Dear Interviewing Team:

Thank you for the opportunity to discuss the opening for the fourth grade team teaching position.
It was a great pleasure to meet with you and learn more about the school philosophy. At the
adjournment of our interview you asked for a comprehensive literacy plan based on the data of
readers and writers in my future class. I have analyzed the data and diagnosed the literacy needs
which have allowed me to create a literacy plan that would benefit these readers and writers. I
have attached my comprehensive literacy plan to this letter.
My literacy plan is multi-faceted. You will first encounter the general goals I have for a fourth
grade classroom based on Common Core State Standards and personal conviction on literacy.
After these goals, I include the analysis of the data. In this section, I discuss the data in general
and then dive into my diagnosis of the literacy needs for these students. My diagnosis allowed me
to set goals for the fourth grade readers, writers, and word studiers I will have in my class.
Following the goals is my comprehensive instructional plan which outlines assessments and
feedback, instructional strategies, concepts and strategies to teach, differentiation, materials,
classroom management and routines, my classroom environment and design student motivation.
In the spirit of reflection, I then discuss the implications of my plan on student learning. The final
piece of my literacy plan includes my reflection on my future professional development goals.
Those goals are ones that I hope to meet at your school and with your support.
At the very end of my literacy plan you will find an additional piece you have not required of me.
This piece includes a letter to the parents and handouts for parents. Many times we discuss with
teachers and administrators what literacy looks like in our classroom, but do not involve the
parents. I know one of your goals as a school is to partner with parents and I feel these handouts
would be a great way to begin to do so. I am hoping to be able to discuss these handouts with
parents during open house. Hopefully, I will meet with the parents at our school.
I am enthusiastic about working with you. The school, the teachers, and the students sound like a
great match for my skills and experience. I hope you feel the same way. Please call me at
414.719.6895 or email me at marrercd@alverno.edu if you have any further questions. I look
forward to hearing from you.
Sincerely,

Cecilia Marrero
Enclosure:
Comprehensive Literacy Plan
Bibliography of Sources
Documents for Parents

A. Goals for Readers, Writers, and Word Studiers

Common Core Standards Driven Goals
My goals for the readers, writers, and word studiers in my fourth grade classroom begin
with the Common Core Standards. The Common Core Standards provide the information on what
to expect and teach in the classroom at different grade levels; the Common Core Standards do
not dictate how to teach. The teacher has the free range to decide how to teach the information.
The Common Core Standards come with anchor standards: the main standards in which all other
standards are built on. This is where I pull my goals for the readers, writers, and word studiers in
my fourth grade class.
The goals for readers, writers, and word studiers are intertwined. I am not alone in this
thinking. Tompkins (2014) described the relationship between reading and writing as reciprocals.
This means the thinking of a reader can also be applied to the writer. You will see this idea in my
goals. Tompkins (2014) further explains how the processes of reading and writing support the
learning of the other process. For example, the Common Core Standards state that the readers
should focus on the craft and structure of phrases, sentences, and paragraphs; this serves a dual
purpose as word studiers focus on learning about the craft and structure to apply to their reading.
In retrospect, those same structures are applied to their writing. For this reason I have taken a
holistic approach to the readers, writers, and word studiers in the classroom. In reality, the goals
share relationships and making connections between reading and writing is a natural part of
classroom life (Tompkins, 2014, p. 61). I want to take this idea a step further making
connections between reading, writing, and studying words is a natural part of the classroom life.
The Wisconsin Common Core State Standards are infused in my teaching. Though I
adhere to all the standards, there are three main Common Core Standard driven goals for the
fourth grade students. The Common Core Standards focus on what students should be able to do
in reading, writing, speaking and listening, and language. There arent specific standards labeled
wordy study standards. A closer look at the standards will show that word study is infused
across the board. For example, the Common Core Standards state that students should be able
to apply English grammar and usage to their writing; this is CCSS.ELA-Literacy.L.4.1. Underneath
this standard is CCSS.ELA-Literacy.L.4.1.G which asks students to be able to accurately use
commonly confused words. To, too, and two are one of the examples provided. Wordy study is all
about building students knowledge of different kinds of words including homophones. On my goal
table you will see Word Studier Goal Number Three addresses the CCSS.ELA-Literacy.L.4.1.
The Common Core Standard driven goals are found in the table below.

Readers

Writers

Word Studiers

Goal 1

Readers read a variety of on level texts

independently and proficiently.

Writers write in a variety of styles

on a variety of topics
independently and proficiently.

Word studiers apply grade level phonics and word

analysis skills in decoding and learning words in a
variety of circumstances.

Goal 2

Readers engage with a variety of on level texts

using a higher level of thinking, with purpose and
understanding, accuracy, fluency, and expression
that supports their comprehension of the text.

Writers engage with a variety of

types of writing styles using a
higher level of thinking, with
purpose and understanding of the
craft in order to support their
comprehension of the text.

Word studiers engage with a variety of

generalizations and patterns using a higher level of
thinking, with purpose and understanding of the
generalizations and patterns in order to support
their comprehension of the English language.

Goal 3

Readers appropriately apply literacy strategies/skills

comprehension strategies/skills, decoding
strategies/skills, word-learning strategies/skills, and
study strategies/skills to understand key ideas,
details, craft, and structure in order to integrate
their knowledge and ideas about different texts.

Writers appropriately apply and

engage in writing techniques the
writing process and writing traits
using technology when
appropriate.

Word studiers appropriately combine word

knowledge of all letter-sound correspondences,
syllabication patterns, and morphology to
accurately read and write familiar and unfamiliar
multisyllabic words and frequently confused words
in context and out of context (building orthographic
knowledge).

Relational Goals for Readers, Writers and Word Studiers

The motivation for students to achieve the Common Core Standards comes from their
relationship with reading, writing, and word study. As mentioned before, the Common Core Standards
focus on what students should be able to do, not their personal relationships with reading, writing,
and word study. In my classroom students will show what they can do through their relationship with
reading, writing, and word study. Therefore, I must mention the relational goals I would like to plant
and cultivate inside of the readers, writers, and word studiers in my classroom; the goals are derived
from Fountas and Pinnell (2001). The table below shows the relational goals for the fourth grade
readers, writers, and word studiers.
Relational Goals

Correlation to Common Core

Standard Driven Goals

Readers, writers, and word studiers will voluntarily and often engage in their activities to
indulge in satisfying and rewarding benefits. (Readers would read, Writers would write. Word
studiers would sort and study words). Students will build and feed their curiosity of words.

Readers, Writers, and Word

Studiers Goal One a variety
assumes students will engage
in these activities several times

Read a variety of genres. Write in a variety of genres. Study words in a variety of contexts.

Readers, Writers, and Word

Studiers Goal Two

Have confidence in themselves as readers, writers, and word studiers.

Present themselves as readers, writers, and word studiers to others.
Collect books, writings, and words creating favorites to share and recommend to others.

Readers, Writers, and Word

Studiers Goal One

Read, write, and study words for personal purposes:

Readers, Writers, and Word

Studiers Goal One
Readers, Writers, and Word
Studiers Goal Two
Readers, Writers, and Word
Studiers Goal Three

To improve their lives through knowledge, application, and feedback

To develop, expand, and explore unfamiliar topics, genres, authors, illustrators,
techniques, and styles
To develop, expand, explore their preferences in authors/writers or favorite topics and
genres
To communicate with others on personal and professional levels
To share experiences or information with others
For aesthetic appreciation

Readers, writers, and word studiers are willing to take risks and step beyond their comfort zone.

Purpose of the Goals

The goals I have made for the fourth graders have two main purposes. The first purpose is to
develop lifelong learners of literacy. One way to reach this goal is to create lifelong reading, writing,
and word study habits. The second purpose is to chart growth. To chart growth, I need to know who
my students are so I can take them to where they would like to go and should be. This means I need
to know the students reading, writing, and word study journey as well as their personality.
B. Analysis of Data and Diagnosis of Literacy Needs
What the Data Shows about the Literacy Learners
Standardized Testing
At the end of our interview, you provided me with the data from third grade to analyze. From
my analysis you wanted me to diagnosis the literacy needs for my fourth graders. I have taken into
consideration more than one source of data in my diagnosis of literacy needs. I have created a few
pie graphs that will demonstrate part of my analysis; the other parts of my analysis will be in written
form.
The first pie graph shows the levels for the WKCE Reading proficiency levels. I understand
that this test will no longer be used for future assessments, but the information provided from the test
gives me some information on these learners. First the WKCE levels show that 54% of the learners
tested proficient, 25% tested minimal, 13% tested basic, and 8% tested advanced (Table 1). This tells
me that on a national level a little more than half of the learners were at grade level. I know that
standardized testing is very important on a national level and to school districts.

