Comprehensive Literacy Profile/Plan for Elementary School Students

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Components / Goal/Vision
Students will… / Pre- and Post-Tests / Strategies / Interventions / Benchmark / Responsible Staff / What Principals Should See in the Classroom /
Reading/Listening
Reading (Grade) Level / Read within six months of their grade level target / ·  DRA (K-2 & 3-5 selected students)
·  NWEA Reading MAP
·  QRI (gr 4+) / ·  Repeated and/or wide reading at grade-appropriate levels
·  Guided Highlighted Reading using content area materials
·  Reader’s Workshop
·  Saxon Phonics
·  Daily 5/CAFÉ
·  Guided reading / Program Examples
·  Burst
·  Readwell
·  Orton-Gillingham
·  Read Naturally / ·  DRA within grade level
·  NWEA Rit @ grade level
·  QRI within grade level / Administrator, literacy coach, trained teacher or trained paraprofessional / Students independently reading many kinds of text
Conferring between teacher and student
Reader’s Notebook
Guided reading
Literacy centers
Close and Critical Reading or Listening for Comprehension / Comprehend complex text. / ·  Answer Question # 1: What does the text say?
·  Read/Listen to text and write a summary with evidence or answer multiple choice questions.
·  Profundity Scale / ·  Guided Highlighted Reading for Summary and/or multiple choice questions
·  Talking to the text/ annotations/marginalia
·  Reader’s Notebook
·  One minute reading
·  Profundity / Whole-class or small-group brainstorming of words or ideas that would be essential to the summary
Evidence of monitoring for meaning
Reader’s Notebooks
Visual paragraphing
Differentiate using leveled texts / ·  A score of at least 3 on the Summary with Evidence Rubric
·  At least 80% correct on multiple choice questions
·  Profundity Scale (DRA level 24+):
-  Narrative: at least Psychological plane
-  Expository: at least Concept plane / ELA and content area teachers / Discussions that lead to summary
Teachers prompting students to highlight text for summary
Response in Reader’s Notebooks
Anchor charts
DOK – levels of questioning
Components / Goal/Vision
Students will… / Pre- and Post-Tests / Strategies / Interventions / Benchmark / Responsible Staff / What Principals Should See in the Classroom
Reading/Listening (continued)
Close and Critical Reading / Read/analyze multiple texts for craft and meaning; identifying theme, principles, concepts, theories, or big ideas / Write responses to meet rubrics for CCR Questions # 2 through # 4:
How does the author say it? What does the text mean? What does it mean to me? / ·  Guided Highlighted reading for author’s craft
·  Mining for craft chart
·  Levels of Meaning -Extraction chart for identifying salient points from facts to theory
·  Identify common theme across texts / Students work collaboratively to generate responses.
Differentiate using leveled texts / A rubric score of at least 3 on responses to questions 2-4 / Informational Text - Rotate among all staff who use informational text or teach content / Craft charts and salient point charts available and on walls
Discussion about authors’ craft, perspective, and genre
Reader’s/Writer’s Notebook (evidence of transfer)
Reader’s Notebook (reflections)
Profundity for Reading Fiction / Read fiction and determine the themes/principles/big ideas. / Respond to the scales of profundity with a piece of fiction scored using the profundity scales.
Written summary scored with the Summary Rubric (found in Literacy in Action materials) / Written or oral response to each plane of the profundity scale.
Practice writing and revising summaries
Guided highlighting with blue and yellow highlighters (Marzano) / Students work collaboratively to generate responses to each plane of the scale / Internalized profundity applied seamlessly / ELA teachers / Literature discussion focusing on character that leads to theme and life lessons
Profundity graphic organizer displayed
Read Informational Text for Argument / Recognize argument in text / Analyze text written as argument to identify the parts of an argument: claim, evidence, counterclaim, and rebuttal / Inquiry and/or GHR to identify and compare Toulmin’s elements of argument: claim, evidence, counterclaim, and rebuttal, as developmentally appropriate
Graphic organizers:
-  House
-  MAISA Units graphic organizers (good variety among the grades, don’t just look in your grade) / Differentiate using leveled argument texts
Graphic organizers such as House / Provide facts and details
Use reasons and evidence to support claims / All teachers using informational text and literary non-fiction / Lots of discussion where students are stating opinions with support
Graphic organizers on display
Components / Goal/Vision
Students will… / Pre- and Post-Tests / Strategies / Interventions / Benchmark / Responsible Staff / What Principals Should See in the Classroom
Writing/ Speaking
Modes of Discourse / Compose written and spoken narrative, informative/explanatory, and argumentative text. / All-school writing to prompts or performance tasks. Score with SBAC rubrics, Teachers’ College Rubrics, and/or MAISA Unit scoring rubrics / ·  Shift focus from narrative; increase informative/ explanatory, and argument.
