1. A CURRICULUM EXPECTATIONS DOCUMENT
2 0 0 7
This document published by
Curriculum & Instructional Services
York Region District School Board
Printed/Designed YRDSB - 03/07
Bill Crothers
Chair of the Board
Bill Hogarth
Director of Education
Guidelines
forLiteracy

2. COPYRIGHTAll rights reserved. No part of this publication may be reproduced in any form without written permission from:
York Region District School Board
For all materials, copyright has been extended to the York Region District School Board only.
Individual boards must seek direct copyright for all indicated items requiring such permission.
Our thanks to the following members of the writing team:
Dr. Lyn Sharratt Superintendent of Curriculum
and Instructional Services
Linda Arlidge Writing Project Coordinator
Judy Andersen Curriculum Coordinator: Special Education
Cathy Costello Curriculum Coordinator: Literacy (Retired)
Jane Cutler Curriculum Administrator: Student Success
Hazel Dick Administrator: Reading Recovery
Gale Harild Curriculum Administrator: Pathways
Barb Heffler Curriculum Administrator: New Teachers/Literacy
Mary Lawlis Curriculum Coordinator: Int./Sr. Literacy
Jill Maar Vice Principal: English Language Learners
Gale May Curriculum Coordinator: Assessment &
Instruction (Retired)
Barry McKillop Senior Administrator: Curriculum
and Instructional Services
Diane Muckleston Curriculum Coordinator: Math Literacy
Penny Zielinski Curriculum Coordinator: Pr./Jr. Literacy
Learning Resources Services
Kim Clayton Graphic Artist
Acknowledgements
Bill Hogarth Bill Crothers
Director of Education Chair of the Board
Our thanks to the following members of the
Secondary Literacy Committee for development
of the Profile of the Literate Graduate:
Linda Balaishas Principal
Gayle Brocklebank-Vincent Principal
Ivy Chan Principal
Deneena Davis Teacher on Assignment
Carol Diamond Principal
Arlene Higgins-Wright Teacher
Leslie Johnstone Principal
Susan Logue Vice-Principal
Sandra Quan-D’Eramo Teacher on Assignment
Alan Silverman Vice-Principal
Tamar Stein Curriculum Consultant
We would like to thank members of the following groups for providing valuable feedback: teachers, school administrators,
federation representatives, Literacy Steering Committee, Directors Council.
Curriculum and Instructional Services would like to acknowledge and thank Carmel Crévola for supporting the literacy learning
of educators in York Region and their creation of this resource document.
Photo credits: Adobe Image Library and comstock.com.

3. • Foreword - Supporting Literacy in York Region Schools i
• Preamble: Setting the Context - Literacy Collaborative JK-12 ii
• Literacy Teaching and Learning in the York Region District School Board 1
• Beliefs and Understandings 1
• The Meaning of Literacy 2
• The York Region District School Board’s Commitment 3
• Supporting Student Success 3
• Assessment Drives Instruction 3
• Making a Difference in Our Schools 5
• Literacy Instruction: Expectations for Schools
13 Parameters that Lead to Student Achievement 6
• Profile of the Literate Graduate 7
• Guiding Principles for Literacy Instruction 10
1 Literacy is the responsibility of every teacher in every classroom. 11
2 Assessment drives instruction. 11
3 Literacy instruction motivates, engages and supports all
students in their learning. 12
4 Professional development, collaboration and leadership
support effective literacy instruction. 12
5 Literacy instructional practices are regularly reviewed and
refined to ensure that the needs of all learners are met. 12
6 School, home, and community partnerships,
enhance literacy instruction. 13
• Promoting Literacy in the Classroom Through Effective
Data-Based Planning and Instruction 14
• The Literacy Teaching/Learning Cycle 14
- Curriculum Expectations 14
- Diagnostic Assessment: Providing a Focus for Instruction 15
- Initial Instruction: Knowing the Curriculum and the Learner 16
Guidelines for Literacy
Table of Contents

