Joy Fuller

EDC 216
Final Project: Immediate, Short Term, and Long Term Changes
Immediate
changes

NAME
ELEMENT for
change

What does this

presently
represent

What is the goal

for change;
NOTE THIS
MUST BE
MEASURABLE

TIMEFRAME
For change

Schedule

2015-2016 1st
Grade Schedule

Currently we have
a schedule, but it
does not include
handwriting,
reading, and
writing

Everyday there
will be time for
reading,
handwriting, and
writing

Immediately- as
soon as school
starts

Plans

Weekly Planner

Input the different

elements into a
weekly planner

Daily schedule of
when each
element of
literacy will be
taught, a
document that
each different
element can be
entered into so
that the whole
team can see
weekly skills and
goals.

Immediately- as
soon as school
starts

SHORT TERM
CHANGE
GOALS

NAME
ELEMENT for
change

What does this

presently
represent

What is the goal for change

NOTE THIS MUST BE
MEASURABLE

TIMEFR
AME
For
change

Develop
different words
lists for first
grade

Spelling Word
List
Vocabulary Word
List
HFW List
Word Wall List
Fry Word List
Center Word
Lists

Present level is a
mash of old and
new curriculum,
very confusing
on what words
to teach students
and when

Collaborate with team on

what words we are expecting
students to spell and read.
Develop a Spelling List,
Word Wall List, Vocabulary
List, HFW list, and what
words should be in centers

one month
after
school
starts

Guided Reading
Format

Guided Reading
Plans: Key
Elements

Present level a
mix of different
strategies, not
consistent

Develop a weekly document

to guide teacher through
guided reading groups.
Could include: word cards,
sound cards, magnet letters,
fluency phrase cards, picture
walk, whiteboard word work,
find vocabulary words in
text, learning goal, strategy,
writing summary or strategy

1-2
Months
after
school
starts- after
testing and
grouping
of students
is finished

LONG TERM
CHANGE
GOALS

NAME
ELEMENT for
change

What does this

presently
represent

What is the goal

for change
NOTE THIS
MUST BE
MEASURABLE

TIMEFRAME
For change

Literature writing
unit

Mentor Text for

every writing unit

Only mentor text

is the one provided
through
curriculum, not
grade level text

Have at least 5
books for every
writing unit.
Collect books for
every writing
unit.
Steps: go through
books and pull or
label books
Order books
Take anecdotal
notes throughout
the year about
books used and
books needed
Be aware of
books that fit
needs
continuously

10 months- 1
school year

Writers
Workshop, units
of study, and
teaching points

Use writers
workshop to teach
different units of
study and teaching
points

Presently
represented as just
units of study

Students will be
able to produce
units of study of
nonfiction
narrative,
personal
narrative,
informative text,
persuasive text,
and procedural
text as district
mandates, but
students would
also learn how to
write poetry and
write letters
through Writers
Workshop

10 months- 1
school year

Immediate Goal: Schedule

First Grade
Schedule
8:40 Home Room
9:00 Reading
9:35 Writing
10:15 Recess
10:30 Math
11:55 Recess
12:15 Lunch
12:35 Read Aloud
12:40 Centers
1:40 Handwriting
1:53 Specials
2:36 Science/ Social Studies
3:19 Home Room
3:30 Dismissal

Immediate Goal: Weekly Planner

High Frequency Words:

Phonics Skill:
Vocabulary:
Comprehension Skill/ Learning Goal:
Strategy:
Spelling Words:
Grammar:
Week of:

Monday

Tuesday

Wednesday

Thursday

Friday

Reading

HFW
Phonics Skill
Vocab ?
Comp Skill

HFW
Phonics Skill
Vocab ?
Comp Skill

HFW
Phonics Skill
Vocab ? Comp Skill

HFW
Phonics Skill Vocab ?
Comp Skill

HFW
Phonics Skill Vocab
? Comp Skill

Read Aloudmodeling Comp Skill

and strategy

Story- Weeks
Words (I read, we
read)
online book

Story- weeks words

(we read)
Choral read at
tables

Story- words
independently, 2nd
story read aloud on
floor

Story- Time for

Kids, another book,
2nd story at table,
independent read
Grammar

Grammar
Grammar

Grammar
Writing

Math

Science/
Social
Studies/ SEL
Other

Mini- lesson:

