Running head: LITERACY PLAN

Literacy Plan

Alexis Kiriakos, Madison Nalewanski, Molly Watson, and Kelsey Paulus

Longwood University

April 22, 2016

 Literacy Plan

Section 1: Literacy Need

Contextual information
This Fairfax County Public School is located in the suburban area in northern Virginia
called McLean. This is a very competitive, and affluent area. The school is made up of around
70% Caucasian students, 4% Hispanic students, 17% Asian students, 2% African American
students, and 7% students who identified as another ethnicity. The third grade is made up of four
classes that are integrated with twice exceptional students. Each class has 20-24 students, and
one main classroom teacher. There is one instructional assistant and one head special education
teacher that float around throughout the day between the four classrooms based on when their
students switch classes. The students in third grade switch classes for every subject and are
grouped based upon ability to a certain degree. There are both SPED students and AAP students
integrated into the general education classes with the exception of math and science when AAP
students are all in one class. Approximately 20% of the schools students have AAP. This school
has a unique time set aside in the daily schedule for remediation called REACH, when students
can receive extra help, or data driven individualized or small group instruction in an area they
may be struggling. This time can also be used for students to receive services from other
personnel in the building without missing instruction time.

Description of need /Data

The Horizon assessment was given to the third grade students in McLean Elementary
School. Horizon Language Arts/Reading Grade 3 Assessment 2 assesses students on their
reading comprehension by providing them numerous passages of different types to read,
followed by multiple choice questions. The different passages and questions assess students on
the following comprehension strategies: making connections, clarifying, questioning, visualizing,
making predictions, drawing inferences, determining importance, summarizing, and
synthesizing. The students are struggling with reading comprehension mostly in the area of main
idea. The strategies necessary to understand and correctly identify what they are reading and
what the main idea of the text is needs to be worked on. The specific comprehension strategy
this plan will target to improve is determining importance, linked to the skill of finding the main
idea.

Analysis of Data
This Horizon assessment is taken district wide and has an average of 73%
accuracy. This schools average is 78% accuracy. The breakdown of performance level is shown
below in a graph separated into three categories, advanced, proficient, and needs improvement.
For the purpose of our plan, we concentrated mostly on 5 of the 20 questions from the test, that
students struggled with most across the grade level. These questions required the skill of finding
the main idea in different kinds of text. Specifically related to our literacy plan, the range of
incorrect answers, on any of the five questions related to main idea, is from 7%-31% across the
grade level. This means that on any of these five questions, that within this range of percentage
of students from the grade level incorrectly answered the question.
Section 2: Possible Solutions

Program 1
Description of the program

Our self developed program developed from various evidence-based findings. Proficient
Reader Research describes that reading is an active process. The following strategies are
comprehension strategies that good readers use while reading: making connections, clarifying,
questioning, visualizing, making predictions, drawing inferences, determining importance,
summarizing, and synthesizing. There are specific steps teachers go through to teaching
comprehension learning strategies. These steps include: direct explanation/explicit instruction,
modeling, guided practice, independent practices, corrective feedback/monitor, and application.
This program can be altered to meet the needs of McLean Elementary School. Because the third
grade students need additional instruction on main idea, this will be taught through the
comprehension strategy of determining importance. Through a variety of authentic texts the
students will apply the strategy of determining importance.

How solution would address the literacy need

 This program would address the need of comprehension by including a balance of whole
group, small group, and one on one instruction. Teaching and implementing comprehension
strategies in all of these settings will allow the students to apply these strategies independently.
By using a wide variety of texts and genres, the students will be exposed to and learn to utilize
how to find the main idea of a text through determining importance independently.

Necessary requirement needed to implement the program

Variety of texts; genres

Graphic organizers to make thinking visible

Possible pitfalls

There are a few possible pitfalls to this solution. Without the right support, teachers may
not implement the strategy correctly or in a way that it is useful for students. Direct instruction
and model is critical for students to know how to correctly use the strategies. Teachers make not
model enough of the strategy in order for students to be successful. Therefore, teacher
implementation could be a pitfall. Activating prior knowledge is also important in teaching
comprehension strategies. Teachers might overgeneralize background knowledge, or they have
assume that students have prior knowledge when they do not.

