As well, we are grateful to the Ontario Ministry of Education and to the Literacy We acknowledge the Government of Ontario through the Ontario Media and Numeracy Secretariat under the lead- Development Corporation’s Ontario Book Initiative. [...] Exploring new forms and functions of the texts in our lives and in the future can change the way we lead and teach and understand. [...] At the end of each chapter, in boxes within the text, and in the mar- gins and open spaces in the book, we provide voices of researchers and scholars who work in literacy education and who have contributed important perspec- tives on improving literacy for all. [...] The Literacy Principal is the focus of our studies, but the school literacy team is the heart of the reading/writing culture in a school. [...] According to three field-based research reports, with Carol Rolheiser, the associate dean of OISE/UT, as the lead writer of the research teams: Creating a Culture of Literacy in Your School 13 There has been little exploration of the challenges and accelerators facing schools and districts as they attempt to improve their teaching of literacy.
Authors
- Bibliography, etc. Note
- Includes bibliographical references (p. 150-155) and index
- Control Number Identifier
- CaOOCEL
- Dewey Decimal Classification Number
- 428.4071
- Dewey Decimal Edition Number
- 22
- General Note
- Issued as part of the desLibris books collection
- ISBN
- 9781551388014 9781551382166
- LCCN
- LB1576
- LCCN Item number
- B68 2007eb
- Modifying agency
- CaBNVSL
- Original cataloging agency
- CaOONL
- Physical Description | Extent
- 1 electronic text (159 p.)
- Published in
- Canada
- Publisher or Distributor Number
- CaOOCEL
- Rights
- Access restricted to authorized users and institutions
- System Control Number
- (CaBNVSL)slc00227183 (OCoLC)755882909 (CaOOCEL)439190
- System Details Note
- Mode of access: World Wide Web
- Title proper/short title
- Literacy principle
- Transcribing agency
- CaOONL
Table of Contents
- Cover 1
- Contents 4
- Foreword 8
- Introduction: Leading from Within and Without 10
- Chapter 1: Creating a Culture of Literacy in Your School 14
- The Leadership Role 16
- Principals as Instructional Leaders 16
- Principals as Facilitators of Professional Development 16
- Sharing the Leadership Roles 16
- Keeping Teachers Up-to-Date 18
- Creating a Professional Community 18
- Providing Space and Time for Learning 19
- Learning At and Around Your School 20
- Learning Outside Your School 20
- Motivating Teachers 21
- Supporting Teachers 21
- Supporting Parents 22
- Developing an Effective Literacy Program 22
- Space and Resources to Support the Program 23
- What We Need to Observe in Our Literacy Schools 23
- Supporting All Students 23
- Students as Writers 26
- Building Word Power 26
- Guided Reading 26
- Concluding Thoughts 27
- Leadership and Literacy in Action 29
- Literacy-Based Change in Schools 29
- Nine Areas of Content Knowledge 31
- The Literacy Coach 33
- Being a Literacy Coach 36
- From Student Response to Effective Literacy Teaching 39
- Building Effective Mentoring Relationships 42
- Chapter 2: Understanding Literacy Principles and Practices 45
- What We Know about Literacy 45
- Thinking Outside the Box: The New Literacies 46
- New Texts, New Skills 46
- A History of New Literacies 49
- Critical Literacy 51
- Cultural Literacies 52
- Multiliteracies and Digital Literacies 53
- Cueing Systems for Reading 55
- Critical Comprehension 56
- Stages of Reading 56
- The Early Reader 57
- The Emergent Reader 57
- The Transitional Reader 58
- The Fluent Reader 59
- The Independent Reader 60
- English Language Learners 60
- The Reader in Difficulty 61
- Boys and Literacy 61
- Appropriate Levels of Literacy Challenge 63
- The Graphic Novel 64
- The Intervention Process 65
- An Intensive Literacy Program 65
- Effective Teaching 66
- Assessment 66
- Writing 66
- Models of Effective Literacy Programs 67
- A Model for Balanced Literacy 67
- A Model for School Change 68
- Literacy Framework Model 69
- Concluding Thoughts 70
- Leadership and Literacy in Action 71
- Leading for Literacy: Roles of the Leader 71
- Play and Literacy 73
- The Literacy Initiative at Elms Elementary School 75
- Literacy in Middle and Secondary School 78
- Chapter 3: Creating Literary Success in Your School 84
- Supporting Literacy Success 85
- Addressing the Different Interests and Needs of Readers 86
- Incorporating Assessment 87
- Building a Culture of Literacy 89
- Creating Writing Opportunities 90
- Consider the Writing Process 90
- Focus on Spelling 91
- Technology Infusion: From the Outside In 93
- Supporting a Whole-School Approach to Literacy 93
- Learning Communities 95
- School-Based Educational Specialists 96
- District-Based Educational Specialists 97
- Community Cultures 99
- Concluding Thoughts 100
- Leadership and Literacy in Action 102
- The School Community: A District Approach 102
- Principals as Role Models 105
- The Principal’s Walkabout 110
- Chapter 4: Assessing from the Inside Out 117
- Assessing and Evaluating the Whole Picture 118
- Understanding Standardized Tests 119
- Connecting Assessment and Teaching 120
- Deciding What to Assess 121
- Some Ways of Assessing 122
- Observation 122
- Observation Guides and Checklists 124
- Anecdotal Records 124
- Reading Interviews 124
- Retelling 125
- Running Records 125
- Portfolio Conferences 126
- Checklist of Comprehension Strategies 126
- Literature Circles for Self-Evaluation 126
- Personal Response 127
- Reading Logs 127
- Cloze Procedures 128
- Profiles of Writing Behavior 128
- Exemplars as Benchmarks 129
- Informal and Formal Tests 129
- Concluding Thoughts 130
- Leadership and Literacy in Action 132
- Authentic Reading Assessment 132
- Data-Driven Writing Programs 138
- Conclusion 144
- Leading Toward Literacy 146
- Afterword 149
- Resources 151
- Index 157
- A 157
- B 157
- C 157
- D 157
- E 157
- F 157
- G 157
- H 157
- I 157
- L 158
- M 159
- N 159
- O 159
- P 159
- R 160
- S 160
- T 160
- W 160
