Frazee Elementary School

1

Frazee Elementary School

600 West 3rd Street

Connersville, Indiana 47331

2014-2015 Reading Plan

I. Frazee Reading Leadership Team How often does the team meet?

Member Name / Role/Responsibilities
Lisa Faulkenberg / Literacy Coordinator
Erin Smith / Kindergarten Teacher
Lori Riebsomer / First Grade Teacher
Lorraine Hughes / Second Grade Teacher
Beth Fuller / Third Grade Teacher
Marie Richardson / Fourth Grade Teacher
Julie Judd / Fifth Grade Teacher
Rachel Corum / Sixth Grade Teacher
Mia McCreary / Principal

II. Measurable student achievement goal at each grade level

Grade Level / Achievement Goal Mid-Year (Formative)
Address Phonics, Phonemic Awareness, Fluency Vocabulary, Reading Comprehension / Achievement Goal End of Year (Summative)
K / Fluency-Students will be able to read level B-2 text independently accurately, fluently and with meaning according to Fountas and Pinnell standards.
Comprehension-Students will be able to read, understand, retell (BME) and discuss with understanding at a reading level B-2 using Fountas and Pinnell benchmark standards. Students will be grouped appropriately for emergent literacy skills in guided reading groups when they have a twenty sight word vocabulary written and oral or in letter/sound groups for interventions beginning by October. More emphasis will be put on comprehension strategies, story elements and author studies. Students will be able to compare adventures and experiences of characters in stories through shared reading , interactive read aloud in reading workshop.
Vocabulary-Students will have fluent word recognition and have a sizable knowledge of words as measured by 9 week sight word assessments on grade level. ( 42 sight wordlist adopted 2014)
Phonemic Awareness-Students will be able to use phonemes to sort pictures/words by sounds using the beginning sound and rhyme sorts, at an accuracy of 80% or more. There will be a greater emphasis on Interactive writing to accomplish this goal along with word sorts, picture sorts , sound sorts, word work in isolation and for application in real reading and writing.
Phonics- Students will be able to use their knowledge of how words work to spell and read words automatically with a least 20 phonemes correct on the OS Sentence Dictation. Students will score 10/15 on the written phoneme assessment by mid-year. There will be a greater emphasis on interactive writing to accomplish this goal.
*Independent level is when the students read text with an accuracy rate of 95% and above with a self-correction rate of 1:4 or less, fluently and with understanding.
*Students will rotate through centers independently without being told by the end of February. / Fluency- Students will be able to read level C-4 text independently accurately, fluently and with meaning according to Fountas and Pinnell standards.
Comprehension- Students will be able to read, understand, retell (BME) and discuss with understanding at a reading level D-6 using Fountas and Pinnell benchmark standards.
Vocabulary-Students will have fluent word recognition and have a sizable knowledge of words as measured by 9 week sight word assessments on grade level. Include strategies for Oral language and vocabulary development in regular classroom instruction.
Phonemic Awareness-Students will be able to use phonemes to sort pictures/words by sounds using the all sounds heard in a CVC pattern word and rhyme sorts at accuracy of 90%.
Phonics- Students will be able to use their knowledge of how words work to spell and read words automatically with a least 36 phonemes correct on the OS Sentence Dictation.
Students will be able to distinguish short from long sounds through by the end of the year word/ picture sorts on the word checklist with 80% accuracy.
1 / Fluency-Students will be able to read level E- text independently with accurately, fluently and with meaning according to Fountas and Pinnell benchmark standards.
Comprehension-Students will be able to read, understandand retell (BME) and discuss with understanding at a reading level F using Fountas and Pinnell benchmark standards. Students will be able to sustain reading text for longer periods at a time with the goal of at least 15 minutes straight by the end of the second nine weeks.
Vocabulary- Students will have fluent word recognition and have a sizable knowledge of words as measured by 9 week sight word assessments .
Phonemic Awareness-Students will be able to manipulate phonemes to create words using short vowels and long vowels on grade level as measured by Spelling inventory, 9 week assessments and weekly spelling tests.
Phonics- Students will be able to use their knowledge of how words work to spell and read words automatically at an Late within word pattern stage according to the Words Their Way Spelling Inventorand 9 week assessments and weekly spelling tests.
Students will work in word work groups according the results of spelling inventories administered every nine weeks with a baseline inventory administered in August to differentiate instruction and better meet the needs of individual learners.
Students will increase their knowledge of how words work through lessons incorporating shared reading, interactive writing and the use of word study notebooks.
*Independent level is when the students read text with an accuracy rate of 95% and above with a self-correction rate of 1:4 or less, fluently and with understanding / Fluency-Students will be able to read level I text independently with accurately, fluently and with meaning according to Fountas and Pinnell benchmark standards.
