Literacy Profile

Literacy Profile

Emeline Phipps

Longwood University
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Contextual Framework

The student is in third grade, attending an urban elementary school in Richmond,

VA. The school is located in one of the more affluent sections of the city and boasts a

PTA budget upwards of $90,000, with significant parent involvement. 22% of students

qualify for free/reduced price lunch. There are around 435 children enrolled with a racial

makeup of 66% Caucasian, 18% Black, 6% Hispanic, 4% Asian, 4% two or more races,

1% Native American, and 1% Pacific Islander. Most schools in the district have a

Caucasian student body of around 35%, so this school is atypical. The school is fully

accredited and has a reading 85% reading pass rate.

The student, M.B., is initially shy with new people, but becomes vivacious when

she gets comfortable. M.B. is a 8.5 year old, Caucasian, girl at the time of initial

assessment. She appears to live a middle-class lifestyle - full time with her mother and

dog in a single family home in the city. Her parents are divorced and she has a positive

relationship with her father and step-mother who live in a different state. M.B.’s mother

works full time and they rely on friend’s and her maternal grandmother to assist with

school pick-up and drop off. Her room has a small bookshelf full of books and her

mother has a Bachelor’s degree and reads nightly with her. The student participated in

pull-out reading intervention in second grade and the first half of her third grade year.

She does not have an I.E.P. and does not receive any additional services in reading at

this time. Mrs. C is commonly referred to as one of the best teachers in the school and

is skilled in behavior management, providing a positive and calm learning environment.

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The contextual characteristics of M.B., her classroom, and community put her in

a strong position to make positive growth in literacy. Through lesson connecting to her

classroom content, that are personally relevant to her interests we will work to close the

gap between her skills and abilities and grade level expectations.
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Assessment

M.B. was nominated for tutoring by her teacher Mrs. C. who told M.B.’s mother

that she believes the tutoring will provide the push she needs to be on grade level. Mrs.

C. said that while the student no longer receives pull-out intervention services in reading

she is still below grade level. She referenced the student’s asynchrony in reading, word

knowledge, and writing, and low participation in literacy lessons as factors for her wish

that she receive additional help.

Information collected during observations and the Elementary Reading Attitude

Survey it is apparent that the student does not enjoy reading aloud in class or being the

center of attention. M.B. takes the role of the fly on the wall during whole class

instruction. She always attends to lessons, but self-selects to sit in the back whenever

possible.

She does not believe herself to be a good writer and commented on her slow

writing speed during her writing assessment. She also completely scribbled out any

mistake made that she was aware of. From data collected during her writing and

spelling assessments, it is apparent that she struggles with vowels and many sight word

spellings. She is very aware of her spelling difficulty and fear of incorrect spellings has a

negative effect on her word choice in her writing. Her low confidence in writing and

spelling will need to be address to improve these areas. She is intelligent and has

significant background knowledge that will have a positive effect on her writing once she
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feels free to attempt. She uses background knowledge and vocabulary when reading

and is only slightly below grade level, with instructional scores at 2nd and 3rd grade.

Assessment Artifacts

Student Interview and Affective Measures - Appendix A & B

Aspects of literacy evaluated:

1. Attitude toward reading (Student Interview)
2. Recreational and academic reading habits (Elementary Reading Attitude Survey)
3. Reading preferences (Student Interview & Elementary Reading Attitude Survey)

The Student Interview provides an overview of the student as a person, their

attitudes towards reading, and a picture of their reading preferences. The Elementary

Reading Attitude Survey allows the student to rate their feelings about reading in both

academic and recreational settings. From both assessments, it is apparent that M.B.

enjoys reading in general and findings support that she has an overall positive

demeanor. M.B. had a raw score of 59 on the Elementary Reading Attitude Survey

placing her in the 55 percentile with slightly higher ranks in recreational reading

attitudes. She has particularly positive attitudes towards being read to. She enjoys

fiction and nonfiction and only ranked the act of reading below playing. She had

negative attitudes towards worksheets and tests, indicating that school activities

involving reading that she does not find engaging are disliked. The only activity eliciting

the lowest score on the Elementary Reading Attitude Survey, an angry Garfield, was the

item asking about feelings reading out loud in class. The student also indicated during
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the interview that good readers can read quickly. These items support self awareness of

fluency and data, in following sections, indicating poor fluency and low words per

minute. She is aware of her skill level and values the skill in others. Overall, her positive

attitude and tendencies toward self awareness will be beneficial in her growth as a

reader.