Program 2

Description of the program

Triumph Learning-Comprehension Strategies Kits

Model, Practice, Apply
Includes the following comprehension strategies: monitor and clarify, make connections,
visualize, ask questions, infer and predict, summarize
Interactive student cards and engaging leveled texts

How solution would address the literacy need

This solution includes teacher modeling for 6 key comprehension strategies. It also gives
students interactive cards for them to practice their new knowledge of the strategies they have
learned. Then the students apply all of this knowledge in leveled, engaging texts. This is
important because in order for the students to be able to use the comprehension strategies to the
fullest extent, the text will need to be correctly leveled for each student. There are different
portions of the Comprehension Strategy Kit such as monitor and clarify where students can
self-monitor and regulate comprehension in an ongoing fashion. There is also a portion of the
Comprehension Strategy Kit called making connections where it is specifically focused on
pulling from the students background knowledge and at the same time activating that prior
knowledge. The third portion of the Comprehension Strategy Kit is the entitled visualize where
it is hypothesized that generating mental images will help to improve the readers metacognition.
Ask Questions is next where the reader is encouraged to ask questions while reading this will
help with the readers comprehension monitoring. Next there is Infer and Predict where the
reader builds connections between the text and the personal world. Last there is summarizing,
and the primary goal of summarizing is to have students be able to identify the main idea of a
passage, which is a skill that requires prior knowledge.

Necessary requirement needed to implement the program

The actual kits (the visuals, student cards, texts)

Teachers Guide/ RTI
Graphic Organizers
Modeling VISUALS
Interactive Practice Cards
Leveled selections
Write On, Wipe Off cards

Possible Pitfalls

Some of the pitfalls with this resource are that it does not take into account the student's interest
and motivations. There is a section that says it Scaffolded Instruction & Gradual Release
Model but if the teacher only teaches that method there is a lot of room for students to fall
through the cracks. While there are some good texts overall the texts are not authentic readings.
Another pitfall is that there is not a lot of challenge for the reader to progress beyond their
specific reading level. One other pitfall that we found was that it does not include different types
of genres.

Program 3

Description of the program

Jacobs Ladder Comprehension Program
Inquiry based approach
Themes throughout the different units

How solution would address the literacy need

This program includes numerous texts from a variety of different genres including fables,
myths, and nonfiction sources. There are five levels available to students targeted in grades
second through ninth. The skilled ladder portion of Jacobs Ladder relates to higher level and
critical thinking.

Ladder A Ladder B Ladder C

Sequencing Details Elements

Cause and Effect Classification Inference

Consequences & Generalization Theme/Concept

Implications

Necessary requirement needed to implement the program

The Jacobs Ladder Kit

Beyond Words
Journeys and Destinations
Literary Reflections
Patterns of Change
Autobiographies and Memoirs
Persuasion
The 1940s: A Decade of Change
Utopia
Threads of Change in 19th Century American Literature
Guide to Teaching a Language Arts Curriculum for High-Ability Learners
Change Through Choices
 Possible Pitfalls

Some of the pitfalls for this resource are that there are an overwhelming number of materials for
implementation. Something that was another issue for this resource was that it was more
specifically geared toward gifted and higher level students and there were not a lot of specific
resources for struggling readers. The fact that there were not a lot of resources for struggling
readers made this a bit impractical. The last thing that made this resource a bit impractical was
that there were only five levels available for grades 2-9.

Section 3: Solution

Description of solution

The solution that we chose as a best fit for McLean Elementary School is centered around
proficient reader research comprehension strategies and the explicit instruction of the
comprehension strategies. This program will give teachers the essential knowledge to explicitly
teach strategies that will increase students reading comprehension. We will focus on the
comprehension strategy determining importance that will align with the skill of main idea.
Through our professional development, teachers will learn how to explicitly teach the
comprehension strategy of determining importance through a variety of authentic texts.