Table 1

What I dont like about these specific tests is that the learners take the test in the beginning of the year.
The test results are not available until the spring semester. This will not allow me to inform my teaching
because by spring, learners will need to be re-assessed. For this reason, the WKCE test would not
properly inform me on the content students need to learn. However, the test results show how students
compare to other students. The test could also inform me on whether or not my students need strategies
to help them take standardized tests. Of course the latter information would be coupled with my personal
relationships with the students and what I know about their development. I have not had a chance to
build a personal relationship with the students, but I do have more information on their learning
development.
Another source of data you provided me with was the MAP RIT scores. I also created a pie chart
for the RIT scores (Table 2). For the RIT scores your school preferred students to accumulate a RIT score
equal to the end of third grade by the end of third grade. This has been accomplished by 83% of the
class; I combined basic, proficient, and advanced. Many times we focus on where the students are at the
end of the year and whether or not they are coming into fourth grade at the right level which is what this
pie graph shows me. I also took into consideration another aspect.

Table 2
For the RIT scores, I looked at the data with a second goal in mind: to reach the end of the fourth
grade proficiency level. . After all, this is the goal in fourth grade students will be reading and engaging
with on level texts. By the end of the year students should accumulate a score equal or higher to the end
of the year RIT score which is 206.3. For this reason, Table Three shows the correlation between the RIT
scores and the fourth grade parts of the year: beginning, middle, and end. There are nine students
charted on this pie graph. Out of these nine students, four of them accumulated a RIT score equal to or
higher than the end of a fourth grade RIT score; the higher RIT scores were not high enough to reach a
RIT score equal to the beginning of fifth grade. Looking at the MAP RIT scores this way changes the
number of students that are proficient for where we want to take the fourth graders. Fifty four percent of
students have reached fourth grade proficiency the end of the year RIT score or higher. This means
46% of the students have a goal to meet fourth grade proficiency when they take the MAP test again. The
54% should be stretched throughout the year to continue their main goal as lifelong .To start the year I
wanted to see which students reached and surpassed the end of the year fourth grade RIT score.

Table 3
So far I have discussed standardized testing, but not its faults. Generally, standardized tests
dont show growth over time. The tests dont show the students improvement in class or in the year I will
have them. I dont know specifically what students understand as readers, writers, or word studiers. Other
assessments will show the significant growth students make. This is why internal assessments are
important.
Internal Assessments
The internal assessments conducted by the third grade teacher include the Fountas and Pinnell
scores, the writing assessment, and Words Their Way sorts. Each assessment adds more information to
the literacy journey of the readers, writers, and word studiers in the fourth grade. That is why an analysis
of this information is important.
The first internal assessment I would like to discuss is the Fountas and Pinnell benchmark
assessments. The students were assessed on their independent reading levels. (I am making this
assumption based on the accuracy rate range of independent reading levels: 95% to 100% accuracy. All
students met this range on the second benchmark assessment. The final benchmark assessment is
missing data.) At an independent reading level, readers are expected to read and understand the text on
their own (Tompkins, 2001). Under the CCSS.ELA-Literacy.RL.4.10 and CCSS.ELA-Literacy.RI4.10,
students are asked to be able to read and comprehend texts in the fourth and fifth grade band proficiently.
At the higher ends of the band students should be supported with scaffolding. The Supplemental
Information for Appendix A of the Common Core State Standards for English Language Arts and Literacy
describes this lexile band as 740-1010. The correlation chart in Appendix A of this literacy plans
bibliography shows that this band is between Fountas and Pinnell reading levels R to Z. At the end of the
year, your school would like students to reach an independent level of P, although you state youre looking
for an instructional level of P. Although Common Core State Standards require a higher reading level, I do
not feel that this is a healthy goal for all of the students in my future class. The benchmark assessment
scores show that students struggle with comprehension, which I will discuss later, at their current levels.
The benchmark assessments also include scores in accuracy, comprehension, and fluency. The number
of words per minute is assessed and a response to reading writing sample is taken. The Fountas and
Pinnell scores are the most up-to-date assessments as they are used three times a year to assess
narrative and informational texts; though, some of the numbers are missing from the data. The end of the
year data that is missing is in accuracy, comprehension, fluency, words per minute, and the writing
sample. For this reason I have analyzed the second assessment windows scores which assessed
information/expository texts for up-to-date scores.

In looking at the Fountas and Pinnell benchmark assessments I have taken a holistic approach. If
I were to look only at a portion of the assessment, I would only see one small piece of the whole picture.
To demonstrate this idea we need to look at the data from the second assessment window on
informational/expository texts. Table four shows a majority of the students at a fourth grade independent
reading level or advanced for information texts based on accuracy rate scores. Students between reading
levels P through R are considered proficient at a fourth grade level based on the OASD Instructional
Guided Reading Levels chart (OASD chart). Reading level S is where students are asked to be by the
end of the year according to the OASD chart. To be exact, 83% of the students are either ready for
independent texts at a fourth grade level or texts above a fourth grade independent level. The data also
shows that 58% of students are proficient on a fourth grade level. This means, coming into fourth grade
these students are already functioning at a fourth grade independent level. Twenty five percent of the
students are above grade level while seventeen percent are below grade level. As a teacher, this alone
makes me excited and makes me think, This year is going to be a piece of cake! But, I need to look at
the other components of the benchmark assessment. My question is, do the students understand what
they are reading?

Table 4
The three most common aspects of reading non-educators and some educators focus on for
understanding the text are accuracy, fluency and words per minute. The argument is that if students are
recognizing words quickly and reading them accurately students should be able to understand what they
are reading. We will see if this is true later. For now I will discuss the accuracy, fluency, and words per
minute scores.
If we look at the readers scores for accuracy throughout the year we will see that thirteen
students scored a 98% or higher continuously. Nine students continually scored above a 95% for
accuracy. Only one student scored under a 95% while one other students score student thirteen is
only showed once. This student scored a 99%. These scores look great and so do the fluency scores.
The fluency scores show a similar trend. Nineteen students continually scored a two or better.
Four students scored a one or zero continually. Almost all of the class has a great fluency score.
The words read per minute scores deviates from the trend found in fluency and accuracy.
Thirteen students met the standard for the amount of words per minute for their independent reading

level; one student exceeded the words per minute standard. Eleven students didnt meet the standard for
their independent reading level; out of these eleven students, five students have met the words per
minute rate for reading level P. This leaves six students with word per minute rates that do not match the
goal for the end of third grade. This information still sounds good.
After looking at the words per minute, fluency accuracy, and reading levels a teacher could think
she has a great head start on fourth grade. This may be true, but the missing piece is the comprehension
portions of the Fountas and Pinnell benchmark assessments.
Overall, the comprehension assessments show that the students do NOT understand the texts
the way third graders at the end of the year should. Throughout the year, the readers have struggled with
comprehension which leads me to question whether or not students were assessed on their independent
levels. From looking at this data I have considered that the reading levels are instructional levels, because
the comprehension scores and writing about reading scores were consistently low. Instructional reading
levels ask students to be able to read and understand books with support. I believe the readers and
writers needed support to show their understanding when they answered questions and wrote about the
texts.
The data on the level of texts students were reading and writing about have painted different
pictures. For this reason the tests must be looked at holistically. The reading levels, accuracy scores,
fluency scores, and words per minute rate show students as competent and excelling readers, writer, and
word studiers. Add the comprehension scores into the mix and another picture is painted. Table five
shows the difference between the reading levels and the comprehension assessments.