Individual Reading Inventory - Appendix C

Aspects of literacy evaluated:

1. Oral Reading Fluency (Fluency)

2. Automaticity in Word Knowledge (WRI-Timed)
3. Decoding (WRI-Untimed)
4. Oral Reading Accuracy in Context (WRC)
5. Comprehension (of oral reading passages) in both fiction and non-fiction texts

Word Recognition in Isolation (WRI) – Appendix C

The Word Recognition in Isolation assessment involves both a timed and

untimed component. Words, taken from grade level text, are flashed on a screen for

less than one second. Students accurate recognition of these words indicate reading

automaticity. When not automatically recognized students are provided with an untimed

opportunity to determine the word, indicating an ability to decode. M.B. was able to

obtain independent level scores of 90% or above on word lists Preprimer 1 - 2nd. She

was able to decode the remaining words, with an untimed score of 100% accuracy on

all lists, except for one missed word on the 1st grade list. A drop occurred at the 3rd
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grade list moving her into the instructional range with timed score of 75%. Followed by

an even greater drop on the 4th grade list to the cut off score for frustrational 50%. She

was able to decode some of the incorrect words from these lists, indicating the ability to

decode, but not enough to move her above the instructional range.

QRI-V Word Recognition in Context (WRC) - Appendix D-G

Word Recognition in Context provides assessors a broader picture of the

students reading ability, indicating their accuracy, fluency, and comprehension. Based

on data indicated in the WRI, we began the WRC assessment with a 3rd grade

narrative passage. The student had 96% accuracy with the passage, but a low reading

rate of only 60 words per minute (3rd grade expectations are 120 WPM), and only 68%

of comprehension questions correct. This data indicated we should move down a level.

The 2nd grade passages both narrative and expository had independent level accuracy

of 98% and improved comprehension over the 3rd grade. Her WPM also improved to 80

and 79 WPM, but still lower than the expectation of 100 WPM for that level. Due to

improved scores, we again attempted the 3rd grade passages determining a

instructional range of 2nd-3rd. At both levels expository text saw a drop in

comprehension. The student was able to gain a 100% comprehension score with

lookbacks in the expository text, but was not as successful with the narrative. This

indicates that she is better able to find facts in nonfiction text, than she is at making

inferences based off of text in fiction passages. In silent reading assessments, the
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students WPM increased to grade level standards, but comprehension decreased,

pointing to a potential difficulty in self-monitoring comprehension when reading silently.

Cumulatively this data displays M.B.’s strength in word reading accuracy and decoding,

with focus needing to be placed on comprehension (particularly inferencing) and

reading fluency.

Qualitative Spelling Assessments - Appendix H

Aspects of literacy evaluated:

1. Encoding/Spelling
2. Feature Knowledge

Mastered Using But Confusing Absent

Consonants Blends Advanced Affixes

Short Vowels Long Vowels: VCe Bases and Roots
Digraphs R-Controlled Vowels
Other Common Long Vowels

The qualitative spelling assessments indicate a student’s encoding ability and

knowledge of spelling features. These assessments should be used in conjunction with

writing samples to evaluate if and when the student is applying their feature knowledge

to their writing. Two inventories were used in the assessment of the student, both the

Words Their Way Elementary Spelling Inventory (WTW) and the Developmental

Spelling Analysis (DSA). Data from WTW pointed to the student using but confusing
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common long vowels and being in the WIthin Word Pattern Stage. There are many

vowels in this stage and I decided I needed more data to direct instruction, so I

performed the DSA - Within Word assessment. M.B. scored a 3 on both Long Vowels:

VCe and Other Common Long Vowels. A score of 3-4 on a feature indicates that the

student is able to begin instruction at this feature. A look at her writing supports

inventory data that she is using but confusing these features. A focus on spelling will

increase her writing confidence and aid in writing fluency and stamina.