Justification Statement

Based on a data, we found that students are struggling with reading comprehension
mostly in the area of main idea. Proficient Reader Research tells us that reading is an active
process, and good readers use strategies as they interact with texts. Through the strategy of
determining importance, readers can recognize the most essential information and themes.
Providing students will explicit instruction in comprehension strategies can be an effective way
to help overcome lack of comprehension of texts. Teaching main idea and author's purpose
through the strategy of determining importance, students will become more proficient readers
when they are exposed to using this strategy in authentic texts.
 Methods, materials, techniques, and strategies

The steps of teaching comprehension learning strategies are as followed (we will be
focusing on teaching determining importance in this professional development plan):

1. Select a text- Texts can range in genres and should exposed students to a variety of texts.
Text selection should also focus on the alignment of teaching determining importance.
2. Explicit instruction- The teacher explicitly explains the strategy of determining
importance, why we use the strategy to help comprehension, and when students can use
the strategy. This section should answer the following questions: What is the strategy?
Why is it helpful for understanding the text?
3. Model the strategy- The teacher models how to apply the strategy of determining
importance while thinking aloud as the texts is read.
4. Guided Practice- The teacher guides and supports students as they learn how to use the
strategy of determining importance.
5. Independent Practice- The phase occurs when the students have been explicitly taught
and practiced.
6. Corrective feedback/monitor- as students practice, the teacher asks them to think aloud as
they use the strategy of determining importance. The teacher provides corrective and
positive feedback.
7. Application- The teacher gives students many opportunities to practice using the strategy
until they can apply it to various texts independently.

Once teachers have introduced the comprehension strategy of determining importance,

the teachers will then link the strategy with the skills of main idea and authors purpose. By
applying the strategy and skills to a variety of texts, the students will be able to apply these skills
independently. We will need variety of graphic organizers that reinforce the skills and strategies
needed to interact with the text. We will provide the teachers will the resource Comprehension
and Vocabulary Strategies for the Elementary Grades. However, as the professional
development implemented, teachers will accumulate research-based ways for students to interact
with the strategies and skills. We will apply for a grant that will allow us to increase the book
resources in the school book room. Teachers will need access to a variety of authentic texts
below, on, and below grade level. This will allow students to apply the skills taught
independently, on their instruction level in guided reading, and through read alouds that read by
the teacher. These sets will includes multiple genres that include poetry, primary sources,
narrative, and expository texts.
 Process of implementation

In order to successfully implement this program, we chose to base the plan around the
Community Coaching Cohort Model (CCCM). This nine-week model includes three phases that
will insure teachers are knowledgeable and successful in effectively teaching the strategy of
determining importance and using it to teach the skill of main idea. We will start this plan
August 9, 2017 and it will end October 13, 2017.
1. Phase 1
a. Week one: Teachers will be given the grade level Horizon assessment data
to analyze.
b. Week two: The teachers will research effective ways to implement and
apply the strategy of determining importance and the skill of main idea in
a variety of texts through whole group, small group, and independent
practice.
c. Week three: Teachers and coach develop two-three lessons based explicit
instruction steps and research gathered.
2. Phase 2
a. Week four- The reading coach models the lesson and debrief with
teachers. The coach and teachers develop objectives for the text lesson.
b. Week five- Complete the Mid-Cycle Community Coaching Reflection
Form and discuss what has been learned thus far.
c. Week six- Research continues.
3. Phase 3
a. Week seven- Teachers and coach develop two-three lessons based explicit
instruction steps and research gathered.
b. Week eight- the reading coach will model the lesson, debrief with
teachers, and creates objectives for next week.
c. Week nine- The teachers complete the Summative Community Coaching
Reflection Form and reflect on growth of the past nine weeks.