Table 5 Advanced for comprehension and writing about reading means Excellent. Proficient
for writing about reading means Partial Understanding.
There are two more internal assessments that were used: a writing assessment and a Words
Their Way assessment.
The type of writing samples taken were different; they were narrative, informational, and
opinion/persuasive. The Teachers College Rubrics were used to analyze the students writing. The scores
were then reported as Scale Scores. The narrative writing sample taken during the first assessment
window showed writers on level or above level; the beginning of the year Scaled Score is a two. For the
informational writing, there were nine students who scored below the middle of the year range: below a

2.5. Ten students scored above the middle of the year range: above a 2.5. Four scored on level and one
student doesnt have a score. At the end of the year the students wrote a persuasive/opinion piece. Five
students scored on level, a 3, for the end of the year and three scored above level. These scores for
writing assessments fluctuated with the type of writing students engaged in. This makes sense as
informational writing and persuasive writing require students to use domain specific words which are tier
three words. This leads me into the Words Their Way Assessment.
The Words Their Way Assessment is an assessment that tests students on their word knowledge
and orthographic development. There are three assessment windows for Words Their Way. The data
includes the first assessment window information. The final assessment window provides what sort
students left off on. The syllables and affix stage is an appropriate place for the end of the third grade. In
fourth grade, students should be solidly in this stage. Fifteen of these learners are in the syllables and
affix stage based on their final sort. Seven of these word studiers are in the within word patterns stage.
Only two learners are in the letter name-alphabetic stage. Studying words helps students to identify words
and patterns in the English language. This has a direct affect on students accuracy, fluency, and
understanding as word study not only encourages students to find generalizations, but to use those
generalizations while they read and write. I do not have data that would support this idea. The second and
third assessment windows for word study were not completed. This assessment would definitely be one
of the firsts assessments I would give to the students in order to understand where they are in their word
knowledge and orthographic development.
Who are these literacy learners?
The data gives me a lot of information on the literacy learners in these groups. As a whole, these
students are active learners. Generally, the learners have consistently improved in different areas such as
their reading levels, fluency scores, words per minute rate, and word developmental level. I noticed
specific characteristics of these learners as readers, writers, and word studiers.
Readers
What I Know
The Fountas and Pinnell scores show the range of readers. The range of readers according to
Bear (2012) is between late transitional and advanced. Fountas and Pinnell (2001) would agree with this
statement. Bear (2012) provides a more detailed range adding late to transitional. The normal range for
students in the fourth grade is late transitional to advanced by Bear (2012) standards and self extending
readers to advanced readers by Fountas and Pinnell (2001) standards. By Fountas and Pinnell (2001)
standards three students are out of range. More than half of the class is a self extending reader.
The self extending readers have several important characteristics. The characteristics are taken
from Bear (2012) and Fountas and Pinnell (2001). These read fluently when they read aloud; this is true
for a majority of our readers which can be seen in the Fountas and Pinnell Benchmark fluency
assessment. They all use different sources for information. These readers can sustain their reading over
longer texts and enjoy illustration. The illustrations provide them with additional meaning; readers are able
to interpret a variety of visuals. Analyzing words in different ways and word risk taking is common.
Readers also use different literacy strategies when they engage in the reading process. They are
continually building background knowledge and become absorbed in books. Readers connect with the
characters and connect previous read texts to new texts. Because the classroom begins to shift to more
content area subjects learners are expected to read textbooks and other informational texts. Their
background knowledge and vocabulary are important aspects for comprehension because of the shift to
content area subjects. Readers in this stage are also expected to read with greater fluency because of
their word experience. Identifying words and their attention to punctuation allows readers to focus on
phrasing and expression. These characteristics have affected the readers data.
The readers in this bunch read/decode words well. The evidence that supports that can be found
in different portions of the Fountas and Pinnell scores. Their Fountas and Pinnell reading levels have
consistently improved. Their words per minute rates have also improved. Their accuracy and fluency have
been consistent. Though the previous data tells me the students are great readers, other data shows me
these readers struggle with comprehension.

Comprehension is an area for improvement. This can be seen in their Fountas and Pinnell
assessment and their writing about reading assessment. Most students struggled with comprehension
throughout the year which is noticeable in the Fountas and Pinnell comprehension score. The writing
about reading assessments also shows the students struggle to understand the texts. Comprehension is
definitely an area to work on with these learners.
What I Need to Know
1. Their updated reading levels some students may experience summer slide. I would also like to
differentiate between instructional and independent reading levels as this data, I feel, confuses
the two.
2. How well students read different kinds of books: fiction verses non-fiction.
3. What reading strategies do learners use, confuse, or are not present when they are reading and
writing
Writers
What I Know
The range of writing in this class is unclear if I focus on the writing scores. There isnt a
correlation between Caulkins writing rubrics and the sources I have for writing levels. The normal range
of writing is self extending to advanced based on grade level (Fountas and Pinnell, 2001). Because
writing levels and reading levels should match, I am assuming most writers are in the same range of
writing levels as reading levels. This would mean most students are in the self extending stage (Fountas
and Pinnell, 2001) or the middle intermediate stage (Bear, 2012).
The characteristics of the self extending stage are important to know. First, most students are in
the self extending stage. Secondly, I will be able to identify what students are doing well in this stage
when I know what the standards are for this stage. The characteristics of writers are taken from Fountas
and Pinnell (2001).Writers in this stage spell most words accurately and quickly without thinking. The
writers proofread and have ways to expand their vocabulary. Organization of informational writing is
understood by these writers. Their writing is developed over many pages and their voice is intertwined.
What they know about writing from reading texts is applied to their writing. The quality of their writing is
improved by the writers craft. Writers write for different purposes and different audiences. The writers are
also able to received and provide feedback. Some of these characteristics can be seen in the data.
The kind of writing and information in a piece of writing affects the writers success. When the
writers write about reading they have a difficult time as the content in the piece is about a book they dont
fully comprehend. Most writers successfully completed a narrative piece, but struggled with the
informational piece and the persuasive piece. Informational and persuasive pieces usually have higher
tiered words. Informational texts usually contain domain specific or tier three words. This tells me students
should be stretched to learn higher tier words.
What I Need to Know
1. Correlation of writing scores to range
2. Updated writing scores
3. Quality of Writing Are students writing using the six traits?
4. Tier words used in writing and identified in reading
5. Proofreading and feedback skills
Word Studiers
What I Know
The normal spelling stage for fourth graders is early syllables and affixes to middle syllables and
affixes. There are several characteristics for this stage. Spellers in this stage should correctly use blends,
diagraphs, short vowels, and spell known sight words correctly (Bear, 2001). These word studiers range
from letter name alphabetic to within word pattern stage. Most of the learners are where they should be
for their grade level in word study: syllables and affixes stage. Reading levels and spelling stage levels
should match. Most students reading levels match their writing levels. This shows me that students are
using what they are learning in word study and applying their knowledge to reading and writing. Because
some readers are in higher level texts, their word study skills do not match their level of book. The goal is
to get these students into the derivational relations stage so they have success in understanding the texts

they are reading. This is seen through what the students understand about the texts and their reading
levels.
What I Need to Know
1. How far along students are in the word study developmental stages
2. What word strategies are learners using, confusing, or are not present
What I Need to Know in General
There are a few characteristics I still need to know about the literacy learners. What I need to
know is mostly hinged on building a personal relationship with the students. So far I have only looked at
numbers. Those numbers dont tell me whether or not students had bad assessment days or personal
interests. Without a relationship with these students I dont know them past numbers. This affects the way
I view the data and how I will instruct the classroom. Building a personal relationship with students will
allow me to see their relationships with literacy. I need to know the learners interests or attitudes about
literacy. I need to know if students are curious about learning as readers, writers, and word studiers. Do
they have preferences? What are they? Are students like the descriptions provided about nine and ten
year olds by Wood (2007)? Table six shows different characteristics I still need to know about the students
to create literacy instruction that will truly benefit the learners. Wood (2007) described what learners are
like at different ages. In fourth grade learners are usually nine or ten. The data also does not show what
literacy strategies students use correctly, use but confuse, or what is absent.

Individual
Do learners revert to baby talk?

Do learners see the bigger world in

terms of fairness and justice?

Do learners have trouble sitting still for

a long time?

Group Work
Do learners like to
work with a partner
of their choice?

Readers
Are readers looking for
explanations of facts, how things
work, and why things happen as
they do?

Writers
Can writers write in cursive?

Word Studiers

Do word studiers love descriptiv

language, word play, and new
vocabulary?

Do learners work
well in groups?

Are readers reading to learn

rather than learning to read?

Can writers write about serious

issues such as moving away,
divorce, death, disease, and
other worries; world issues;
poetry about feelings and
darker themes

Do word studiers enjoy collect

classifying, and organizing?

Are learners
talkative?

Do readers focus on details

visually?

Do writers pay close attention

to form, structure, directions,
and organization?

Do word studiers pay attention

spelling, dictation, and penma

Do learners need work related to the

next days work?

Do readers work well in reading

groups?

Do word studiers enjoy classif

serration, and exactness?

Do learners give up on tasks?

Do readers read avidly?

Do word studiers enjoy memo

to spell difficult words and usin
properly spelled in day-to-day

Do learners like to explain things?

Do readers enjoy choral reading,

singing, poetry, and plays?

Do learners think abstractly and able to

solve problems?
Do learners respond well to teachers
noticing language?

Table 6: What I Need to Learn About the Literacy Learners. Yellow boxes are
characteristics of nine year olds. Blue boxes are characteristics of ten year olds.

