Literacy PlanKara Klokis and Carol Pippen

Longwood University

Contextual Factors Prince Edward County School

Small rural area

High level of poverty as exhibited by the percent of students eligible for free and reduced lunch (68%).

35% of the students live with distant relatives or non-relative guardians

Description of Need 61% of students demonstrate difficulty with

determining which reference material to use for a specific tasks

62% of students struggle to analyze the author’s purpose for including details in a narrative

67% of students can not identify supporting details

57% of students demonstrate difficulty drawing conclusions based on information stated in text.

Data Analysis Spring SOL scores for 2012 for the fourth

grade Reading Test.

Reporting categories where patterns of difficulty emerged where: Use word analysis and informational resources

Demonstrating comprehension of printed materials

Analyzing the author’s purpose

Identifying important details

Drawing conclusions

Possible Solutions Guided Reading: Comprehension

Shared reading between teacher and student in small group

Whole class read aloud element Critical analysis of text with close

proximity of teacher as facilitator Leveled readers for instructional and

independent reading level supports

Possible Solutions Leveled Literacy Intervention: Fluency

Student reads at independent reading level

Timed repeated readings to increase fluency

Possible Solutions Selected Solution

Teacher Designed Plan: Incorporates Comprehension, Fluency, and Word Analysis

Small group design of 12 or less students

Student rotate through centers in 20 minute cycles

Guided Reading Center

Word knowledge Center

Independent Center

Justification of Solution

Meets students where they perform

Incorporates three major components of reading

Each area of student need is addressed simultaneously through center practice and teacher guidance

Adds element of student self-monitoring in fluency and self-regulation through questioning and repair strategies

Encourages engagement and motivation through student choice

Supplementary Materials

Guided Reading Center

Homogenous reading groups

Teacher acts as a facilitator

Leveled readers from school curriculum textbook; Journeys

Supplementary Materials

Word Knowledge Center

Homogenous word study groups

Adapted from Words Their Way

Workstation Activity Board taken from reading curriculum textbook; Journeys

Supplementary Materials

Independent Center

Individual differentiated skill practice from Journeys

Independent reading; students choose from classroom or school library

Journal writing prompts; correlating with genre read that week

Process of Implementation

Analyze school and student data

Offer intervention resource during last 30 minutes of the ELA block outside of class

Teacher will meet with a different group daily while the other two groups complete center activities

Students go into a different center each day

This rotation continues until the lesson is completed

Skills and strategies taught with each lesson

Description of the Plan

Gather the professionals-Fourth grade teachers, Title I teachers, Special Educators, Reading Specialists

Facilitators (Reading Specialist/Literacy Coach) will describe the instructional plan with rationale

Workshop Format-Educators divided into three groups that mirror the student intervention groups.

Each group will be provided with representative instructional materials and given directions to function as the student groups will during actual intervention.

Training Initial training at faculty workshop where

teachers experience the elements of the plan and problem solve together

Ongoing collaboration between literacy coach and implementing instructors to plan and facilitate lessons

Literacy coach can facilitate the word knowledge center upon onset of intervention to support smooth transitions (use of timer important element)

Motivation for Change

Teach students strategies for reading

Internalize strategies to be more independent

Discussion with teachers and peers about text that is being read

Giving students skills for life (comprehension/problem solving)

Instructors can support students by not teaching them what to think, but offering strategies on how to think

Role of Literacy Specialist Before

Gather data, select students, and offer professional development of literacy plan

During- co-planning of lessons, modeling of guided reading

prompting, questioning, and open ended questions, plus facilitating word knowledge group, or acquisition of materials

After- Feedback, reflection, gather post data and then

revise program to better meet student need

Assessment Plan Previous years SOL scores for pretest criteria

inclusion

Progress monitoring with fluency charts weekly

Comprehension and word knowledge monitored daily/weekly with open ended questions and discussions with teachers and peers

Use of common assessments given during ELA block to monitor skill progress after unit completion

District-wide assessments administered according to district assessment matrix.