Professional Documents
Culture Documents
Literacy Plan Holli Haskins & Victoria Parrott Longwood University April 21, 2018
Literacy Plan Holli Haskins & Victoria Parrott Longwood University April 21, 2018
Literacy Plan Holli Haskins & Victoria Parrott Longwood University April 21, 2018
Longwood University
Contextual Factors
Elementary has approximately 630 students and in grades kindergarten through fifth grade.
Occoquan Elementary demographics show 52% Hispanic of any race, 0.8% American
Indian/Alaskan, 8.7% Asian, 19.3% African American, 0.3% Hawaiian/Pacific Islander, 14.3%
White, and 5.1% Two or More races. More than half of the students at Occoquan Elementary
At Occoquan Elementary School there are five second grade classrooms. There are 107
second graders, 57 ESOL students, 6 Special Education students. There are 56 Hispanic students,
and 25 African American students. When reviewing data for all of second grade the five
classroom teachers and two ESOL teachers look at data from all the students, but specifically for
Description of Need
literacy need in the following areas: comprehension of nonfiction texts (51%), use of text
features (56%), and comprehension of fiction texts (65%). This data demonstrates a grade level
year Reading Benchmark data from January 2018. There were three areas that were below the
passing rate of 80%. In the reporting category of SOL 2.9, students in second grade correctly
answered 51% of questions relating to reading and demonstrating comprehension of nonfiction
texts. For the reporting category of SOL 2.10, students correctly answered 56% of questions
relating to using pictures, captions, and charts to understand a text. For the reporting category
of SOL 2.8, students in second grade correctly answered an average of 65% of questions relating
Guided Reading
homogeneously by developmental reading level. In this approach, the teacher provides students
with differentiated support based on individual needs. Guided reading provides students to
experience working with a variety of genres of texts. Guided reading addresses the
demonstrated literacy needs in the data because it provides support on specific comprehension
skills for both fiction and nonfiction texts. It will also expose students to different text features in
a variety of texts to further enhance understanding of texts. The materials needed for this
program would be a class set of leveled books so that every student could have access to on-level
text. Pitfalls may include time and organizational issues. Teachers that are new to this approach
may not be comfortable with implementing this in the classroom and/or unaware of the benefits
A Balanced Literacy Program incorporates a balance of reading, writing, and word study
components into literacy instruction. It provides opportunities for whole group, small group, and
independent practice to scaffold students into readers and writers. The Balanced Literacy
Approach enhances reading, writing, and word study by recognizing their relationship with one
another. This approach would be relevant to second grade literacy needs presented in the mid-
needs. A balance of these literacy strategies would boost comprehension through exposure and
experience with a variety of texts. Materials needed for the Balanced Literacy Program would be
a class set of leveled texts for guided reading, a diverse classroom library for shared and
independent reading, sorts and activities from Words Their Way for word study and writing
materials. The pitfalls of this program are planning for multiple differentiated reading and word
study groups.
This teacher designed plan is called GUIDE. GUIDE derives from a math program that
the second grade team at Occoquan Elementary already uses. Each letter in the word GUIDE
stands for a different rotation. The G stands for Games; this is where students will focus on doing
word sorts and activities for Word Study, from Words Their Way. The U stands for
Understanding; this is where students will focus on reading with a teacher. The teacher should
should pick a comprehension skill that students need to learn or are struggling with to teach. The
I stands for Independent Reading. This is where the students get to have choice and freedom in
deciding what they want to read during their rotations. The D stands for Developing Fluency.
This rotation is where the students get to hear a fluent reader read to them by using the online
reading program called My On. The E stands for Expressing Yourself. This is where the students
get the chance to express themselves by writing. The pitfalls of this plan include needing to only
have six or less students in a group. The small group setting is best for guided reading because
having enough leveled texts for more than six students in a group is difficult. Another pitfall
would be having your classroom run smoothly since every rotation is only 18 minutes long.
