1. A look at our ELA SIP goal

4.  This year Greywolf will build knowledge through content rich, non-fiction reading.  We will strive for a 50-50 balance between fiction/non-fiction instruction.  We will be obtaining literary resources/choices that engage males in order to close the gender gap. As we move to align to the Common Core State Standards, Greywolf has put many resources in place including Wolf Den (LAP), K-3 Literacy support, Read-Right (4 th & 5 th ), PDM/District training with District coaches, and Accelerated Reader to support student reading development.

5.  Purchased and used non-fiction readers  Use Brain Pop Jr. regularly in our kindergarten classrooms.  Both boys and girls in the classroom enjoy and read/checkout non-fiction texts.

6. Non-fiction poetry unit Read-aloud: use nonfiction/fiction equally Close reading: used Readwork.org- non-fiction Used PTA funds to purchase non-fiction books for classroom Guided reading- use nonfiction 50-70% of the time Used more nonfiction text for AR reading (4529 quizzes taken) Use A-Z reader to make non-fiction take-home books Grade level decided to use non-fiction to report reading grade for 3 rd trimester Purchased close reading & nonfiction resources with book fair money. Many opportunities to use nonfiction worksheets (graphic organizers- Teachers Pay Teachers)

7. Close Reading: articles. Taught the differences in fiction/non-fiction books. Lessons from the Library and support from Wolf Den & volunteers. Classroom full of books- Ordered lots of non-fiction books with Scholastic points Non-fiction close reading opportunities- January: Biographies, February: Olympic articles, March/April: Animals and biomes. Intentional increase in non-fiction resources used this year. Purchased 50+ books for classroom interest area for boys: Ninja go, Lego, Super Heroes, Graphic novels. (Boys are now reading more!) Balance of fiction/nonfiction is moving forward as we developed themes that addressed the need for non-fiction. AR- 4,529 quizzes taken

8. Non-fiction goal: Incorporate non-fiction in to reading stations Close Reading: Rigorous Reading book study with Krista Chatters Common Core Monies: Bought AR aligned workbook (5690 Quizzes Taken) Research projects aligned with CCSS Purchased books of interest for boys, including :graphic novels, superhero and historical books Students required to checkout one fiction & one non-fiction book in library Non-fiction Comprehension Tool-Kit used frequently. iPads downloads : non-fiction reading practice and assessments. Reading/writing workshop for literacy block- all students with the primary focus on non-fiction literature. Literacy block is differentiated for all students.

9. Specific non-fiction reading strategies were taught. Tumblebooks Cloud Jr. used for fiction and non-fiction reading Weekly AR test requirements (4740 quizzes taken) Balanced our writing between fiction and non-fiction. Made ELA units with topics that would totally engage boys! Applied and received grants for books for our ELA units that engage both boys and girls. Used Common Core monies to buy non-fiction WA state newspaper

10. Purchased new Lucy Calkins writing curricula. Taught non-fiction opinion writing. Implemented non-fiction reading and research. NewsELA: Gives students access to non-fiction articles about our world. Constantly thinking about interest level of boys. Incorporated many high-interest, non-fiction pieces throughout the year: Time For Kids, NewsELA, and many other sources. Close reading, discussions, and other techniques. Used Social Studies and Science for non-fiction literacy instruction. Students required to read non-fiction A.R. books. (2692 quizzes taken)

11. Greywolf Learning Assistance Program (LAP) and Special Education services have collaborated this year to provide a tiered approach to reading intervention. The Leveled Literacy Intervention (LLI) curriculum was purchased with combined special education and LAP funds. LLI is a small group, supplementary intervention designed for the lowest achieving students who find reading and writing difficult. Through the combination of reading, writing and phonics/word study, the goal is to bring students to grade level achievement in reading. Explicit attention is given to genre and to the features of nonfiction and fiction texts and 40% of the student little books are nonfiction. Greywolf LAP and Special Education students have made significant growth this school year through the systematic use of reading interventions. READING DATA: All students receiving special education services in reading have made reading growth this school year. Some students entered the program partway through the year so total achievement is less than students in program the entire school year. The following graph shows the number of levels they grew in reading.