North!KansasCity! School!District! …...Conferring Independent Writing *Focus Lesson A daily lesson (from Units of Study) providing an emphasis on a comprehension strategy, objective,

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North Kansas City School District

Balanced Literacy Plan

Updated August 2015

(Originally prepared by the Literacy Task Force 2010-2012)

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Table of Contents ACKNOWLEDGEMENTS ........................................................................................................................3 INTRODUCTION .......................................................................................................................................4 TASK FORCE VISION STATEMENT ....................................................................................................5 BALANCED LITERACY COMPONENTS .............................................................................................7 INSTRUCTIONAL OVERVIEW ..............................................................................................................8 INSTRUCTIONAL PRACTICE ..............................................................................................................11 CLASSROOM ENVIRONMENT ............................................................................................................12 RESEARCH TO CONSIDER ..................................................................................................................13 GRADUAL RELEASE OF RESPONSIBILITY ....................................................................................14 GOALS FOR STUDENT ACHIEVEMENT ..........................................................................................15 READING BLOCK FOR GRADES K - 5 ...............................................................................................16 FORMAT ...................................................................................................................................................16 COMPONENT ...........................................................................................................................................16 RECOMMENDED ......................................................................................................................................16 SETTING AND/OR TIME ...........................................................................................................................16

WRITING BLOCK FOR GRADES K - 5 ...............................................................................................17 FORMAT ...................................................................................................................................................17 COMPONENT ...........................................................................................................................................17 RECOMMENDED ......................................................................................................................................17 SETTING AND/OR TIME ...........................................................................................................................17

SYSTEMIC USE OF DATA/INTERVENTION SUB-COMMITTEES ..............................................18 FAMILY AND COMMUNITY INVOLVEMENT SUB-COMMITTEE .............................................19 PROFESSIONAL DEVELOPMENT PLAN (K - 5) ..............................................................................22 YEAR ........................................................................................................................................................22 OBJECTIVES ............................................................................................................................................22 IMPLEMENTATION ...................................................................................................................................22 SCHOOL LEVEL ROLES ............................................................................................................................23 DISTRICT LEVEL ROLES ...........................................................................................................................28

GLOSSARY OF LITERACY TERMS ....................................................................................................29 REFERENCES ...........................................................................................................................................44 APPENDIX A .............................................................................................................................................48 APPENDIX B .............................................................................................................................................52 APPENDIX C .............................................................................................................................................63

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Acknowledgements

The Literacy Task Force was assembled during the fall of the 2010-2011 school year. The large group worked together to determine a Vision for the work of the Task Force under the leadership of Chad Sutton and Michele Baldwin. Once the Vision was established the large group was subdivided into smaller subcommittees that researched various components related to a Balanced Literacy Plan. There were subcommittees that developed an assessment plan, intervention information and resources, community and parent involvement, as well as instruction. This document honors the research related to proficient readers. A variety of research articles and texts were consulted that ultimately led to the development of a definition of Balanced Literacy and the type of instruction needed to implement Balanced Literacy instruction in the classrooms of North Kansas City elementary schools. The following individuals worked tirelessly and passionately to further develop the Vision of the Task Force and provide a tangible document to explain and share elements of Balanced Literacy.

Core Instruction Systemic Use of Data Tiered Intervention Family and Community Involvement

Deb (Debra) Williams Amy Ward Anne Tate Jennifer Gates

Linda Greason – Lead Deyrle Wallace – Lead Lisa Friesen – Lead Michelle Musselman

Trena Morrison Patricia Steyer Sherrie Brown Jill Smith

Cindy Lakin Jennifer Widman Kristel Keen Rhonda Deason

Polly Feigly Laura Speer Troy Fredde Karen Cangelose

Mark Lewis Raylene Walsh Laura Lukens Troy Sawyer

Cara Mace Elizabeth McKerlie Rene Cooper – Lead

Carol Sulack Michele Baldwin, Professional Development Chad Sutton, Deputy Director Elementary Education

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Introduction

The North Kansas City School District has committed itself to ensuring that all students learn and grow academically. Current mega-goals of the district state that the drop out rate will be reduced and increased student performance will be achieved through concerted efforts in the area of mastery learning, culturally responsive teaching and learning, and through the implementation of professional learning communities at all school sites. During the 2010-2011 school year, a task force was assembled in order to focus efforts in the creation of a complete Balanced Literacy plan that would serve students in grades K - 5 at all elementary schools within the district. This plan is the culmination of the efforts of this task force and the teachers, program coordinators, and administrators that worked to research and prepare this plan in order to guide and inform instruction in every classroom within the district. The plan was created by carefully researching the core components of literacy and their effect upon student growth in the area of reading, writing, listening and speaking. In addition, the district’s current instructional alignment guide (IAG), state standards, as well as the Common Core Standards, were examined to determine a consistency of purpose and planning. Balanced Literacy, as the task force has come to know it, is a framework that provides components of instruction that will develop students’ abilities to read, write, listen, and speak effectively. The instructional plan has at its foundation the belief that all five areas of reading: phonemic awareness, phonics, vocabulary, comprehension, and fluency, are critical to student literacy growth. In addition, through the use of increasingly complex texts combined with a gradual release of responsibility from teacher to student, it is believed that students will be able to reach levels of literacy ability and achievement that support academic achievement throughout their school career.

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Task Force Vision Statement

NKCSD envisions literacy instruction where teachers. . . .

o Deliver explicit and balanced instruction in reading, writing, listening, and speaking

o Employ varied instructional strategies within a variety of student groupings

o Utilize data to monitor student progress and guide instruction

where students engage in:

o Reading, writing, listening, and responding to a variety of literature

o Conversations: making connections, clarifying, questioning, and thinking

in a classroom environment that has

o Easily available and wide variety of literacy tools

o Print-rich environment . . . . . . . . . . in order to create independent readers and writers.

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What is Balanced Literacy?

Balanced Literacy is not a prescribed....... • curriculum • set of materials, or • program Balanced literacy is.......... Intentionally delivered instruction to develop students who can read, write, listen, and speak with increasing complexity across several disciplines and for a variety of purposes. The instruction moves from modeling to independent authentic application and use of literacy skills. Literacy development in......... • Reading requires the acquisition of phonemic awareness, phonics, fluency, vocabulary, and comprehension skills. Reading further requires comprehension of complex texts enabling learners to find reading useful, enjoyable, and meaningful.

• Writing requires the acquisition of a communication process encompassing craft and conventions across contents and genres.

• Listening requires active engagement to receive and utilize information as a means to build knowledge and understand ideas of others.

• Speaking requires communicating ideas and opinions in formal and informal settings for a variety of audiences and purposes.

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Balanced Literacy Components

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Instructional Overview

All work of the Literacy Task Force has taken into consideration the Missouri Grade Level Expectations with a forward look at the Common Core Standards that have been adopted by Missouri. In addition, the Task Force considered the National Reading Panel’s Report of 2000 that stated five critical areas of reading instruction that must be addressed: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Effective literacy instruction includes an integrated approach to reading and writing across all content areas. Each of these areas is addressed by this Balanced Literacy Plan. This Balanced Literacy Plan includes the following: • explicit and direct use of phonemic awareness activities in primary classrooms • explicit and systematic instruction of phonics skills • language development through both written and verbal means in order to connect

vocabulary to reading and writing • direct and systematic instruction of comprehension strategies as a means to develop meaning through fluent reading of increasingly complex texts via interactive, shared, guided, and independent reading activities

• direct and systematic instruction of writing as a means to respond to reading through interactive, shared, guided, and independent writing activities

• opportunities for communication of ideas both verbally and written • supporting opinions, demonstrating understanding of the subjects students are studying and conveying real and imagined experiences and events through reading, writing, and speaking

• clear communication to an external, sometimes unfamiliar audience • purposeful writing to accomplish a particular task • increased knowledge of a subject through research projects to respond analytically to literary and information sources

The Balanced Literacy plan requires students to receive direct small group instruction in reading and writing as well as actively engaging in actual reading and writing as individuals or as part of small groups. It is strongly recommended that primary grade (K-2) students should receive at least two and a half hours of literacy instruction each day while intermediate grade students (3-5) should have at least two hours of daily literacy instruction. It is common knowledge that time is a precious commodity in the elementary school as teachers strive to include all content areas and yet meet other curricular requirements for enrichment classes such as art, music, and physical education. Thus, in taking this into consideration, teachers should also consider integrating other content literacy materials, when appropriate, as part of their literacy block of instruction. The use of such materials will support and encourage student literacy in expository or non-fiction texts and corresponding comprehension skills.