Written Language - Appendix I

Aspects of literacy evaluated:

1. Ideas and Content
2. Organization
3. Voice
4. Word Choice
5. Sentence Fluency
6. Conventions

The writing assessment was introduced with a sample example and involved

completing a choice of prompts. The student was instructed to perform a prewriting

brainstorm, but had great difficulty and wrote a list of slightly off base ideas. Even

though the prompt was one she was excited to complete she had difficulty using ideas

to constructing sentences and stated that she is a slow writer. The intended 15 minute

assessment went over time significantly due to the student’s request for more time. In

the end, the student completed 4 sentences, with poor attention to conventions and very
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conservative word choice based on her spelling ability. Her sentences are basic and

often run ons, including a lot of “and thens”. The overall piece lacked an introduction or

conclusion, possibly due to time constraints. Writing is an area that M.B. has low

confidence and motivation in. She is unaware of how to use of prewriting strategies to

aid in idea development and her spelling ability greatly deters her from finding her voice.

Classroom Observation - Appendix J

Aspects of literacy evaluated:

1. Interaction in learning environment
2. Teacher impression

The observation annotations supported data collected during assessments. The

student was conservative with word choices when playing a word study game with a

friend. Unfortunately, the student missed most of the time allotted for word study during

the school day due to math intervention. This poorly timed instruction is definitely

detracting from her spelling growth. M.B. refrained from taking an active role in the

reading comprehension discussion, pointing to her low confidence in reading affecting

class participation. The teacher has a positive outlook on the student and believes the

gap can be closed by the end of 3rd grade.

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Summary of Data Analysis and Reading Levels

M.B.’s overall positive attitude and excitement about learning are a strength. She

has a joy that brought laughter to the completion of assessments that will carry into her

motivation for learning. She also shows strengths in reading words in context and a

wealth of background knowledge. M.B.’s areas for growth include fluency, spelling, and

writing stamina. She can also use some work in the area of comprehension, especially

fiction.

Based on the students WRI scores she is instructional at a 2nd grade level. This

data was supported by her WRC scores. She maintains high word accuracy, 98%, at

both 2nd and 3rd grade levels. Her comprehension varies based on the passage and

related background knowledge. It is also aided by the use of look backs. A low WPM of

80 on 2nd grade and 60 and 88 on 3rd also indicate a need for instruction at this level.

WRC scores lead me to a reading call of instructional levels being a range 2nd-3rd

grade.

Due to the students background knowledge and ability to read words she is able

to function on grade level. Her teacher provides a very individualized approach to

reading instruction, allowing her to work at her reading level. Low confidence in reading

aloud and some negative attitudes towards academic work that is not found engaging

cause the student to hang back and participate less than other students. Positive

behavior also aids in her ability to act as a fly on the wall as she does not disrupt the
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class when not participating. While writing was not observed I also believe her spelling

and writing ability are keeping her from fully engaging in class activities.
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Instructional Goals

M.B. is in the Early Within-Word spelling stage. She has some knowledge of long

vowels and is using and confusing them. The goal, for this intervention, is for her to

apply common long vowel patterns correctly in her writing 4 out of 5 times. We will use

sorts, games, and dictated sentences to build her word study knowledge and transfer it

to her writing. In addition, she will work to reread her sentences or look at her spelling

choices to correct for accuracy. This goal connects to her writing goals, to build

confidence and writing fluency.

The student’s reading rate is approximately 25% slower than grade level

expectations. She reads with level 2 prosody and has variable expression. Her goals

are to increase her reading rate to 100 WPM in a 3rd grade passage and apply

appropriate expression and prosody during read aloud. We will address these goals

through poetry, which she states she enjoys, and games focusing on automaticity.

Further developing her automaticity will allow her to put less energy into decoding and

more into attending to punctuation and expression.

M.B. has a strong vocabulary and a wealth of background knowledge. However,

she has a tendency to skip over unknown vocabulary when reading on her own. Her

goal is to self monitor to identify unknown vocabulary in text, pronounce the words aloud

and determine their definitions. Our activities will focus on setting intention when

reading, accessing background knowledge, and learning to self monitor. Through

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vocabulary and definition sorts I will guide the student to tune into the words and use

clues from the text to confirm meanings. We will also develop steps to follow when

encountering new vocabulary words, so she can make self monitoring and

understanding new words a habit.

