You are on page 1of 12

Cardinal Elementary Strategic Literacy Plan

2015-2016
COMPONENT 1- GOALS:
Literacy development is one of the most important goals at Cardinal Elementary School. We are
building and sustaining a school culture in which high quality literacy instruction for all students
is our utmost important. Our primary literacy goal is to help every child read at or above grade
level. However, this goal alone is insufficient and requires that students accomplish several
smaller, formative literacy goals along the way. These formative goals will be measurable and
based on multiple assessments. To achieve our goal of literacy for all, Cardinal Elementary
embraces a balanced, comprehensive approach to literacy. Our approach will be guided by
educational research aimed at increasing students’ ability to connect with their reading, and to be
involved with rigorous, and relevant instruction that supports their reading and writing skills and
development. Our goal is for all Cardinal students to be life long proficient readers while also
fostering a love for reading each day.
As a building, we will:
● Focus literacy instruction on systematic reading and writing strategies.
● ™Provide a wide range of books and reading materials of appropriate complexity.
● ™Monitor the literacy progress of all students and develop a plan for additional
instruction, when necessary.™
● Make certain that all teachers accept responsibility for developing literacy skills.
Component 2- Leadership:
Effective leadership is essential in all parts of CCSD strategic literacy plan. To the
greatest degree possible, leadership support will also involve the building principal, director of
curriculum and instruction, district literacy coach, instructional coaches, title one/reading
recovery teachers, PLC leaders, and special education and general education teachers. Cardinal
Elementary will operate as one cohesive system to best meet the needs of all of our students
rather than as a group of isolated programs.
Supplementary Reading Programs:
Cardinal Elementary will continue the Title 1 Reading and the Reading Recovery program to aid
students who are struggling to remain on grade level in reading. Intervention teachers will
continue their professional development with Comprehensive Literacy Model Training, Reading
Recovery Training, and continued professional development through our local AEA on best
practices . Cardinal Elementary will also partner with Reading Corp to offer support to students
performing slightly below grade level.

Component 3- Assessment:

The following table shows a list of current assessment programs being used at Cardinal Elementary. wpm. -Identifies the student’s instructional level . Students not reading at grade level will be assessed regularly to monitor their reading progress. Teachers will collaborate with Julie Williams.and Shelley Peters to diagnose phonics deficit. To ensure fidelity for administering this assessment.Identifies deficits/strengths with student decoding and comprehension 3x year Classroom teachers will administer assessment. students will practice skills aligned with IA Assessments Fountas and Pinnell Benchmarks K-5th grade -Measures fluency. & comprehension. Time will be spent analyzing the data. professional development on running records . Throughout the school year. accuracy. multiple assessments are necessary to determine if children are performing at grade level and to plan instruction. Priscilla Giltner.In order to gauge the effectiveness of our literacy initiatives. Assessment Grade level Purpose Frequency of use Resources and Action Plan IA Assessments 2nd-5th grade State-wide assessment requirement 1x year Classroom teachers will work on test preparation at least 2 weeks prior to testing.

3 x year Title/Reading Recovery teachers The school will be responsible for: 1. Observational Survey administered to the lowest ⅓ of 1st grade readers. FAST Assessment K-3rd grade WPM. and to each newly enrolled first grader. and staff members certified to administer the FAST assessment. FAST progress monitoring All students below grade level will be progress monitored on a weekly basis Measures wpm/fluency Weekly Staff members certified to administer the FAST assessment. Special education teachers. onset sound. word segmentation 3x year FAST aReading K-5 Comprehension skills with recommended focus for instruction 2 year Title teachers. Evaluating the effective implementation of a variety of literacy assessments to inform instruction and advanced achievement (including both standardized and teacher developed assessments. use results to plan skill specific groups for math and reading.and the FP assessment will take place. Skills IA 3rd-5th grade specific ELA skill based on IACC Quarterly Classroom Teachers will administer. . nonsense words. CFAs). sentence reading.