Collecting Updated Data

I have listed many things I still want to know about the students. To get this information I will need to reassess the learners and get to
know them on a personal level. I have included charts on assessments I will use and their purposes. These assessments will be conducted at
different times throughout the year. There are specific assessments I would like to conduct at the beginning of the year. These assessments
would be used again to monitor growth along with additional assessments
Beginning of the Year
Assessments by Purpose
Levels for Reading, Writing, and Word
Study

Comprehension

Attitudes and Interests

Amount, Kind of, Quality of Text

Reading - Fountas and Pinnell Benchmark

Assessments and MAP Scores

Fountas and Pinnell Benchmark

Test

Student Reading, Writing and Word Study

surveys (some personally made and others
borrowed)

Student Reading, Writing and Word

Study surveys (some personally made
and others borrowed)

Writing narrative writing sample scored

with Teachers College Rubric, response to
writing from benchmark assessment, first
weeks daily reading logs

Reading Assessment for

Independent Reading Level

Daily Reading Logs from the first week of

school will include list of topics of interest

List of books read so far and are

interested in

Word Study Spelling Inventory, writing

sample errors and word choice

Daily Reading Logs from the first

week of school

Lists of books read so far and are interested

in

Individual conferencing and group discussions

Monitor Growth throughout the Year
The data you provided shows me what kind of assessment system the school has in place. I would like to continue the assessments you
have in place. This means students would still engage in the MAP test. I know that some schools take the MAP test three times a year. I think
out students would benefit from taking this assessment three times a year. This would give us a better sense of triangulation throughout the
year. As of now, the school looks at the WKCE Tests, MAP Tests, and Fountas and Pinnell Benchmark Assessments. Out of these three
assessments, the Fountas and Pinnell Assessment is the only assessment taken three times a year. The other assessments I would continue
are the Fountas and Pinnell Benchmark Assessments, Writing Samples, and Words Their Way Spelling Inventory. Each of these would be
conducted three times a year in accordance to what the school already has in place. In

Levels for Reading, Writing, and Word Study

Response to Literature

Reading: Running Records found on AtoZ.com and

Fountas and Pinnell once a month; Reading
Assessment for Independent Reading Levels biweekly

Reading: Daily reading journals assessed using The

Reading and Writing Projects K-8 Literature Reading
continuum I would respond to students writing in a
conversational tone. My feedback would occur every
other day; Reading Assessment for Independent Reading
Levels bi-weekly

Writing: Bi-Weekly samples of writing assessed

with the Teachers College Rubric

Writing: Daily writing journals assessed using The

Reading and Writing Projects K-8 Literature Reading
Continuum I would respond to students writing in a
conversational tone. My feedback would occur every
other day.

Word Study: Weekly spelling tests & Words Their

Way Weekly Word Work, Vocabulary Interview once a month. Writing Samples & Fountas and
Pinnell Benchmark Assessments Look for Tier
Words. Also ask myself when I assess students,
Does their writing level match their reading level?
If not, I know the students vocabulary growth has
not grown.
Conferring with students during reading, writing, and word study At least once a week for all students, twice a
week for students who need extra support
Anecdotal notes taken of whole group discussions, small group discussions, and one-on-one discussions My
goal is to take daily notes on what I notice in the classroom in my observation notebooks: one for reading,
writing, and word study.
Literacy Portfolios including reading journal entries, writing samples, and word study investigations We will
spend a week once every two months to reflect on our journal entries, writing samples, and word study
investigations. Students will pick the work that is added into these portfolios. The teacher will add one item every
other month.
addition to the assessments already in place, I have included a chart of other assessments. These
assessments would help me understand the students development and inform my instruction.
With assessment comes feedback. I believe feedback should be meaningful and immediate. In
my assessment chart I begin to discuss my feedback that I would provide students in their journals.
Feedback will be in written form in their journals in a conversational style. I will also provide immediate
oral feedback during my conferences with students, whole group learning experiences, and small group
learning experiences. My feedback will focus on the students literacy behaviors. For example, oral and
written feedback will include at least two, no more than three, learning points. This will include feedback
on learning targets and strengths and weaknesses the students display. Written forms of feedback also
include rubrics. Two rubrics I have already mentioned are The Teachers College Rubric for narrative
writing. I will also use The Teachers College Rubrics for informational and persuasive writing. Another
rubric I discussed was The Reading and Writing Projects Rubric. Their rubric will help to me respond to
the students thinking, writing, and talking. Feedback will be given after assessments. Students should
know their developmental levels and be encouraged to stretch their thinking. Students will also provide

each their peers with feedback; peers are vital sources for information. Student to student feedback
fosters a community of learners. My classroom will be a community of learners. My feedback ideas hint at
what kind of classroom I would like. This classroom is based on the way I believe students learn literacy
best.
C. Comprehensive Instructional Plan
1. How Students Learn Literacy Best
In the old days, literacy was learned through a teacher-centered classroom where teachers were
the only source for information, basal readers were the texts, and students behaved or else. Though
much of my schooling reflects this teaching style, my beliefs are focused on a student-centered
classroom. In fact, students learn best in a student-centered classroom. The ideal student-centered
classroom is a place where students are able to:
1. Genuinely enjoy reading, writing, and word study and experience authentic ways to engage in
these areas of literacy
2. Feed their curiosity and foster their desire to learn
3. Build on prior knowledge and personal experience for constructing meaning with the zone of
proximal development in mind
4. Construct meaning in a balance between the gradual release of responsibility and individualized
interpretations
5. Collaborate and communicate with their peers and teachers
6. Independently read and comprehend a variety of books on their level and respond verbally and in
written form
7. Experience an integrated curriculum for reading, writing, and wordy study as well as crosscurriculum learning and culturally effective learning
8. Connect to their learning culturally and with a critical eye for societal issues
9. Apply strategies for reading, writing, and word study in hopes of creating good habits
10. Take risks, become responsible and active learners, and enjoy the process of learning
There are four main theories that drive my beliefs. They are the Socio-linguistic Theory, Reader
Response Trans-active/Transactional Theory, Cognitive Information Processing Theory, and Critical
Literacy/Social Justice Theory.
The Socio-linguistic Theory focuses on the learners ability to utilize language as a learning tool.
The individual most associated with this theory is Lev Vygotsky. He believed that language is used to
organize the learners thoughts and ideas. Teachers who apply this theory in their teaching provide
students with opportunities to discuss their reading and writing with peers: to engage with more expert
others. The teachers goal is to instruct in the learners zone of proximal development. This is the level
between the learners actual development and potential development (Tompkins, 2014). Teachers also
scaffold the learning, varying the support until learners are independent. Imagine a see-saw. When the
learning is new, the teacher provides the most support; the teacher is the one with her feet on the ground
while the student dangles in the air. Gradually, the see-saw begins to shift weight as students take on
more responsibility for their learning. Eventually, the student plants their feet on the ground and becomes
independent. The teacher still hangs around in case the student still needs help. The teacher needs to
know when and how to remove the scaffold. Scaffolding can be provided through external mediators,
private speech and written language, and shared activities. I will discuss this later in the context of the
reading and writing workshop model. Vygotskys theory also states that reading and writing are social and
cultural events in which learners respond and set goals. These social events create authentic and
meaningful interactions with texts; the interactions with the learners peers create a community of expert
learners. My classroom environment fosters the Socio-linguistic theory. Below is a list of my beliefs that
incorporate the Socio-Linguistic Theory.
1. Students are able to engage with reading and writing in authentic ways.
2. Teaching begins with building on what students know zone of proximal development.
3. Students are able to read a variety of books on their level zone of proximal development.
4. Students are able to collaborate and communicate with peers.
5. Students are able to connect culturally and with a critical eye for societal issues.