We will focus on connecting our readings to M.B.’s content area study of civics

and the civil rights movement. We will work to make this information connect to her life

by addressing ways people have positive impacts on their communities and attempt to

tie in readings on animal aid, as animals are what she gets most excited about. Our

strategy focus will be summarizing, she shows skill at retelling, but sometimes misses

the main ideas. In an effort to connect the comprehension of text to her writing, we will

also focus on author’s purpose and investigate why authors make the choices they do

when writing. The student will be guided through the use graphic organizers to

understand the content and develop an understanding of how graphic organizers

organize your thoughts and information. Through our summarizing and reflecting

discussions after reading she will determine the important information from passages

and evaluate why it was selected or presented in a particular way by the author. These

activities will directly correlate to her writing goals, which is the area that she​ needs the

most development in.

The student has multiple goals in writing that relate to both skills and confidence.

Her goals include increasing stamina, improving self perception, adding details, and

developing prewriting strategies. Her word study and comprehension goals and tasks

are also linked to strengthening her writing. Improving her word feature knowledge will
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improve her writing fluency, aiding her stamina and self perception. We will also

incorporate, easy activities that relate to things she enjoys and has a wealth of

knowledge about, like her pets. We will explore graphic organizers that can be utilized in

prewriting during both comprehension and writing activities. Then, in short writing

activities and our longer project, we will practice revising and adding details. We will

also have lots of reflective conversations about readings and how authors make choices

about their writing as we read. These conversations will be related to M.B.’s writing so

she can develop a self perception of herself as a writer.

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Evidence of Research Base: Individualized Instructional Goals

As noted earlier, M.B. has a slightly slow reading rate with level 2 prosody and

only some expression. M.B. has strong decoding skills, but needs to become more

automatic with her word recognition. We will use rereadings of poetry to work on her

fluency goals, as it is a strategy for increasing fluency (Gunning, 2018). Based on a

study by Lee and Yoon in 2015, Gunning explains that rereads are most beneficial

when “preceded by a preview in which students listened to the selection read aloud”

(2018, p.265). He goes on to specify that, “to make rereadings more effective, include a

target skill with a rereading assignment” (p. 266). We will use reading with expression

and using punctuation for improved prosody as our target skills.

M.B.’s word study goal was selected based off of assessment data and in

alignment with Words Their Way feature progressions (Bear, Invernizzi, Templeton &

Johnston, 2016). New common long vowel features will be studied weekly, with practice

split between our two, weekly sessions to provide spaced review, along with

approximate alignment to the student’s in school study of features. This is in line with

information from Gunning that “students taught under spaced conditions demonstrated

that they learned 50% more” (2018, p.436).

The student’s goal is to self monitor to identify unknown vocabulary in text,

pronounce it aloud and determine definitions include all the components essential in

vocabulary acquisition. Ehri and Rosenthal state, “when students encounter new
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vocabulary words in their independent reading, according to present findings, they

should stop and not only figure out the meanings of the words but also decode and

pronounce their spellings” (2007, p.405). Making a habit of self monitoring for new

vocabulary and following these steps will increase comprehension and vocabulary

knowledge.

While the vocabulary goal will work towards student comprehension of text,

summarizing is the most important comprehension strategy. It helps the student create

meaning and monitor their own understanding. At this point, the student has the ability

to retell the text well, but cannot determine the main ideas. Learning this strategy will aid

her comprehension in all areas of reading.

The student’s wealth of writing goals all ride on the back of her motivation and

confidence. Increasing a student’s belief in their ability and desire to participate in the

activity is the linchpin in becoming successful. Henk and Melnick cite multiple resources

in their article on the Reader Self-Perception Scale (RSPS) when stating that “deeper

engagement translates into superior reading achievement (1995, p. 470).

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Long Range Instructional Plans

The Long Range Instructional Plan will endeavor to connect the students content

area studies in Civics, specifically the Civil Rights Movement, to her literacy goals. We

will work to make her content are learnings connect to her personal life through the

following essential questions:

What can we do to positively affect our community?

How have people had a positive impact on their communities in the past?