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Reading Rationale Almost all children learn to talk without formally being taught to do so. However, the development of literacy skills such as reading and writing do not develop without explicit instruction. Additionally, Common Core State Standards requires an increase in the rigor of reading instruction to ensure all students are career and college ready. “Students who meet the Standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language” (Common Core State Standard Initiative, 2011). Failure to provide adequate, explicit instruction often leads to: - Lower educational achievement - Reduced life-time earnings - Poorer health - Poor social outcomes (bullying, prison, etc.) - High rates of unemployment - Welfare dependence - Teenage parenting (Let’s Read, 2005)

Currently, elementary school students read an average of only seven to eight minutes a day (US Department of Education). Struggling readers read even less which creates a self-perpetuating problem. These readers read so few words during instruction and independent reading time that the gap between them and their peers continually widens. All research indicates that reading achievement requires safe, structured, and highly motivating opportunities to read on a daily basis. The North Kansas City School District Balanced Literacy Plan addresses these needs by implementing the use of: - Teacher read aloud - Shared reading - Interactive reading - Conferring - Guided reading - Independent reading

Writing Rationale Writing and reading are related. People who read a lot have a much easier time getting better at writing. In order to write a particular kind of text, it helps if the writer has read that kind of text. In order to take on a particular style of language, the writer needs to have read that language, to have heard it in his/her mind, so that s/he can hear it again in order to compose it. Writing can also help people become better readers. In their earliest writing experiences, children listen for the relationships of sounds to letters, which contributes

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greatly to their phonemic awareness and phonics knowledge. Writers also must learn how texts are structured, because they have to create them. The experience of plotting a short story, organizing a research report, or making line breaks in a poem permits the writer, as a reader, to approach new reading experiences with more informed eyes. Additionally, reading is a vital source of information and ideas. For writers fully to contribute to a given topic or to be effective in a given situation, they must be familiar with what previous writers have said. Reading also creates a sense of what one’s audience knows or expects on a topic (NCTE, 2004). The Common Core Standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing. Other skills are more properly defined in terms of specific writing types: arguments, informative, explanatory texts, and narratives. Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts (Common Core State Standards, 2011). Activities and learning need to be authentic to foster literacy. A balanced writing model should include guided, interactive, shared, modeled, and independent writing. Teachers must commit to learning about the best practices in literacy and implementation of a balanced literacy model. Speaking and Listening Rationale It may appear that when young children learn to talk it is a quick and easy process. However, it is actually a very complex process (Resnick & Snow, 2009). Oral language development is very important for the youngest of students. Preschoolers that hear more words, and therefore, learn more words, continue to learn words at a faster pace in kindergarten. Furthermore, reading and language comprehension in grade 3 can be predicted with accuracy based on oral language development in the preschool years (Common Core Standards;; Hart & Risley, 1995). The advantage of early language development correlates with higher levels of literacy (Stitch and James, 1984). Learning to Speak and Listen:

• Are necessary prerequisites of reading and writing • Include receptive language (hear and understand what is being communicated) • Include expressive language (ability to produce language) • Are the foundation for written language development • Are academic and life skills that are valued in school and in the real world

(Common Core Standards, Resnick & Snow, 2009;; Catts, Adolf, & Weismer, 2006;; Hart & Risley, 1995;; Hoover & Gough, 1990;; Snow, Burns, & Griffin, 1998) It is essential for young students to build knowledge through the use of read-alouds, but also through independent reading. A gradual balance of being read to and shifting to reading independently is particularly important (Common Core Standards).

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Literacy Block

Reading Word Work Writing

Focus Lesson *

Focus Lesson *

Focus Lesson *

Guided Reading

Conferring Independent Reading

Writing Process

Guided Writing

Conferring Independent Writing

*Focus Lesson A daily lesson (from Units of Study) providing an emphasis on a comprehension strategy, objective, or skill that students will use during the literacy block whether they are involved in word work, read-alouds, shared/interactive reading and/or writing, conferring, independent reading/writing, or any other part of the literacy lesson for that day.

Note: Dashed lines indicate fluidity between components as they relate reciprocally to one another.

Instructional Practice

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Classroom Environment

“I believe that classroom environments are most effective when they are literate and purposeful, organized and accessible, and most of all, authentic.”

Debbie Miller

Designing the room arrangement is a top priority in balanced literacy classrooms since the environment directly affects the teaching and learning that takes place in a classroom. Although balanced literacy classrooms may vary somewhat in their layout, they are always welcoming, joyful places that promote conversation, collaboration, and inquiry. In a balanced literacy classroom, students are actively engaged in their pursuit of knowledge and view themselves as readers, writers, mathematicians, scientists, historians, and explorers. As this type of design is created in classrooms, the placement of desks should not be in the traditional “rows” as this type of arrangement does not promote the priorities of a balanced literacy model. When thinking about classroom environment, it is helpful to consider three guiding principles: Student Independence • Are there centers in the room where materials are stored (i.e. writing) and students can access the materials they need?

• Is there a leveled library where students can select texts that match their independent reading level?

• Are there comfortable areas in the room that students can select to work and read independently (other than their desks)? Examples include bean bag areas, pillow areas, etc…

Student Ownership • Is there a place in the room that students can display work that they feel they want to share with

an audience? • Have students had a role in developing the library? Does the library reflect their interests and who

they are as readers? • Are signs and anchor charts made (and posted) with/by the students? • Do students have a voice about how the classroom looks/feels? Purpose • Everything in the classroom should have a purpose that supports teaching and learning. • Is there a meeting area with a rug for the purpose of whole class teaching? • Are there areas in the room for small group work (guided reading/meeting area) • Are all charts purposeful and reflect the current unit of study? • Are all teacher papers neatly stored and organized so that they are quickly accessible? As the classroom environment is developed, it is critical to include areas for whole group (other than the desks), small group, partner and independent work as they reflect the gradual release of responsibility. More specifically, this type of organization reflects the phases of teacher modeling, guided and independent practice, which is the foundation of the balanced literacy approach.

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Research to Consider

Dr. Richard Allington, past president of the International Reading Association, and one of the nation’s leading experts on reading and language arts instruction, proposes several fundamental principles for instruction. • A balanced approach to learning to read and write is essential. • Nothing is better than reading and writing to develop reading and writing. • Most reading should be done in texts in which students will have high accuracy and good comprehension.

• An 80/20 ratio (easy to harder) seems about right. This helps build the fluency, stamina, and confidence that will enable students to take on more challenging and varied forms of reading materials.

• Comprehension, word study (e.g., phonics), fluency and writing strategies should be explicitly taught and practiced.

• Talking with others to generate ideas is fundamental to learning to read and write. • Teaching students to be independent readers, writers and thinkers is essential at every grade

level. • Developing independent readers and writers is critical to developing thoughtful, life long

learners. Easy access to books is critical for fostering independent reading. • Student interest is an essential component in developing a life-long love of reading and writing. • Some, but not all, children need access to a larger amount of more intensive instructional

support, including enhanced opportunities to read and write daily. • Ongoing and authentic assessment that occurs over the course of a lesson or a unit should

drive instructional decisions. • Access to high quality instruction is more important than which parents children have or which

special program they attend. • Students should experience reading and writing across all subject areas.

Resource: “In Search of Balance: Restructuring Our Literacy Program”

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Gradual Release of Responsibility

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Goals for Student Achievement

Stages of Reading Development for Elementary based on the work of Fountas & Pinnell

Emergent Early Transitional Fluent

• Kindergarten • Levels A – D

• First Grade • Levels D – J • Lexile Levels 190 - 530

• Second and Third Grade

• Levels J – R • Lexile Levels 420 - 820

• Fourth and Fifth Grade

• Levels R – W • Lexile Levels 740-1010

Instructional Text Level Expectations for Reading North Kansas City School District

Grade Fall (Late September)

Winter (Late December)

Early Spring (March)

Late Spring (Mid/Late May)

K

B

C

D

1

C/D

G

H/I

J

2

I/J

L/M

M

N

3

M/N

P/Q

Q

R

4

Q/R

S

T

U

5

T/U

V

V/W

W

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Reading Block for Grades K - 5 Prepared frameworks that provide a focus for each day’s lesson in reading and writing. Additional information is provided regarding essential questions, suggested resources, key terminology, culminating activities, and interdisciplinary opportunities, when applicable. Units are correlated to the Missouri Learning Standards.

Format Component Recommended Setting and/or Time

Focus lesson

Direct instruction to the whole group aligned to the unit of study. It should be used to teach both surface and deep structure components of literacy. • Reading Aloud • Shared/Interactive Reading

Whole Group • 10 - 20 minutes

Student Work Time

During student work time a variety of literacy activities should occur in the classroom: • partner or individual reading • writing in response to reading • conferring with students • literature circles

Individual, Partner, or Small Groups • 20 - 40 minutes

Sharing A time of gathering together as a large group to reinforce the focus lesson of the day, debrief students’ reading, and summarize the overall progress of the group toward learning goals.