Comprehension-Students will be able to read, understand and retell (BME) and discuss with understanding at a reading level J using Fountas and Pinnell benchmark standards. Students will be able to sustain reading text for longer periods at a time with the goal of at least 20 minutes straight by the end of the year. Students will be able to respond to what they read by using textual evidence in fiction and nonfiction. Students will be able to synthesize ideas and understand key details in both fiction and nonfiction.
Vocabulary- Students will have fluent word recognition and have a sizable knowledge of words as measured by 9 week sight word assessments.
Phonemic Awareness -Students will be able to use their knowledge of how words work to read words automatically with long, short and irregular vowel sounds and inflected endings as measured by the 9 weeks assessment chunk word test, inflected endings test.
Phonics
Students will be able to use their knowledge of how words work to write words automatically with long, short and irregular vowel sounds and inflected endings as measured by the 9 weeks assessment chunk word test and inflected endings test.
Students will work in flexible word work groups according the results of spelling inventories administered every nine weeks.
*Independent level is when the students read text with an accuracy rate of 95% and above with a self-correction rate of 1:4 or less, fluently and with understanding.
2 / Fluency-Students will be able to read level K text independently with accurately, fluently and with meaning according to Fountas and Pinnell benchmark standards.
Comprehension-Students will be able to read, understand, and retell using key ideas and details in both fiction and nonfiction with a greater emphasis on using textual evidence when responding at a level L using Fountas and Pinnell benchmark standards. Students will be able to sustain text for longer periods of time with the goal of at least 20 minutes straight by the end of the first semester. Students will practice reading response and test taking strategies more often. Jan Richardson’s lesson plan will serve as a guide for students at different stages in reading.
Vocabulary- Students will have fluent word recognition and have a sizable knowledge of words as measured by 9 week sight word assessments .
There will be a greater emphasis on word meaning using context clues.
Phonemic Awareness and Phonics- Students will be able to use their knowledge of how words work to spell and read words automatically at the late letter name / early syllables and affixes stage according to the Words Their Way Spelling Inventory.
*Independent level is when the students read text with an accuracy rate of 95% and above with a self-correction rate of 1:4 or less, fluently and with understanding
Students will work in word work groups according to the results of spelling inventories administered each nine weeks. A baseline inventory will be administered in August.
Students will use a system of differentiated lists to better meet the needs of each student. / Fluency-Students will be able to read level L text independently with accurately, fluently and with meaning according to Fountas and Pinnell benchmark standards.
Comprehension-Students will be able to read, understand, retell (BME and summarize) and discuss with understanding at a reading level M using Fountas and Pinnell benchmark standards. Students will be able to sustain text for longer periods of time with the goal of at least 30 minutes straight by the third nine weeks. Students will participate in collaborative discussions (book clubs) about topics and texts.
Students will be able to compare and contrast two texts on the same subject.
Vocabulary- Students will have fluent word recognition and have a sizable knowledge of words as measured by 9 week sight word assessments .
There will be a greater emphasis on word meaning using context clues.
Phonemic Awareness and Phonics- Students will be able to use their knowledge of how words work to spell and read words automatically at the late within word pattern stage according to the Words Their Way Spelling Inventory.
*Independent level is when the students read text with an accuracy rate of 95% and above with a self-correction rate of 1:4 or less, fluently and with understanding
Students will work in word work groups according to the results of spelling inventories administered each nine weeks. A baseline inventory will be administered in August.
Students will use a system of differentiated lists to better meet the needs of each student.
3 / Fluency-Students will be able to read level O (34) text independently with accuracy, fluently and with meaning according to Fountas and Pinnell benchmark standards.
Comprehension-Students will be able to read, understand, retell (BME and summarize) and discuss with understanding of various genres at a reading level 34 using Fountas and Pinnell benchmark standards and Predictive Acuity Custom, Tier III 51-75%. Students will be able to compare the most important points and key details in 2 books on the same topic.
Students will read closely to find main ideas and use textual evidence when responding to reading.
Vocabulary- Students will use strategies independently to determine word meaning both in fiction and nonfiction text. (Predictive Acuity (RTI- STAR benchmark score in August), GE 3.5, running records and conferences). Students will be able to distinguish the literal and nonliteral meanings of words.
Advanced Word Study- Students will decode, analyze and comprehend multi-syllabic words. (Acuity Predictive and Custom Formative Assessments Tier III 51-75%) Students will also spell and read words automatically in the middle stage in the derivational relations of the intermediate spelling inventory according to the Words Their Way Spelling Inventory.