4. - Formative Assessment: Feedback and Coaching for Learning 16
- Intervention: Maximizing the Success of All Students 17
- Summative Assessment: Determining Achievement and
the Next Steps for Instruction 18
- Evaluation 19
• Effective Literacy Instruction 20
• The Goal of Effective Literacy Instruction 20
• Components of an Effective Literacy Classroom 21
• Continuum of Instructional Approaches 23
• Fostering Literacy: A Shared Commitment and Partnership 24
• The Principal as Literacy Leader 24
• Roles and Responsibilities of Educational Partners 24
• References 31
• Appendices 37
• Appendix A: Literacy Collaborative Graphic 37
• Appendix B: Guiding Principles for Literacy
Instruction- Implications for Classroom Practice 38
• Appendix C: Selection of Literacy Resources 44
• Appendix D: Recommended Authors 45
• Appendix E: Key District and Ministry Literacy Resources 48
• Appendix F: Standards of Practice Continuum
-Literacy Instruction 51
• Appendix G: Weaving the Literacies 53
• Appendix H: A Glossary of Literacy Terms 54
PLEASE NOTE:“Parents” refers to parents and guardians in this document.

5. United in our purpose to inspire and prepare learners for life in our changing world
community, the York Region District School Board is committed to increased student
achievement in literacy. Through our ongoing commitment to the professional
development of educators throughout our system, we continue to support the literacy
development of all students in our classrooms.
Over the past four years we have created and engaged in school, community and
board-level professional learning through our Literacy Collaborative (LC)✝
and the
designation of a Literacy Teacher* Leader in each school.
The Literacy Collaborative is a learning structure that embraces long-term professional
development designed to provide a comprehensive, focused and intentional school-wide
approach to literacy instruction. The goals are to increase students’ literacy achievement by:
• using assessment data for instruction and the selection of resources;
• building teacher capacity in literacy instruction; and
• establishing sustainable, collaborative professional learning communities within and
among schools across the district.
This document provides a common set of guidelines for literacy instruction within
the York Region District School Board. It is a companion to the documents Curriculum
Expectations for York Region Schools: A Curriculum Framework, 2001; Information
Communications: Technology and the Learner, 2003, Guidelines for Instruction, 2004
and Guidelines for Assessment and Evaluation, 2006.
It is our hope that this resource will guide educators as they work to achieve high
standards of Literacy assessment and instruction in their classrooms. Our sincere
appreciation to those exceptional educators who have developed this document for our use.
i
FOREWORD
Supporting Literacy in
York Region Schools
Lyn Sharratt,
Superintendent of Curriculum
and Instructional Services
Bill Hogarth
Director of Education
“Literacy is everyone’s business.”
Bill Hogarth 2000
“The four key dimensions that
increase student achievement are:
1. District Commitment
2. Strategic Leadership
3. Assessment that Drives
Instruction
4. Parental and Community
Involvement.”
Dr. Lyn Sharratt 2001
* Literacy Teacher refer to glossary
✝ refer to Appendix A: Literacy Collaborative

6. PREAMBLE: Setting the Context
Literacy Collaborative JK-12
York Region District School Board’s
Comprehensive Literacy Plan
The comprehensive Literacy Plan for the York Region District School Board is a strategy
known as the Literacy Collaborative (LC)*. The LC is a learning structure that embraces
long-term professional development designed to provide a comprehensive school-wide
approach to literacy instruction.
The LC is built around four basic shared beliefs and understandings.
1. All students can achieve high standards given sufficient time and support.
2. All teachers can teach to high standards given the right conditions and assistance.
3. High expectations and early and ongoing intervention are essential.
4. Teachers need to be able to articulate what they do and why they teach the way they
do (be theory-and evidence-based rather than trade-based).
(Hill & Crévola 1999)
The goals of the LC are to increase students’ literacy achievement by:
1. using assessment data for instruction and selection of resources;
2. building teacher and administrator capacity in literacy instruction; and
3. establishing sustainable, collaborative professional learning communities within and
among schools across the district.
The Critical Role of the Literacy Teacher
The Literacy Teacher is a position that has a dedicated staffing allocation of between
.25 and 1.0 in order to allow for in-class support for teachers. Literacy Teachers develop
skills in using the PM Benchmarks (Primary) and the Diagnostic Reading Assessment
(Junior/Intermediate and Secondary “at-risk”) assessment tools for regional and school
data collection. They also develop skill in, and an understanding of, how to facilitate
change; develop clarity and flexibility in understanding and responding to teacher needs;
and support teachers on their own staff, and from other schools, in developing skill and
expertise in students’ literacy learning.
Components of the Literacy Collaborative strategy are a commitment to all
13 key implementation parameters (Sharratt & Fullan, 2005) outlined on page 6 and
to the following:
a) Change Management Sessions
b) Content Training Activity
c) Intensive Support (Selected Schools)
d) Literacy Walk-Throughs
e) Literacy@School
f) Action Research (Selected Schools)
g) Literacy Learning Fair
ii
The LC is a learning structure
that embraces long-term
professional development
designed to provide a
comprehensive school-wide
approach to literacy instruction.
A core literacy team at
the school provides on-site
professional development
to support balanced literacy
programming and monitor
the ongoing progress of
all students.
*see Appendix A