Grammar
Mini- lesson:

Mini- lesson:

Mini- lesson:

Mini- lesson:

Guided Practice
Share with friends
Independent write
Share with partner
Share 2 in circle
Indicator:
Lesson:
Teacher:
iPad:
Fact Power:
Indicator:
Activity:

Guided Practice
Share with friends
Independent write
Share with partner
Share 2 in circle
Indicator:
Lesson:
Teacher:
iPad:
Fact Power:
Indicator:
Activity:

Guided Practice
Share with friends
Independent write
Share with partner
Share 2 in circle
Indicator:
Lesson:
Teacher:
iPad:
Fact Power:
Indicator:
Activity:

Guided Practice
Share with friends
Independent write
Share with partner
Share 2 in circle
Indicator:
Lesson:
Teacher:
iPad:
Fact Power:
Indicator:
Activity:

Guided Practice
Share with friends
Independent write
Share with partner
Share 2 in circle
Indicator:
Lesson:
Teacher:
iPad:
Fact Power:
Indicator:
Activity:

Meetings, events, etc.

Short Term Goal: Word Lists

I have exchanged emails with our schools literacy coach about my struggle with
word lists this past year. This is what we have discovered.
Last year I used
High Frequency Words- in Journeys (curriculum) text books and guided reading
books, I also put on index cards and reviewed in guided reading
Spelling Words- in Journeys, used as words for centers and worked on spelling
during guided reading
100 Fry Words- were introduce and practiced in guided reading groups
Need to further discuss
Word Wall Words
Journeys words or other words for HFW and spelling words
Center words

Short Term Goal: Guided Reading Weekly Format and Anecdotal Note Page
Day :

Date:

Before Reading
Word Work
Comprehension Strategy/ Learning Goal:

Strategy:
Book title:
o
o
o
o
o
o

Level
Summary
Background Knowledge
Picture Walk
Locate vocabulary
Pg.
Purpose for reading
Comprehension strategy

Pg.

During reading
Student:

Student:

Student:

Notes:

Notes:

Notes:

Star:

Star:

Star:

Wish:

Wish:

Wish:

Student:

Student:

Student:

Notes:

Notes:

Notes:

Star:

Star:

Star:

Wish:

Wish:

Wish:

After reading
Story Discussion
Write the comprehension strategy and/or summary in journal
Word Work

Long Term Goal: Literature for every writing unit

Unit
Personal Narrative

Book

Author

Procedural Text

Informational Text

Time for Kids

National Geographic Kids

Nonfiction Narrative

Persuasive Text

The Duckling Gets a Cookie!?

Mo Willems

Poetry

Love You Forever

Robert Munsch

Letter Writing

Dear Mrs. LaRue

Mark Teague

Long Term Goal: Implement Writers Workshop with units of study and teaching points
(Teaching Points came from Doane Writing Class: Instructor: Nancy Christensen and Hoyt
curriculum)
Personal Narrative
Procedural Text
Informative Text Nonfiction Persuasiv
Poetry
Narrative
e Text
Topic- immersion,
Immersion
Labels
Same as
Elements
Use of white
let them see what it
informatio
of
space- Line
looks like
nal text,
persuasiv
breaks
but add
e
elements of
speaking as
the animal
Fearless Spelling
Story tell- share
Bold Words
Talking as
Say what
Shape poems
ideas
if you were
you
the animal
believe
Easy to read
Materials- things
Vocabulary
Use of I,
Title
Rhythm
handwriting
you need- list
words
we, my
Focus
Transition
Inserts- zooming
Good
Repetition
words- after that,
in
Reasons
next, then, later,
finally
Stamina
Pictures that
Diagram
Facts
Focus
teach- up close
and specific
Organization- BME
captions
Text fonts
Illustratio
Word choice
ns
OrganizationSequence
Maps, charts,
Ending
Meaningfulness
scenes
timelines
Feelings/ internal
Detailed and
Different kinds
Mentor texts
thoughts/ emotions
specific writing
of ex. Dogs,
horses etc.
Details- dialogueFocus
True facts
Thought
what were people
provoking- ask
saying
questions- how,
why, where,
when
Details- Tiny action- Fearless Spelling Table of contents
Rhyme
what were people
doing
Details- thoughtsSophisticated
Page #
No Rhyme
what were people
Punctuation
thinking
Transition words
Write final step
Compare and
Length
that makes sense
contrast
Show not tell
Dedication Page
Flaps
Show not tell
Leads
Authors page
Illustrations and
Tiny action
photographs
Setting
Caution
Comprehension
Verbs
statement
question/ quiz
Word Choice, verb
Did you know
Photo gallery
Internal Thought
choice
page
Details in
illustrations
Motion of character
Use of space
Labels
Dedication Page
About the author
Timeline
Manipulation of
time
Use of white space
Relive the momentmovie