6. Students are able to construct meaning with the support they need gradual release of
responsibility.
The Cognitive Information Processing Theory is also connected to my beliefs. David Rumelharts
theory compares the mind to a computer. He considers the process of storing information as similar to a
computer. Tompkins (2014) refers to Tracey and Morrow (2006) when she writes that the brain takes
information in through processing units: sensory register, short-term memory, and long-term memory (p.
9). Rumelhart suggests integrating reading and writing. Reading and writing are considered reciprocal
meaning-making processes (Tompkins, 2014). Readers and writers individualize their interpretations and
are strategic. They use meta-cognition which means that students think about their own thinking
(Tompkins, 2014). This means students control how they think while engaging in the learning process. For
example, students monitor their reading as they apply a cognitive strategy of predicting or revising. This
theory is represented in my beliefs.
1. Students experience an integrated reading, writing, and word study curriculum.
2. Students apply strategies to reading, writing, and word study metacognition.
3. Students are able to construct meaning through personal interpretations.
4. Students are able to respond verbally and in written form.
A branch off of the Cognitive Information Processing Theory is Louise Rosenblatts Reader
Response Trans-active/Transactional Theory. Rosenblatts theory focuses on personal understandings of
the text. Rosenblatt calls comprehension interpretation (Tompkins, 2014). She believes that a two-way
transaction between readers and the text occurs when students read (Tompkins, 2014). This means
that texts do not have meaning until the reader experiences the text: the reader engages with the text.
Each response is unique because each student is unique. Students use their understanding of literature,
the world, and the text to create their interpretation (Tompkins, 2014). Readers respond with two stances:
aesthetic and efferent. Readers feelings, emotions, and memories drive the aesthetic response. The facts
and information readers remember after reading is the efferent stance. A love and appreciation for literacy
is fostered through the aesthetic stance. My beliefs connect to this theory in a few ways.
1. Students are able to genuinely enjoy reading, writing, and word study.
2. Students are able to feed their curiosity and foster their desire to learn.
3. Students are able to respond in verbal and non-verbal ways.
4. Students are able to make personal connections and interpretations with the text.
One final theory that is intertwined in my beliefs is Pablo Freires Critical Literacy. Freire takes the
socio-linguistic theory to another level when using language as a tool for learning. He believes that
language is a means for social action (Tompkins, 2014). Cultivating students who have a voice in social
matters and become agents of social change is a goal of the Critical Literacy teacher. Students are able
to read and respond to books dealing with social issues (Tompkins, 2014). My literacy beliefs include the
Critical Literacy Theory.
1. Students are able to experience an integrated curriculum for reading, writing, and wordy study as
well as cross-curriculum learning and culturally effective learning.
2. Students are able to read, comprehend, and respond in verbal and written form to a variety of
texts books with social issues.
3. Students are able to connect to their learning culturally and with a critical eye for societal issues.
Differentiation is another way students learn literacy best. This idea is connected to many of my
core beliefs. When students read books on their levels, differentiation is put into action. When students
feed their curiosity and desire to learn at their level, differentiation is put into action. Because scaffolding
is built into my core beliefs differentiation is present. Inherently, scaffolding asks teachers to build on what
students already know to take them to the next level. The amount of support teachers provide is also
considered differentiation. Providing students with strategies through modeling is differentiation. Using the
practice of more expert others collaboration with peers and teachers is considered differentiation.
Differentiation should be a part of every teachers core beliefs and is a part of the instructional strategies I
will use in my classroom.
Instructional Strategies

Students learn literacy best when they have authentic learning experiences. I do not know of a
better program that embraces this idea than Fountas and Pinnell Reading and Writing Workshop. Their
three block framework allocates one hour to reading, to writing, and to word study. The reading and
writing block share mirroring schedules. The venn diagram below breaks down the three block schedule.

Reading Workshop Block

Mini Lesson: Interactive
Read Aloud/Shared
Reading

Writing Workshop Block

Language & Word
Study Block
Interactive Read Aloud

Guided Reading/Literature
Circles/Book
Clubs/Flexible Needs
Based Groups
Independent Reading (with
conferencing)

Modeled/Shared
Reading/Writing
Word Study/Spelling

Mini Lesson: Modeled

Writing/Shared Writing
Guided Writing
Independent Writing
(with conferencing)

Interactive Edit
Interactive Vocabulary

Students are engaged in reading whole texts and writing for authentic purposes.
Adopted from ED345 Session 11 Power-point Slide
From the data I have seen I am pretty sure your school follows the workshop model. The reading
levels, Words Their Way scores, and facultys description of the data convince me that you do. I will not
describe each section in detail, but would like to emphasize the reading, writing, and word study
relationship; small group instruction; and the workshop models connections to theory. The three hour
literacy block connects reading, writing, and word study in a physical and cognitive way for students. First,
students spend three hours in literacy every day. Teachers can use mini-lessons to point out strategies
that apply to reading, writing, and word study. Word study is the branch between reading and writing;
students read words in reading and write words in writing. For students to be able to do both their
vocabulary banks need to continually be filled. This is the reason there is a designated time for word
study. There is also a designated time for small group instruction.
The workshop model lends itself to small group instruction: differentiation. Guided reading/writing
and literature circles/book clubs are the small group instruction pieces of the workshop model. The
groupings should be fluid and temporary. Groupings can be based on the needs of the students or by
levels. I plan to employ a needs-based flexible group model in my classroom which allows me to create
groups that are homogenous and heterogeneous. Needs-based flexible groups are determined by the
needs of the students. For example, if students struggle with engaging with a book I can create a small
group lesson on helping children want to read. Students who read with little fluency and expression can
also benefit from a needs-based flexible groups. Groups based on developmental levels will be used to
help students push towards the next reading level. The time will be used to introduce the next text level
and its characteristics. Literature circles and book clubs will be created by the students interests; I
consider grouping kids be their interest as a type of needs-based flexible group. An interest in a book, to
me, is a need to read. This is one way students will be able to enjoy reading which will make them want to
talk about their reading.
The Socio-linguistic theory is represented throughout the reading and writing workshop. The
workshop itself provides a gradual release of responsibility in learning. Teachers start off with a minilesson in which modeling a strategy occurs and students work their way into independence. Guided

reading/writing groups provide additional support for students: scaffolding. Scaffolding is differentiation in
action. Many teachers use specific words to cue the students in the learning process during the workshop
blocks. The verbal cues are external mediators. Other external mediators are objects or physical actions.
In the workshop model an anchor chart would be considered an external mediator. External mediators
trigger mental processes and are temporary reminders for the students. Language is used to convey and
engage students in the mini-lessons and shared reading/writing: turn-and-talks. Conferring with students
during independent reading and writing employs language. Private speech also utilizes language. Thinkalouds are private speeches verbally spoken for the purpose of explicit teaching. The goal is for the
private speech to begin externally social and become internally private meaning students use the strategy
without teacher prompting. Shared activities are also considered external mediators. Shared activities
include word sorts, shared reading, and interactive read-alouds. Turn-and-talks are shared activities and
provide time to speak with more expert others. Literature circles are also a shared activity that utilizes the
more expert other idea. Written language can also be an external mediator. Language is definitely the tool
used for learning in the reading and workshop model.
Critical Literacy, a branch off the Socio-linguistic model is evident in the workshop model. In the
workshop model, students have the opportunity to read about and write about social issues. Students are
able to respond verbally and in written form to the issues they are learning about. Texts that highlight
culture and diversity are also options for students. The mentor text I will use to model strategies to
students will include social issues.
The Information Processing Theories cognitive and reader response show up in many places
in the workshop model. These theories focus on how the brain processes information. Turn-and talks
allow students to tell their thinking to other students which in turn, allow the teacher to hear the students
thinking. Conferring with students allows students time to explicitly state what they are thinking about their
reading and writing. Teaching comprehension reading strategies and meta-cognition reading strategies
employs the information processing theories. Guided reading, graphic organizers, grand conversations,
interactive writing, and logs all provide avenues for students to think about their thinking, reading, writing,
or word studying. Graphic organizers will be used in all the blocks, but mostly in the word study block.
Word maps, graffiti style anchor charts, and semantic maps are a few organizers we will use. Concept
word sorts and Pictionary will also show what students are thinking about words. To log the students
responses to text they will use notebooks for reading, writing, and word study log. The logs foster the
students responses to text. The ultimate goal is for students to construct their own meaning and vary their
styles and stances according to the purpose of their writing (Fountas and Pinnell, 2001).
I know you appreciate the reading and writing workshop for many reasons. One reason I like the
workshop model is it intertwines many theories in one model. As teachers, we look for triangulation in
data. I love one theories show triangulation. The other reason why I like the workshop model is that it
has a built in differentiation plan if teachers follow the plan.
Differentiation
In the beginning of explaining the workshop model I discuss the small group instruction and how
the small group instruction in the workshop model is differentiation. Flexible needs based groups that are
temporary and focused will benefit all different leveled learners. I would like to be more explicit about
differentiation here for students who need additional support on grade level texts.
When I first started teaching I thought differentiation meant there is a different plan for each
student in the classroom. What I realize now is that differentiation means students hit the same goals with
a different level of support. The support I am writing about is scaffolding. I have previously mentioned
scaffolding in this literacy plan. I also mentioned conferring with the students. What I know is that
conferring allows for specific and tailored instruction. I can meet students where they are and help them
stretch their thinking. Conferring also gives students process time to think about their thinking. I like that
conferring with students benefits all students.
To further meet the needs of my students in the classroom I would like to use a leveled text
reading group for students who need extra support to achieve on level texts. This group would include
Student 21, Students 22, Students 23, and Student 24. Fountas and Pinnell mention meeting with
students who need extra support more times in a week than others. Addressing these students needs in