Whole Group, Small Group or Partners • 5 - 10 minutes

Guided reading Teacher guides small groups of students in development of reading strategies toward independent reading. Teachers support individuals and the group by matching books to readers and scaffolding the reading process. Students not meeting in a group will be engaged in literacy activities (Daily 5 rotations would be appropriate during this time).

Small, needs based groups • 30-50 minutes (time varies based on grade level and/or needs of students)

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Writing Block for Grades K - 5

Format Component Recommended Setting and/or Time

Focus lesson Direct instruction to the whole group aligned to the unit of study. • Writing Process • Shared/ Interactive Writing • Genre Study • Author Study • Craft

Whole Group • 5-15 minutes

Student Work Time

During student work time a variety of writing activities should occur in the classroom: • individual writing • writing in response to reading • conferring with students • peer revising and editing • research • genre study • publishing

Individual or Small Groups • 20 - 40 minutes

Sharing A time of gathering together as a large group to reinforce the focus lesson of the day, debrief students’ writing, and summarize the overall progress of the group toward learning goals.

Whole Group, Small Group or Partners • 5 - 10 minutes

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Systemic Use of Data/Intervention Sub-Committees Purpose: The purpose of the Systemic Use of Data/Intervention sub-committees was to align diagnostic components of district assessments with research-based interventions.

Goals:

Determine which assessments should be given district wide.

Create a district document that provides information on determining student needs

based on specific components of assessment data.

Determine the most effective interventions being used across the district.

Define each tier and provide instructional resources and strategies that fit into each

tier.

Ensure student needs from assessment data are tied to a research-based

interventions that address the specific needs. Create a resource of standard directions for implementing research-based

interventions with students (currently available on Blackboard in the District

Curriculum course-Under the Response to Intervention button). (SEE APPENDIX A FOR MORE DETAILS)

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Family and Community Involvement Sub-Committee As a district, it is crucial for our students to take the skills they have learned within the classroom and implement them outside of the schools’ walls. The Family and Community committee has a goal of creating user-friendly documents and annual events to help families become more fluent in generating ways to incorporate literacy within the home and community.

The C.A.R.E.S. handbook is intended to be user-friendly and is translated in several languages that accommodate the families in our district. It explains terms used in the classroom so that parents and children can understand. It provides concepts that parents can help their students with and accompanies them with examples of lessons. It also provides visual grade-level expectations that allow the parent to evaluate their student’s work. The Family and Community committee also compiled a list of websites and phone apps that are available to families outside of the classroom. These websites and apps are organized by skill so that students can focus on the skills that they need to practice. In addition to the documents that the parents can use to guide instruction at home, this committee is also in charge of creating outlines of Family Literacy Nights that will be held annually in each school. This event will provide parents with the school and community resources needed in order to create a student-friendly atmosphere in the home.

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FAMILY LITERACY NIGHT

Purpose: • To increase literacy awareness among families and community members. • To provide literacy strategies that will empower parents to take an active role in student learning. • To provide a time, place, and helpful guidelines to promote literacy. Guidelines for Family Literacy Night:

• Integrate All Four Components o Reading o Writing o Speaking o Listening

• Parent Information Component o Parents are provided strategies and information to support literacy at home. o The goal is for literacy to be a collaborative experience in the home environment.

• Interactive Component o Demonstrations and activities-engage students and families.

• Community Component: o Reach out to the Community:

§ Public library § Youth Friends § Community Education § Community members

• Literacy Night should be an action step included in the building School Improvement Plan. Parent Components:

• Flier that explains (can be translated to necessary languages): o Importance of literacy

• What it is? • Why it is vital to a foundation for success?

o Strategies to do at home? • Reading • Writing • Listening • Speaking • Explanation of school’s balanced literacy block

• Demonstration videos of literacy in action • Guided Reading • Shared Reading • Writing Workshop

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Interactive Components:

• Book Walk o Exactly like a Cake Walk except words on the floor, not numbers. o Prizes are books (Also from the box of Scholastic 100).

• Themes and/or Genres o Each classroom chooses their own o Activities are based off of these themes o Example-Theme=”Read Under the Stars”:

§ Families attend in pajamas and read stories. • Book Fairs • Games

Community Components:

• Public Library o Share resources o Library card sign-up

• Youth Friends o Read Alouds

• Story tellers o Share oral traditions

• Investigate and provide links to community reading programs: o Pizza Hut Book It o Price Chopper o Barnes & Noble

• Contact local book store o Make connections

• Invite an author or illustrator o Read alouds o Meet and greet o Motivation for students to attend

• Invite a local celebrity o Read alouds o Meet and greet o Motivation for students to attend

*Note: Ideas are not limited to this list. Google searches provide a wealth of additional information. C.A.R.E.S. Parent handbook & websites and apps list are available at the following link: http://www.nkcschools.org/page.cfm?p=2323 or (SEE APPENDIX B FOR MORE DETAILS)

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Professional Development Plan (K - 5)

Year Objectives Implementation

2011-2012

• Increase elementary principals’ abilities to implement balanced literacy instructional plan through coaching demonstration teachers in their respective schools.

• Increase elementary principals’ abilities to help teachers reflect on balanced literacy instruction as a growth component of the PBTE process.

• Selection of demonstration teachers through process agreed upon with the Dept of Teaching and Learning.

• Training for principals, instructional coaches and demonstration teachers for 2 full days in December.

• Principal PLCs will observe balanced literacy instruction together, discuss the observation(s) and develop both instructional knowledge and observational skills to implement in their own schools.

• Assessment plan

2012-2013

• Demonstrate a district commitment to building-based professional development on Balanced Literacy.

• Increase the elementary principals’ abilities to help teachers reflect on their balanced literacy instruction as a growth component of the PBTE process.

• Support principals in systematizing all components of Balanced Literacy in all elementary classrooms.

• Principals develop lab or demonstration classrooms in each school

• Principal PLCs continuing to support each other to problem solve and create/share instructional videos.

• Principals continue observing and discussing Balanced Literacy lessons.

• Incorporate Balanced Literacy professional development in the beginning and new teachers’ orientations and trainings.

• Monthly Professional Development Modules • Examine the possibility of contracting with another literacy expert to offer training to principals, coaches and demonstration teachers. (Suggest: Ellin Keene speaking on comprehension strategies)

2013-2014

• Demonstrate a district commitment to building-based professional development on Balanced Literacy.


• Continue to support principals in systematizing all components of Balanced Literacy in all elementary classrooms.

• Recruit additional demonstration classrooms • Principal PLCs continuing to support each other to problem solve and create/share instructional videos.

• Principals continue observing and discussing Balanced Literacy lessons.

• Monthly Professional Development Modules • Incorporate Balanced Literacy professional development in the beginning and new teachers’ orientations and trainings.

• Contract with literacy experts to offer training to principals, coaches and demonstration teachers. (Suggest: Debbie Miller, Matt Glover, Ellin Keene, Teachers College)

2014-2015

• Maintain a district commitment to building-based professional development on Balanced Literacy.




• Principals continue observing and discussing Balanced Literacy lessons/Monthly PD Modules


• Contract with literacy experts to offer training to principals, coaches and demonstration teachers. (Suggest: Debbie Miller, Matt Glover, Ellin Keene, Teachers College)

• Establish action research teams

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Year Objectives Implementation

2015-16

• Maintain a district commitment to building-based professional development on Balanced Literacy.

• Support the elementary principals’ abilities to help teachers reflect on their balanced literacy instruction as a growth component of the PBTE process.