7. a) Change Management Sessions
These sessions are attended by school core Literacy Leadership Teams comprised, at a
minimum, of an Administrator, Literacy Teacher, and Special Education Resource Teacher
(SERT). Many schools choose to send additional staff as part of the school’s leadership
team such as the ESL/ELD or Student Success teachers. The core literacy team will
facilitate work at the school that includes observing, modeling, dialoging, coaching
and supporting classroom teachers in effective decision making regarding the use of
assessment data that drive instructional strategies. They also provide on-site professional
development to support balanced literacy programming and monitor the ongoing progress
of all students. They align resources in a case-management approach so that all students
can achieve the standard given time and support.
Several times a year, teams come together for a full day, in order to learn more about
change and how to facilitate it back at their schools. These sessions, coordinated by our
partners from the University of Toronto’s Ontario Institute for Studies in Education
(OISE/UT) staff, are led by Dr. Carol Rolheiser, Dr. Lyn Sharratt and others to make
up a presentation team at each session. These sessions are focused on leadership,
data management and change. Principals also commit to collect data and monitor
student progress with an annual submission of reports to our Research and Evaluation
Department, Curriculum & Instructional Services (C&IS).
b. Literacy Content Training
Each school sends a team to a series of training days in Literacy and Mathematical
Literacy over the course of the school year. The Literacy Teacher attends all sessions along
with other members of the school’s leadership team and administrators frequently attend
as well.
Content sessions are presented by curriculum consultants and include learning to work
with data, coaching and how to implement change with an emphasis on assessment for
learning, balanced literacy instruction, literacy in the content areas, new curriculum
documents, Pathways, Student Success etc. Throughout the school year, after-school
training sessions are scheduled to support the needs of teachers who are not directly
involved in the Literacy Collaborative, JK – 6 Capacity Building and 7-12 Student Success
initiatives. These after-school sessions replicate the daytime training and can be accessed
by all interested teachers.
iii
After-school content
training sessions replicate
the daytime training and
can be accessed by all
interested teachers.

