Professional learning communities exploring Literacy 

Oral Language Skills:

How can we better develop oral language skills in the early primary classroom? (Ecole Puntledge Park 2016)

Daily Five:

How can we better support diverse, struggling students in early literacy using Daily 5? (K)

Will the “Daily Five” be beneficial to the students in my class? (Grade 3-4)

Will the Daily 5 help to create independent fluent readers and writers? (K-4)

What impact will the Daily 5 model have on student literacy acquisition, particularly with respect to moving into fluent reading and comprehension?

Writing: 

How can we improve both student attitudes towards writing, and student achievement in writing? (Grade 5,6, 7)

Do picture books improve student attitudes and skills in writing? (Valley View Elem)

What are the base writing skills  that can lead to success in ELL students and how can we foster them in students?(Step up to Write) (Navigate/NIDES)

For beginning 2014/2015 school year it was “how do we engage students in self-assessment of their writing?” Now our new question is “how do we tie the self-assessment practices we have been building into our reporting?”

“How can we improve student literacy?” (in French Reading)  (Grades 3-7 Ecole Robb Road)

Will the use of frameworks and scaffolding instruction encourage reluctant writers?

How would developing a writing continuum improve student learning?

Reading:

Will Literacy multi-leveled Games/Bins improve early reading skills in the primary classrooms? (Cumberland Elementary)

How can we use therapy dogs to support our students with anxiety, help them self-regulate and boost their reading confidence? (Students reading to dogs )

How can we integrate differentiated approaches to teach communicative competencies to an inclusive and diverse school culture? Click here to view a Prezi this team created to explain their PLC (1-6)

How will implementing a Response to Intervention plan help all students achieve success?

Differentiated approaches to Literacy: 

How can we facilitate the use of technology in an inclusive way to meet diverse reading and writing needs of students?(Ecole Robb Road/FI)

How to engage and empower students to use Text to Speech and Speech to Text to support their learning?

How can we support each other in our efforts to teach joyful literacy activities to children who are ready to be independent learners while addressing the needs of students who require direct support in order to be successful?

How do we support the diverse literacy needs of our primary students?

 How does the use the technology specifically ipad aps, improve reading comprehension and fluency in learners with an emphasis on high-interest reading sources?

How do we increase student engagement and thinking/reading strategies?

How can we use recent, relevant research to improve our practice and collaborate together to improve primary student literacy learning at Queneesh?

 

Examples of Literacy & Language Acquisition focused PLCs and Action Research Projects:

1) Using Mobile Technologies in French Immersion Classrooms: Enriching Second Language Acquisition by Gerry Gaudet (University of Lethbridge, AB). This example explores “French language acquisition, assessment practices, mobile devices as tools to accelerate student learning, and action research as a method of enhancing personal professional teacher practice.” (Gaudet, p 1). This 9 page summary identifies key learning points and recommendations from French Immersion teachers that participated in a collaborative action research project investigating the use of mobile technologies, specifically iPods and iPads, and their impact on second language acquisition. 

Click here to return the PLC Information main page.