a leveled text reading group will provide additional help and learning opportunities. There are also other
ways I can support these students.
These are some additional scaffolding ideas I can use to help struggling students. Graphic
organizers benefit all students but especially students who struggle with concepts and strategies. In my
section on reading concepts I include learning genres. Students who struggle with reading benefit from
being exposed to new genres. Students will need multiple exposures and examples to the same genre in
order for them to write in that genre. I can use writing samples from peers to help these students with their
writing. Read-alouds during the mini lessons benefit these students as well. Poetry is a great way to
engage all learners especially struggling students. Additional help with informational texts for all students
and explicit teaching for struggling students will aid the students in their learning process. Students will
need to learn strategies and concepts to help them understand texts, write in different genres, and learn
words.
Concepts and Strategies
Students will need to learn strategies in order to be able to think deeply about texts, write about
different topics, and learn vocabulary. The purpose of the workshop model is to allow students to do and
feel what real readers and writers do. This is what I mean by having authentic experiences with literacy.
There are specific cognitive and meta-cognitive strategies students will learn for reading, writing, and
word study. There are also certain concepts students will need to learn.
Reading Strategies & Concepts
Reading strategies help students to understand the text. There are certain strategies good
readers use to understand a text. These strategies can be used before, during, or after reading. Not all
strategies are confined to before, during, or after reading. For example, students may set a purpose for
reading before or during a reading of a text. During whole group and small group settings I will expose the
children to higher level texts: instructional level texts. Independent level texts will be used for independent
reading times. Regardless of what type of instruction is being conducted students will learn good reader
strategies. Here are the strategies that I would like to teach or re-teach the students in whole group, small
group, and individual settings.

Strategies for Comprehending Written Text

Sustaining Reading

Solving Words
Setting a Purpose
Monitoring & Correcting
Gathering Background Knowledge
Predicating
Maintaining Fluency
Adjusting

Expanding Meaning

Making Connections
Inferring
Summarizing

Adopted from Fountas and Pinnell (2001) Figure 18-

Synthesizing Determining Importance

4.

Analyzing
Criticizing/Evaluating
Questioning QAR Relationships

Each comprehension strategy requires students to have certain comprehension skills. For example, to
determine importance events or details in the story the students must have a set of skills. They must be
able to recognize details, identify topic sentences, compare and contrast main ideas and details, match
cause with effect, sequence details, paraphrase ideas, and choose a good title for a text (Tompkins,
2014). Working in small groups with students will allow me to personalize the strategies students will learn
and practice. In addition to learning strategies students will need to learn concepts.
Understanding reading concepts will also help students understand texts. Students will need to
learn or re-learn the concepts from the list below.
1. Genres and their structures
2. Plot
3. Setting
4. Point of View
5. Narrator
6. Characterization
7. Tone
8. Symbolism
9. Themes
10. Metaphors and Similes (also will learn in word study)
Metaphors and similes help students understand what an authors description means. Students can also
learn about metaphors and similes in the word study block.
Word Study Strategies & Concepts
In the word study block students learn how to learn words. Because the data is not up-to-date I
will immediately work on up-dating this information. From what I have received I see that students are on
word sorts in the letter name alphabetic stage, within word patterns, and suffixes and affixes. A goal with
the word study block would be to stretch students into new stages to help them with their higher text
levels. I will not be teaching students to memorize definitions. I will be teaching students patterns and
generalizations in the English language, building vocabulary, and an understanding of different kinds of
words.
There are different kinds of sorts students can engage in. I would like students to engage in word
sorts that help them learn words. Word sorts provide students with a strategy for solving words by sound,
look, meaning, connections, and inquiry (Fountas and Pinnell, 2001).
Concept sorts will also benefit the students. Many times students use tier one words which is their
basic vocabulary. Students would work towards learning tier two words which are considered book
language words. Tier two words give richer names for basic concepts. Tier three words are domain
specific words meaning vocabulary found in text books and in content areas. I will use concept sorts for
tier three words. Students will also use graphic organizers to study words such as a semantic feature
analysis, word maps, and graffiti charts. An additional sort I would like to include is a concept sort on
metaphors and similes. Students can also engage in concept sorts about verbs, adjectives, and other
types of words in English. Building vocabulary helps students to apply what they know about words in
reading and in writing.
Writing Strategies & Concepts

The purpose of the writing block is for students to have authentic writing experiences during the
school day and to provide targeted instruction. Students will engage in the writing process. What the
writing workshop helps students become effective writers. They will learn how:
1. To conceptualize a message, story or topic and express it in a more or less complete form of
writing
2. To use language with clarity and voice to communicate meaning
3. To think about the audience while writing
4. To organize a written text in a variety of ways to fit purpose, topic, and audience
5. To demonstrate a command of spelling, punctuation, word usage, and sentence structure
6. To rethink, revise, and edit their writing
(Fountas and Pinnell, 2001, p 50)
In the writing workshop students will learn, explicitly, about the writing process. The concept of
The Writers Craft will be taught concerning revising, editing, final drafts, publishing, integrating research
skills, and writing in different genres. Students will have lessons on punctuation, spelling, paragraphing,
grammar, and capital letters. The data I have shows me that many students struggle with writing in
different genres. Instruction on writing for different audiences and different purposes will benefit this group
of students in a great way. It will build their knowledge on genres for reading which will help them analyze
texts. It will also help them study words as words may become more specific to genres. For example,
domain specific words will be used in informational writing. Students struggled, for the most part, with this
kind of writing.
Every good worker has tools. For students to engage in the workshop model they will need
materials to conduct their learning.
Materials
There are certain materials a classroom that implements the three block literacy plan will need.
The best way to discuss what materials will be used is by listing the materials for instruction and materials
for each literacy component.
Materials for Instruction
1. Anchor Chart Paper & Stand to hold materials
2. Sticky Notes
3. Colored Markers
4. Instructional Leveled Texts print & digital
5. Book Baskets
6. Guiding Readers and Writers Grades 3-6 by Fountas and Pinnell
7. Words Their Way Series by Bear, Invernizzi, Templeton, Johnston
Reading Block
1. Reading Notebooks
2. Personal Book Boxes
3. Sticky Notes
4. Graphic Organizers
5. Leveled Texts print & digital. The main library will be ordered by genre and content while the
library near the technology units will be organized by levels (See Table Eight for classroom floor
plan). Technology will allow students to access leveled books.
Writing Block
1. Writing Notebook three sections: writing, visuals, and words
2. Graphic Organizer
3. Exemplars
4. Different types of paper small sheets & large sheets of paper, scratch paper, note pads, list
pads, stationary, cover paper, telephone message pad, draft paper & final draft paper
5. Pencils
6. Erasers
7. Stapler and staple remover
8. Index Cards
9. Markers & Colored Pencils
10. Cardboard

11. Paper Clips

12. Scissors
13. Measuring Tapes and rulers
14. Labels
15. Charts
16. Computers & Ipads for investigations and publishing work
Word Study Block (Bear, 2012, p. 74, Table 3.2)
The lists of materials I will use sound great, but how will students use them? This is where
From the Supply Room
From the Bookstore
From the Copy Room
Copy Paper for sorts

Student Dictionaries

Photocopied Picture Cards

Card Stock

Rhyming Notebooks

Photocopied Word Cards

Word Study Notebooks

Etymological Dictionary

Student Sound Boards

Manila Folders

Homophone Books

Poster Sound Boards

Game Board Materials

Alphabet Books

Spinners & Dice

Phonic Readers

Storage Containers
Library Pockets
Chart Paper
Stopwatches
Scissors
classroom management and routines come into play. Once students know the routine they are more
susceptible to follow rules and properly use materials.
Classroom Management & Routines
I used to be a drill sergeant until I learned that students dont need fear to motivate them. What
they need is love, encouragement, and a set of routines to follow. When students know what is expected
of them they are less likely to misbehave and go off task. That is not to say rules should not be in place,
they should, but students should be the creator of the rules. The first week of classes will be focused on
familiarizing the students with the classroom procedures and rules. The first day of class students will set
the rules and consequences for the classroom. I will provide students with the structure of the literacy
block and guidelines for what is expected in each activity and during content area learning. I will help
guide the students in creating rules and appropriate consequences; sometimes students can be tougher
than teachers especially when they have already been in three or four other classrooms. Students will
learn how to treat technology, the library, school materials, and their work areas. The best way to tell you
how the classroom will function is to show you. Table Six shows the schedule for a normal week in the
classroom.
The first week of classes will be the same schedule but students will learn what it means to be in
each setting. For example, students would learn what the reading, writing, and word study block is like.
Students would build their stamina the first week of classes for reading and writing for extended periods of
time. Whole group lessons would be a little longer, but independent reading and writing would occur. This
would give me time to assess students. During the language block I would assess students using the

word inventory lists. The second week of school the students would have more time for independent
work. The first week of school would also be time for students to get to know their classroom. We would
start off in the library to allow students to pick books they are interested in; when students are reading
independently they will more likely want to read the book they selected which will keep students engaged
in reading while I assess students. The next are students would learn is what I call Student Lane.
Student Lane is the entrance. This is where students will check in by selecting their lunch option and
checking in homework. The first week of schools schedule is a little different because as a community of
learners we need to set expectations and rules and learn the routines and classroom.