We will look through the lens of her connection to animals and also use historical fiction

as an entry point. Through evaluation of multiple authors’ works we I will encourage her

to discover the fun in creating your own stories and the importance of sharing other

people’s to inform readers about positive impacts on communities. I will use

observations and formative assessments based on our activities to monitor the

student’s progress and adjust my instruction.

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Tutoring Log

Date Activity/Notes Time

2/1/18 Assessments Hour 1

2/3/18 Assessments Hour 2

2/5/18 Assessment wrap up/informal lesson Hour 3

2/12/18 Informal Lesson Hour 4

2/19/18 Classroom Observation and debrief Hour 5.5

2/19/18 Lesson 1 Hour 6.5

2/21/18 Lesson 1 cont. Hour 7.5

2/26/18 Lesson 2 Hour 8.5

2/28/18 Lesson 2 cont. Hour 9.5

3/5/18 Lesson 3 Hour 10.5

3/7/18 Lesson 3 cont. Hour 11.5

3/17/18 Lesson 4 Hour 12.5

3/19/18 Lesson 4 cont. Hour 13.5

3/26/18 Lesson 5 Hour 14.5

3/28/18 Lesson 5 cont. Hour 15.5

4/9/18 Lesson 6 Hour 16.5

4/11/18 Lesson 6 cont. Hour 17.5

4/16/18 Informal Lesson/Project wrap up/Progress Monitoring Hour 18.5

4/18/18 Informal Lesson/Project wrap up/Progress Monitoring Hour 20

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Appendix A - Elementary Reading Attitude Survey

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Appendix B - Student Interview

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Appendix C - Word Recognition in Isolation (WRI)

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Appendix D - QRI-V Word Recognition in Context (WRC)

2nd Grade Narrative
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Appendix E - QRI-V Word Recognition in Context (WRC)

2nd Grade Expository
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Appendix F - QRI-V Word Recognition in Context (WRC)

3rd Grade Narrative
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Appendix G - QRI-V Word Recognition in Context (WRC)

3rd Grade Expository
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Qualitative Spelling Assessments - Appendix H

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Appendix I - Writing Sample

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Appendix J - Classroom Observation

3rd Grade - Mrs. C.

8:55 a.m. - 11:30 a.m.

Environment:

The classroom has books on display everywhere, an extensive library, student book
bins, and some students have books sitting their desks. M.B. does not have a book at
her desk. There are 21 student desks arranged in 2 large table groups, similar to 2
columns with 2 students facing each other side by side. There is a carpet area that the
whole class can sit in a circle around. The rest of the room has shelves, storage
containers and bulletin boards.

Behavior:

Overall the class is very well behaved. The teacher provided a lot of positive
reinforcement and held high clear expectations. She greeted each student individually
with a hug as they arrived. She maintained a quiet classroom and “dropped into
silence”. When I asked about it the teacher said to the class, “what is the one thing
children want that they cannot give themselves?” They responded in unison, “silence!”
She said by requiring 2 min of silence the students then continued to work quietly, then
when it gets loud she offers them a reset by doing it again. While the students did
meaningfully interact with each other it was always quiet and calm. M.B. was on task ,
paid attention, and behaved well at all times.

Instruction:

The students began the day, independently, with word study. They received new word
study notebooks and everyone was very excited. Each student had their own words in a
tiny envelope in their notebook. Their words were outlined in the color of their group.
The teacher indicated that due to behavior issues within the blue group M.B. was one
level higher than she should be, in the purple group. M.B. was working with
R-Controlled vowels - air, are, ar. I did not get to see M.B. work with the words, because
a math interventionist pulled her for 30 min directly after morning announcements.
When M.B. returned the other students were completing their word study work (sorting,
then writing the words in alphabetical order) most students were playing word study
games or sight word battleship. She and a friend selected a board to play sight word
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battleship. Students secretly selected words from the word wall to play with. M.B.
selected words that were familiar to her that I believe she could already spell. I
encouraged her to select a more difficult word for her last.

