Professional Documents
Culture Documents
School Literacy Plan Moore
School Literacy Plan Moore
Donna Moore
School
County School
District
• Rural area • 1 elementary schools • Preschool – 4th grade
• 1300 total population • 1 middle schools • 553 student population
• White (50%) • 1 high schools
• Black (34%) • Students with
• Hispanic or Latino (6%) disabilities (13%)
• Two or more races (6%) • Families with income
below poverty level
(65%)
Literacy Need
XXX County Public Schools, Virginia
Elementary School
PALS Data - October, 2022
Current Percentage of Previous
Grade Level Students Identified Grade Level *
Kindergarten 10% 82% PK experience
1st Grade 17% Kindergarten
2nd Grade 30% 1st Grade
* Data reflects the instruction of this grade level since the PALS assessment was given at the beginning of the school year.
Literacy Need
Kindergarten – 2nd Grade
(The Reading League, 2021)
Research
General Information
• K - 3rd Grade Whole Group Instruction
• Intervention for K - 3rd Grade as well as an additional program for grades 4-12
• A whole class instruction that focuses on phonics, letter/sound correspondence and
contains a read aloud portion. It also incorporates writing and spelling into the
everyday reading instruction.
Possible Solution
Read Well (Really Great Reading Company, 2015)
General Information
• Pre-K-3rd Grade
• Aligned with the Science of reading: phonological awareness skills, print awareness
skills, phonics and decoding, word attack, vocabulary development, fluency, oral and
written comprehension strategies, and writing skills and conventions
• Supplemental curriculum to literature-based language arts program
Possible Solution
Fundations
(Fundations Pre-K to Grade 3: Grounded in the Science of Reading, 2023)
General Information
• Pre-K-3rd Grade
• A whole group or intervention program that is aligned with the science of reading and
includes: phonemic awareness, visual/auditory/blending drills, new phonological
concept(s), word work, irregular word instruction, and text that is connected to the
phonological concepts
Possible Solution
University of Florida Institute (UFLI) Foundations
(UFLI Foundations, n.d.)
General Information
● Pre-K-2nd Grade
• a program of literacy instruction that is aligned with science-based reading research and
provides evidenced-based literacy instruction to students in kindergarten through grade
eight.” (VDOE, Recommended Core Instructional Program Guide 2023, 2023)
• Wonders offers a thorough grounding in foundational skills, including phonological/phonemic
awareness, phonics, spelling, structural analysis, high-frequency words, and fluency. Explicit,
systematic skills instruction is built from standardized routines and features a variety of cross-
media learning opportunities.
Possible Solution
Wonders
● Provides a strong development of comprehension and background
knowledge to include word knowledge and integrates vocabulary
development and writing instruction through units organized
around big ideas.
● Phonics instruction is included as well to support the
development of phonological awareness.
● This program supports teachers to provide differentiated small
group instruction that aligns with whole group instruction.
● The teacher materials include a handbook, overview guide,
videos, and workshops. They are oriented to guide teachers to
effective implementation, including step-by-step guides and
consistent routines across instruction with example language for
corrective feedback.
Solution
Description
Problem Solution
The data from our school shows that 17% of The Wonders program will fulfill the areas of
first and 3% of second grades were PALS need at our school for grades K-2 because
identified and were deficient in two or more there is a weekly lesson plan for all six weeks
areas of word knowledge and spelling. 10% of of each unit, as well as daily objectives, key
Kindergarten were deficient in two or more foundational skills, and progress monitoring.
areas of phonological awareness Student outcomes for a typical week include:
Foundational Skills, which include:
Phonological/Phonemic Awareness;
Phonics/Structural Analysis/Handwriting;
Spelling Words; High-Frequency Words;
Decodable Text; Fluency; and Content Area
Learning. These weekly outcomes will
Justification
Required Materials Wonders Teacher Manual (Units 1-6), Instructional Routines Handbook, computer with internet access, interactive whiteboard,
student chromebooks, Reading and Writing Companions, Literature Anthology books, Leveled and Decodable Readers
Optional Materials Tier 2 and Tier 3 Digital Handbooks, Classroom Library Trade Books, Leveled-Reader Lesson Cards, Word-Work Practice Book,
Workstation Activity Cards
Included Materials Teacher Manuals, Digital resources for the teacher and students, Unit, Progress Monitoring, & Benchmark Assessments
Phonemic Awareness Word-Building, & Sound-Spelling Cards; Incorporates oral blending and segmenting drills with words that contain either
review content or warm-up content for the current lesson.
Visual Drill High-Frequency Word Cards, Visual Vocabulary Cards; Incorporate slides with word features/chunks and letters previously
taught for review. The teacher displays the slides and the student makes the sound or sound for the represented phoneme on the
slide; Teacher will flash high-frequency word cards, as well as photo/vocabulary cards
Auditory Drill Presented with a sound, students identify letters or letter combinations that represent that sound.
Blending Drill Students will use Elkonin or Dot and Arrow boxes to practice blending words; Students are presented with a sound, then they
repeat the sound and say the related letter(s) or letter combination(s).
New Concept During this portion of the lesson, the teacher uses the manual summary to introduce the new concept that will be learned in that
lesson and connects it to previous learning.
Word Work Word-Work Practice Book gives students the opportunity to practice grammar, spelling and vocabulary words; students complete
word chains and other word work activities outlined by the manual for each lesson.
