Read 680

Literacy plan
Alexis Kiriakos, Madison Nalewanski, Kelsey Paulus,
Molly Watson
 Contextual information
10 Miles from 2015-2016;
the White House 90% of all 3rd
graders
(110)passed
their Reading
SOL
10% Failed

Integrated classes
with both SPED and
AAP students

Less than 5 students on

free/reduced lunch
Description of need/data
The students are struggling with reading comprehension mostly in the area of
main idea. The strategies necessary to understand and correctly identify what they
are reading and what the main idea of the text is needs to be worked on. The
specific comprehension strategy this plan will target to improve is determining
importance, linked to the skill of finding the main idea.
Missing comprehension strategy Problems identifying main idea

Determining importance Issues isolating main idea

Data analysis
Solution that we chose
Pair Determining Importance and the skill of main idea

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

1. Select a text- Texts can range in genres and should exposed students to a variety of texts. Text selection should also focus on
the alignment of teaching determining importance.
2. Explicit instruction- The teacher explicitly explains the strategy of determining importance, why we use the strategy to help
comprehension, and when students can use the strategy. This section should answer the following questions: What is the
strategy? Why is it helpful for understanding the text?
3. Model the strategy- The teacher models how to apply the strategy of determining importance while thinking aloud as the texts
is read.
4. Guided Practice- The teacher guides and supports students as they learn how to use the strategy of determining importance.
5. Independent Practice- The phase occurs when the students have been explicitly taught and practiced.
6. Corrective feedback/monitor- as students practice, the teacher asks them to think aloud as they use the strategy of
determining importance. The teacher provides corrective and positive feedback.
7. Application- The teacher gives students many opportunities to practice using the strategy until they can apply it to various texts
independently.
How do we apply it?
Diffe
rent
Variety of Texts of In Levels
teres
t!
Effectively use
Strategies
Find a
comfy spot
Guided to read!
Reading Independent
Poetry Narrative Partner
Expository
Reading
SMALL
GROUP Read
Alouds!
Shared WHOLE GROUP
reading!
 Graphic Organizer!

Comprehension and Vocabulary Strategies for the Elementary Grades by Jerry Johns, Susan Lenski, and Roberta Berglund
 Professional
development/timeline
August 9th, 2017 CCCM is introduced
as well as the proficient
reader research
solution.

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

1 begins begins: Inquiry. Meeting
with the 3rd grade
teachers to discuss
inquiry.

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

Research. Meet with 3rd
grade teachers to
discuss.

August 28th-September Phase 1 Week 3 begins:

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

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

Phase 2 begins Modeling & Debriefing.
Observe teachers and
debrief after lesson.

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

Mid-Cycle Reflection.
Meet with 3rd grade
teachers to discuss how
things are going.
References
Adler, C.R. (Ed). 2001. Put Reading First: The Research Building Blocks for Teaching Children to Read,

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

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

Guilford Press.

Miller, S. & Stewart, A. (2013). Literacy learning through team coaching. International Reading

Association.