Students will work in word work groups according to results of spelling inventories administered each nine weeks. A baseline inventory will be administered in August.
Students will use Buddy Study to individualize instruction.
Motivation- Students will self-select and engage in deep collaborative discussions such as book clubs (begin by second nine weeks) and reading response journals. / Fluency-Students will be able to read level 34 text independently with accurately, fluently and with meaning according to Fountas and Pinnell benchmark standards.
Comprehension-Students will be able to read, understand, retell (BME and summarize) and discuss with understanding of various genres at a reading level 34 using Fountas and Pinnell benchmark standards, ISTEP+ and IREAD 3. Students not passing I-READ 3 will be retained unless circumstances as stated in the amendment determined by the IDOE.
Vocabulary- Students will use strategies independently to determine word meaning both in fiction and nonfiction text. (Predictive Acuity and or STAR, GE 3.5, running records and conferences).
Advanced Word Study- Students will decode, analyze and comprehend multi-syllabic words. (Acuity Predictive and Custom Formative Assessments Tier III 51-75%) Students will also spell and read words automatically in the late stage of the intermediate spelling inventory according to the Words Their Way Spelling Inventory.
Motivation- Students will self-select and engage in deep collaborative discussions such as book clubs and reading response journals.
Students will ask and answer questions about information heard and add appropriate elaboration and details that build on what others have said.
Students will be exposed to more digital resources.
4 / Fluency-Students will be able to read level Q text independently with accuracy, fluently and with meaning according to Fountas and Pinnell benchmark standards.
Comprehension-Students will be able to read, understand, retell ( summarize) and discuss with understanding of various genres at a reading level R using Fountas and Pinnell benchmark standards and Predictive Acuity Custom, Tier II 51-75%. Students will pay close attention to key features of NF, be able to compare and contrast information and explain how the author uses facts, details and evidence to support points.
Vocabulary- Students will use strategies independently to determine word meaning both in fiction and nonfiction text including correct usage of multiple meaning words, Latin and Greek root words, and academic vocabulary including tier II content area words. (Predictive Acuity and or (RTI- STAR), running records and conferences).
Advanced Word Study- Students will decode, analyze and comprehend multi-syllabic words and grade level high frequency words (Acuity Predictive and Custom Formative Assessments Tier III 51-75%) Students will also spell and read words automatically in the late stage in the within word pattern syllables and affixes of the intermediate spelling inventory according to the Words Their Way Spelling Inventory. Students will use a system of differentiated lists to better meet the needs of each student.
Students will work in word work groups according to results of spelling inventories administered each nine weeks. A baseline inventory will be administered in August.
Students will use a system of differentiated lists to better meet the needs of each student.
Motivation- Students will self-select and engage in deep collaborative discussions such as book clubs (take place by second nine weeks) and reading response journals.
Students will be able to paraphrase and respond to information presented in discussions. / Fluency-Students will be able to read level R text independently with accuracy, fluently and with meaning according to Fountas and Pinnell benchmark standards.
Comprehension-Students will be able to read, understand, retell (BME and summarize) and discuss with understanding of various genres at a reading level S using Fountas and Pinnell Benchmark standards, and ISTEP+.
Vocabulary- Students will use strategies independently to determine word meaning both in fiction and nonfiction text both literal and nonliteral. (ISTEP). Students will be able to identify and understand the use of figurative language as it relates to their comprehension.
Advanced Word Study- Students will decode, analyze and comprehend multi-syllabic words and grade level high frequency words. Students will also spell and read words automatically in the late stage in the middle syllables and affixes of the upper level spelling inventory according to the Words Their Way Spelling Inventory. (ISTEP+)
Students will use a system of differentiated lists to better meet the needs of each student.
Motivation- Students engage in self selected book clubs, electronic reading responses such as blogs, Battle of the Books academic quiz bowl style responses, self- tracking of reading goal achievement, assessment of classroom library collections
Students will be exposed to more digital resources.
5 / Fluency-Students will be able to read level S text independently with accuracy, fluently and with meaning according to Fountas and Pinnell benchmark standards, STAR, GE 5.5)
Comprehension-Students will be able to read, understand, retell ( summarize/synthesize themes) and discuss key ideas in fiction and nonfiction with understanding of various genres at a reading level T using Fountas and Pinnell benchmark standards and Predictive Acuity Custom, Tier III 51-75%. Students will practice reading response and test taking strategies using short texts from reading works.org. Students will be able to sustain text for 30 minutes.
