Cloverdale Traditional 23-24

OUR CONTEXT

OUR CONTEXT

Cloverdale Traditional School  (CTS) is located on the unceded traditional territory of the Katzie, Kwantlen, Semiahmoo and other Coast Salish Peoples. We are honored to work, learn and play on these lands. Cloverdale Traditional School is an historic site that is more than one hundred years old. We embrace the historic significance of our site and celebrate its history.

 Our school is one of many choice programs in the Surrey School District.  At CTS we are working hard to create a kind, caring and inclusive environment where everyone can develop their full potential in a safe environment that 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. These students attend CTS for one year before returning to their home school. We have a very supportive parent group, led by an active PAC executive who brings the school community together through many events and activities throughout the year.

At CTS 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.

Each year we focus on social emotional learning goals that are school wide and highlight such things as gratefulness, empathy, generosity, creativity, responsibility and teamwork. Some of our upcoming themes include respect, courage, honesty and wisdom. By having a school-wide focus on these monthly themes, we are working together to create a kind, caring and inclusive community at Cloverdale Traditional School.

OUR LEARNERS

 OUR LEARNERS

Literacy In Late Primary and Early Intermediate

Our school goal for this year continued to focus on Literacy.  Literacy is critical for success in all areas of learning and following last year’s focus on early learners in kindergarten, grades one and two, we focused this year on late primary and early intermediate students.

At CTS we are working on classroom literacy to support all curriculum areas. Phonics, decoding strategies, phonemic awareness and spelling patterns are strategies used to support our early readers. Guided reading groups are used to explore text structures, vocabulary and comprehension skills. Background knowledge and repeated readings are used to support fluency and understanding.

Through an emphasis on the importance of reading, students at CTS are leaning that stories and other texts to help us learn about ourselves, our families and the world around us. Through reading we can nurture empathy and kindness and develop contributing members of society who are thoughtful and engaged with their wor


I can read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or text books.

I can retell the main events of a range of stories after reading.

I can link stories to my own experience.

I can retell the main events of a range of stories after reading.

I can respond and relate to a range of texts using my experiences and feelings.

I can explain a discuss my understanding of what I have read.


I can predict what might happen from details stated and implied.

OUR FOCUS

OUR FOCUS

Literacy in Late Primary and Early Intermediate:  Looking at how we can improve comprehension and reading levels

This year our focus has been on literacy practices for our middle learners. Our cohort included students in grade 3 and 4. A team of teachers worked with the district helping teacher as well as other teachers in the district on a program called “Responding to Readers”.  The teachers in this cohort focused on strategies to deepen student understanding of text to become more effective readers.

Student learning goals, competencies and outcomes:

  • Stories and other texts help us learn about ourselves, our families and our communities
  • Use sources of information and prior knowledge to make meaning
  • Make connections between ideas from a variety of sources and prior knowledge to build understanding
  • Exploring stories and other texts helps us understand ourselves and make connections to others and to the world
  • Access and integrate information and ideas from a variety of sources and from prior knowledge to build understanding
  • Use a variety of comprehension strategies before, during and after reading to deepen understanding of text




OUR NEXT STEPS

NEXT STEPS

  • Students will have increased their comprehension abilities from the beginning of the year as evidenced by assessments done at the start of the year and again at the end of the year
  • Students will be reading and comprehending at grade level


Grade 3:


Emerging

Developing

Proficient

Extending

September

0%

18%

82%

0%






June

0%

29%

71%

0%






Grade 3 reading comprehension at grade level 71%.

Grade 4:


Emerging

Developing

Proficient

Extending

September

0%

30%

70%

0%






June

0%

37%

63%

0%






Grade 4 reading comprehension at grade level in June 63%.

Moving forward we will continue to have literacy as a focus at CTS. We are planning to explore reading attitudes of students in later intermediate grades. Previously we have looked deeply  at our early readers and currently at our middle grades.

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.

Surrey Schools
14033 - 92 Avenue Surrey,
British Columbia V3V 0B7
604-596-7733