Spelling Word-Building Cards, Sound-Spelling Cards, Digital Foundational Skills Lessons, and the Word-Work Practice Book allow
students the opportunity to practice new, and previously learned spelling words.
Connected Text/Dictation Sentences Decodable passages and sentences that can be used for fluency practice, comprehension work, dictated sentences, or time in text
exposure. These passages incorporate reviewing high frequency words and the word feature that was taught within that lesson.
Solution
Methods, Materials, Techniques, and Strategies
Focus: Implementation of the instruction fidelity across kindergarten through
second grade with strategic implementation and reinforcement of the Wonders
program.
● School climate:
○ Reading specialist, school administration, and grade level team leaders will
promote consistency and motivation between and within grade levels.
○ The program is connected to the science of reading research, data, and steps
to implementation will be presented clearly.
● Implementation of UFLI:
○ Leadership team will receive initial and ongoing professional development
from the company.
○ Teachers will receive initial and ongoing professional opportunities from the
leadership team as well as modules.
○ Required materials will be distributed prior to the start of the school year.
○ Literacy Block (120 minutes):
- 30 minutes of basic program foundations
- 30 minutes of language arts/reading focus
- 60 minutes of differentiated instruction for small groups
Solution
Process of Implementation
Focus: Train all Literacy Specialists, aids, and reading teachers K-4.
Professional Development
Description
Focus: Continue to provide support during implementation to
keep teachers focused on the needs of the students and the
strengths of the program.
Professional Development
Throughout the year
Focus: Motivate teachers to consistently use a new program to
provide continuity within classrooms.
Professional Development
Before:
● Assist with determining the leadership team with grade level
representation
● Work with school administration to professional development plan
● Distribute necessary materials
● Work with the company representative to address needs
During:
● Collect and analyze data for observations
● Model and co-teach lessons as needed
● Assist in data meetings and ongoing professional development
● Schedule and attend gradle level and vertical planning meetings
and schedule peer observations as needed
After:
● Provide annual training for new teachers
● Provide additional training for returning teachers as needed
Professional Development
End of the 23-24 Summer of 2024 Pre Service week of August - November November - June
School year 23-24
The leadership Leadership team Leadership team will Additional grade level Additional grade level meetings will be
team will be will review the meet with all meetings will be held to held to continue to outline the
selected to assist different resources teachers to share continue to outline the implementation for the fourth quarter.
with and meet with the resources and outline implementation for the
implementation company expectations of the second and third quarter. A final meeting will be held to review the
representative. implementation plan. success and challenges of the program to
assist with changes for the upcoming year.
Leadership team Individual grade PALS data will be collected PALS mid year data will be reviewed to
will work with the levels will meet to and reviewed so that determine if adjustments to groups need to
reading specialist review the resources students can be grouped be made.
and building and outline the first appropriately.
administrative team quarter of
to determine how to instruction.
best share
information.
Additional data points will The leadership team will meet to review
be collected to determine if feedback from the teachers to plan
adjustments to groups need additional professional development for the
to be made. new school year as well as plan the
professional development for new teachers.
Implementation Timeline
Student Assessment Faculty Assessment
Implementation Timeline
Assessment Plan
Category 4 3 2 1 Score
Basic foundation skills Basic Foundation skills for oral Basic Foundation skills for Basic Foundation skills for oral Basic Foundation skills for oral
for oral language is language are consistently included oral language are often language are sometimes language are rarely noted in
included in every lesson in lesson plans across grade levels. included in lesson plans included in lesson plans is lesson plans.
plan across grade levels. inconsistent.
Word work and oral Word work and oral language are Word work and oral . Word work and oral language Word work and oral language
language are observed consistently observed by the language are often observed are sometimes observed by the are rarely observed by the
by the principal / literacy principal / literacy coach during by the principal / literacy principal / literacy coach during principal / literacy coach during
coach during classroom classroom observations. coach during classroom classroom observations. classroom observations.
observations. observations.
A grammar component is A grammar component is A grammar component is A grammar component is A grammar component is rarely
included in leach lesson consistently included in lesson plans often included in lesson sometimes included in lesson included in lesson plans across
plan. across grade levels. plans across grade levels. plans across grade levels. grade levels.
Student achievement in Student achievement in the area of Student achievement in the Student achievement in the area Student achievement in the area
the area of comprehension is documented area of comprehension is of comprehension is of comprehension is
comprehension is consistently on a weekly basis. documented often on a documented sometimes on a documented rarley on a weekly
documented on a weekly weekly basis. weekly basis. basis.
basis.
A writing component is A writing component is connected A writing component is A writing component is A writing component is
connected to the lesson consistently to the lesson each day connected often to the connected sometimes to the connected rarley to the lesson
each day lesson each day lesson each day each day
Implementation Timeline
Program Evaluation Rubric
Strategy #1: The literacy coach will lead monthly PLC
meetings with the leadership team so that they can meet
weekly with grade level teams. The Protocol for Examining
Data from the National School Reform Faculty Materials will
guide the discussions.
Implementation Timeline
Sustainability
References:
August, D., Bear, D. R., Dole, J. A., Echevarría, J., & Fisher, D. (2020). McGraw-Hill
https://www.doe.virginia.gov/home/showpublisheddocument/18672/63804105
4386730000
https://www.mheducation.com/prek-12/program/microsites/MKTSP-
BGA10M0/wonders.html
https://www.voyagersopris.com/docs/default-source/literacy/read-well/readwell_brochure_2021.pdf?sfvrsn=
Thank you!