Table Seven: Daily Schedule 8:00 2:45

Time

Monday

Tuesday

Wednesday

Thursday

Friday

Arrival Time
8:00 8:15

Independent
Reading/Writers
Notebook

Independent
Reading/Writers
Notebook

Independent
Reading/Writers
Notebook

Independent
Reading/Writers
Notebook

Independe
Reading/W
Notebook

8:15 8:30

Morning Meeting

Morning Meeting

Morning Meeting

Morning Meeting

Morning M

8:30 9:30

Reading Workshop

Reading Workshop

Poetry Workshop

Reading Workshop

Reading W

9:30 10:30

Writing Workshop

Writing Workshop

Writing Workshop

Writing Wo

10:30 11:15

Special

Special

Special

Special

Special

11:15 11:45

Language/Word
Study

Language/Word
Study

Language/Word
Study

Language/Word
Study

Language/
Study

11:45 12:30

Lunch/Recess

Lunch/Recess

Lunch/Recess

Lunch/Recess

Lunch/Rec

12:30 1:25

Math

Math

Math

Math

Math

1:25 2:05

Science

Science Workshop

Science

Social Studies
Workshop

Science

2:05 2:45

Social Studies

Social Studies

Social Stud

Reading and writing workshop often include social studies and science reading and writing.
Adopted from Fountas and Pinnell (2001), p. 98
To believe that setting rules and teaching routines to the students will create a perfect
environment is to be nave. I know that I will need to have a set system to how I respond to misbehavior. I
would like to implement a strategy that I learned from one of my field placements. My field placement
teacher used a virtual bank to pay students for their jobs around the classroom. When students
misbehaved she would fine them: take away money from their account. At the end of each month,
students could use their virtual money to purchase cool gadgets from the teachers supply store. I feel like
students in this class would like this idea and it will motivate them to have a job and focus on their
learning. I would also like to use classdojo.com to provide students with points as feedback for their
academic work and character in the classroom. Parents are able to see both methods: the virtual wallet
and class dojo points.
Classroom Environment & Classroom Design
The ultimate goal for my classroom is to create a community of learners. Ive already discussed
how much students will be collaborating during the workshop block, but have not gone into detail about
the characteristics of a classroom community. There are eight characteristics that Tompkins (2014) deems
necessary for a classroom community. The characteristics are safety, respect, high expectations, risk
taking, collaboration, choice, responsibility, and family and community involvement. I feel the workshop
model provides students with high expectations, risk taking, collaboration, choice, and responsibility. Each
day the mini lesson provides students with a challenge to meet. Conferring with students individualizes
the expectations and puts responsibility into the students hands to achieve their goal. During independent
work time students are responsible for their learning. Their schedule is set by them and completed by
them. Students have choices for books, their work areas, and their groupings. Collaboration is
consistently weaved into the workshop model as more expert others are used during turn-and-talks and

small groups. Critical Literacy builds a sense of safety as students voices on issues are valued; students
voices are valued for other decisions in the classroom, not just books or social change. Respect is a must
for the workshop model to work. For students to feel comfortable and respected their cultural, linguistic,
and learning differences need to be honored (Tompkins, 2014). The theories I plan to employ, specifically
critical literacy, build on this idea of culture. Infusing differentiation into small group instruction shows a
respect for the different learning needs in my classroom. To be a community of learners students need a
place for their community to learn. The floor plan is shown in Table Eight.
The floor plan shows what the classroom will be like. The students will have comfortable areas to
work in. The circled carpets are areas where students can collaborate for literature circles and book clubs.
There is a bean shaped table for guided practice. Two main areas serve as the classroom get together
space. One of these areas is equipped with a Smartboard. The other area is equipped with materials
needed for whole group instruction during the literacy block. The wall in the whole group discussion area
is free of furniture so that anchor charts may hang without obstruction of view. Another area in the room
that has free wall space is near the entrance. This will also be a place for anchor charts to hang. When
students enter the room, there are shelving units for them to store their literacy portfolios, homework
planners, and mail. The table near the mailboxes is a table that will be used for students who were
absent. This will be an area for them to pick up their work. Throughout the room there are book shelves
for our classroom library. There is also a specific corner for the main library. In this area there are four
displays for our classrooms suggested book reading. If you look at the top view of the floorplan, the
bottom left corner is equipped with two technology storage units. Students will have access to laptops and
Ipads. Students also have access to writing materials. There are two storage areas for the writing and
word study materials; the storage units are labeled in Table Eight. Three bins around the room store the
students reading and writing notebooks; these are labeled with a red x. The desks are in quads to foster
student collaboration. These desks will be moved around throughout the year. I think a classroom that is
prepared for students to learn is a place that is attractive, uncluttered, and accessible.

Table 8: Classroom

A
N
C
H
O
R
C
H
A
R
T

Anchor Chart

Student Motivation
Student motivation is fostered in two ways: externally and internally. So far many of my motivators
are getting at building the students internal motivator. I have discussed placing responsibility in students
hands as a motivator. The first week of school includes time to build students stamina which will help
motivate students to learn. The first week of school and the school year allows me to get to know the
students.
External motivators are usually the easiest to implement. The external motivators I will use are
part of my management system. They are the virtual wallet and class dojo points. I will also use high
expectations as an external motivator. Consistency also breeds motivation. For one, the students have a
framework to follow and a goal to achieve. They know what is expected of them and are willing to follow.
Words of affirmation and encouragement also build students motivation. Students want to know their
teachers believe in them that is why teachers need to voice their encouragement. To encourage the
students to do the same to each other is even more powerful.
One sure way to motivate students is to get to know them. This begins to deal with the internal
motivators students begin to develop. I dont know a stronger way to motivate people than to have a
relationship with them. This seems to be the reoccurring theme in my life. I want to share that with
students. Love is a motivator. I no doubt will love the students I work with, even if they get on my nerves
sometimes, love for them will motivate me to teach them. The love they have for me, their beings, and
their peers will motivate them to work. Our morning meetings provide time for students to get to know
their peers and me. The reading and writing blocks also allow students to get to know each other on a
personal level and academic level.
Motivating students to work and learn comes down to fostering internal motivators with the use of
external motivators. Students will achieve when they are motivated and engaged in learning. Students
learn literacy best when they are highly engaged and highly motivated to learn.
D. Evaluation of Implications of Instructional Plan on Student Learning
I gave ten core values of how students learn literacy best. I will list them here for your reference.
1. Genuinely enjoy reading, writing, and word study and experience authentic ways to engage in
these areas of literacy
2. Feed their curiosity and foster their desire to learn
3. Build on prior knowledge and personal experience for constructing meaning with the zone of
proximal development in mind
4. Construct meaning in a balance between the gradual release of responsibility and individualized
interpretations
5. Collaborate and communicate with their peers and teachers
6. Independently read and comprehend a variety of books on their level and respond verbally and in
written form
7. Experience an integrated curriculum for reading, writing, and wordy study as well as crosscurriculum learning and culturally effective learning
8. Connect to their learning culturally and with a critical eye for societal issues
9. Apply strategies for reading, writing, and word study in hopes of creating good habits
10. Take risks, become responsible and active learners, and enjoy the process of learning
I feel that this plan touches on every single one of these goals. Students will be able to genuinely
enjoy reading, writing, and word study through the authentic experiences and instruction. Their curiosities
will be feed through studying words, texts, and evaluating their writing. Word study investigations will also
yield to their curiosity. If students are not curious about learning or have a passion to read and write then
this will be modeled through; Enjoyment of an activity is contagious and students will be able to catch this
desire bug. Scaffolding and the gradual release of responsibility is built into the workshop model. I also
explicitly state how I will help students, through scaffolding, reach their goals. Scaffolding includes
building on students prior knowledge and personal experience so I can help them construct meaning.
Collaboration is seen throughout the workshop model as students work in small groups and discuss their