Section 4: Professional Development Plan

The professional development plan that we will implement to aid teachers in their
knowledge and teaching of the comprehension strategy, main idea and the skill falling under that
strategy, determining importance. It will be introduced to the third grade teachers on August 9th,
2017. Well begin the professional development session by taking the first 10 minutes to all say
our names in case there is any new faculty or teachers present and participate in an energy check.
The following question will be asked: If you were an animal, what animal would you be and
why? Everyone will be given about 30 seconds to think of their answers before sharing.
 After the warm up, well begin discussing the model that we will follow to address this
issue of comprehension. Well project a visual of the CCCM so the teachers can follow along as
it is explained by the different phases and weeks. During this PD, teachers will also be asked to
give times they will be available to meet throughout the CCCM phases each week. Along with
explaining the CCCM, we will also be explaining the solution to the issue of comprehension,
specifically main idea, and the skill of determining importance to give them the necessary
background knowledge.
The professional development will continue over the next 9 weeks or so. Each phase of
the CCCM lasts about 3 weeks, and each week is dedicated to something different. The first
phase will begin the week of August 14th. During this week at some point that works for all of
the teachers, we will meet to discuss their inquiries. The teachers will be given the Horizons test
data to analyze. Although they already know the literacy need proved to be the greatest, the
teachers will share with us what they believe to be the greatest literacy need as well. During the
second week of phase 1, the teachers will share what research they have come up with regarding
how to address this literacy need. The third week of phase 1 we will collectively choose two-
three lesson plans that we feel will address this literacy need.
Phase 2 will begin the week of September 4th. The first week of this phase will be
dedicated to the literacy coaches modeling the lessons and then debriefing with the teachers.
During the debriefs, we will discuss student engagement, how determining importance and main
idea were modeled, and what the teachers want their objectives for their next lessons to be. The
second week of phase 2 the teachers will complete the Mid-Cycle Reflection forms. We will also
discuss what everyone has learned and what can still be improved. The third week of phase 2
will consist of the teachers sharing more research about the topic of main idea and determining
importance.
Phase 3 will begin the week of September 25th with another meeting devoted to
developing two or three more lessons that the literacy coaches will be teaching the following
week. The second week of phase 3 will be when the literacy coaches model the lessons that were
decided on collectively and debrief with the teachers. The final week of phase 3 and of CCCM as
a whole will be the dedicated to the final reflection. The Summative Community Coaching
Reflection Form will be completed and all learning and improvements will be discussed.

Section 5: Timeline for Implementation

 Dates Assessment/Monitor

August 9th, 2017 CCCM is introduced as well as the

________.

August 14th-18th CCCM Phase 1 Week 1 begins:

Phase 1 starts Inquiry. Meeting with the 3rd grade
teachers to discuss inquiry.

August 21st-25th Phase 1 Week 2 begins: Research.

Meet with 3rd grade teachers to
discuss.

August 28th-September 1st Phase 1 Week 3 begins: Lesson

Phase 1 ends Development. Meet with 3rd grade
teachers to discuss.

September 4th-8th Phase 2 Week 1 begins: Modeling &

Phase 2 starts Debriefing. Observe teachers and
debrief after lesson.

September 11th-15th Phase 2 Week 2 begins: Mid-Cycle

Reflection. Meet with 3rd grade
teachers to discuss how things are
going.

September 18th-22nd Phase 2 Week 3 begins: Research.

Phase 2 ends Meet with 3rd grade teachers to
discuss.

September 25th-29th Phase 3 Week 1 begins: Lesson

Phase 3 begins Development. Meet with 3rd grade
teachers to discuss.
October 2nd-6th Phase 3 Week 2 begins: Modeling &
Debriefing. Observe teachers and
debrief after lessons.

October 9th-13th Phase 3 Week 3 begins: Reflection.

CCCM ends Summative Community Coaching
Reflection Form is completed and
results are discussed.
 References

Adler, C.R. (Ed). 2001. Put Reading First: The Research Building Blocks for Teaching Children

to Read, pp. 49-54. Jessup, MD: National Institute for Literacy.

Miller, S. & Steward, A. (2013). Literacy learning through teach coaching. International

Reading

Association.

Gambrell, L., Morrow, L. (2015). Best practices in literacy instruction. New York, NY: The

Guilford Press.