Letter Writing
Greetings

Capitalization
Proper Nouns
Common
Nouns
End of a letter
Use of white
space

Academic Growth: Why I chose each goal and how it will help students.
Immediate goals:
Schedule: I chose to create a schedule to ensure reading, writing, and handwriting
are taught daily. The schedule will keep me accountable as well as communicate
with those in my building what I will be teaching at what times. It will also help
others to know when I need aide assistance. By having a daily schedule, students
will know what to expect and when.
Weekly Planner: This year we used a planner, but it did not have all the literacy
elements included in this planner. The elements at the top are elements taught each
day. The items listed under the days are the order in which I will teach them.
Having all the elements in one place will help me organize what I will be teaching
each week. This is the document we (teaching partner and I) will use to plan each
week, so that we will both be on the same page. Last year I did not teach most of the
elements listed on the weekly planner, by putting them on this document I will know
what to teach and when. I have looked at the curriculum and decided how I want
the literacy block to flow from one element to the next. By having this planner, it
will make me be consistent and accountable throughout the year. Using the planner
will help me teach different elements to students, that I left out last year such as
phonics, grammar, and spelling. By having these elements in a certain order it will
again help students know what to expect each day. By using the schedule and
planner it will ensure reputation of skills to help students learn the different elements
of literacy.
Short Term Goals:
Word List: This year we switched curriculums and it was very unclear on what word
lists we were used for fry words, high frequency words, vocabulary words, word wall
words, center words, and spelling words. I have gone through the curriculum and
figured out the method I used last year. I have also communicated with our literacy
coach and we have discussed a few different elements as well as areas that we need
to collaborate with our literacy team. The reason this is important, is because it was
an area I struggled with last year and it would help clarify what I will be teaching
and when. It will be the different words I will put in my centers, words I teach,
words students practice reading, and words students practice writing.
Guided Reading Format: Last year I felt as though my guided reading time was fine,
but could definitely improve. I have put together the sheet I will use to guide my
guided reading lessons as well as take anecdotal notes on. What I want to hone in
on is what different strategies I will teach students. I also want to work on meeting
students where they are and giving them the necessary practice and strategies. The
reason this is a short-term goal, is I am not sure what level of students I will be
teaching and what type of instruction they will need. I have also put together a list of
possible activities to do during guided reading: Word cards, sound cards, magnet
letters, fluency phrase cards, picture walk, whiteboard word work, find vocabulary
words in text, learning goal, strategy, writing summary or strategy. Guided reading
is such an important part of the day, because it is helping students in small groups
with reading. I want to be sure I am teaching with the appropriate techniques and
strategies.

Long Term Goals:

Literature for every writing unit: This spring I took a writing for primary grades
course, in this course I realized how important it is to have mentor texts that align
with lessons. I plan on going through my books, ordering books, and taking
anecdotal notes throughout the year about books used and books needed. This
process will take time and money in order to have a rich library of mentor texts for
each writing unit. Using mentor texts give students examples of what they are
expected to produce. It also gives them ideas on how be a great writer. Mentor texts
are also wonderful for many other reasons.
Implement Writers Workshop with units of study and teaching points: Last year I
just focused on the units of study and my writing time was extremely difficult. This
year I would like to do writers workshop have units of study. During the units of
study there are several different teaching points to address. The teaching points
listed above are from Doane Writing Class. The instructor was Nancy Christensen.
I also used Hoyt writing curriculum. By using writers workshop the students will go
through the writing process and be able to learn about the different units. Students
will also be able to practice the processes and units during the writing center. By
using writers workshop our writing block will have a predictable flow.