·  Mini lessons on Smarter Balanced and Teachers’ College rubric traits, text structure, and formal style (CCSS Appendix C Student writing samples)
·  Text structure charts
·  Text structure card game
·  Use mentor texts as models for student writing
·  Analyze and discuss traits of mentor texts
·  Go Edit Card Game
·  Revision Rummy
·  Peer conferring
·  Oral sharing
·  Speed story telling / ·  “They Say, I Say” templates
·  Graphic organizer for structure
·  Text structure card game / Students score at least a 3 on the Smarter Balanced rubrics for argument and informative/explanatory writing / ELA and content- area teachers / Students’ access to scoring rubrics
Peer conferring
The elements of most stages of Writer’s Workshop evident
Graphic organizers
Lots of talk
Oral sharing (planning, peer editing, etc.)
Writing Fluency / Write continuously for five minutes. / Choice or prompted writing for five minutes. Students count and record the number of words written.
Known Words subtest from MLPP / ·  Writing Tracker
·  Quick writes
·  Prompted writes
·  Turn and talk in preparation for writing.
·  Text structure card game
·  Brainstorm domain-specific words / ·  Brainstorm verbs, nouns, adj., etc and keep in Writer’s Notebook
·  Mnemonics (ex: parts on your fingers)
·  Brainstorm a list of words your summary should include
·  Post a picture as a prompt / By the end of 5th grade: 100 words per minute in 5 min. writing session
Students score at least a 3 on the Smarter Balanced rubric for brief writing / Rotate among mathematics, science, social studies / Writing tracker folders with pieces of writing and tracker chart
Students writing during content-area class time
Students monitor their own progress
Components / Goal/Vision
Students will… / Pre- and Post-Tests / Strategies / Interventions / Benchmark / Responsible Staff / What Principals Should See in the Classroom
Writing/ Speaking (continued)
Persuasive Writing / Create a persuasive essay on demand. / MAISA Units scoring rubrics
Teachers’ College scoring continuums / · Pro-Con research, discussion, and debates
· Analyze and discuss methods used in effective persuasive texts.
· Mini-lessons on text structure and formal style
· Persuasive writing prompts
· Graphic organizers
· Debate
· Share rubric(s) with students as talking points / ·  Provide students with research on opposing viewpoints.
·  Graphic organizers for structure
·  Small group discussions
·  Share rubric(s) with students
·  Capturing key words and displaying them
·  Physically moving to a “side” with reasons orally stated / A completed argument with claim, evidence, and reasoning as appropriate to grade level. / All teachers / Organizers
Discussion
Instruction embedded in the content area(s)
Anchor charts
Students writing/revising in a workshop format
Exemplars from previous students where appropriate
Handwriting / Write legibly and fluently / Students copy a passage for 1.5 minutes. Score with grade level/gender chart and legibility rubric (found in Literacy in Action materials) / ·  Daily practice
·  Direct instruction in the 4 Qualities:
-  letter formation
-  letter size
-  even spaces
-  capitals and end marks / ·  Practice copying text
·  Daily practice
·  Training on proper holding of pencil (ex: hold cotton ball with ring finger and pinky)
·  Take away model and continue with gradual release of support
·  Handwriting Without Tears
·  Calirobics / ·  Letters per minute: Students score at level consistent with grade level and gender
·  Score at least 4 on rubric for legibility / All teachers / Legible student writing
Components / Goal/Vision
Students will… / Pre- and Post-Tests / Strategies / Interventions / Benchmark / Responsible Staff / What Principals Should See in the Classroom
Writing/ Speaking (continued)
Oral Language / Speak in complete sentences with proper pronunciation and prosody. / MLPP Oral Language subtest; score with rubric / Students select 2-3 sentences from text and read out loud to small groups to enhance listeners’ understanding of the content.
