iLit Collaborative Inquiry

Using the Professional Learning Cycle to Improve Learning

Images and text resources included in this SMORE are available in the public domain.

Day 3 - Video Resources

"Literacy supports and is developed through thinking, expressing, and reflecting."

(ALG p. 4)

Components of Adolescent Literacy

"Embedded in the abilities to think, express, and reflect is a range of indicators which form evidence of student learning and a basis for a comprehensive approach to literacy.

These literacy indicators are organized around five components:

  • VOICE & IDENTITY" (ALG, p.13)

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Assessment for Learning - Components of Adolescent Literacy

Look for/ students:


  • explore, wonder and investigate to build understanding
  • ask questions that clarify, extend thinking and challenge ideas to probe more deeply into an issue or topic
  • construct different types of questions purposefully to meet learning goals
  • pose and answer questions in collaboration with peers to explore various ways of thinking


  • identify learning understanding in relation to learning goals and success criteria
  • are aware of own actions and beliefs and recognize how attitudes, habits, and dispositions influence the extent of their learning
  • reflect on their learning and engage in conversations to explain, question and refine their thinking
  • seek clarification and support when barriers to learning are encounter

Critical Literacy

  • recognize that texts are created by authors who have certain perspectives and biases
  • recognize that point of view influences how a text is interpreted and understood
  • determine whose voices are present and whose voices are missing form the text
  • evaluate sources for bias, reliability, fairness, and validity
  • analyze how language is used to exercise power and/ or maintain status quo
  • take a stance and engage in a response or action in the interest of equity, fairness and social justice


  • set goals, establish criteria, create and follow plans, make judgments, and determine the effectiveness of the plan
  • use subject-specific processes to create, solve problems, research, make decisions, revise thinking, communicate ideas, and reflect on learning
  • apply knowledge of organizational patterns, text structures and features to navigate and advance understanding of the text
  • access and use subject-specific vocabulary to precisely communicate ideas
  • use active reading, writing, viewing, listening, and speaking techniques to record, react and respond to ideas
  • use a writing process to generate explore, develop and refine writing for particular purposes , forms and audiences
  • select and use appropriate organizers to gather, manage, and communicate information and ideas

Voice and Identity

  • recognize their roles and responsibilities in their own learning
  • make personal connections to text and task during reading, writing, speaking, listening and representing
  • value their own knowledge and experience and that of others by actively contributing and welcoming new ideas
  • advocate for self and others to advance learning
  • recognize how personal views and the views of others can affect thinking
  • seek opportunities for purposeful self-expression to authentic audiences about meaningful topics and issues
  • advocate for choice in learning opportunities
  • set personal goals and explore ideas of personal interest relevant to topics of study


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Below are the infographics used in some of the writing activities.
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