• Principals continue observing and discussing Balanced Literacy lessons/Monthly PD Modules


• Contract with literacy experts to offer training to principals, coaches and demonstration teachers. (Suggest: Debbie Miller, Matt Glover, Teachers College)

• Expand action research teams

All Years

• Demonstration classrooms provide job embedded peer observation/coaching • School wide/grade level sessions through web casts, faculty meetings, and/or Professional Growth Classes

• Professional book study • Summer Professional Development Academy sessions • Response to intervention continues as support for general education students • Family and community plan components utilized

School Level Roles The Faculty and Staff Successful implementation of the Balanced Literacy Instructional Plan will depend largely on the ability of classroom teachers. Research consistently demonstrates that the fidelity of the teacher in the classroom can determine whether or not students’ academic growth occurs. Thus, NKC teachers will: • participate in professional development activities at both the building and district level in order to further their own knowledge of Balanced Literacy and its use in the classroom

• implement current best practices of literacy instruction as designed by this instructional plan • use student data to make instructional decisions • commit to on-going professional development • collaborate with other staff members and stakeholders (i.e., parents) to fully implement the plan with fidelity

• commit to their school and the district’s success as a member of a professional learning community

Reading Support and Title I Reading Teachers • participate in professional development activities at both the building and district level in order to

further their own knowledge of Balanced Literacy and effective reading interventions/support • implement current best practices of literacy instruction, with emphasis in interventions such as LLI

(Leveled Literacy Intervention), as designed by this instructional plan • use student data to make instructional decisions;; collaborate with classroom teachers,

administrator, and other personnel to make these decisions about instruction

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• share knowledge of current best practices in literacy with staff, especially those strategies shown to be effective during reading support instruction, especially in the areas of phonemic awareness, phonics, vocabulary, comprehension and fluency

• model lessons and provide support for classroom teachers, especially those implementing LLI (grade level teachers observe reading support teachers teaching LLI and/or other interventions/small group support)

• opportunities for reading support teachers to come together on a regular basis and reflect about current practices and our literacy model will be provided by the district

• willingness to use various models of reading instruction (“push-in” services, “pull out” services, co- teaching with grade level teachers, etc.) to deliver (additional) instruction for students who struggle with reading

ELL Teachers • participate in professional development activities at both the building and district level in order to further their own knowledge of Balanced Literacy and effective reading interventions/support

• implement current best practices of literacy instruction • use student data to make instructional decisions;; collaborate with classroom teachers, administrator, and other personnel to make these decisions about instruction


• opportunities for ELL teachers to come together on a regular basis and reflect about current practices and our literacy model

• willingness to use various models of instruction (“push-in” services, “pull out” services, co- teaching with grade level teachers, etc.) to deliver (additional) instruction for students who struggle with literacy

Special Education Teachers • participate in professional development activities at both the building and district level in order to

further their own knowledge of Balanced Literacy and effective reading interventions/support • implement current best practices of literacy instruction • use student data to make instructional decisions;; collaborate with classroom teachers, administrator, and other personnel to make these decisions about instruction

• provide specialized instruction to address disability related deficits in literacy to students with identified disabilities

• consult with general education teachers regarding instructional needs and accommodations for students with disabilities that impact literacy


• opportunities for Special Education teachers to come together on a regular basis and reflect about current practices and our literacy model

• offer a continuum of service delivery options, including co-teaching with regular education teachers in regular education classrooms, to deliver specialized instruction for students who struggle with literacy

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School Psychologists • participate with others in designing and implementing universal screening programs to identify students in need of additional instructional or behavioral support services, as well as progress monitoring systems to ensure successful learning and school adjustment.

• collect and use assessment data to understand students’ problems and to select and implement evidence-based instructional and mental health services.

• assist with design and implementation of assessment procedures to determine the degree to which recommended interventions have been implemented (i.e., treatment fidelity).

Speech-Language Pathologists District speech-language pathologists serve a critical role with respect to highlighting connections between language and literacy development. A student’s oral language ability, phonological processing skills and phonemic awareness skills may be considered a basis for the development of literacy. A reciprocal relationship exists between these skills and development of spelling, reading and written language development. The speech-language pathologist will: • collaborate with classroom teachers and other teachers with respect to students needs in the areas of speech and language

• support professional development activities with respect to language and literacy • collaborate with all stakeholders to monitor implementation and success of the Balanced Literacy Plan;; this collaboration may include:

(1) providing resources and suggestions for language and literacy rich experiences (2) modeling communication-facilitating strategies in the classroom (3) assisting with modifications and adaptations of materials for students

The Demonstration Classroom Teachers • provide opportunities to demonstrate skills in the implementation of balanced literacy instruction in shared reading/writing, interactive reading/writing, and independent reading/writing

• serve as mentor for teachers to gain knowledge in the components of balanced literacy whether the components are instruction related to word work, phonics, phonemic awareness, or comprehension strategies

• provide peer coaching for fellow staff members Teaching and Learning Coaches Provide On-Going, Job-Embedded Professional Development for Balanced Literacy • model components of Balanced Literacy in K-5 classrooms • present on components of balanced literacy at staff meetings • facilitate learning at grade level PLT meetings • present/facilitate on early release days and PD days • present/facilitate Summer Academy Sessions on Balanced Literacy components • facilitate book studies surrounding Balanced Literacy • arrange opportunities for teachers to observe best practice in others’ classrooms • support implementation of Balanced Literacy components with Special Education teachers • Provide PD on challenge opportunities for students within a Balanced Literacy Model • create walk-through form encompassing all components of the Balanced Literacy Model for Principals/Admin Team to utilize (consisting of common language/structures/instructional expectations district-wide)

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• observe teachers during literacy block to provide feedback for continued growth • provide resources for teachers in support of Balanced Literacy Counselors • develop an instructional alignment guide for the counseling curriculum • embed time into counselor meetings to share lessons • participate in professional development regarding balanced literacy • incorporate components of balanced literacy into classroom lessons, such as shared reading and writing

School and Community Resource Specialists (SCRSs) • conduct home visits, group visits or provide small group meetings at the library or local restaurant • provide Literacy packets, demonstrate activities, provide age appropriate books (use our existing community partners and churches to provide us books), and give community resources when necessary

Teacher Librarians • participate in continual professional development activities at both the building and district level in order to further knowledge of Balanced Literacy

• implement current best practices of literacy to develop strategic readers who can comprehend, analyze, and evaluate text in print and digital format

• incorporate components of balanced literacy into lessons;; including components of speaking, listening, and writing, in addition to reading

• promote student information literacy across the curriculum • commit to their school and the district’s success as a member of a professional learning community

• collaborate with all stakeholders to o provide print-rich environments that reflect the curriculum and the diverse learning needs of the school community

o ensure open, non-restricted access to a variety of high quality reading materials in multiple formats that support students’ academic needs and personal interests

o organize and promote literacy projects that engage learners and motivate them to become lifelong readers

• promote best quality literature and authors reflect a variety of cultures and themes • guide students in their reading choices and expose them to a range of genres in both print and digital formats

New Teachers • present Balanced Literacy Instructional Model during New Teacher Induction Week • follow-up training throughout year in collaboration with PDC reps The Building Leadership Team (BLT) The BLT will work with the building principal to ensure that adequate professional development resources are in place to support teachers in the transition to an instructional plan based on Balanced Literacy. The BLT will: • attend professional development activities at the district level (i.e., summer professional

development academy) in order to assist the principal in development of building professional development plans

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• foster a culture of positivity among all staff that all individuals support literacy growth and achievement

• use data (assessment, surveys, anecdotal information) to make building decisions regarding professional development plans and support for staff

• collaborate with all stakeholders to monitor plan implementation and success The School Principal The success of this Balanced Literacy plan will be determined at each school level as the principal will play a major role in providing training to determine the implementation proceeds as outlined. The principal must become the instructional leader and assure that the plan is implemented with fidelity at each site. The principal will: • create a supportive environment that encourages teachers to learn and understand Balanced

Literacy • attend all professional development meetings and read all supportive materials in order to increase personal knowledge of balanced literacy

• coordinate building level balanced literacy training with district goals and professional development provided at the district level

• observe classroom instruction regularly to determine that the balanced literacy plan is being implemented by teachers

• coordinate balanced literacy implementation with response to intervention efforts, family and community involvement, and the district assessment plan

Curriculum • facilitate the writing/revising of units of study for reading and writing workshops aligned to Missouri

Learning Standards and IAGs • create instructional overview guides per grade level in support of Balanced Literacy Model Assessment • support implementation of F&P assessment, K-5

o Model administration, lead data analysis conversations, assist with planning for student needs

• support creation of common formative assessments in regards to reading/writing • train teachers on administering/analyzing running records and planning for student needs based on results

Professional Development • attend required trainings on Balanced Literacy components • create implementation plans for taking PD to building(s) Demonstration Classroom Teacher Support • model, co-teach, plan, and provide feedback for Demonstration (Demo) Classroom Teachers for 8-10 week period

• meet monthly with Demo Teachers district-wide o Train various components of Balanced Literacy Model o Facilitate reflective conversations surrounding best practice o Support efforts to build capacity of expert teachers

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District Level Roles District-Level Administrators: (Assistant Superintendents, Deputy Director of Elementary Education, and Professional Development and Curriculum Director, District Level Instructional Coordinators) District administrators have the responsibility for providing support for the Balanced Literacy Plan. Such support will come through on-going professional development and related needs whether they are resource support and/or financial considerations. The responsibilities will consist of, but may not be limited to: • providing updated and applicable Instructional Alignment Guides • providing resources for teacher’s professional growth (book studies, materials, speakers, etc.) • implementing a thorough and complete plan for professional growth activities that support current

teachers and include new teachers as they join the district in future years • developing a systemic means to monitor instruction to insure fidelity of the instructional plan • training and preparing principals, instructional coaches, and demonstration teachers to provide instructional leadership for their constituents

• monitoring assessment results to determine academic growth of students through a variety of assessment tools

• work with BLTs to monitor implementation of instructional plan and provide assistance to individual teams when needed

