its place in the intermediate classroom. I look forward to blogging about these three sessions.

For these sessions, Kate and Ashley (our consultants) came in to lead us through our reading PD. We had our first session last week with the focus on what everyone’s current literacy block looks like and how much time we are devoting to word studyfocus on the right to read report. To start our PD session, we looked at our different students and what their current needs are. We know that some of our students are starting to read, reading with some understanding or reading with a good knowledge of what they are learning about. We want to focus on assisting each student at where they are at.

We were introduced/re-reminded of what a literacy block should look like:

Literacy Block

  1. Whole group oral language and knowledge building- 30 minutes
  2. Whole group word study- 20 minutes
  3. Small group instruction- 20 minutes
  4. Reading and writing- 20 minutes 

Our focus for our first PD would be whole group word study and how we can incorporate that into our language lessons. Recently, our school support staff helped complete a CORE phonics assessment for our students. The data showed where students were at and what their needs were. Some examples of needs were: reading  multisyllabic words and di & trigraphs. The lessons we use in our class should be based on our core phonics reading data and the gaps displayed in that data. 

Our focus and curriculum expectation for our the lesson we would be co-creating would be:

Grade 7:

B2.1- use generalized knowledge of the meanings of words and morphemes (i.e., bases, prefixes, and suffixes) to read and spell complex words with accuracy and automaticity

B2.2-  demonstrate an understanding of a wide variety of words, acquire and use explicitly taught vocabulary flexibly in various contexts, including other subject areas, and use generalized morphological knowledge to analyze and understand new words in context

B2.3- read a variety of complex texts fluently, with accuracy and appropriate pacing, to support comprehension, and when reading aloud, adjust expression and intonation according to the purpose of reading

Grade 8:

B2.1- use consolidated knowledge of the meanings of words and morphemes (i.e., bases, prefixes, and suffixes) to read and spell complex words with accuracy and automaticity

B2.2- demonstrate an understanding of a wide variety of words, acquire and use explicitly taught vocabulary flexibly in various contexts, including other subject areas, and use consolidated morphological knowledge to analyze and understand new words in context

B2.3- read a variety of complex texts fluently, with accuracy and appropriate pacing, to support comprehension, and when reading aloud, adjust expression and intonation according to the purpose of reading

 

Throughout our PD, we looked at how to teach our students these important skills and how they could be integrated into our other subjects. Some strategies include:

  • Using the vocabulary from our science units 
    • Break up the syllables, read, identify consonants and vowels
  • Using the vocabulary from Nelson literacy texts
    • Break up the syllables, read, identify consonants and vowels

Our school provided us with a book that would help us teach this new learning. The book is:

“Teaching phonics & word study in the intermediate grades” by Wiley Blevins. I have already tried one lesson from this book and my students had a great time. This lesson was designed with Kate & Ashley with other intermediate teachers.

Word Study Lesson

Activity: 

Write the word “fabric” on the board. Have the students count the syllables in the word and divide the syllables with a line. Identify underneath the consonants and vowels in the word. Then, repeat with several other words without saying the word aloud to them. Have students read the word out together after they have broken up the syllables. 

Duration:

We did this for about 20 minutes as a whole class with multiple words. 

Consolidation:

We talked about patterns and how we noticed that the word was broken up in between its consonants. We also talked about what type of words we were reviewing and how they were all closed vowel words.

Other words used:

  • Husband
  • Beverage
  • Jogger
  • Active
  • Package
  • Splendor 

I look forward to trying another lesson from the book during my next language class. 

Women’s History Month

Women’s history month is this month and ETFO has shared the poster with members via email. Click link to be brought to a PDF of the poster:  ETFO Women’s History Month Poster

Many shocking and thought provoking dates on this poster as it deals with many challenging topics. I am going to have my class (history, language, art, etc.) select one of the important dates on the poster and do some extra research about the topic. This is a great cross curricular opportunity as there are so many great ways to assess their learning.

Other activities I will try incorporating:

  • Poster for a specific event (as there is so much great information on the etfo poster)
  • Presenting their information to the entire class that they discover about their topic of interest 
  • Announcements for the school so they can learn more about each topic 
  • Infographic about their specific topic 

I look forward to sharing some of their finished products but I wanted to post this as the month has just begun and perhaps some people hadn’t looked at the poster yet. But I think it’s a great opportunity as I’m sure most of our students are unaware of most or all of these moments in history.