there we go okay fantastic well thank you very much Barb just want to make sure that you are
seeing the right screen here I'm just going to move out of the presentation one more time
uh and make sure that you're seeing what I am seeing
um let me just be here I'll do screen two all right Barb can you give me a thumbs up can you all see the screen the
right way okay fantastic and I'm just gonna maybe move this bar down here so
um pleased to see you all the this late afternoon um my name is Leslie dull and I'm one of
the authors of the resource we are really excited I'm so glad to hear that it's finally for sale it's been uh it's
been a long process and so I'm really excited to share about the resource with you this afternoon so IBL is what we're
calling it e.cpa latest early readers screening kit for emerging
and beginner readers and I'll be giving this presentation today in French and of
course if you have any questions at the end feel free to ask them uh we are three authors with a resource that honey
Bogue uh Joanne poo and myself and each of us comes from a large range of
experiences and many years of experiences and the world of French as a second language teaching and learning
and writing resources teaching at the University level CFR trained and whatnot
so um well let's get right into it first of all what is eBay so as you may
already know it is in a formative assessment tool and it is to identify
and Screen the reader's strengths the reading strengths and needs of our students specifically targeting second
language Learners and targeting the five essential components of reading that we
know have been talked about at Great length in the National reading panel since the early 2000s so now we have a
resource where we actually see those five components integrated into the resource and we also have some fantastic
progression charts well but the five components which are also specific to our second language learners
uh and why is it important to screen Learners well we know that we need to
identify and respond more accurately to the needs of our young readers and also
for to guide our instructions so we know where we are going and where where we need to um intervene and provide those
proper interventions so in the right to read report from Ontario I just like to state that what
we have created is a screening measure which is rapid it's informal it's evidence-based on and it gives us
information or provides us with our information about possible reading difficulties and really it's to identify
the students that may have them and who are at risk so that we can provide additional instruction and immediate
intervention uh sometimes early screening measures can be used to
identify oral language but that's not the the purpose of this resource um so it's a screening it's not
diagnosis we're not giving a label or a diagnosis but it's an early detection
strategy so it's really to help us to better understand our students and how they we can then provide that targeted
support and actually in each of our strands our five components each component will give
you an opportunity to do a screener so why would one person need this kit well
what the evaluation the formative evaluation is actually done in the small group setting
um up to four students at a time and so it takes less time to pass through the process it's not individual one-on-one
we have them at a intervention table as we call it when tab at dental and also this resource is clearly linked
to the authentic situations which we in real life context which we see a lot coming through from the CFR the common
European framework of reference for languages and that action-based approach where the students are validating what
they can do in a second language we also have the targets that are more precise
so and that and with that Precision we were able to propose what are the next steps so what component of the Five
Pillars needs more work with a student how do we consolidate that and how do we go further so basically it's providing
with also the progression charts which help plan the next steps it gives us
really a profile or a clearer picture of where our readers are at and really will
lead us to more strategic intentional and systematic planning when it comes to their reading skills and developing
their ability to read so who is the resource bar we designed it specifically for the K-2 French
immersion students and also for the francophone students in our friend of
the first language school but also for those students who are in grade three who may require additional reading
support so why why use the resource what is in
iebl or IBL um I'm used to saying it in French so it seems a little strange saying it
actually in English it's actually the first uh formative assessment
uh resource for learning to read in one second language in Canada and I really
am uh stating that Canadian piece because all the texts that we are using
are also Canadian and really it's vital to acknowledge and address really that
unique context of learning first to read in one second or additional language
within a reading assessment and also um it's really so that we can better
respond to learner needs I mean ultimately that's what we want to be able to do so why did we create this resource well
we had a series of focus groups across the country and we asked teachers what
they were looking for and those who were teaching reading to our Young Learners and then we put together the resource we
had over 70 teachers who participated in a prototype project they really gave us
a lot of valuable feedback and ultimately the goal was to create a resource that really takes into account
the particularities of learning to read in one second or additional language and
we know these are well documented observations and that we have been made
over the years by numbers of researchers really when we're learning to read in a second language we know that it's a
longer processing time so that's taken into account into this resource that our students have limited vocabulary limited
oral production skills in that second language they're still they're just learning it they're just being introduced to it they also have less
knowledge of the grapheme and the foaming phoneme Connection in French and also some transfer skills such as
phonological awareness and comprehension it's a little less automatic when it is in their second or additional language
so we knew that we needed something that was really specific to that that second language piece and so what the teachers
and our Educators have been saying is they're requesting a reading screening resource that with that has this