Director of Assessment The expertise of the Director of Assessment will be needed to monitor the fidelity of this plan and ensure that student growth is occurring. The Director of Assessment will: • work with the Deputy Director of Elementary Education to obtain reliable, valid, and benchmarked assessments that measure student literacy development consistently among all district elementary schools

• provide professional development for teachers in the assessment plan and use of new assessment resources such as digital assessment

• provide adequate resources for school implementing the district assessment plan whether it is training or digital support

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Glossary of Literacy Terms

Unless otherwise noted, these terms were taken and combined from the following sources: • Missouri Department of Elementary and Secondary Education website at

http://www.dese.mo.gov/divimprove/curriculum/GLE/documents/caglossary1109.pdf;; • New York City Department of Education website at http://ps23bronx.org/Documents/LitCABcompleteKto6.pdf and

http://www.curriculum21.com/pd/resources/archives/glossary. • Beaufort County School District website at http://www.beaufort.k12.sc.us/Site/index.aspx, retrieved 4/13/2011.

active literacy The integration of critical language skills: listening, speaking, reading, and writing into

the daily curriculum in every class. active voice writing in which the subject of the sentence performs the action of the verb active voice

- “My sister decorated the cake.” (passive voice - when the subject receives the action – “The cake was decorated by my sister.”)

active-listening behaviors actions that let the speaker know the audience is listening (e.g., non-verbal body language cues such as facial expressions, gestures, eye contact;; verbal cues such as questioning and summarizing main points, etc.)

affixes one or more sounds or letters attached to the beginning or end of a word or base: prefixes and suffixes

alignment agreement or coherence between the essential questions, content, skills, assessments, and standards adopted by the district.

alliteration repetition of sounds in stressed syllables or words in sequence [see sound device] allusion reference, within a literary work, to another work of fiction, film, a piece of art, or even a

real event;; a kind of shorthand, drawing on this outside work to provide greater context or meaning to the situation being written about. (While allusions can be an economical way of communicating with the reader, they risk alienating readers who do not recognize these references.) [see rhetorical devices]

analogy expression showing similarities between two things. (Analogies show relationships. For example, “Explain how the relationship between thermometer and temperature is similar to the relationship between odometer and distance.” Analogies take the printed form A:B :: C:D and are read “A is to B as C is to D.”) [see rhetorical devices]

analytic scoring scoring that evaluators use to rate or score separate parts or traits (dimensions) of an examinee's product or process first, then sum these part scores to obtain a total score. A piece of writing, for example, may be rated separately as to ideas and content, organization, voice, choice of words, sentence structure, and use of English mechanics. These separate ratings may then be combined to report an overall assessment. (see holistic scoring)

analyze to break something down into parts to examine its nature anchor papers student work samples that exemplify varying levels of proficiency according to task-

appropriate rubrics. They help students and teachers analyze, examine, and compare student work.

antecedent word, phrase, or clause to which a pronoun refers, as understood by the context assessment the process of measuring one or several variables of interest in order to make decisions

about individuals or inferences about a population. Demonstrations of learning aligned to the benchmarks and standards that allow students to show you what they know. They are products and performances used as evidence of skill development and content understanding.

author’s purpose author’s intent or reason for writing: to explain/inform, to entertain, to persuade or author’s intent as demonstrated by the passage

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automaticity automatic word recognition;; the fast, effortless word recognition that comes with a great deal of reading practice (In the early stages of learning to read, readers may be accurate, but slow and inefficient at word recognition. Continued reading practice helps word recognition become more automatic, rapid, and effortless. Automaticity refers only to accurate, speedy word recognition, not to reading with expression or comprehension.)

awareness of audience writing for a specific purpose with a specific reader or group of readers in mind basal readers commercially published collections of reading selections, including stories, informational

texts, poetry, and plays that have been grouped together by grade level and according to difficulty. Often these selections are leveled. Many are now redesigned to be “anthologies” and still can be used for specific selections of unabridged literature selections.

benchmark a detailed description of a specific level of student performance expected of students at particular age, grades, or development levels. Benchmarks are often represented by samples of student work. A set of benchmarks can be used as ‘checkpoints’ to monitor progress toward meeting performance goals within and across grade levels.

big books over-sized books, usually containing rhyme, rhythm, and predictable content, that teachers use for read-alouds in situations that are designed to replicate parent-child book reading and acquaint students with the reading process. These books can be both fiction and non-fiction. These books are often large enough for shared reading and, with the use of post-its, focus lessons and interactive reading.

blending quickly putting together the sounds of individual letters to produce a word. This is an essential part of the Word Work covered in focus lessons, one-to-one conferences, phonics lessons, and guided reading/practice.

cause and effect connection or relationship between a precipitating event or reason and its effects or results • cause: makes something occur • effect: outcome of the cause

character traits characterization developed by describing various aspects of the character: physical appearance, personality, speech, behavior/actions, thoughts and/or feelings, interactions with other characters, etc.

choral reading An instructional strategy to help beginning readers who struggle with fluency when they encounter difficult text. The teacher and student(s) look at the same text, the teacher reads aloud slowly, and the student(s) reads along with or slightly behind the teacher’s voice.

classroom assessment an assessment developed, administered, and scored by a teacher or set of teachers with the purpose of evaluating individual or classroom student performance on a topic. Classroom assessments may be aligned into an assessment system that includes alternative assessments and either a norm-referenced or criterion-referenced assessment. Ideally, the results of a classroom assessment are used to inform and influence instruction that helps students reach high standards.

classroom resources reference materials such as a dictionary, thesaurus, handbook, word wall, glossary, or technological tool

cohesive devices elements that bind writing together as a whole;; cohesive devices include transitional words and phrases as well as repetition of key words and the use of “reference words” that “point back” to ideas in the text

colloquialism common word or phrase that is used in everyday speech;; colloquialisms may be specific to a geographic region;; authors use colloquialisms to develop characterization (e.g., “How’s it goin’?” is a colloquialism for “How are you?”)

common formative assessment an assessment typically created collaboratively by a team of teachers responsible for the same grade level or course.

compare to tell how things are alike;; to examine both points of similarity and difference, but generally with the greater emphasis on similarities

complex task work consisting of multiple interconnected, involved, or complicated steps

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comprehension constructing meaning from text by including strategies or processes so the reader activates existing knowledge, makes connections between text and existing knowledge, questions the text, visualizes, inferences, summarizes, synthesizes, and self-monitors. This is a core focus for Word Work as well as focus lessons that teach specific strategies along a range of content and genre.

concepts of print conventions of print;; the understanding an individual has about the accepted practices that govern the use of print and the written language (e.g., reading left to right and top to bottom, words are made of letters, use of spaces between words, use of upper- and lower-case letters, spelling patterns, punctuation, etc.)

conferencing conversations that occur between a teacher and an individual student, a teacher and a small group, or between students, about a piece of work in any subject area. During this time, a teacher gets to know the students’ strengths and weaknesses, and provides strategies and techniques in order to enhance student performance. Students set goals for future pieces of work during this time. The teacher takes notes and collects evidence about future instructional steps.

conflict struggle or clash between opposing characters or opposing forces • external conflict: a struggle between a character and an outside force person versus person person versus society person versus nature person versus “fate”

• internal conflict: a struggle within a character person versus self

connect a comprehension strategy. Proficient readers join their personal experiences and knowledge to portions of the text they are reading in order to construct their own meaning.

connected text written words that are joined together in a series of sentences (e.g., stories, articles) to convey a message, provide information, etc. Word lists that do not convey meaning are not connected text.

connotation attitude and emotional feelings associated with a word or idea (Denotation - a word’s literal meaning.)

content the subject matter;; key concepts;; facts;; topics;; important information. context clues information from the surrounding words, illustrations, or sentences that helps give

meaning to a specific word or phrase contrast to explain how things are different conventions capitalization, punctuation, spelling, grammar criterion-referenced assessment

an assessment where an individual’s performance is compared to a specific learning objective or performance standard and not to the performance of other students. These assessments show how well students perform on specific goals or standards rather than how their performance compares to a norm group of students nationally or locally.

cueing system any of the various sources of information aiding in the identification of an unrecognized word and helping readers construct meaning from print (e.g., phonics, grammar, context, word parts, and text structure)

culture customary beliefs and social norms of a group;; the totality of socially transmitted behavior patterns, arts, beliefs, institutions, and all other products of human work and thought characteristic of a community or population (As part of the setting, place may involve not only the geographical place, but also the social, economic, or cultural environment.)

curriculum mapping is a systemic process that can improve student performance by sharpening the alignment of all aspects of the curriculum to reduce repetitions, gaps, and strengthen the articulation of skills

cut score a point on a score scale in which scores at or above the point are in a different category of classification than scores below the point