Readers’ Theater
Choral reading
Repeated readings
Poetry Recitation
Recite the Pledge of Allegiance daily
Minute reading
Sock Puppets (iPad app)
Debate
Speed Storytelling
Workshop sharing
Predicting activities
Turn and talk
Partner conferring during workshop
Talk about the picture
Change the ending of a story / More practice with Readers’ Theater, choral reading, repeated readings, and recitation of poetry.
Increased use of technology (such as Sock Puppets – iPad app) / Recite with complete, coherent sentences / All teachers / Students speak in an articulate manner
Lots of talk
Quality vocabulary related to content
Components / Goal/Vision
Students will… / Pre- and Post-Tests / Strategies / Interventions / Benchmark / Responsible Staff / What Principals Should See in the Classroom
Word Study
Vocabulary / Acquire general academic vocabulary knowledge, particularly words found on the Smarter Balanced grade level vocabulary list / Pre and post with a cloze procedure on selected words as appropriate
NWEA RIT Vocabulary Skills subtest
Guided highlighting for vocabulary
Known Words subtest from MLPP – content area words
Words Their Way Word Sort / · GHR for Vocabulary
· Marzano’s 6 Steps
· Vocabulary Squares
· Frayer Concept Attainment Model
· Linear Arrays
· Vocabulary Trees
· Vocabulary Notebook
· Word sorts
· Word Lists (SBAC, academic and domain-specific)
· Inquiry lessons
· Field trips
· Virtual field trips / Struggling students should be given more opportunities for speaking, writing, and using the words through activities listed under strategies.
Additional practice with multiple meaning words
Richer and more frequent exposure
Field trips
Virtual field trips / 100% of Grade and content- appropriate academic vocabulary words from Smarter Balanced grade level vocabulary list / All teachers / Word Walls
Evidence of vocabulary activities
Vocabulary Notebooks
Lesson plans that include vocabulary activities
Student use of specific content vocabulary in speaking and writing
Grammar and Word Usage
Grammar / Use correct grammar and word usage in the context of text at the appropriate grade level / NWEA RIT Language Usage subtest
Forthcoming SBAC Interim Assessments
Formative assessment during Writer’s Workshop / ·  Have an appropriate scope and sequence for grammar, and implement it with fidelity
·  Guided Highlighted Reading for grammar errors and word usage
·  Mini-Lessons (10 min.) based on student need
·  Peer editing practice
·  Mock assessments with explanations of choice
·  Monitor progress in student writing
·  Formative assessment during Writer’s Workshop / Formative assessment during Writer’s Workshop
Correction and explanations of grammar and word usage – limit to 2-3 daily
One-to-one teacher student conferences
Additional mini-lessons based on student need / Students score at or above NWEA grade level benchmarks / All teachers / Guided Highlighted Reading activities for grammar errors and word usage
Students collaborating to identify grammar errors and make corrections
Short grammar mini-lessons
Transfer to student writing
Components / Goal/Vision
Students will… / Pre- and Post-Tests / Strategies / Interventions / Benchmark / Responsible Staff / What Principals Should See in the Classroom
Foundational Skills
Concepts of Print / Demonstrate understanding of the organization and basic features of print. / MLPP Concepts of Print
·  MLPP
Independent Reading Conference
·  The Common Core Lesson Book K-5 (p. 313) by Gretchen Owocki
Independent Writing Conference
·  The Common Core Lesson Book K-5 (p. 315) by Gretchen Owocki / ·  Make references to words, spaces, letters, lines of print, left to right, top to bottom, direction of print, in big books and model writing.
·  Demonstrating one-to-one correspondence between spoken and written words
·  Partner reading
·  Guided Highlighted Reading for print concepts (letters, punctuation, etc.)