Students need to have urgency and be prepared for every rotation they go to.
Description of Solution
that this solution would be a great fit for the second grade team and would also be beneficial in
enhancing not only comprehension, but all areas of literacy. Since GUIDE is already used in
math in second grade, the familiarity of this program should be an easy transition for teachers.
The GUIDE approach is a combination of different literacy skills including: differentiated word
study, guided reading, fluency work, independent reading, and writing. Students rotate every 18
minutes in order to visit every station in the 90-minute Language Arts block.
Justification
used in a literacy classroom. Through this approach students get to visit a word study station, a
guided reading station, an independent reading station, a read aloud station, and a writing station.
Through this approach students will be able to better comprehend fiction and nonfiction texts.
This will also help students use pictures, captions, and charts to understand a text. This approach
also benefits students because it gives them choice and exposure to different types of
print, using My On. This approach is also very engaging for students as they are given the
opportunity to move around the classroom and practice a variety of skills at their level.
Supplementary Materials
The supplementary materials needed for the teacher-designed approach, GUIDE, would
be different for each of the 5 stations. For the Games/Word Study station, the teacher will select
differentiated sorting patterns for each group based on their developmental spelling stage. Their
stage will be determined by the Words Their Way Elementary Spelling Inventory. The students
will be introduced to their sort on Monday, and then complete a variety of sorts, games, and
activities throughout the week during their station time. These sorts, games, and activities will
For the Understanding/Guided Reading station, the teacher will need a classroom set of
leveled books to differentiate for each group. In this station, the teacher will guide students
toward understanding of different genres of text. There will also be a focus on vocabulary and
fluency. The teacher will monitor progress and complete running records for fluency check. The
teacher will also prompt student thinking by asking questions about the text to check for
strategy of focus.
For the Independent Reading station, students are given the chance to read for enjoyment
and choose their own texts. The materials needed for this station is a classroom library with a
wide range of books for students to choose from. Students may also bring in books or texts from
outside sources. The teacher may need to guide students in choosing an ideal independent book
to fit their independent level and personal interests. Students will have the freedom to choose
tablet in order to access the My On online program. My On is a reading program that was
recently purchased at Occoquan Elementary school. This station will give students the
opportunity to use this new program to practice listening to audio passages that model fluent
reading. Through this program the teacher can also assign comprehension questions that can be
asked at the end of a book that the student has read or that is read aloud to them. There may also
be a project that is assigned with the book. This holds the students accountable for paying
For the Express Yourself/Writing station, students will need paper and a writing journal.
This station will provide options for free-writing, written responses to text, and roll-and-write
prompts. The focus of this station may vary depending on the day/week. It can be used to check
their individual journals and will be used for conferencing with the teacher.
Process of Implementation
To implement the teacher designed plan: GUIDE, the classroom teachers, reading
specialists, and reading coaches would need to sit down together and analyze the Benchmark
data. This will help determine specific comprehension needs of the students. The classroom
teachers will need to administer a Development Reading Assessment (DRA) and perform
running records to determine developmental reading levels. The classroom teacher will also need
to administer a Words Their Way Spelling Inventory to determine each student's spelling stage.
Each teacher will also meet with the reading specialist and coach to discuss
spelling inventory data and developmental reading levels. With this data, along with the
Benchmark data, they will organize their tiered instructional groups. The developmental level of
each group will help determine the amount of teacher guidance needed. For the Tier 1 group(s),
there will be low level of teacher-guidance and more independent practice. For the Tier 2
group(s), there will be some teacher-guidance and some independent practice. For the Tier 3
group(s), there will be a higher level teacher guidance and less independent practice.