After word study the students were called to the carpet for a read aloud, She Persisted.
The students all seemed engaged in the reading. The teacher did limited additional
talking during the book. After the book the students moved into a circle. The teacher
began a conversation about the book but after her initial statement the students ran with
it. They took turns making connections, reflecting, and asking questions, each student
who spoke then called on the next student. (During our debrief, the teacher explained
how she set up the book discussion circle: first guiding it with prompts on index cards,
then with her guidance and no index cards, until the students finally took over
themselves.) Most students participated, some multiple times. M.B. did not raise her
hand until the very end and was not called on. I asked her after what she was going to
say and it was a good connection based on a conversation we had during our session
together!

After the discussion the students returned to their seats and the teacher played a Story
Book Online video, a reading with animations on a related civil rights topic. When the
book ended the students went to P.E. The teacher never stated the objective for any of
the lessons nor was it posted.

Other notes:

While M.B. always appeared to be paying attention, she took the role of fly on the wall.
She did not actively participate and only raised her hand once. When I spoke with Mrs.
C. about M.B. she indicated that this was often her mode of operation. She commented
on M.B.’s low confidence. She stated that M.B. avoids writing if possible, but will always
follow directions and is not defiant about it. She also mentioned that while her
handwriting is difficult to read it has improved greatly this year. The teacher also noted
that unlike most teachers she does not have reading groups, she prefers to give
students plenty of time to read independently. She said she still completes running
records all the time and knows all of the children’s reading levels. I would have loved
more time to speak to Mrs. C., but she had another observer and had to debrief with
them also during her planning.
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Appendix K - Long Range Plan

Long Range Instructional Planning Guide

Tutor’s Name​: Emeline Phipps

Student(s) Name(s)​: M.B.

Age​: 8

Grade​: 3rd

Instructional Reader Stage​: (circle one) ​ Transitional ​ Intermediate Advanced

Independent reading level​: 1st

Instructional reading level(s)​: 2nd-3rd

If a range, optimal instructional reading level for intervention​: beginning 3rd

Frustrational reading level​: 4th

Notes on reading​:

M.B. needs to increase her reading fluency.

Word Study Stage​: Early Within Word Begin instruction with which features​: -ck, -ke
(we did this sort the session before lesson plans began)

Focus instruction on (select 1 main area)​: (circle one) Fluency ​Word Knowledge
Comprehension

What Essential Question will guide our lesson sequence​?

What can we do to positively affect our community? How have people had a positive impact on
their communities in the past?

What primary comprehension strategy will we work with to develop independence​?

Author’s Purpose and main idea to link to her writing

What writing genre and/or focus will we include in our studies​?

Narrative, with emphasis on prewriting

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Instructional Goals from the Case Summary Sheet(s)

Word Knowledge Fluency Comprehension Writing

Student will apply long Student will increase Student will identify Student will increase
vowel patterns correctly reading rate to 100 author's purpose writing stamina from 4
in writing 4 out of 5 WPM in a 3rd grade accurately when reading sentences to 8 in a 25
times. passage. 4 out of 5 times. minute time period.

Student will accurately Student will apply Student will use text Student will increase
spell first 300 Fry sight appropriate expression evidence to justify self perception of
words 4 out of 5 times and prosody during read inferences in reading 4 writing ability through
in a writing sample. aloud. out of 5 times. reflection.

Student will identify Student will add details

main idea and details to writing when
accurately when reading rereading for revision.
4 out of 5 times.
Student will use self
Student will self selected prewriting
monitor to identify strategies when given a
unknown vocabulary in writing prompt.
text, pronounce aloud
and determine
definition.
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Lesson Reading for Word Knowledge Comprehension Writing

Fluency __30___ minutes __30___ minutes ___40__ minutes

___15__ minutes

1 Text title​: Poem General feature​:CVC, Introduce & Task​: Writing

choices CVCe Explore Social prompt - Who do I
Text source​: Sort categories​: CVC Justice Topics care for and how
internet short, CVCe long, oddball –Select one to do I help them?
Text level​: 2nd pursue
grade Activity​: writing sort and Text title​:Good Skill focus​:
dictated sentences Doggo: Furry Building stamina
Skill focus​: Friends Around the and writing
Building World Need to fluency
automaticity and Find Their Forever
expression Home
Text source​:
Activity​: Reading Newsela
for fluency Text level​: 380L