2. Providing time and resources for collaboration among instructional staff to analyze and/or use reading and writing assessment data (PLC time) 3. and using data on student literacy achievement on an ongoing basis as part of the instructional planning cycle. analyzing. Providing frequent opportunities for student self-assessment. Conferencing with students regarding literacy assessment data on a regular basis. format. Organizing student data for reporting and communicating with parents regarding student progress.2. Collecting. reflection. 5. comprehension strategy work. Working grade-level team members to develop and use common formative assessments. and communicating school assessment data (Google Docs) 4. Using data to evaluate how instruction is meeting the needs of all students by addressing learning objectives. analyzing. The teacher will be responsible for: 1. Ensuring the literacy requirements and expectations are being followed. and fluency. 4. 3.CURRICULUM AND INSTRUCTION: Cardinal Elementary will ensure that sufficient time for implementation of our literacy initiative takes place through language arts instruction. Grad e Level Minutes/Day Purpose Resource What teacher will do: . Review bi weekly PLC minutes related to student data and assessment 3. Ensuring a school schedule and staff personnel to support continuous assessment and progress monitoring. Actively participating in school and grade-level collaboration on analysis and use of student data. The following describes Cardinal Elementary’s implementation. Reading instruction will begin during the first week of school and will continue through the last week of school. and goal setting. 6. The instruction will have a balanced approach to literacy that encompasses phonemic awareness. The school leader will be responsible for: 1. with a heavy emphasis on reading. COMPONENT 4. Have a universal way of collecting. Each classroom will provide high quality instruction that aligns to the Iowa Core Curriculum. Administration will conduct walk throughs 2x per quarter to gather data on implementation. and summative assessments. All students in grades kindergarten through 5th grade will receive 120 minutes of language arts instruction each day. 2. and resources that will be utilized daily.

purposeful literacy task. Teachers should use Bookflix only in moderation.janrichard songuidedr eading. The teacher will provide mentor Teacher teaches small group lessons while students are in rounds Breakouts are required to correlate directly to the focus lessons Student accountability piece will be in place. -CAFE & CAFE accountability: http://www.com/articles/ are-they-reallyreading -Model Classrooms ● Lite racy Coaches ● Inst ructional Coaches ● TL C model classrooms ● Jan Richardson Site: http://www .thedail ycafe.Daily 5 Whole Group Mini Lesson K-5 K-5 60 min 5x wk 20 min 4x wk (2nd-5th) 20 min 3x wk (K-1)20 min 4 x wk Management structure facilitates independent practice while teacher has guided/skill based instruction Comprehensio n focus with a connection to grade level units of study and genres. -Daily Five: Raz kids with comprehension questions and stories.com /literacytips Small group guided resources: Teach students explicitly. the steps & expectations for D5 -Common Core Texts -Jan Richardson’s Next Steps to Reading -Comprehension Use GRR each day to guide a reading skill/strategy. Time for student reflection and focus wrap up .

4x wk Teaches students the Using GRR consistently utilize Lucy CalkinsUnits of Study .Small group K-5 Instruction 20 min 5x wk Mentor text will be used to model comprehensio n strategies while also delivering content in connection to science and social studies when using non-fiction. expectations). A variety of genres will be used. create anchor charts to guide students in their independent practice (thinking stems. Next Steps to Guided Reading by Jan Richardson Personnel ● Juli e Williams ● She lley Peters ● TL C model classrooms Teacher will connect focus lesson to small group lesson. The focus lesson in small group will connect to the whole group focus lesson (comprehensio n decoding strategy). BLAST from Really Great Reading Skill based groups will need to change periodically Phonics Blast K-2 and 15-20 min 4x wk Title Work on phonics and decoding strategies Skills IA Tutor 3rd-5th Used 2x-4x week Skill and Sheila Fetter concept driven Cindy Green lessons that are individualized to student needs Teachers will create Skills Tutor lessons that are differentiated for individual student needs Writing Instruction K-5 45 min. Connections -Keys to Comprehension -Strategies that Work ● Inst ructional Coaches ● Lite racy Coaches ● TL C model classrooms texts to model. The whole group mini lesson will tie to student’ D5 literacy tasks. Differentiate based on skill.

Mini lesson with modeling. some combination of the core reading program. using mentor text 4 x week. Continually add to the word wall .Hig h frequency words . Students are encouraged to write while also connecting their writing to Units of Study. Words Their 3rd-5th Way grade Word Wall and High Frequency Words K-5th grade 10-25 min 5x week/group rotations N/A ● TL C model classrooms ● Sup ports from AEApossibly Fran McVeigh ● Jen ny Hadenfeldt and follow Lucy Calkins.Uni ts of Study vocabulary N/A Plan Words Their Way small group lessons based on student’s need. Provides resources for students to refer to. Writing Skills. Phonics Skills.Our commitment is to identify children who are reading below grade level. coupled with additional highly specific supplemental reading materials and/or intervention programs. Incorporates units of study vocabulary. and provide them with “unique” instruction based upon their needs. Content and lessons will align with IACC. Differentiated words/spelling lessons Administer inventory 3-4x year. will be used for reading instruction. Our plan for interventions: . The combination of materials used will be based on the learning needs of students. Jan Richardson’s Next Steps to Reading will be a framework for literacy lessons- INTERVENTIONS For children reading below grade level. Jenny Hadenfeldt Vocabulary Skills. Writer’s workshop model with clear student expectations.with/ Lucy Calkins Writer’s workshop process by using mentor text and modeling. or who are otherwise at risk for reading problems.

