One of our key approaches to supporting continued learning and strengthening reading comprehension strategies is to provide teachers with dedicated collaboration time. During these sessions, teachers work together to plan and discuss effective instructional practices that promote growth in reading. This fall, two groups of teachers participated in collaborative planning over two days: one team included grade 1/2 and 2/3 teachers, and the other consisted of grade 4/5 teachers. 

Working with our District Teacher Consultants, Shaheen Musani and Brianna Adams, the grade 1/2 and 2/3 teachers focused on creating meaningful literacy experiences that engage all learners. Their work included developing small group, teacher-led literacy stations designed to provide targeted instruction and personalized support. They also explored independent choice literacy learning stations to foster student autonomy and encourage a love for reading.

In addition, the group examined strategies to strengthen reading comprehension through whole-class instruction, ensuring that every student benefits from diverse approaches that build confidence and deepen understanding. By combining these methods, the team aimed to create a balanced literacy environment that promotes growth, engagement, and a strong sense of identity as readers.

Our Grade 4/5 Teachers also worked with Shaheen and Brianna Adams to deepen their understanding of literacy instruction and align strategies with school-wide goals. This dedicated time allowed grade 4/5 teachers to analyse RFRA assessment data and identify areas where students needed additional support. Teachers explored how literacy centres could incorporate activities from the Pillars of Literacy framework, ensuring that classroom practices were purposeful and targeted. These discussions provided a foundation for planning instruction that strengthens reading comprehension and fosters student engagement.

In addition to reviewing data and instructional strategies, teachers began designing a lesson sequence for a novel study connected to the upcoming immigration unit. The chosen text, Stealing Home, served as a springboard for exploring big ideas such as understanding migration stories and building empathy through shared experiences. Teachers planned to integrate comprehension strategies like predicting, sticky note annotation, double-entry journals, and techniques for analyzing graphic novels and visual texts. The team also discussed individualized reading interventions, using different assessment tools to identify and address the needs of beginner readers. This collaborative approach ensured that instructional planning was both data-informed and responsive to diverse student needs.