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decodable text text that is matched to the reading level of the reader. The words in decodable text (except for a limited number of high frequency words) are restricted to spelling patterns that the reader can decode given his or her existing correspondence knowledge.

decode to analyze spoken or graphic symbols of a familiar language to ascertain their intended meaning (To learn to read, one must learn the conventional code in which text is written in order to decode the written message. In reading practice, the term is used primarily to refer to word identification.)

decoding strategies methods of translating symbols into words or identifying unknown words (roots and affixes, word chunking, context clues, etc.)

description / descriptive writing writing that portrays a character, object, or scene through sensory details/imagery (precise nouns, verbs, adverbs, and adjectives that relate how things look, sound, feel, taste, smell) [see types of writing]

determine importance a comprehension strategy used to determine which pieces of information are necessary to construct meaning. This is an important strategy for non-fiction, web-based text and test-taking strategies.

developmental a pattern of change that moves from novice through advanced behaviors (e.g., crawling leads to walking;; emergent spelling leads to correct spelling). By mapping content and performance standards, we have developed a “map” that illustrates a “developmental rigor” that builds and extends year to year. This helps build a more closely-linked and seamless progression for student learning.

developmental spelling Spelling patterns that young students demonstrate as they move toward correct or conventional spelling. Often referred to as emergent, invented, or temporary spelling, this is core concept in understanding how students construct meaning in their writing and how to best support them. Student portfolios can help illustrate how spelling can change over time. It also provides a conceptual frame to look at student’s writing and how to best support a child’s growth towards standard or conventional spelling.

dialect representation of the language spoken by the people of a particular place, time or social group • regional dialect: spoken in a specific geographic region • social dialect: spoken by members of a specific social group or class

diary / journal log kept by an individual or group of individuals recording daily events, thoughts and opinions, the weather, or other topics

differentiation the process of modifying or delineating some aspect of instruction: the content, process, product, and/or learning environment to address the needs of the learners.

direct instruction A planned, explicit, systematic sequence of instruction that has a goal or set of goals. Teacher directed. Not synonymous with commercially published programs of the same name.

directionality ability to accurately perceive spatial orientation of print (e.g., the print concept of reading from left to right and top to bottom)

draft writing ideas in a rough, unpolished form;; the preliminary version of a piece of writing draw conclusions use of facts and inferences to make a judgment or decision echo reading an instructional strategy to help beginning readers with difficult text. Teacher and

student(s) each have the same text. The teacher reads one part alone (e.g., sentence, line, and page). Then the student(s) reads that same text a beat behind the teacher.

emergent literacy a view that literacy learning begins at birth and is encouraged by having students participate early in a range of literacy and language activities. Activities formerly identified as pretend reading and/or scribble writing are now recognized as valid, systematic, important developmental steps through which students move on the way to correct or conventional reading and writing.

enduring understanding the important understandings that have lasting value beyond the classroom. enunciation clear pronunciation and articulation of words

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environmental print print and other graphic symbols, in addition to books, that are found in the physical environment

essential questions over-arching questions that focus based on a key concept, enduring understanding, and/or big idea to prompt inquiry.

euphemism literary technique that is more acceptable and usually more pleasant way of saying something that might be inappropriate or uncomfortable (“He went to his final reward” is a common saying for “He died.”) [see literary techniques/devices]

evaluate to make a judgment of quality based on evidence evaluation the process designed to answer an applied question related to the value or worth of

something. When used for most educational settings, evaluation means to measure, compare, and judge the quality of student work, schools, or a specific educational program.

explicit instruction teacher-directed strategy that emphasizes the teaching of a specific task and the steps needed to master it. Often associated with Word Work, this is a strategy that provides students direct and clear instruction.

exposition / expository writing writing that presents facts, opinions, definitions of terms, and examples to inform the reader about a specific topic [see types of writing]

expressive language the level of word knowledge that a student uses when he/she converses with others. Students usually have a higher level of receptive word understanding than of language that they can use themselves. (see receptive language)

fact and opinion fact: statement that can be proven opinion: statement that reflects a writer’s belief, but which cannot be supported by proof

formative assessment an assessment for learning used to advance and not merely monitor each student’s learning

feedback the teacher’s response to students’ behaviors as they demonstrate what has been taught. Intended to accelerate learning and encourage self-monitoring. This feedback can occur during one-to-one conferences, portfolio review, etc.

fiction imaginative narrative in any form of presentation that is designed to entertain, as distinguished from that which is primarily designed to explain, argue, or merely describe. (As a genre, fiction may include short stories, novella, novels, drama, and narrative poetry.)

figurative language word or phrase that departs from everyday literal language for the sake of comparison, emphasis, clarity, or freshness of thought [see literary techniques/ devices]

flashback literary technique in which the author presents information that happened before the events currently taking place [see literary techniques/devices]

flexible grouping temporary grouping of students, for instruction, based on some common need or learning goal. Contrasts with reading groups that remain together for most or all of the school year. This is an essential part of Guided Reading.

fluency ability to read a text accurately, quickly, and with proper expression and comprehension (Fluent readers do not have to concentrate on decoding words and can focus their attention on the meaning of the text.)

foreshadowing literary technique in which the author provides clues to coming events in a narrative [see literary techniques/devices]

freshness of thought creativity or originality in writing genre categories used to classify literature (e.g. fiction, non-fiction, poetry, drama)

categories used to classify writing (e.g. narrative, descriptive, expository, persuasive) grade-level instructional text instructional reading level: the text level at which a student reads 90%-95% of the words

accurately with 75%-89% comprehension;; the level at which a student needs support from the teacher independent reading level: the text level at which a student reads 96%-100% of the words accurately and comprehends 90%-100% of the content without help

grapheme a letter that represents a sound (e.g., f represents /f/).

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graphic organizer a visual device in reading/and or writing for organizing information around a concept, theme, or topic;; includes, but not limited to, the following: advanced organizer: previews instruction and provides familiar concepts that connect and anchor the new learning chart: gives information, shows processes, or makes comparisons with pictures, symbols and/or words concept map, or web: presents written ideas around a theme, characteristic, category, or word diagram: shows how something works, how it is constructed, or how its parts relate to one another graph: presents information with lines, pictures, and symbols rather than words mind map: uses pictures and symbolic drawings rather than written words to display thoughts outline: organizes information into topics and subtopics with related details;; topic outlines use words and phrases to describe key information;; sentence outlines use complete sentences to list major points and supporting details Venn diagram: uses two overlapping circles to express similarities and differences in two things

guided reading teacher guides small groups of students in development of reading strategies toward independent reading. Teachers support individuals and the group by matching books to readers and scaffolding the reading process.

guided writing teacher coaches students through the use of writing strategies as they compose text. high-frequency words common words that appear often in written or spoken language (e.g., the, of, and, a, to,

in, is, you) historic time frame era, or time period, in which the plot is set;; the cultural era reflected in the literature holistic scoring evaluating student work based on an overall impression of student performance rather

than multiple dimensions of performance (see analytic scoring) humor writing that is meant to entertain in a light manner, often in funny or absurd situations hyperbole literary technique in which exaggeration is used to convey meaning

(e.g., “I’ve told you a million times.”) [see literary techniques/devices] idiom term or phrase whose meaning cannot be deduced from the literal definition and the

arrangement of its parts, but refers instead to a figurative meaning that is known only through common use (e.g., “I am pulling your leg.” or “You’re skating on thin ice.”) [see literary techniques/devices]

imagery language that appeals to the five senses: touch, taste, smell, sound, and sight;; mental pictures evoked through use of simile and metaphor;; sensory language [see literary techniques/devices]

independent reading opportunity for children to read independently with a 95-100% accuracy with appropriate leveled books (just-right books).

independent writing student composes text independently. Students are given opportunities to generate ideas, draft, revise, edit, and publish then sharing their writing with others.

infer (inference) to draw meaning from a combination of clues in the text without explicit reference in the text. A comprehension strategy that requires readers to “fill in the gaps” in texts. Proficient readers activate and join their own experiences and knowledge with information they read to construct meaning. The combination provides information that is not written in text.

informal assessment information that documents student progress. Usually occurs during normal classroom instruction as the teacher teaches, observes, and interacts with students. Examples can include running records, reading conferences, etc.

informational text a text genre that provides information, persuades, or explains, and is based in truth, as opposed to fiction. Examples include textbooks, newspaper articles, some magazines, and encyclopedias.

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instructional text text that requires assistance from a teacher but is neither too difficult nor too easy (‘just right’) for students to read. Identified by the student’s oral or silent reading rate (faster at each grade level), percentage of correctly read words (optimally 95-98%), and percentage of correct comprehension responses (at least 90%) as text is read.

instrument a device or procedure created to assess a trait or characteristic of individuals. item an individual scenario, question, or task designed to elicit a response form a test-taker.