Description of Plan
All of the second grade teachers, ESOL teachers, special educators, Title I specialists
and reading specialists will need to attend the professional development sessions. The reading
specialists and coaches will lead the professional developments for the second grade teachers and
other instructional staff. At the beginning of the professional development the reading facilitators
will go over the data and the solution chosen to enrich the education of the second graders. They
will provide their research and justification for why they think GUIDE will work best to improve
skill. Fluency, word work, writing, comprehension should be taught simultaneously in order
for students to make connections between these areas of literacy. We will provide examples of
ideas to use in each GUIDE station to help teachers with instructional planning. We will also
discuss the importance of keeping students on-task and engaged during each rotation.
Throughout the school year, literacy specialists and coaches will observe and model
lessons, as well as check in and reflect on progress and/or make necessary changes. Student
assessment will be continuously analyzed and discussed for progress monitoring. Changes will
No supplemental materials are required for this plan as we have chosen to use programs
that the school already has in place, just in a different, more purpose-driven way. Since the
GUIDE approach was adapted from the math program currently used in the second grade,
it removes spending a great deal of time on introducing an entire new plan that teachers are
unfamiliar with.
Data demonstrates that the current reading program, the Benchmark series, is not meeting
the literacy needs of students, particularly in comprehension. Simply using the Benchmark series
to drive guided reading is not meeting the standards set forth by the Virginia Department of
Education or the Benchmark Reading tests. By using GUIDE students will be exposed to a
balanced literacy program that focused on best practice and putting the students’ needs first. We
believe that teachers will be more open-minded and motivated to use this approach since it uses
The school reading specialist or coach will facilitate the professional development
session with the second grade team. Next, teachers will meet individually with the reading
specialist or coach to analyze data and organize groups with common literary needs. After
instructional grouping decisions have been made, implementation of GUIDE will begin. The
specialist and coach will check in regularly with each teacher, as well as meet with the team as
whole to share ideas and thoughts with one another. After each assessment period, the team and
specialist will meet to discuss strengths and weaknesses presented in the data, as well as set goals
for improvement. The specialist and coach will provide modeling for teachers, if needed or
Timeline
The two weeks February March April/May
following the Mid-
Year Reading
Benchmark
Once all students have Specialist/coach will Specialist/coach will Students will take the
completed taking the provide professional provide modeling in end of year Reading
Mid-Year Reading development for each classroom during Benchmark.
Benchmark, all second the second grade team GUIDE/Language Arts
grade teachers, and the and discuss plans for block.
reading specialists implementation.
should sit down and GUIDE
analyze the data for Language Arts
together. They should block will be
determine areas of explained.
weakness that need to
be focused on.
Students will be One week after the Classroom Second grade teachers
grouped by DRA level professional observations during and reading
and by Word Study development, GUIDE and specialists/coaches
group. implementation of debriefing/reflection will analyze end
GUIDE will begin. meetings for each of year data for all of
teacher during planning second grade. Data will
time. be compared to the
mid-year test. This
will show how effective
the GUIDE program
was.
Team will discuss
strengths/weakness
with GUIDE and ways
to improve any
problems with GUIDE.
This, along with
assessment data, will
determine how GUIDE
will be implemented in
the future.
Assessment Plan
Assessments will take place weekly and monthly. A weekly spelling assessment will be
given based on the students' word study groups. Running records and DRAs will be
assessed monthly to see student reading growth. Students will also be given a weekly
comprehension assessment on the Benchmark site to get them used to taking tests similar to the
Mid-Year and End of Year Reading Benchmark Assessments. Writing will be assessed
biweekly, using the writing completed during centers. The classroom teacher will hold writing
Many times, teachers get burnt out on doing reading centers because of the lack of
classroom management or time management. When using the GUIDE plan, it is important to
have time management. Since students are only at each center for 18 minutes it is important
to have a timer set so that there is no going over the designated time. A large timer should be
used for students to see too so that they can pay attention to how much time they are working
or wasting. Also, students should be well organized for each center they go to. This is where
a five-pocket folder would come in handy. Students could carry around the folder to each center
and each pocket could hold any paperwork from each of the five centers.
References
from https://solutions.myon.com/professional-development
from http://www.doe.virginia.gov/support/nutrition/statistics/index.shtml