1. District 623 Roseville Area Schools
Local Literacy Plan
Part of Roseville’s Reading Well by 3rd Grade Plan

2. Roseville Area Schools is committed to:
Providing a rigorous, challenging and enriched learning environment for all students
Selecting curricular materials that engage and interest students while also being adaptable for teachers to
Using research-based curriculum and instruction strategies
Providing ongoing job-embedded professional development for its staff
Continually assessing student performance to provide parents and staff the instructional information they need

3. Whole Group Reading
Establishes a common theme/content for the whole class
Teacher demonstrates skills common to most students
Small Group Reading
Students read books at their just-right level
Skill and strategies provide a comfortable stretch at each student’s developmental level
Students are flexibly grouped
Writing
Students practice writing narrative, informative, and persuasive text
Grammar and usage
Other Skills
Speaking/presenting
Media literacy
Teacher read-aloud of high quality literature (including poetry and nonfiction)
What do elementary students experience during language arts instruction in Roseville?
Teacher Flexibility
Not all of these things happen every day
Flexible pacing to meet student needs
Grade level teams decide how to organize instruction and students

4. Literacy by Design in Grades K-4 Mixed materials in Grades 5-6
What materials are used for core language arts instruction in Roseville Area Schools?
Literacy by Design in Grades K-4
Mixed materials in Grades 5-6
Daybook
Write Source
Voices Reading

5. Roseville Area Schools K-6 Language Arts Framework
Core Instruction
Extra Support
Intensive Reading Intervention
All students
90 minutes core
30 minutes intervention, as needed
Includes option for students not receiving intervention support
Universal Screening
Cycle 1
Cycle 2
Review Meeting
Reading Intervention
Intensive one-on-one reading support through a personalized plan
Reading Intervention
Category of Need
Monitor using decision-making rules
Weekly Progress Monitoring
8 weeks minimum in a Cycle
Review Meeting
Category of Need
Monitor using decision-making rules
Weekly Progress Monitoring
8 weeks minimum in a Cycle
Formal Evaluation for Special Education Services

6. How does Roseville Area Schools communicate results to families?
Report cards
Midterm checkpoints
Ongoing communication (newsletters and other classroom communication, phone calls, written communication, family nights, etc.)
District communication provided for required (state) testing (includes Reading Well by 3rd Grade letter)
By family request

7. What professional development is provided to Roseville teachers in the area of reading?
Core instruction
Building level support
Professional Learning Communities (PLC’s)
Team planning
Research-based reading interventions
Understanding and interpreting data
Organizing instruction
Reading assessments
Reports

8. How can families get more information about their child’s reading?
The best source of information about your child is your child’s classroom teacher
Your child’s classroom teacher is able to explain your child’s overall reading development and answer your questions
Your child’s classroom teacher also is able to discuss what you can do at home to support your child’s learning

9. For more information
Jake Von De Linde Director of Teaching and Learning or Chris Bretz K-12 Language Arts Coordinator or Carole Dillemuth District Assessment Coordinator or Minnesota Department of Education