Since our last action post, our Grade 8 team has continued to work collaboratively to deepen and refine our approach to supporting student literacy across subject areas. Guided by findings from our initial Grade 8 literacy baseline and informed by ongoing classroom observations, our focus has shifted from establishing shared priorities to embedding consistent, practical strategies that support students in following instructions, communicating thinking, and using academic language more effectively.

What We Focused On

Between December and March, Grade 8 teachers met regularly to reflect on student progress, review literacy assessment data, and identify instructional moves that would have the greatest impact. Several common areas of need remained consistent across classes:

• Students struggled to clearly explain their thinking, even when they understood the content.
• Many students found it difficult to follow multi-step written instructions and use criteria effectively.
• Vocabulary gaps limited students’ ability to make connections, justify predictions, and reference evidence.
• Organization (binders, notes, materials) continued to affect students’ readiness to learn and access supports.

Actions We Took

In response, the Grade 8 team agreed to prioritize shared routines and scaffolds that could be used across disciplines without adding to teacher workload:

• Explicit instruction on following instructions:
  Teachers revisited and reinforced a common “following instructions” framework using rubrics and handouts already familiar to students. This helped align expectations across classes and reduced confusion for students.
• Targeted vocabulary instruction:
  Teachers began identifying and pre-teaching key academic vocabulary, with a focus on words students need to explain reasoning, make predictions, and provide evidence. Simple structures such as sentence starters and guided responses were introduced to support expression.
• Use of structured supports during tasks:
  Based on assessment observations, teachers intentionally used lined response spaces, graphic organizers, highlighting routines, and post-it strategies to help students identify key ideas rather than over- or under-annotate texts.
• Reinforcement of organizational routines:
  Check-ins around binders, agendas, and preparedness continued into Semester 2. Teachers reported that when expectations were clear and consistent, students were better able to engage with learning tasks.

Collaborative Learning and Alignment

Our Grade 8 work was also strengthened through broader collaboration:

• Teachers reviewed results from the second literacy assessment, using a shared “Observe–Wonder–Infer (OWI)” protocol to identify growth and ongoing needs.
• Participation in the Growing a Middle Years Community professional learning session helped connect elementary and secondary practices, particularly around scaffolding skills such as questioning and making connections.
• Conversations with the teacher-librarian supported literacy development through increased access to texts and a coordinated Grade 8 visit to the Richmond Public Library.

Where We Are Headed

As we move into the next phase of our inquiry, our focus remains on consistency and coherence. Teachers will continue to:

• Share and trial new vocabulary and connection-making strategies
• Align expectations and language across subject areas
• Use common assessment information to identify students who need additional support or intervention

Through shared reflection and intentional action, our Grade 8 team is building a stronger, more responsive literacy foundation that supports all learners—particularly those who struggle to articulate thinking, navigate instructions, or access academic language.