17 students 5x week 20 minutes Colton Moore &____________ Sheila Fetter. .daily On grade level. and assessment.1-2x week Classroom teacher and Special education teachers Resources: AEA (Jaci Jarmes. The school will be responsible for: ● Incorporating literacy goals and plans into each day. curriculum. intervention.1st grade 5x week for students who Julie Williams qualify based off observation Shelley Peters survey data Priscilla Giltner* Title 1 Reading (K-5)Comprehensive Literacy Model 5x week for qualifying students Julie Williams Shelley Peters Priscilla Giltner Reading Corp (Kdg-3rd). culturally relevant instructional and intervention materials. the district will be responsible for: ● Establishing priorities in standards.Internal Coach Associate working with students 5x week 15-20 minutes TBD Daily small g Below grade level. Michelle Deshler). instruction. ● Selecting and purchasing high quality. ● Providing continuous training for the implementation of these materials and the technology to accomplish district literacy goals. ● Training administrators on the proper evaluation of literacy instruction.Program/Intervention Frequency Reading Recovery. Title teachers) Summer Program 8 weeks. research-based.2 hours of literacy with whole group/guided instruction AEA consultants Jan Richardson’s Next Steps to Guided Reading After School Program 1st grade students below grade level TBD roup instruction Personnel To ensure program compliance in the area of curriculum and instruction of literacy.3-4x week Above grade level.

data and student work (PLC). The teacher will be responsible for: ● Using research-based practices to guide student learning. ● Providing continuous support for the implementation and use of literacy materials and technology to accomplish district literacy goals. ● Researching. and modeling effective literacy instruction. ● Developing instructional activities to increase student independence in literacy across the curriculum. ● Providing opportunities for grade-level/departmental groups to meet at least twice a month to analyze literacy strategies. walkthrough data Lucy training Rubrics . and student work on a regular basis. = 8 times per year.● 2 Quarterly walkthroughs by district administration to collect data on implementation Evaluating and giving feedback to teachers to ensure alignment with the district’s Literacy Plan. ● Analyzing literacy strategies. assessment. observing. Needs: Benchmarks along the waysurveys. ● Selecting materials and methods to accomplish literacy goals. ● Using district literacy and technology resources to improve students’ literacy achievement and proficiency. assessment data.

t hedailycafe.thedailycaf e.j anrichardso nguidedread ing. Writing notebooks with reading reflections will be in place. Teacher teaches small group lessons while students are in rounds ● AEA consultants on staff to coach with teachers ● Jan Richardson Site: http://www. purposeful literacy tasks. com/articles /are-theyreallyreading ● Goal Setting: https://www .com/lite racy-tips ● CAF E accountabili ty: http://www. the steps & expectations for D5 Teachers should use Bookflix only in moderation.Summer Planning: Daily 5 Grade Level Minutes/Da y Purpose K-5 60 min 5x wk Management structurefacilitates independent practice while teacher has guided/skill based instruction Resource What teacher will do: Daily Five: Raz kids with comprehension questions and stories Teach students explicitly. Time for student reflection and focus wrap up .com/articl Breakouts are required to correlate directly to the focus lessons Student accountability piece will be in place.

20 min 5x wk Differentiate based on skill. Mentor text will be used to model comprehensi on strategies while also delivering content in connection to science and social studies when using non-fiction. -Common Core Texts -Jan Richardson’s Next Steps to Reading -Comprehension Connections -Keys to Comprehension -Strategies that Work Use GRR each day to guide a reading skill/strategy. expectations). The whole group mini lesson will tie to student’ D5 literacy tasks.es/goalsandtimelines ● Whole Group Mini Lesson K-5 20 min 4-5x week Small group Instruction K-5 Phonics Blast K-2 Comprehensi on focus with a connection to grade level units of study. 20 min 4x wk Work on phonics and decoding BLAST from Really Great Reading Skill based groups will need to change periodically . The teacher will provide mentor texts to model. create anchor charts to guide students in their independent practice (thinking stems. The focus lesson in small group will connect to the whole groups focus lesson (comprehensi on decoding strategy) Next Steps to Guided Reading by Jan Richardson Personnel ● AEA staff to consult Teacher will connect focus lesson to small group lesson.

strategies Skills IA Tutor 3rd-5th Used 2x-3x week Skill and concept driven lessons that are individualize d to student needs Teachers will create Skills Tutor lessons that are differentiated for individual student needs SUMMER INTERVENTIONS Program/Intervention Frequency Personnel Title 1 Reading (K-5) 5x week for qualifying students Julie Williams Shelley Peters Priscilla Giltner Reading Corp (Kdg-3rd).17 students 5x week 20 minutes Colton Moore Associate working with students 5x week 15-20 minutes TBD Daily small group instruction 5x week 20 minutes (each summer school student) Classroom teacher .