An individual question or exercise in an assessment or evaluative instrument. item bank a computerized or paper collection of test/questionnaire items, organized by subject

matter, item difficulty, and question type (multiple choice, constructed response, etc.). This bank assists in creating tests or questionnaires.

interactive reading teacher and student choose and read text together interactive writing teacher and students compose text together (share the pen). Students learn the process

of writing, concepts of print, and understanding that reading and writing are reciprocal processes. Allows children to apply letter-sound knowledge and spelling patterns in context. It also provides texts that children can revisit and read independently.

irony literary technique that compares expectations and reality dramatic irony exists contrast or discrepancy when information is known to the reader or audience but unknown to the characters situational irony involves an occurrence that contradicts the expectations of the reader or audience verbal irony occurs when a writer or speaker says one thing but means the opposite [see literary techniques/devices]

jargon technical terms, acronyms, and language used by people of the same profession or specialized interest group [see literary techniques/devices]

K-W-L an instructional strategy that enhances comprehension by documenting what students already Know, what they Want to learn, and then what they do Learn. Some teachers add the letter “H” (How). This meta-cognitive step asks the student to explain HOW they have come to learn something.

lessons organized instructional plans aligned to assessment targets. The concept of "planning backwards" suggests that you start your design work with the assessment targets and tasks fully described. Once that is accomplished, you design your lessons so students are fully instructed around the content and skills that will be called for in those assessments. It is a reverse of the model that asked for lesson plans and then later for assessment designs. The "backward planning" provides a clear lens for examining your instructional time to make certain that it is purposeful toward benchmarks and standards.

letter a formal business letter has a prescribed form (full block, block, semi-block) and contains a return address/heading, inside address, salutation, body paragraphs, closing, and signature a friendly letter (informal or personal letter) has five parts: date/heading, greeting/salutation, body, closing, and signature

leveled readers books that are written at various, sequential, progressive, read-ability levels to help students develop their reading skills.

literacy block a period of uninterrupted time for students to enjoy a variety of appropriately balanced reading and writing experiences with varying levels of teacher support. These experiences will ultimately help students become lifelong independent readers and writers.

literary techniques / devices techniques/devices used in writing which are intended to create a special effect or feeling, which include, but are not limited to, the following: • euphemism • hyperbole • figurative language • flashback • foreshadowing • idiom

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• imagery • irony • jargon • metaphor • personification • propaganda • satire • simile • slang • symbolism

main idea implicit or explicit message;; what a text is “mostly about” measurement a logical rule for assigning numbers to observations to represent the quantity of a trait of

characteristic possessed. metaphor literary technique that makes a direct comparison between two unlike things;; a

comparison that does not use the connective words “like” or “as” (e.g., “Love is a rose.”) [see literary techniques/devices]

focus lesson A brief, explicit lesson, often using an anchor chart that focuses students’ attention on something important to learn about reading. It may refer to management, strategies and skills, or literature study.

modeled writing teacher demonstrates writing by thinking aloud and composing text mood feeling created in the reader which is evoked through the language of the text narrative / narrative writing writing that relates a story or a personal essay (e.g., anecdote, autobiography, memoir)

[see types of writing] nonfiction writing that reflects real events and is intended to explain, inform, entertain, persuade,

or give directions (e.g., autobiography, biography, memoir, essay, workplace communications)

nonverbal communication communication without words;; body language (facial expression, gestures);; sign language

norm a standard of performance. Norms are frequently established by initially testing a large sample and then using those data to gauge the performance of individuals tested subsequently.

norm-referenced assessment an assessment where student performance or performances are compared to a larger group. Usually the larger group or ‘norm group’ is a national sample representing a wide and diverse cross-section of students. Students, schools, districts, and even states are compared or rank-ordered in relation to the norm group. The purpose of a norm-referenced assessment is usually to sort students and not to measure achievement towards some criterion of performance.

onomatopoeia sound device in which the word echoes or suggests its meaning, so that sound and sense are reinforced (e.g., hiss, splash, zap, whoosh, etc.) [see sound device]

onset and rime parts of monosyllabic words in spoken language, smaller units than syllables but may be larger than phonemes • onset: initial consonant sound of a syllable (The onset of bag is b-;; The onset of

swim is sw-) • Rime: part of a syllable that contains the vowel and all that follows it (The rime of

bag is –ag;; The rime of swim is –im. Rime is also referred to as a word chunk.) opportunity to learn to provide students with the teachers, materials, facilities, and instructional experiences

that will enable them to achieve high standards. Opportunity to learn (OTL) can include what is taught, how it is taught, by whom, and with what resources.

pace rate or speed parallel structure / parallelism deliberate repetition of similar or identical words and phrases in neighboring lines,

sentences, or paragraphs [see rhetorical devices]

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paraphrase using one’s own words to express the main ideas in what has been read, seen, or heard partner reading a method to provide reading practice in instructional text and/or to help a student

through more difficult text. Two students take turns reading from the same text. If the text is more difficult for one student, the other student gives help.

passage piece of text, fiction or non-fiction, used for instruction/assessment performance standards explicit definitions of what students must do to demonstrate proficiency at a specific

level on the content standards. performance tasks performance tasks are activities that encompass many skills and usually have a direct

application to real tasks. These tasks involve constructing knowledge and actively engaged students in meeting the goals of a lesson. They may be scored with checklists and rubrics in relation to performance standards.

personification literary technique in which a non-living or non-human thing (e.g. animal, plant, object, natural force, emotion, idea) is endowed with human senses, characteristics, and qualities (e.g. “a happy home”) [see literary techniques/devices]

perspective / viewpoint position from which something is considered or evaluated;; standpoint persuasive writing / argument writing that seeks to influence readers or listeners to agree with a perspective or

perform an action (e.g., editorials, advertisements, persuasive essays and letters, public service announcements, position papers) [see types of writing]

phoneme smallest part of spoken language that makes a difference in the meaning of words (English has approximately 41 phonemes. Some words, such as “a” or “oh,” have only one phoneme. The word “if” has two phonemes: /i/ and /f/. “Check” has three phonemes: /ch/ /e/ /k/. A phoneme may be represented by more than one letter.)

phonemic awareness awareness of the sounds that make up words (Beginning readers demonstrate phonemic awareness by combining or blending the separate sounds in a word to say the word: /c/ /a/ /t/ is spoken as “cat.”)

phonetic spelling spelling a word as it sounds phonics phonic cues;; instruction based on the alphabetic principle that there is a predictable

relationship between phonemes (sounds in spoken language) and graphemes (letters that represent the sounds) that can be used to decode and read words

plot action or sequence of events in a story;; five basic elements: exposition, rising action, climax, falling action, and resolution

point of view perspective from which a story is told • first person point of view: the narrator participating in the action and referring to himself/herself as “I” • second person point of view: the “you” in directions, explanations or arguments (not frequently used) • third person point of view: the narrator generally not a character in the story (although this is not always the case), and referring to the characters as “he” or “she” as the events are told

o limited omniscient point of view: the narrator relating the inner thoughts and feelings of just one character

o omniscient point of view: the narrator as all-knowing and relating the inner thoughts and feelings of all the characters

poise appearance of ease, self-confidence, and self-control in one’s manner portfolio assessment a portfolio is a collection of work, usually drawn from students’ classroom work. A

portfolio becomes a portfolio assessment when (1) the assessment purpose is defined;; (2)criteria or methods are made clear for determining what is put into the portfolio, by whom, and when;; and (3) criteria for assessing either the collection or individual pieces of work are identified and used to make judgments about performance.

post-assessment an assessment given after a period of time of instruction and material covered aligned to a pre-assessment previously given.

post-reading skills strategies used to reflect on reading and to integrate new information and concepts with previously learned understandings

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predict (prediction) to use context and content clues to anticipate what might happen next . Proficient readers predict, consciously or unconsciously, how texts evolve from beginning to end and monitor whether their predictions are correct.

pre-assessment a non-graded assessment to measure prior knowledge and application around a set of materials to be taught in a forthcoming period of time.

pre-reading strategies activities that take place before reading to access prior knowledge, preview text, assist the reader in predicting the text’s topic or main idea, and set a purpose for reading [see graphic organizer]

pre-writing strategies activities that take place before writing to give structure and organization to the piece [see graphic organizer]

primary language the first language in which a student learned to speak. Students who speak in two languages are said to have a first (primary) and a second language.

print rich Describes a classroom environment in which there is a wide variety and quantity of writing and reading materials that are both visible and available to students and that play important, on-going roles in significant daily activities.