evidence-based research that we've been talking about for so long about the science of reading and all best
practices when learning to read in one second language and that includes really using all the Five Pillars to screen
screen the reader and also to have that efficient process in small group
settings just respecting um the time that it takes especially and that can be done actually within a
classroom setting and also having those authentic real life situations that come
through in the text and again that emphasis on the oral
language piece that is really important but also having that in that formative assessment and the use of frequent
vocabulary these are words that the students will have encountered on an everyday basis for the most part and the
concrete evidence that we we gain of the specific reading needs of the students
without having a numbering system and then having those next steps and those specific interventions that can guide us
as Educators and when we go forward all right so as you probably already
know the five essential components in Reading is a phonological awareness piece the phonemic awareness piece the
vocabulary awareness police fluency fluid fluidity fluency and accuracy
and um and comprehension so I think I should have written fluency here actually I did a but obviously all of
these pieces go together and in the resource what we see is actually they are all linked together so as we
actually every single one of those pillars is is actually an activity or a
subtask that is um that is conducted for each of the students so and
um you have more information about all of these um pieces in in the resource
and in the guide and the part of the resource is actually these progression
charts I'm just going to show one to you here right away this one is for um which is I'll just read this in very
loose translations of the capacity to hear to recognize to manipulate
um small parts of the French language like word syllables Rhymes and phonemes so it um this would be the beginning
um the emerging reader and then as you see moves down to the beginning reader so at the beginning at the top we have
determining the number of words in a in a sentence like Jay I heard four words
in the sentence and moving all the way down to manipulating The Sounds in a word substituting adding taking away a
sound in a word to create a new word like Chateau so these progression cards are great
because they're they're actually designed for our second language Learners and there's a flow obviously as
you see in the progression charts although it is something it's organic it's not linear you may have to Circle
back and we just colored them lightly because there is that very fluid movement between them and our
interventions are based on each of these um skills that you see written down here
so when we do have what the child can do we've pulled them specifically from these charts so it's correlated very
closely together so what do we use for text so that's always the big question so we wanted to
give a priority to really the simplification of the reading stages and there were three reading stages that are
chosen for the text from kindergarten through to grade two um we have 20 texts that we're using
informative and narrative and again their authentic real life
situations there's a variety of subjects they're visually very appealing and in
addition there's a different levels of complexity of course and we have existing texts from Mythology series
from Vivo Canada and also we have new texts and we even have information cards
that are in the emerging stage so it is a really nice variety of what is what we're using to actually um to do the the
assessment and just to have an example of what those look like so and I'm and I'm
emerging whoops I'm just going to back up I turned a bit too early there when we look at those two stages and the
third the one here is in the middle is the one where you're actually moving in between both stages so our emerging
stage is is where the the student the learner is at the discovery stage they're finally they're associating the
oral language now with the written language and we have very familiar rep repetitive texts in this emerging stage
in the emerging beginner stage really you're you're oscillating between the
two stages so you're at the end of this emerging stage and you're moving towards the beginning of the beginner stage and
here you have simple text with familiar topics um a student at this stage can tell the
story in his own words and obviously we have a very diverse profile of Learners
at this stage so that's just a very brief overview we do go more in detail in the guide
and when we chose our text you can see the ones that have the eBay all those are the ones that we wrote for this
series but up here you can see a whole series of Vivo Canada which is a wonderful series it was adapted for the
second language context by Joanne Pooh one of the authors of the resource so it's specific to the reality of what we
see in all of these as you can see are Canadian texts which is just fabulous all right and then just what that looks
like so this would be an emerging stage and this would be a stage of Vivo Canada
this would be the beginner text stage
and then it goes on so you can just see the difference between the two stages here
and Visually very appealing and so now let's take a look at the
screening what does that involved well for the steps of the screening of course there's a preparation stage it's pretty
short and we're cognizant that it's not a large amount of preparation on the part of the teacher
um even our guide we were sure to keep it concise and to the point
and then you go through the screening process with the student up to four students at a time and then you note the
observations and we have those on the teacher sheets and finally you plan for
your interventions now that you've taken into account the observations from the
screening process so how does that look so just as a reminder what is the screening process
that allows us to identify and to Target the learning process of the student what is going on in their brain as they're
reading the specific needs of the student and also how to support the learning of reading skills that's what
we want to get to is how do we support them going forward and what are their specific needs
so some additional points is um as we look at the tasks we'll look at
a few of them shortly um the the tasks should already have been taught in the context of a larger
group class instruction so large class construction so if you're asking one of
the comprehension questions like what is this book about uh we want to make sure that that has that has already been
