Literacy at WCDSB continues to focus on reading comprehension through precision teaching of general and subject-specific vocabulary, enabling students to make inferences and connections with a clearer understanding of language. Through assessment for learning, vocabulary instruction focuses on learning and understanding high frequency words and their complexities for all students. Special consideration has been given to students with identified and unidentified literacy learning challenges.
Through the gradual release model, teachers continue to provoke thinking in their students, and build their own understanding of the relationship between teacher language and student learning.
Literacy development also explores what makes readers resilient so that staff might foster these skills at all grades through:
- A deeper understanding of triangulation of data; using assessments for learning including BLAM and reading records to inform instruction.
- Co-planning, co-teaching & co-observing lessons to respond to this data; co-reflecting on observation data to plan next steps for teacher learning and student learning.
- More effective use of guided reading, paying particular attention to teacher language and questioning techniques.
- Deepening teacher learning around the components of literacy learning within all literacy tasks.