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Background and Literacy Need
• Annandale Terrace is a Title I school, with 78% of the students on free and reduced lunch.
• 61% of the students have limited English proficiency
• School has been accredited with warning for failing to meet 75% benchmark on reading SOL in Hispanic subgroup
Literacy Need
Reflection Score Number of Students
4 22
3 100
2 156
1 2
Total Number of Student Scores 280
Average Score 2.88
Fourth grade spring scores on the Developmental Reading Assessment:
Data
1 2 3 4
-10%
0%
10%
20%
30%
40%
50%
60%
4th Grade Reflection Scores on the DRA
Percentage of 4th Graders
Based on the DRA, fourth grade students need support with comprehension in the area of reflection.
Literacy Need
Sample Reflection Questions on DRA:
• What is the most important event in the story? Tell why?
• What do you admire most about____________?
Possible Solutions
• Lessons on determining importance and synthesizing
• Determining what a text is really about
• Whole group instruction
Possible Solutions• “After Reading”
strategies that encourage inferring
• “Question, It Says, I Say, And So”
• Whole or small group instruction
Possible Solutions
Pitfalls• Teacher attitudes and
potential lack of interest in participating in professional development
Requirements• Books purchased for
teachers
• Professional Reading
• Coverage for teachers to be away from classroom
Solution:Implement small strategy groups into reading workshop in order to meet a specific group of readers’ needs.
Structure:
1. Connect
2. Teach
3. Engage
4. Link
Key Point:
• Teaching is scaffolded to meet the needs of students (less support to more support)• State strategy • Provide explanation/example of strategy• Practice strategy together• Demonstrate strategy
• Engagement has students reading in own independent reading books and teacher coaching
Key Point: Explicit Language
Strategy“Read a chapter knowing that a significant event is likely to happen to a character. At the end of the chapter think about what event made your character change, or act differently.”
Not a StrategyState the most important event of the chapter.
Key Points:
• Students used their own independent reading books to practice the strategy.
• Teachers conference or coach students as they practice strategy.
• This is not a replacement for guided reading.
Professional Development
1. Team and literacy coach discuss data and coach share idea for small group strategy work instruction
2. Teachers are given a copy of Teaching Reading in Small Groups
3. Teachers read chapter 4
Professional Development
1. Team and coach co-plan strategy lessons for group of students who need support.
2. Literacy coach models instruction in a classroom.
3. Teachers practice and reflect
Professional Development
Coach offers support:• Co-plan lessons• Observe teacher teaching lesson• Create prompting language• Identify groups of readers• Model more instruction• Reflect with teacher and create plan for next steps• Consider different anecdotal record taking sheets
Timeline for Implementation
Middle of September
Week 1• Discuss data and rationale for strategy group instruction, pass
out books, and assign professional reading
Week 2• Identify group of readers, plan instruction• Coach models lesson• Teachers tryout teaching in own classroom
Timeline for Implementation
End of September/ Beginning of October
Week 3• Reflection• Coach offers support
Week 4• Reflection• Consider trying new strategy