Understanding the
Literacy Integrated Long Range Planning Template
2008-2009
FI
A curriculum map representing the overall expectations to be addressed.
The Literacy Integrated Long Range Planning template will support the implementation of the Planning for
Understanding Guidelines- June 2008 (System Memo 130). This template has also been designed to highlight
school and board focus areas, specifically cross-curricular links, reading-writing connections and assessment
informing instruction. For overall expectations not addressed in a teachers literacy integrated plans the Subject
Specific Long Range Planning template is available.
Length of plan: approx. start and finish dates for unit (may vary between 2 to 4 weeks)
• length may depend on the complexity of integration and expectations addressed
• with shorter units, more than 3 units will occur per term, thus a second page will be required
Access the
Planning Map for
progression of
Reading
Expectations
Overall expectations: all must be taught and assessed
• for language, check the appropriate box by strand
• for content areas, check subject integrated and use a
numbering / coding system for overalls (include
unit / strand title)
• How can language expectations be clustered to support reading-writing connections?
• What connections and/or links can be made across subjects and/or strands to
support cross-curricular links?
• Does the content of this unit lend itself to a particular HPEDSB character trait? (e.g.,
Caring, Cooperation, Honesty, Humour, Integrity, Respect, Responsibility, Trustworthiness)
• Determining a Purpose for reading & Monitoring Comprehension are ongoing strategies.
• In Term 1, Making Connections will be explicitly taught and assessed in all classrooms.
• Does the content of this unit lend itself to a particular comprehension strategy to be
explicitly taught and assessed? (e.g., Activating Prior Knowledge, Predicting, Visualizing,
Questioning, Inferencing, Finding Important Information, Summarizing, Synthesizing, Evaluating)
• What question should students be able to answer at the end of this unit of study?
Enduring understandings: the big ideas or lifelong learnings by unit/subject
• What are the most important ideas / skills for students to take away from each subject?
• It may be helpful to write them as “Students will understand and demonstrate that…”
• What text form will be the basis for the reading-writing connections and
the scaffolding of learning throughout the unit?
• What will students experience during shared reading and shared writing
sessions in order to produce the form on their own?
• How does the specific text form link to expectations being assessed?
• Does this unit lend itself to a particular trait to be explicitly taught and assessed? (e.g.,
Voice, Conventions, Word Choice, Ideas, Sentence Fluency, Organization, Point of View)
•Does this unit lend itself to a communication skill?(e.g., formal, informal or accountable talk)
Diagnostic assessments: tools that will be used to determine
students’ knowledge / readiness prior to the start of the unit.
Formative assessments: tools that will be used to monitor
student progress as they work through the unit.
Refer to the Reading Assessment Framework and Guide for examples
On-going assessment to inform instructional unit planning and daily instruction.
“The backwards design approaches encourages us to think about a unit…in terms of the collected evidence
needed to document and validate that the desired learning has been achieved.”
(Wiggins and McTighe, 1998) Assessment tasks and accompanying assessment tools
Summative assessments: provide a comprehensive assessment of what students
know and are able to do at the end of a unit (after modeling and practice)
• Reflect on your critical questions and enduring understandings when preparing the
task to ensure students will be demonstrating essential skills
• At least three per term (HPEDSB A & E Handbook, p23) for reporting purposes
• What must students know and be able to do at the end of the learning unit?
• What task(s) will allow students to demonstrate their learning related to the overall
expectations from language and content areas that will be assessed?
Differentiation options: strategies, tools, materials and processes for instruction
and assessment that will address individual student profiles (strengths & needs)
• What tasks will be responsive to student interests, readiness and learning profiles?
• Does the tool match the task? (e.g., rubric, checklist, anecdotal, marking scheme etc.)
• Does the tool provide valid & reliable data about student performance for reporting?
• Will the processes, performances and / or products allow students to demonstrate
achievement in a variety of ways?
Categories of achievement: knowledge/understanding, thinking, communication, application
• What categories will be assessed through the summative assessment task?
• What strengths or areas for improvement within categories are evident ?
Learning skills: are incorporated into program planning when it is most appropriate
to assess the learning skill based on what students are doing
Resources: to meet
teacher and all
varied student
requirements
• Does this unit lend itself to a particular learning skill to be taught and assessed? (e.g.,
Independent Work, Initiative, Homework Completion, Use of Information, Cooperation,
Conflict Resolution, Goal Setting to Improve Work, Class Participation, Problem Solving)
Teaching and learning activities
Hint: Long range plans do not need lesson planning details as that will appear in the unit instructional plans...
Unit Instructional Plans: Developed from long range plans and will support day plans.
• What high yield instructional strategies will be used
to scaffold learning experiences for students to gain
the knowledge and skills needed to succeed?
• What series of lessons will prepare students to
demonstrate their learning on summative tasks? • How will diagnostic and formative data be used?
• What student groupings, resources and/or technology should be integrated to meet students’ needs?
• What activities/tasks would encourage students to
review and reflect on their achievement?
• How will feedback be provided to the students?
• What actions will need to be taken when there is
insufficient evidence of learning?