Literacy Plan Kara Klokis and Carol Pippen Longwood University

Contextual Factors  Prince Edward County Elementary School  Small, rural area  High level of poverty; 68% eligible for free and reduced lunch

Data Analysis  Spring SOL scores for 2012 Fourth Grade Reading Test  Patterns of difficulty emerged in the following areas:  Use word analysis and informational resources  Demonstrating comprehension of printed materials  Analyzing the author’s purpose  Identifying important details  Drawing conclusions

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

Possible Solutions  Guided Reading: Comprehension  Shared reading between teacher and small group  Critical analysis of text with close proximity of teacher as facilitator  Leveled readers for students’ instructional reading levels

Possible Solutions  Leveled Literacy Intervention: Fluency  Student reads at instructional reading level, moves through a text per lesson  Repeated readings to increase fluency

Possible Solutions  Selected Solution  Teacher Designed Plan: Incorporates Comprehension, Fluency, and Word Analysis  Small group of 12 or less students  3 center rotations; 30 minutes each  Guided Reading Center  Word knowledge Center  Independent Center

Justification of Solution  Meets students where they perform  Incorporates three major components of reading  Addresses each area of student need 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; rotation continues until guided reading lesson is completed

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, providing a 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: teachers experience the elements of the plan and problem solve together  Ongoing collaboration between literacy coach and implementing instructors to plan and facilitate lessons

Motivation for Change  Teach students BDA reading strategies  Assist in internalizing strategies to become more independent  Provide meaningful discussions with teachers and peers about texts  Aids students in developing skills for life (comprehension/problem solving)  Support students by offering strategies on how to think, not what to think

Role of Literacy Specialist  Before:  Gather data, select students, and offer professional development of literacy plan  During:  Co-planning of lessons, acquisition of materials, modeling of guided reading prompting, questioning, etc.  After:  Provide feedback and opportunities for reflection  Gather post data and revise program to better meet students’ needs

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