taught in the classroom setting you've already said okay students so tell me what this book is about after you have
read a book so it's familiar to them it's content that has already been taught in the classroom that's an
important piece and ebl will allow Educators to obtain data on all five
components of learning to read really in a single 20-minute small group session which is which is pretty fantastic we'll
give you information as you go forward with your teaching and it's not a summative evaluation it's not
something that we do three times a year or only at the beginning of the year or only at the end of the year
um when I was presenting about this last month this is something that you do as you see the need and and you may only
target certain students at a at a certain time so it's it's really up to
the teacher to decide when they want to use it because it's guiding your teaching and it's giving you indications
of how you need to interview and where you need to interview for specific students so and also it doesn't address
all the commutative competencies that we may find in any given program of studies for one of our provinces so just a
reminder it's not a summative is a formative evaluation all right so what is that what does the
process look like so each booklet um and every student will have a booklet
like there's four of them in the package and there are two teacher cards or you could call them teacher sheets
um one has easier activities and one has um activities that are a little bit more complex for the same book so it's up to
you to determine which one you want to do you may not want to do both and
that's up to the educator as well because they know their students best right this is giving them more
information they may only start with a more complex one they may start with the easier one and that's it for for the
time being there are two student sheets as well so there is the fish ah which is the easier
sheet and then the Fish Bay which is again the more complex one same text though
the text doesn't change is actually the activities that change so how does the process look so you
would choose four students that have a similar profile and each student would receive the text there's a copy of each
of them or the card and then the teacher reads the text to the group of students and that is something specific that has
been decided upon due to the second language nature of learning that
language each student then would then receive one of these student sheets and
you can see our five competencies are here and the teacher reads aloud the instructions for each student so we're
really working on that comprehensible input piece as well and the instructions are designed for the students to easily
indicate their understanding they can they underline or they Circle or they do a check mark so this one is a
comprehension one lemon cream we have the conscience phonologic here we have
La phonetic here we have the vocabulary and here we have
so um and the next step is simply you pass through each of these activities one at
a time you note the observations on the teacher card so you're allowing the time for the students to process the
information that they're receiving and in their second language and there is always that timepiece we know it takes
longer so what does the teacher receive well the teacher receives
these teacher cards and I'll just show you an example this isn't um a complete set of them here what you have is you
have teacher card so this is the step that we was just basically explaining to
you but in English and here we have company and 0.86 so this isn't complete
this is just a little sample of what it looks like we have the skill or
um what the student can do so here Lele text
so the student can um bring out um important ideas of the text and
re-read to find information and then we have exactly what the teacher would say in italics so it's laid out for you very
nicely and then you can indicate here this at the end of our guide we have three different ways that you can
actually indicate if uh um how you want to note the observations everyone knows
their observations differently so here they did a check mark and then they know to what they observed here only a part
of it was um the student the student was only successful for part of it it's noted and what the teacher wants to do
here or look at later they've highlighted in yellow so that's just an example of how you could actually
um uh do your your observations also here as you can see all the res the
answers are actually on the sheet the teacher sheet so you have your answers here with an R for Jake Paul's and again
now we're going into another activities
so it's all it's all laid out for you very nicely and extremely accessible and user friendly for the teachers
in addition I'll show you in a moment on that sheet we have a metacognition piece
which is really important for our students we know that they need to express themselves freely in French acknowledging the reading that they've
done recognizing their own strength and that's really important part of moving their learning forward so we provided
some some language structures here that they can use as the um which we know
that's an effective second language strategy to say what they can do so after they've read the book or they've
read part of the book or they've manipulated it by doing the activities they would say
just say in addition that's an important part
we also have that reading appreciation piece because ultimately we want our students to have pleasure in reading and
and so we have these lovely cards that are also available and that's really to
at the end of the assessment we want them to say what they like freely about in particular what they liked about the
text they could like simply the way the teacher read it gem come on
so they can finding out what they like about the text which is also an important part and and really an
integrated part of of this process in addition to that we have the global
view of reading so you can see this is the end of a card we have um at a vocabulary activity
significance on the most descriptive terms and text so here they're learning about some descriptive words about hairs
and we can see that so the teacher's thing the response is here they have it on their own cheat to indicate it we had
the part about appreciating reading and the reflective part about what they they can do in the second language so that
that self-evaluation and here we have that Global reading component
um and somebody I know in one of the sessions I was presenting in French last month they said well are the students
