MEGAN CROWE,LAUREN FLOOD,

AMANDA HAYNES,& MILLIE KIDDER-GOSHORN

Literacy Plan

Contextual Information

This county consists of one elementary, middle and high school, with a small, wide spread population.

The county is rural with only two restaurants, a Dollar General, and two gas stations.

The internet accessibility is very scarce in this county, only being able to reach some homes. However, even the homes that the internet can reach, these

families cannot afford it. About 60% of students are on reduced or free lunch. Many parents of children, all part of the working

class, work outside of the county in order to make an income.

A Description of the Need

Recognizing organizational pattern in text Chronological, sequential, spatial, compare/contrast,

pro/son, cause & effect, problem/solution, and topical patterns

SOLs: 5.5: The student will read and demonstrate comprehension of

fictional texts, narrative nonfiction, and poetry. 5.5j: Identify cause and effect relationships.

5.6: The student will read and demonstrate comprehension of nonfiction texts. 5.6f: Identify structural patterns found in nonfiction. 5.6h: Identify cause and effect relationships following

transition words signaling the pattern. 5.6j: Identify compare and contrast relationships.

Data Used to Determine the Need:

Analysis of the Data

5th Grade, Spring 2012 (Non-writing) 126 students were tested Overall mean scaled score: 490.7 Reporting Category: Demonstrated comprehension of printed

materials Mean scaled score: 39.2

Overall, the percentage correct in both the school and division is excellent. With only six questions falling below 80% (for the school and

the division)The need of focus that we chose was the only

question below 66% for the school and 70% for the division.

Possible Solution #1

McGraw-Hill Reading Wonders Grade 5 Reading Wonders is a program based on Common

Core Standards for Reading/Language Arts. This program combines research-based instruction and modern tools to effectively and efficiently instruct our students.

How will this solution address our need of “recognizing organizational patterns in text”? Varied genres allowing exposure to different formats and

themes of text. Nonfiction text; informational texts on content areas

Possible Solution #1

Implementation: Teach & Model: Reading/Writing Workshop

Mini lessons for all core skills Short reads

Apply: Literature Anthology, Leveled Readers, Classroom Library Trade Books Anchored text Paired reading Writing in response to reading

Cons of this program in regards to our need: Unorganized scope and sequence. Not all text is nonfiction.

Possible Solution #2

Pearson’s Reading Street Grade 5 Reading Street is a reading program created for Pre

K-6. It is designed to help teachers build successful readers by engaging them in literature, implementing research-based instruction and providing teachers with many tools and resources.

How will this solution address our need of “recognizing organizational patterns in text”? Plenty of materials available. Trade books, which help with exposure to recognizing

organizational patterns.

Possible Solution #2

Implementation Teachers must complete at Reading Street workshop

and by the end of it, be able to… Describe the classroom components and resources from

the Reading Street program Summarize the philosophy, pedagogy, and basic

organization of the Reading Street program Examine resources and strategies to meet students’

diverse needs. Determine the focus of your school because Reading

Street provides so much for educators, that is essential to narrow it down, in order for it to be effective.

Possible Solution #3

Read 180, Scholastic Read 180 is a computer based, specifically nonfiction,

tiered literacy program created by Scholastic. It is designed to provide each student with tiered differentiated instruction based upon their Lexile Scores.

How will the solution address our need of “recognizing organizational patterns in text”? Focus on nonfiction comprehension text. Provides students with pre-reading videos and essential

background knowledge. Allow students to move at their own pace and select specific

areas to work on, like organizational patterns.

Possible Solution #3

Implementation School district must purchase rights to the program and

teachers must be trained on how to use the program with students.

Mainly used as extended independent practice, students work thought a variety of text structures to achieve adequate comprehension regardless of the text.

Teachers can monitor progress and tailor instruction to general weaker areas that are observed.

Cons of this program in regards to our need: Typically done independent of teacher instruction. Students must have access to computer. Read 180 provides more then just non fiction text, not the sole

importance.

Solution: Read 180

Read 180 is a computer based, specifically nonfiction, tiered literacy program created by Scholastic. It is based off of fifteen years of research. Read 180 is designed to provide each student with tiered differentiated instruction based upon their Lexile Scores. Read 180 gets students reading, writing, speaking

and thinking critically every day through technology. It provides flexible instructional models that

complement district scheduling needs and maximize the number of students served.

Solution: Read 180

Why did we choose Read 180?

Overall strong standardized testing scores, but… This solution gives each child individualized

instruction and time to work independently. Read 180 not only gears towards general population

students, but specifically to struggling readers. It provides a variety of text structures which directly

addresses their weakness to “recognize organizational pattern in text”.

Combination of traditional and technology instruction.

What do we need to implement Read 180?

Professional Development Plan

Duration: One school yearHow will we motivate our colleagues?

Identify our school and district wide weakness: recognizing organizational pattern and text

Point out how successful our students currently are and that this independent time will only benefit our students, those who are strong and weak readers.

Used in all 50 states and over 10,000 classrooms since 1999.

Share success stories. http://www.scholastic.com/read180/research-and-results

/research-validation.htm Versatile – it will not take over your whole literacy block

Professional Development Plan

Training: 2 and ½ day in-person professional development training with a provided specialist from Read 180. Receive training materials and manuals. Ability to ask any and all questions. Online training for support, as well.

Our role: Short term: identifying weakness, motivating

colleagues and organizing in-person training Long term: continuous support for students’ progress

and teachers’ overall morale, identifying successes

Timeline for Implementation

Timeline: June 2015: Announce the arrival of Read 180 into your

school’s district. (Ex: Staff meeting) August 2015: 2 ½ day in-person professional training (2

weeks prior to school starting) September-June 2015: Read 180 is implemented and

monitored by teachers, literacy specialists, administration, and parents.

Monitoring Progress: Ongoing diagnostic and formative assessment. Curriculum-based interim & summative assessment. Daily progress monitoring for writing and independent

reading.