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Supporting Students with Complex Texts: Highlights from ONlit’s Book Study on Teaching Skills for Complex Text
This winter and spring, ONlit hosted a dynamic six-part book study designed specifically for Ontario educators teaching Grades 3–8. Centred on Dr. Heidi Anne Mesmer’s Teaching Skills for Complex Text, the series was facilitated by Nellie Caruso and Leigh Fettes. It offered educators a practical, curriculum-aligned opportunity to dive into some of the most important—but often overlooked—skills that help students become stronger readers. The revised
Spotlight on Nellie Caruso: Championing Student Success in French Immersion
Nellie Caruso has been a French Immersion teacher from 1999 to 2015 with the York Region District School Board and since 2015 with the Toronto District School Board. At her day job and through ONlit, she has not only provided structured literacy instruction in French but has also been instrumental in spreading knowledge, and enhancing teacher capabilities within her school and beyond. In addition to
Decodable Text vs. Leveled Readers: What Supports Early Reading Development?
When it comes to teaching children how to read, the type of text they are exposed to plays a crucial role in their development. Two widely used approaches—decodable texts and leveled readers—offer different strategies for early literacy instruction. Understanding their differences can help educators and parents make informed decisions to support young readers effectively. Decodable Texts: A Foundation for Phonics-Based Reading Decodable texts are designed
Leading Change in Education: The Journey of Melissa Monette Smith
Melissa Monette Smith currently works with the York Region District School Board. Over the last 17 years, she has held many positions, teaching grades 3-8, Special Education, Regional Literacy, and Kindergarten. In the 2024-25 school year, she is teaching Grade 1. Melissa attributes the success of the first year of the new curriculum implementation in her current school partly to the administration’s willingness to provide
Why Fluency Matters: The Key Role of Reading Fluency in Effective Assessments and Screeners
In the context of assessing a student’s reading ability, fluency refers to the ability to read text smoothly, accurately, and with appropriate speed and expression. Fluency is a key component of reading screening measures, as it often indicates how well a student can comprehend and engage with reading material at their grade level. In other skills, fluency generally refers to the ability to perform a
Screening: The 'Reel' Deal
Congratulations, Ontario educators! This week marks the completion of Ontario’s first-ever beginning-of-year early reading screening window, a crucial milestone for literacy in our province. This early screening initiative follows the recommendations of the Ontario Human Rights Commission (OHRC) in its Right to Read Inquiry, which highlighted the importance of identifying reading needs as early as possible. By screening early, we’re setting the foundation to help
Why We Need to Teach Literacy Using Structured Literacy
Reading is one of the most essential skills a child can learn. It opens doors to knowledge, communication, and countless other opportunities. Yet, for far too many students, learning to read is a struggle. This is where Structured Literacy—an evidence-based approach to reading instruction—comes in. It offers a way to teach literacy that helps all students, especially those who may be at risk of falling
Spotlight on Educator Leigh Fettes: Championing Evidence-Based Literacy Practices
Leigh is a Grade 4 French Immersion teacher at the Trillium Lakelands District School Board (TLDSB) in Muskoka. She has been a strong supporter of the shift towards evidence-based literacy practices at TLDSB. “I feel so fortunate because we have embraced screening (all of our educators in K-3 were trained in Acadience and Acadience Reading Français last year) and using evidence-based practices to teach reading,
Meet Team ONlit: Teresa Oud
Meet the dedicated educators of ONlit, driven to empower their peers with evidence-based, systematic, and explicit instruction that supports Ontario’s new Language and Français Curricula. In this series of blogs, we showcase their impactful work. Spotlight on Teresa Oud: Passion for Structured Literacy at the Intermediate Level In her 18-year career in education, Teresa Oud has taught nearly all grades. In the 2024-25 school year,
Principal Playbook - September
To help principals share important literacy information with parents and caregivers, we’ve prepared ready-to-use content that can be easily copied and pasted into a school newsletter. These short, engaging pieces are designed to communicate key ideas about literacy and reading development, offering practical tips and insights that will support families in fostering strong reading habits at home. Feel free to use the content as-is or
Curriculum Continua: The Science Behind the Progression
Ontario Educators Follow Two Learning Continua Teachers in Ontario are now required to teach reading and writing in a systematic and explicit manner. Strand B of the curriculum has two associated learning continua, one that provides an elaboration of the mandatory learning associated with Overall Expectation B2 from Grades 1 to 4, and another that describes the progression of mandatory learning associated with Overall Expectation
Spotlight on Educator Catherine Shawana: Literacy Transformation in a First Nation School
This school year, Catherine Shawana, a member of Wiikwemkoong Unceded Territory, continues her commitment to First Nations education as a Grade 8 teacher at Lloyd S. King Elementary School on the Mississaugas of the Credit First Nation. After serving as the Curriculum Lead teacher for the past 5 years, she is now focused on the practical applications of classroom teaching, stating, “I want to develop
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