Skill focus​:
Author’s Purpose
and Summarizing

Activity​:
Summarize each
section, discuss
author’s purpose
and why they
included that
information in
their text
2 Text title​: Sight General feature​: Text title​: Sit-In Task​: Web
word phrase R-controlled Text source​: Brainstorm and
baseball Sort categories​: ar, er, ur Library descriptive
Text source​: Fry Text level​: 500L sentence building
word phrases Activity​: writing sort and using characters
Text level​: 3rd board game Content focus​: from the story
grade Community
involvement - Skill focus​:
Skill focus​: Civil Rights Prewriting,
Building Skill focus​: sentence structure,
automaticity Author’s Purpose editing
and Main Idea and
supporting details
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Activity​: Play sight

word phrase
baseball

3 Text title​: General feature​: Long Text title​: Magic Task​: Story
Text source​: and short a Treehouse Brainstorm
internet Sort categories​:CVC, Text level​: 600L
Text level​: 3rd CVCe, CVVC, oddball Content focus​: Skill focus​:
grade Civics - prewriting
Activity​: writing sort and community
Skill focus​: board game character traits
Expression Skill focus​:
Author’s purpose
Activity​: and choices

4 Text title​: Poem General feature​: Short Text title​: Ranger Task​: Story
choices and Long o in Time: Escape Brainstorm
Text source​: Sort categories​: CVC, from the Great
internet CVCe, CVVC Earthquake Skill focus​:
Text level​: 2nd Activity​: writing sort and Text source​: prewriting
grade dictated sentences Classroom Library
Text level​: 630L
Skill focus​:
Building Content focus​:
automaticity and Community
expression involvement -
Civil Rights
Activity​: Reading
for fluency Skill focus​:
Author’s purpose
and summarizing

5 Text title​: Sight General feature​: Short Text title​: Civil Task​: Drafting
word phrase and Long u Rights Activit:
baseball Sort categories​: CVC, Ruby Bidges Skill focus​:
Text source​: Fry CVCe, CVVC, CVVC Text source​: Writing trait -
word phrases (oo) Newsela Ideas
Text level​: 3rd Text level​: 540L
grade Activity​: writing sort and
board game Content focus​:
Skill focus​: Biographique
Building information
automaticity
Skill focus​:
Summarizing
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Activity​: Play sight

word phrase
baseball

6 Text title​: Poem General feature​: Short Text title​: Ranger Task​: Revising
choices and Long e in Time: Escape
Text source​: Sort categories​: CVC, from the Great Skill focus​:
internet CVCe, CVVC Earthquake Writing trait -
(​note Text level​: 2nd Text source​: organization
grade Activity​: writing sort and Classroom Library
progress dictated sentences Text level​: 630L
Skill focus​: Skill focus​:
monitorin Building Inferring
automaticity and
g to expression

include Activity​: Reading

for fluency
here​)

7 Task​: Editing
Skill focus​:
(​wrap-up) Mechanics

Task​: Publishing
Skill focus​:
Celebrating!!!!
Literacy Profile
38

SOL ELA skill SOLs​: ELA skill SOLs​: ELA skill SOLs​: ELA skill SOLs​:

Connectio 3.6 The student 2.3 The student will orally 3.3 The student 3.9 The student
will continue to will apply will write for a
ns read and identify, produce, and word-analysis variety of
demonstrate skills when purposes.
comprehension of manipulate various reading. 3.10 The
nonfiction texts. 3.4 The student student will edit
m​) Read with phonemes within words to will expand writing for
vocabulary when correct
fluency, develop phonemic reading. grammar,
3.5 The student capitalization,
accuracy, and awareness. will read and punctuation, and
demonstrate spelling.
meaningful 2.4 The student will use comprehension
of fictional text
expression. phonetic strategies when and poetry.
3.6 The student
reading and spelling.
3.5 The student will will continue to
read and read and
demonstrate demonstrate
comprehension of comprehension
fictional text and of nonfiction
poetry. texts.
j) Read with Content SOLs​:

fluency, 3.11

accuracy, and b) identifying the

contributions of
meaningful George
Washington;
expression. Thomas
Jefferson;
Abraham
Lincoln; Rosa
Parks; Thurgood
Marshall; Martin
Luther King, Jr.;
and Cesar
Chavez;
d) describing
how people can
serve the
community,
state, and nation.
Literacy Profile
39