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-The new K-12 Director of Curriculum and Instruction position allowing for vertical documentation and aligned curriculum. This has led to the ES having a clearer understanding of the AERO standards (what are the expectations at each grade level? What is invitational? Who is responsible for teaching what and when?).

-Better integration of literacy across content areas, not as stand alone.

-The situation of the past year has allowed for momentum, really zooming in and meeting kids where they are (what do they know? What don’t they know?)

-Data shows good progress (attainment not there yet, but there is GROWTH).

-More stimulated planning and discussion in meetings across grade levels, purposeful decision making happening, departure from the standard mentor texts suggested from TC, selecting mentor texts that are more relevant, more fitting for the student experience/background knowledge and ability.

-The work done with BML has been powerful in how GAA accommodates and caters to their learners, really owning the shifting demographic of the past few years, these are our kids, this is where they are, now let’s meet their needs.

-Data hasn’t shown a huge drop off as a result of the shifts between F2F and online learning, it has been relatively successful.

-Strong structures and systems in place, growing clarity around expectations and accountability, teacher efficacy.

-Hiring practices, brining in teachers that “fit”, teachers with a growth mindset

-Expectations around guided reading are clearer (it is an expectation).

-Data collection is focused, making evidence driven decisions.

-What is going well is the decision to make reading a focus and partner with EKC

-Well resourced (now to harness the resources to best advantage).

-Working on 3 year plan.

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-TIME! How can we be more efficient with the time that we have given all of the other things that happen?

-We dove more into word study, how we can share best practices across our divisions, allowing for teachers and admin to be in and out, learning, sharing and giving feedback.

-Bring back the love of reading (kids haven’t been able to get into the library, but the librarian has been working tirelessly to create book carts and get kids the books).

-There was more consistency and accountability across the classrooms.

-There was more of a home-school support, parenting partnerships to grow love of reading across languages.

-Increased support, increased clarity or a simplicity K-5 of this is what we do here at GAA for literacy.

-We had a program that supported and suited our kids.

-Realistic hiring and recruitment patterns, having a teacher turnover model in place so that there is that consistency from one year to the next, so that teachers can come in and hit the ground running.

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Worked Well:
G3 did a lot of work reflecting on data.
Ensuring that RR were done over time and using the data.
Work with BML- using Mother Tongue books from the library
Reading Challenge (Raz & Achieve 3000)

Even better:
Reaching out to parents and inviting them to become a part of a 'reading community'- provide them tools and workshops (they want to support, but are not always confident)

Find more access to books online
Find more opportunities for Reading Challenges

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Working closely with our team to focus on a team goal for moving forward with Literacy next academic school year (Guided Reading)

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MT Book Baskets/Culturally diverse books

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MT Book Baskets/Culturally diverse books

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Expanding mother tongue libraries into classrooms early next school year.
Incorporating more culturally diverse books into literature and curriculum

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Find opportunities for Joyful reading!

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Providing more opportunities for tiered support, including Lexia and BML strategies

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How can we get students recommending books to peers?
Newscasts? Trailers?

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-short and concise, not too long
-powerful language (we believe... students will...)
-warm tone
-student centered

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-love of reading
-diverse
-honoring languages
-literacy is everwhere
-aligned to school mission, vision, and values
-inquiry

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- to meet you where you are
- support your needs
- give you voice and choice
- a safe environment
- model love of learning

- be able to work in written, reading and spoken word
- be critical thinkers in how they evaluate and make informed choices
- clearly express themselves

- help build good reading habits
- explose them to various genres
- surround them with language and a love for literacy
- model that love
- give them time and explore their own interests

- develop a love of readin
- be able to read to learn
- be able to use tools to explore their curiosities
- be able to understand, evaluate and respond (critical thinking)
- be able to access 'grade level' standards in all subjects
- be able to read across genres

- honour mother tongue
- involve and support parents in their literacy journey

- build joy
- to give feedback
- provide resources
- foster relationships and partnerships

- access literature in multiple languages

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Inquiry based.

Opportunities to pursue interest

American curriculum

We provide a learning safe environment. Literature rich.

Support - mother tongue, scaffolded instruction. Word rich environment.

Engage in literacy learning as a dynamic process.

Active role in literacy growth together.

Grow confident and better able to impact the world

understanding of each child as a learner