Vocabulary- Students will use strategies independently to determine word meaning both in fiction and nonfiction text. (Predictive Acuity, Tier III 51-75% (RTI - STAR).
Students will be able to determine the correct meaning of a word based on the context in which it is used.
Advanced Word Study- Students will decode, analyze and comprehend multi-syllabic words. (Acuity Predictive and Custom Formative Assessments Tier III 51-75%) Students will also spell and read words automatically in the late stage in the Syllables and affixes-derivational relations of the upper level spelling inventory according to the Words Their Way Spelling Inventory.
Students will work in word work groups according to results of spelling inventories administered each nine weeks. A baseline inventory will be administered in August.
Students will use Buddy Study to individualize instruction.
Motivation- Students will self-select and engage in deep collaborative discussions such as book clubs (take place by the second nine weeks) and reading response journals.
Students will be able to discuss thoughtfully with others contributing accurate, relevant information. Students will be able to elaborate and synthesize others remarks and ideas. / Fluency-Students will be able to read level U text independently with accuracy, fluently and with meaning according to Fountas and Pinnell benchmark standards, STAR, GE 5.5)
Comprehension-Students will be able to read, understand, retell ( summarize/synthesize themes) and discuss key ideas in fiction and nonfiction with understanding of various genres at a reading level V using Fountas and Pinnell benchmark standards and ISTEP+.
Vocabulary- Students will use strategies independently to determine word meaning both in fiction and nonfiction text.
Students will build knowledge of content vocabulary.
(Pass ISTEP+).
Advanced Word Study- Students will decode, analyze and comprehend multi-syllabic words and grade level high frequency words. Students will also spell and read words automatically in the late stage in the Late syllables and affixes of the upper level spelling inventory according to the Words Their Way Spelling Inventory. (ISTEP+)
Students will use a system of differentiated lists to better meet the needs of each student.
Motivation- Students engage in self selected book clubs, electronic reading responses such as blogs, Battle of the Books academic quiz bowl style responses, self- tracking of reading goal achievement, assessment of classroom library collections
Students will be exposed to more digital resources.
6 / Fluency-Students will be able to read level V text independently with accuracy, fluently and with meaning according to Fountas and Pinnell benchmark standards, (RTI - STAR, GE 6.5)
Comprehension-Students will be able to read, understand, retell ( summarize/synthesize) and discuss key ideas in fiction and nonfiction with understanding of various genres at a reading level W using Fountas and Pinnell benchmark standards and Predictive Acuity Custom, Tier III 51-75%. Students will be able to sustain text for 45-60 minutes.
Vocabulary- Students will use strategies independently to determine word meaning both in fiction and nonfiction text. (Predictive Acuity, Tier III 51-75% (RTI – STAR).
Students will be able to determine the correct meaning of a word based on the context in which it is used.
Advanced Word Study- Students will decode, analyze and comprehend multi-syllabic words. (Acuity Predictive and Custom Formative Assessments Tier III 51-75%) Students will also spell and read words automatically in the late stage in the derivational relations of the intermediate spelling inventory according to the Words Their Way Spelling Inventory.
Motivation- Students will self-select and engage in deep collaborative discussions such as book club (begin by second nine weeks) and reading response journals. Students will practice reading response and test taking strategies more often using multiple short passages from reading works.org.
Students will be able to present claims and arguments to others orally. / Fluency-Students will be able to read level X text independently with accuracy, fluently and with meaning according to Fountas and Pinnell benchmark standards, (RTI - STAR, GE 6.5)
Comprehension-Students will be able to read, understand, retell (summarize/synthesize) and discuss key ideas in fiction and nonfiction with understanding of various genres at a reading level Y using Fountas and Pinnell benchmark standards and Pass ISTEP+. Students will be able to sustain text for 45-60 minutes.
Vocabulary- Students will use strategies independently to determine word meaning both in fiction and nonfiction text. (Pass ISTEP+)
Advanced Word Study- Students will decode, analyze and comprehend multi-syllabic words and grade level high frequency words. Students will also spell and read words automatically in the late stage in the middle derivational relations of the upper level spelling inventory according to the Words Their Way Spelling Inventory. (ISTEP+)
Students will use a system of differentiated lists to better meet the needs of each student.
Motivation- Students engage in self selected book clubs, electronic reading responses such as blogs, Battle of the Books academic quiz bowl style responses, self- tracking of reading goal achievement, assessment of classroom library collections
Students will be exposed to more digital resources.

III. Verify 90 minute Reading Blocks Research-based Core Reading Program