8. c.) Intensive Support Schools
Some schools were selected for intensive school-based support based on needs indicated
by researching patterns in EQAO results, socio-economic status (SES) data and input
from Supervisory Officers. These schools were then assigned a curriculum consultant for
a minimum of ½ day per week to work directly with a designated school-based Literacy
Teacher and the school administrator to extend school-wide capacity for improved student
achievement in literacy as defined by each School’s Plan for Continuous Improvement
(SPCI). The Superintendent of Curriculum and Instructional Services, Curriculum
Coordinators/Administrators and Supervisory Officers meet during the year to coordinate,
track and monitor the progress at each school. These data form the focus for the
department’s research related to literacy program improvement.
In the article written by Sharratt and Fullan (2005), The school district that did the right
things right, the Intensive Support Model is defined in more detail. As well, identification
as an Intensive Support School qualifies the school for additional funds for release time
and professional resources to support the staff’s learning needs.
d) Literacy Walk-Through
As we continue to go deeper in our journey toward building professional learning
communities, administrators are being given an opportunity to add to their repertoire
of instructional leadership skills. The ‘Literacy Walk-Through’ is a tool to support school
capacity building and teacher growth with the purpose of improving student achievement.
Literacy Walk-Through training is part of the structure of the Literacy Collaborative
specifically recommended and intended, for administrators inquiring, learning, reflecting
and collaborating with teachers about classroom practice that impacts outcomes for
all students. Literacy Walk-Throughs support reflective conversations in a professional
learning community to impact literacy outcomes for students.
e) Literacy@School – Demonstration Classes
These classrooms, located across the board, provide a model of literacy programming
for students in Primary, Junior, Intermediate, Senior, Special Education and English as a
Second Language/English Literacy Development (ESL/ELD) programs. Each demonstration
classroom is designed to support teachers in their continued understanding of successful
instructional practices in literacy and assessment and evaluation for all learners. Equipped
with current and inclusive resources, including technology, these classrooms offer visiting
teachers an opportunity to observe experienced teachers working within a regular
classroom setting during their literacy block, including cross-curricular literacy. Time is
also available to engage in conversations concerning successful practices for program
planning, delivery, and assessment and evaluation of our learners.
iv
Some schools were selected
for intensive school-based
support based on needs
indicated by researching
patterns in EQAO results,
SES data and input from
Supervisory Officers.
Literacy Walks support
reflective conversations
in a professional learning
community to impact
outcomes for students.
Each demonstration classroom
is designed to support
teachers in their continued
understanding of successful
instructional practices in
literacy and assessment and
evaluation for all learners.

9. f) Action Research in Selected Schools
Action research activities involve collecting data on how to design language instruction
so that effective assessment practices and Instructional Intelligence approaches support
student learning in various contexts (e.g. elementary, secondary, cross-curricular). A
variety of research approaches are used, including classroom and school-based action
research. The process of action research involves school teams asking questions about
how to improve practice at the classroom or school level. They develop data collection
plans that will help answer their questions. They collect, analyze and interpret the data.
They then reflect on the implications of the findings on their practice, summarize and
share their findings at the Literacy Learning Fair held each year. All Intensive Support
Schools engage in action research in order to focus their efforts. They receive additional
funds for release time, professional development, and professional resources.
g) Literacy Learning Fair
Each year, school teams from across the district gather together for a day to share
the results of their journey over the past year as they celebrate increased student
achievement and effective literacy practices. The Literacy Learning Fair also celebrates
our work as communities of learners dedicated to improving schools across the district.
Schools’ presentations provide lessons about literacy accomplishments and change
management that are transforming our schools. Each school submits a report on a
common template and they are published as a handout for all to share.
Additional information regarding York Regions District School Board’s Literacy Plan is
outlined in: Sharratt and Fullan (2005), The school district that did the right things right,
available online at https://teamserver.yrdsb.net/department/cis/lc.
v
The process of action
research involves school
teams asking questions about
how to improve practice at
the classroom or school level.
Schools’ presentations at
the Literacy Learning Fair
provide lessons about literacy
accomplishments and change
management that are
transforming our schools.

10. Aligned with our Board's focus on literacy learning and consistent with our commitment
to life-long learning is our belief that it is necessary to provide educators with ongoing
opportunities for professional development. The heart of successful teaching involves
creating dynamic, purposeful and inviting literacy classrooms, where teachers bring a deep
understanding of the Profile of the Literate Graduate, a sound understanding of the principles
of learning and a commitment to helping students develop the fundamental literacy skills
and character attributes needed for a lifetime of learning in our changing world community.
It is our belief that all students in York Region schools are capable of achieving high
standards of literacy, including English Language Learners (ELL), and students who have
special education needs. Recognizing and responding to the literacy learning needs of
each student in our classrooms will maximize the literacy development of every student.
Because of this fundamental belief, this document does not specify different instructional
decisions or actions for specific groups of students. Instead the focus is effective literacy
instruction that is promoted and supported at every level in the system.
It is also our belief that every teacher is a teacher of literacy and that the effective
literacy teacher collaborates with others, uses student assessment effectively to
determine the needs and abilities of each learner and uses this data to inform ongoing
instructional decisions and actions.
This document outlines the expectations for educators and provides direction and
clarification regarding:
• the meaning of literacy;
• the