reading the book well they're manipulating the text all the way through the reading parts of the text here parts of the text there and they're
getting an overall comprehension of it this is an opportunity for them to read the text from beginning to end but it's
optional all right and um and actually they can even just read a part of it and
and so this is an additional area where you can also also note your observations
all right so just some additional points and about the screening
um you can repeat and reformulate the instructions that we've written down
um you know what words you use in your classroom setting um to get that idea across and that is
perfectly acceptable um and we also encourage students to
return to text we do that as adults that's a good practice so they can verify their understanding uh in
addition we don't really encourage Round Rob like to around Robin reading where
you take turns reading it often places a lot of stress on the learner they're so
concentrating on what they're saying even in a small group setting that they they're not necessarily understanding
what they're reading so we encourage softly all the students reading at the
same time and and the teacher Focus focusing on a few students and listening to them one-on-one as they all read the
text but at a different pace than at their own pace um and in addition to that nonsense
words aren't actually used in ebl because every word when you're learning a second language as a young learner
it's a nonsense word so we have just eliminated that the oral comprehension
piece is really as we know the input is really the the precursor to oral
production So reading the text to the students really helps them develop that vocabulary and allows them that that
process time to uh think about the meaning of the text and that's really important in that second language so
that is why this teacher is reading the text to the students and then discussing that text we we often will have
comprehension as one of the first activities but you can do them in the order that you want it allows uh really
that deeper understanding when you're discussing the text um and so we have all of this information
and much much more it's all in our teaching guide and uh you can find the
objectives for this the the components of the Five Pillars the components of evl um what are the screening steps and
other important points um all are all found in this resource in addition you can also have the
suttonia this is a part of it so such along second is an excellent resource
that was written by one of our authors for Kenny and in this resource you have over 200 interventions for all five
pillars of reading so you can find the interventions well okay so now what do I
do because it's up to the teacher to plan the lessons now knowing what you know but having this guides your lessons
and also ensures that you are teaching all five comp all five pillars within your reading instruction in your
literacy blocks so the kit includes uh the 15 texts but
also cards we have the laminated cards as I was saying for the early levels um the emerging level where the student
simply reads the card and so total there's 68 reading texts and you have
the guide which details the approach um uh giving teachers what to look for The Guiding instruction the progression
charts and also all the features that are finally left and then a copy of Suits new and you
also have access to the digital files so that includes the teaching guide fact sheet and the videos
all right I I kind of spoke perhaps too quickly I hope I didn't get too much
information uh Barb has said this is actually available already by November
um 2022 and perhaps one thing that I would just like to say at the end this is a very revolutionary way as to how do
we approach summative uh our formative assessment for reading it look it's
looking at it in a completely different angle and we've never really had anything like this before where we're
like wow okay so in a 20 minute time I can have an idea of where my students are for them
um in regards to the five pillars of of reading so that's what's really exciting
about this resource all right so I will leave it at that um and this this pay this site this page
is for Barb foreign
okay there we go great um yep so it is available
um and um you will be receiving a
um email the next few days from your sales rep um you will have a copy of the recording
um in that email there's also a um virtual sample on our website
um the link will be in that email but you can always go to our website for that as well
um and we also have a price list on our website
um and bath time it's probably everything
um about the kit um we do have um the pricing here what's not on here
is the guide is available um on its own for purchase as well
um and that is on our website um I'm not I don't recall you talking
about it and this has come up that probably every one of our webinars but about how many kits are needed in a
school so I can talk I can talk about that for a few minutes it really does depend on the size of this school
um you know for a smaller School you might be fine with just one kit but you may want one guide for each teacher so
that each teacher has their um own personal guide um a larger School you might want uh two
kids or three kids really depending on the size it might depend if you are on different levels and school so if you
have all of your kindergarten classrooms on the first level and you have your ones and twos on the upper level you may
want additional um so it really depends on how it's
being used um um in in the school so it's it's hard to
really pinpoint if you have this many classes you'll need this many kits it's not going to necessarily work that way
and you can probably talk a little bit more more to that
um in terms of of how many you would need
sorry I have myself on mute there oh sorry uh yeah I think it depends really on the
the school as well I know some have uh you know the sign outs the libraries for
all the teacher resources uh I would say depending on how many classes you know it'd be nice to have
one per grade level uh because you would want to have easy access to the books obviously if you feel like poof okay
it's it's time um to actually do another assessment with my group of students and
so that's that's an important piece um because it's not there's nothing that says at a specific time when to do it
you know we want to ensure that this resource is used as a formative assessment it's not an assessment that
is used for um uh it's to guide our instruction and that's the most important piece yeah