work through turn-and-talks. Though there is collaboration, students have independent work times to read
and construct their own meaning. The three block framework also allows students to experience an
integrated curriculum. Book selection by the teacher will also influence cross curriculum, cultural and
societal issues experiences. Strategies and concepts for reading, writing, and word study are described in
my lesson plan and refer to what real readers and writers do. Students are able to take risks through
choices they make.
Choice is powerful. Choice is power. Students have the choice in what book they want to read
and what small group lessons they need. They are in charge of their learning and I am there to guide
them. In addition to choice students experience instruction that is student-centered.
Student-centered learning benefits all the students. The literacy plan is tailored for the students
needs. Students learn at their own pace with individualized planning and whole group instruction. They
are invited to think critically, engage whole-heartedly, and construct personal meaning.
If I follow through with this plan I feel I would create lovers of learning who like to read, write, and
study words. Students who struggle with reading and writing will improve in these areas because a plan
for scaffolding is in place. Students who are above grade level will have just as much opportunity to grow
as they will be challenged individually, in literature circles, and book clubs. Collaboration with peers
usually births new ideas and new thinking.
I also feel students will be lovers of thinking and finding deeper meanings in reading, writing, and
orthographic knowledge. Students will become critical thinkers. They will think about what they read,
write, and study. This will improve their comprehension scores and allow them to understand the texts
they work with. They will also use meta-cognition strategies to think about their own thinking. The
strengths of my plan will surely benefit students.
There are two specific strengths of my literacy plan. The first is that I have a pretty good sense of
who these learners are and have made a plan to reach them. My ideas for scaffolding and differentiation
are a strong suit of my plan. Students will achieve success when they read books on their levels with
understanding. I will also use grade level texts during whole group to stretch students who are not there. I
definitely think about the students who are struggling with reading. What I need to improve on is how I can
extend the students who are above level.
There are a few things I could do to improve my literacy plan. The first is to explain each
component of the literacy block in detail. I do refer to each block in different sections of my plan and
provide a mock schedule. I assumed that the readers conduct the workshop model and would need to
know for sure if I were to truly send this in. I also need to think about the students who are above level. It
is so common to think about how to work with students below level to get them on level. I also feel I
needed to pull the data through to the end. I had a good foundation for what I knew about the readers,
writers, and word studiers coming into fourth grade. My goals were based off of their needs, but I should
have referred to the data more explicitly. I am willing to grow in these areas for my students and my
career as a teacher.
E. Reflection on my Future Professional Development Goals
Every teacher needs to be a life-long learner. If we ask our students to continually grow, we need to
model growth. Going forward, I would like to improve in two specific areas: analyzing reading levels and
strategies.
First I would like to develop a better understanding of reading levels compared to what the Common
Core states. I noticed a big difference between what the school requires and what the state requires. The
Common Core Standards also include power numbers and ATOS scores. I dont know what any of that
means, but if I say I adopt the core in my classroom, I should. I would also like to develop more
understanding of what a students independent reading level is versus instructional level. I noticed that the
data says instructional level, but the accuracy scores tell a different story. When I looked at the data

again, I noticed that the comprehension scores were low and realized the data was instructional level. To
determine instructional levels a teacher cannot only rely on accuracy. My question is how do I filter in the
other sources on the benchmark assessment? After assessing students reading levels, writing scores,
and word study knowledge I struggle with strategies to teach the children.
The strategies I struggle with teaching the children are connected to word study. I need to know more
about the derivational stage and within word study stage to help students develop their orthographic
knowledge. My old school ways of learning new words and definitions sometimes kicks in and I need to
refocus my mind on the three hour block workshop model. I wasnt taught patterns and generalizations in
an authentic way; I memorized the rules that always had exceptions. My teachers did not provide me with
a way to study the exceptions but kind of swept those words under the rug. I am looking forward to
explicitly teaching students about the patterns and generalizations in the English language as well as
opening their eyes to the exceptions.
My professional development journey will shed light on analyzing reading levels and strategies for
word study knowledge and application. I am hoping your school offers professional development
experiences or time to collaborate with my colleagues in order to improve in these areas. I will do my part
which is to research, read, and apply what I learned. Thank you again for this opportunity and I look
forward to hearing from you.

Bibliography
English Language Arts Standards Anchor Standards College and Career Readiness Anchor
Standards for Reading. (2014, January 1). Retrieved October 21, 2014, from
http://www.corestandards.org/ELA-Literacy/CCRA/R/
English Language Arts Standards Anchor Standards College and Career Readiness Anchor
Standards for Writing. (2014, January 1). Retrieved October 21, 2014, from
http://www.corestandards.org/ELA-Literacy/CCRA/W/
English Language Arts Standards Reading: Foundational Skills Grade 4. (2014, January 1).
Retrieved October 21, 2014, from http://www.corestandards.org/ELA-Literacy/RF/4/
English Language Arts Standards Reading: Language Grade 4. (2014, January 1). Retrieved
December 6, 2014, from http://www.corestandards.org/ELA-Literacy/RF/4/
Bear, R., Invernizzi, M., Templeton, S., Johnston, F. (2012). Words Their Way: Word study for
phonics, vocabulary, and spelling instruction. 5th ed. Upper Saddle, River, N.J.: Pearson Education
Inc.
Fountas, I., & Pinnell, G. (2001). Becoming Lifelong Readers and Writers: The Goal of the
Intermediate Literacy Program. In Guiding readers and writers, grades 3-6: Teaching comprehension,
genre, and content literacy. Portsmouth, N.H.: Heinemann.
Tompkins, G. (2014). Literacy for the 21st century: A balanced approach. 6th ed.Upper Saddle River,
N.J.: Pearson Education Inc.
Handouts from Robin
1. NWEA 2011 Normative Data Reference
2. OASD Instructional Guided Reading Levels
3. Book Levels and Characteristics Guided Reading: Good First Teaching for All Children
(Heinemann 1996) Fountas and Pinnell

Appendix A

Found on Google
http://img.docstoccdn.com/thumb/orig/43974660.png

Dear Parents:
Thank you for intrusting me with your children this year. I would like to have you as a partner in teaching
and learning with our class. Here are a few things to know about our classroom.
1. We focus on literacy for three hours a day. We spend one hour in a reading block, one hour in a writing
block, and 30 to 40 minutes in a word study block. I like to leave time for students to share their
experiences with the literacy block for the end. This will be about 20 minutes.
2. We commonly call ourselves readers, writers, and word studiers so you can use that language too.
3. The classroom is open to you whenever you would like to come in and join us. We especially like our
guests to read to us or share a special writing with us or even share their favorite words with us.
4. The classroom is set up for team work, but also provides readers, writers, and word studiers with
spaces to relax and work individually.
5. To meet our reading goal I ask that students also read at home. At school we read books on our levels.
This means the book is a book students can read and understand independently. I will provide you with
your readers reading level. If you are looking for books for your reader let me know. I can help you and I
know we can help each other.
I am enthusiastic about working with you. I am sending you some information to start you off. Please fill
out the questionnaire about your child. Please call me at 414.428.2838 or email me at
marrercd@alverno.edu if you have any questions. I look forward to partnering with you this year.
Sincerely,

Cecilia Marrero
Enclosure:
Parent Questionnaire
Our Class Reading/Writing/Word Study Goals
Weekly Homework Routine for Literacy

Our Class Reading/Writing/Word Study Goals

Our main goal is to become lifelong learners. Here is how we can become lifelong learners.
Building Our Relationship with Reading/Writing/Word Study
We will present ourselves as readers, writers, and word studiers to others.
We will read, write, and sort words voluntarily and often.

Found on Google Picture Search

We will have confidence in our reading, writing, and word sorting abilities and skills.

We will collect books, writings, and words to show our favorites and share with others.
We will read, write, and study words for personal purposes:
To improve our lives through knowledge, application, and feedback
To develop, expand, and explore unfamiliar topics, genres, authors, illustrators, techniques, and styles
To develop, expand, explore our preferences in authors/writers or favorite topics and genres
To communicate with others on personal and professional levels
To share experiences or information with others
For aesthetic appreciation

We will take risks and step out of our comfort zones.

Weekly Homework
Reading
-

Nightly reading: By the end of the year our goal is to read for 30 minutes a night. Students will be
reading for about the same amount of time during our reading block. The number of minutes
students will be asked to read will be in their take home literacy binders.

My Daily Reading Log This will help students log what they have read and how much they have
read. Each log entry includes a slot for a parent signature.

Writing
-

Reading/Writing Journal Entry This can be written as a letter to me or another student about
their reading or writing. Students can also sketch or draw about their reading.

Word Study
-

Interesting Words Log Sheet Students add words they find from their reading to this sheet to
study the word. The ultimate goal is for students to use this word in their own writing.

Weekly Word Work: A word work study packet will be given to the students the second week of
school. Students will be able to choose three of the activities listed on the sheet to study their
words at home. These activities help students prepare for the spelling tests which occur biweekly.