Literacy Plan Kara 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.