·  See The Common Core Lesson Book K-5 (pp. 297-319) by Gretchen Owocki
·  Use diagnostic tests for continued progress monitoring / One to one teacher/student conferences
Additional practice w/teacher or paraprofessional
*See The Common Core Lesson Book K-5 (pp. 297-319) by Gretchen Owocki / Meet 100% of grade level standards by end of 1st grade
Kindergarten
First Grade / Literacy coach, trained teacher or trained paraprofessional / Shared reading
Choral reading
Interactive writing
Independent reading
Independent writing
Guided Highlighted Reading for print concepts (letters, punctuation, etc.)
Phonological Awareness / Demonstrate the understanding of spoken words, syllables, and sounds (phonemes). / MLPP Phonemic Awareness
·  MLPP / ·  Word analysis See The Common Core Lesson Book K-5 (pp. 325-335) by Gretchen Owocki
·  Use of poetry: rhyme, alliteration, syllabication, guided highlighting, etc…
·  Choral reading
·  Interactive writing
·  Making Words / One to one teacher/student conferences
Additional practice w/teacher or paraprofessional
*See The Common Core Lesson Book K-5 (pp. 320-339) by Gretchen Owocki / Meet 100% of grade level standards by end of 1st grade
Kindergarten
First Grade / Literacy coach, trained teacher or trained paraprofessional / Poetry & rhyme
Listening center
Interactive writing
Components / Goal/Vision
Students will… / Pre- and Post-Tests / Strategies / Interventions / Benchmark / Responsible Staff / What Principals Should See in the Classroom
Foundational Skills (continued)
Phonics and Word Recognition (Spelling) / Know and apply grade level phonics and word analysis skills in decoding and encoding words.
Understand how words are constructed / Words their Way
Primary Inventory
Elementary Inventory
Upper- level spelling inventory
Feature guides / ·  Word study activities
·  Syllables, affixes and
derivational relations targeted toward student’s stage and differentiated
· Upper elementary students analyze their spelling assessment using the feature analysis chart. They document areas of need.
·  See The Common Core Lesson Book K-5 (pp. 340-355) by Gretchen Owocki
·  Finger spelling
·  Tucker signing
·  Saxon Phonics
·  Secret Stories (K/1) / Activities to support students’ stage through derivational relations stage
See The Common Core Lesson Book K-5 (pp. 340-355) by Gretchen Owocki
Finger spelling
Tucker Signing
Saxon Phonics
Road to the Code
Decodable vs Sight Words activities / Meet 100% of grade level standards by end of grade
Kindergarten
First Grade
Second Grade
Third Grade
Fourth Grade
Fifth Grade / Literacy coach, trained teacher or trained paraprofessional / Appropriate word study activities:
·  Word Sorts
·  Making Words
·  Word Hunts
·  Games
·  Transfer into student writing
Reading Fluency / Read grade level text fluently inclusive of accuracy, rate or speed, prosody, and comprehension / DRA
Third Grade
Fourth Grade
Fifth Grade
Grade level passage scored with rubric
DIBELS
CBM (Curriculum Based Measurement)
Rasinski Fluency Rubric / ·  Guided Highlighted Reading to increase the pace of reading
·  Choral Reading
·  Readers’ Theater
·  Repeated Reading
·  Assisted Reading
·  Shared Reading
·  Echo Reading
·  A-Z Reading
·  Fry phrases
·  Song charts / Repeated readings for juncture and phrasing
Reading Minute (Kelly Gallagher)
Read Naturally / Grade level WCPM as agreed upon by district
>8 on Multidimensional Fluency Scale (gr 4+)
=/> 10 on Rasinski Fluency Rubric / Literacy coach, trained teacher or trained paraprofessional / Charts that reflect individual student growth; kept by student depending on grade level
Students reading independently
Choral reading
Shared reading
Bookmark prompts
Read Aloud
Partner reading

Primary Author: Gina Brunskill (CASD), with input from the COOR Literacy Team: Barbara Mick, Joyce Zeneberg, Christy Neubecker, Sue Mier, Nicole Demoray, Jennifer Wooten, Michelle Patterson May 2013