literacy plan kara klokis and carol pippen longwood university
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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.