Cloverdale Traditional 22-23
OUR CONTEXT
Welcome to Cloverdale Traditional School! We are a choice school in the Surrey School District. Our school code of conduct, “A community of caring, respectful and responsible learners” reflects how we all learn, work and play together. We are home to approximately 300 students, a dedicated and hardworking staff, and a caring and engaged community of families. We currently house a District-based Intensive Literacy class, who enrol in our school for one year. We have a very supportive parent group, led by an active PAC executive who bring the school community together through ongoing events and activities.
We see ourselves as a “modern” traditional school in that we follow the current BC curriculum and Surrey School District’s vision for learning, “Learning by Design.” https://surreylearningbydesign.ca/. Students have a uniform dress code and come to CTS from across the District. Our school welcomes all learners and supports every child's sense of belonging, well-being and citizenship. We strive for academic achievement, and the development of a “growth mindset” to promote effort and persistence in learning. Staff and students are focused on creating a kind, caring and inclusive school community.
OUR LEARNERS
Early Literacy
Our school goal for this year continued to focus on Early Literacy. Literacy is critical for success in all areas of learning.
At CTS our youngest learners develop literacy skills through a variety of processes and activities. These include speech and language activities, emergent reading and writing, phonemic awareness (the ability to identify and manipulate individual sounds in spoken words), Story Workshop and more. The students engaged in activities using decodable books and activities to develop strong phonemic awareness skills and letter/sound recognition skills. The early primary teachers used the Heggerty resource to support phonemic instruction. All of these activities support authentic and personalized learning. The focus was on our primary learners and the cohort included a struggling reader/writer from each of the participating early learning classrooms.
OUR FOCUS
Early Literacy: Deepening Understanding of How Language Works
This year our focus has been on literacy practices for our youngest learners. Our cohort is our kindergarten, grade one and grade two students. K-2 students who receive LST (Learner Support Teacher) intervention were also included in the cohort. Our Early Learning Team consists of our kindergarten, grade one and grade two teachers. Included in the Early Learning Team, are our LST teachers. We are focusing on strategies to deepen student understanding of phonemic awareness and letter/sound relationships to further our understanding of how language works and how to decode the text effectively.
Student learning goals, competencies and outcomes:
- Students will demonstrate an ability to use phonemic awareness skills to decode text (Phonemic awareness is the ability to identify and manipulate individual sounds in spoken words.)
- Students will demonstrate their understanding of phonics and letter/sound relationships to help in decoding text
Success Criteria:
- Kindergarten students have proficient phonemic awareness as evidenced by Kindergarten ELPATS scores and proficiency with decoding CVC words as evidenced by ongoing classroom assessments.
- Grade 1 and 2 students can successfully read CVC words, CVCe and high frequency words as evidenced by ongoing assessments.
- Case Study from LST:
TEST
September 2022
May 2023
Letter Names
22/26
26/26
Letter Sounds
18/26
26/26
Dolch Words
3
31
Fountas & Pinnell: Decoding
Level A: 82% (Hard)
Level D: 90% (Instructional)
- Case Study from Kindergarten:
Student January ELPATS Spring ELPATS A 4/45 37/45 B 0/15 8/15 - Case Study from Grade One:
September Letter Sounds-8/26
June Letter Sounds-26/26
September Dolch Words-7/65
June Dolch Words 62/65
September Reading Level-not yet reading
June Reading Level-Level F
- Case Study from Grade Two:
September sight words 1/45
June sight words 46/46
September reading level A
June reading level H
OUR NEXT STEPS
Future Plans:
Our next steps will be to continue with the literacy focus but our attention will shift to our early intermediate readers. A group of early intermediate teachers as well as our LST teacher have committed to working with the Literacy helping teacher to look at exploring reading, quality assessment practices and responsive, evidence informed instruction. Our focus has been on early literacy for the past two years, we will continue to apply the pieces that we know are working and showing good results for our early learners. Our shift in focus will be towards our early intermediate students while continuing to look at literacy. We continue to keep literacy at the forefront of what we do knowing that literacy is part of all learning and opens doors for our students to amazing learning in all areas of the curriculum.
Surrey Schools
Formed in 1906, the Surrey School District currently has the largest student enrolment in British Columbia and is one of the few growing districts in the province. It is governed by a publicly elected board of seven trustees.
The district serves the cities of Surrey and White Rock and the rural area of Barnston Island.