Professional Learning Communities (PLCs)

a conceptual model developed by Richard DuFour and his colleagues for transforming schools. It focuses on the following principles: A Shared Mission, Vision, Values, and Goals;; Collaborative Teams;; Collective Inquiry;; Action Orientations and Experimentations, Continuous Improvement, and Results Orientation.

progress monitoring Progress monitoring is used to assess students’ academic performance, to quantify a student’s rate of improvement or responsiveness to instruction, and to evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class.

pronoun case pronouns may be used as subjects, objects, or possessives • subjective/nominative case: “He went to the mall.” • objective case: “The cat sat on her lap.” • possessive case: “Is that your sweater?”

propaganda techniques methods used to make arguments more persuasive • appeal to ignorance: suggests that if a claim has not been proven false, then it

must be true • bandwagon: promotes the idea that if everyone does it or believes it, it must be

right • broad generalization: claims something to be true for all members of a group • circular thinking: uses the claim as foundational proof • either/or: assumes only two alternatives • loaded words: uses emotionally charged words to produce strong positive or

negative reactions • oversimplification: makes complicated issues simple to solve • red herring: changes the subject to distract from the real argument • straw man: dismisses the other side of the argument as ridiculous

purpose writing to explain or inform, to entertain, to describe, or to persuade qualitative data information presented in narrative form quantitative data information presented in numerical form question to clarify comprehension technique in which a student generates questions about text during

reading in order to come to a deeper understanding of the text questionnaire an assessment device containing written questions that is used for the purpose of

gathering data from an individual. (see survey) raw score the unstandardized score for a test or measure. It is typically not interpretable without

additional information for reference. read-aloud fiction or nonfiction that is read aloud with students reading group a static group of 6-12 students, who meet on a regular basis over a semester or year.

The teacher judges the students in the group to have similar levels of reading proficiency and has them read and discuss the same instructional-level texts. Skills and strategies are also taught in the group.

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reading proficiency reading in which comprehension, fluency, decoding, and rate are well developed. reading rate speed at which a selection is read based on the purpose for reading: skimming,

scanning, studying, or reading for pleasure receptive language the level of word knowledge that a student can understand when he/she listens to

others. Students usually have a higher level of receptive word understanding than of language that they can use themselves. (see expressive language.)

reflect to think about and write or speak one’s views in response to a text, presentation, or experience

reflective writing written text conveying the writer’s critical thinking about text refrain word, phrase or sentence that is repeated for emphasis in a poem reliability dependability and credibility repeated reading For teachers, rereading a book aloud to increase students’ understanding and/or

memory of the text. For students, rereading a book to increase fluency and understanding or to provide enjoyment.

repetition words or certain phrases repeated for a stronger emphasis by the author. [see rhetorical devices]

respond to literature to express one’s thoughts and feelings about a work to reinforce understanding of the text

resume organized summary of a job applicant’s background and qualifications retell to give an oral or written description of a story after reading or hearing the text read

aloud;; a more detailed account than a summary rhetorical device method used in writing or speaking in which language is used to influence or persuade

an audience • allusion • analogy • parallelism • repetition • rhetorical question • understatement

rhetorical question question posed for its persuasive effect without the expectation of a reply [see rhetorical device]

rhyme sound device marked by the repetition of identical or similar stressed sounds • perfect or exact rhyme: differing consonant sounds followed by identical vowel

sounds, as in “bee” and “see” • approximate rhyme: the final consonant sounds are identical, as in “trip” and “slap” • end rhyme: the rhyming words occur at the end of the lines of poetry • internal rhyme: rhyming words occur within the lines of poetry [see sound device]

rhyme scheme pattern of rhyming lines in a poem (Rhyme schemes are denoted by representative letters to show which lines rhyme. For example, abab could denote a quatrain’s rhyme scheme.)

rhythm sound device characterized by the musical quality created by a pattern of stressed and unstressed syllables [see sound device]

root word form of a word after all affixes are removed rubric a rubric is a set of guidelines for distinguishing between performances or pieces of work

of different quality. Rubrics should be based on specific standards and be composed of scaled descriptive levels of progress towards results. Rubrics provide clear expectations for both student and teacher. When rubrics are created by the student and teacher together, there is a better chance for students to internalize the criteria and descriptions to support their independent work. Rubrics are an essential part of a standards-based portfolio system.

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running record as a child reads a portion of a book, the teacher notes errors, self-corrections, repetitions, re-readings, hesitations, and appeals for help. The focus, first, is on what the child can do when reading, and, secondly, what the child needs to learn to do to become a better reader. Analysis of the results reveals the child’s accuracy and self-correction rates;; further analysis of the errors and self-corrections reveals the cueing systems (meaning, structure and visual) that the student uses and/or ignores. The Running Record allows the teacher to note and record the reading progress of a child over time. The Running Record also allows the teacher to determine if a given book, either a student’s own choice, or a book considered for instruction or for independent reading, is at an appropriate level for him/her.

satire literary technique that combines a critical attitude with humor, often with the intent of correcting or changing the subject of the satire [see literary techniques/devices]

scale values given to student performance. May be applied to individuals or groups. scaffolding teacher coaching, prompting, and cueing students in response to their behaviors during

a specific literacy task. As the student becomes more able, teacher support is gradually withdrawn until student is independent.

select response an assessment method in which testers are given predefined choices from which to choose in order to answer a given item.

self-monitoring a comprehension strategy. Proficient readers constantly monitor their understanding and make adjustments as necessary.

self-selection students select their own texts to read. Sometimes scaffolded by the teacher (e.g., showing students how to select a text at the right reading and interest level). By having a rich collection of books in the classroom library, the student has a wider selection of books to select from. Teachers should encourage students to experiment with different authors and genres to help expand his/her reading repertoire.

semi-phonetic spelling stage in spelling development in which the spelling represents only the surface sound features of the word. (A few letters may represent whole words: “bk” for the word “book.”)

sensory details details that appeal to the five senses and evoke images of how something looks, sounds, feels, tastes, or smells;; sensory details may be literal (descriptive language) or figurative (imagery)

sentence variety four basic types: • declarative sentence: informs the reader;; punctuated with a period • exclamatory sentence: expresses strong feelings;; punctuated with an exclamation

point • imperative sentence: commands, makes requests;; usually punctuated with a

period, sometimes with an exclamation point • interrogative sentence: asks a question;; punctuated with a question mark

sentence structures four basic sentence structures include: • simple sentence: one independent clause and no dependent clauses, as in “The

dog ate my homework.” • compound sentence: two or more coordinate independent clauses, but no

dependent clause, as in “George talked about global warming, and Harry listened to every word.”

• complex sentence: one independent clause and one or more dependent clauses, as in “I knew when you came in.”

• compound complex: compound sentence with two or more independent clauses and one or more dependent clauses, as in “Teachers speak and students listen when both are motivated.”

setting geographic location and time period of a story shared reading a time when the teacher models and teaches reading strategies. Children participate by

reading along and responding to reading strategy prompts, , students have access to copies of the text or an enlarged text

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shared writing teacher and students share composing process as teacher scribes. It allows the teacher to demonstrate how the writing process works focusing on composing, written expression, and print conversations while modeling a variety of texts.

sight word vocabulary words a student can read and pronounce accurately and automatically, with no necessity for decoding or guessing. High frequency words.

simile literary technique in which two unlike things are compared, using the words “like” or “as” (e.g., “Ice is smooth as glass.”) [see literary techniques/devices]

skills the targeted proficiencies;; technical actions and strategies. slang informal words or phrases used in casual conversation [see literary techniques/devices] sound device use of sound for certain literary effects

• alliteration • onomatopoeia • rhyme • rhythm

standardization (standardized assessment)

a consistent set of procedures for designing, administering, and scoring an assessment. It assures that all students are assessed under the same conditions so the scores have the same meaning and are not influenced by differing conditions.

standards the broadest of a family of terms referring to statements of expectations for student learning including content standards, performance standards, and benchmarks.

standards-based portfolio a collection of student work that reflects grade-specific math and literacy blocks. It should incorporate the various elements of English Language Arts. The portfolio consists of student work, student self-assessment (checklists), teacher commentary, and rubrics.

standards-based reform A program of school improvement involving setting high standards for all students and a process for adapting instruction and assessment to make sure all students can achieve the standards.

stanza division of a poem consisting of a series of lines arranged together stem also known as question stem and item prompt. It is the item or question used to elicit a

multiple-choice response. story elements basic parts of a story: setting, characters, plot, conflict, point of view, and theme strategy instruction instruction that focuses on research-based processes that define particular aspects of

reading. Strategy instruction can take place during writing, word study, and comprehension activities. Reading is not just pronouncing words—it requires understanding. Most experienced readers use a variety of strategies to understand text. Teachers can, and should, teach these strategies to beginning readers. The following strategies can help students understand any text in any subject. • Make predictions • Visualize • Ask and answer questions • Retell and summarize • Connect text to life experiences, other texts, or prior knowledge • Word attack strategies

style author’s use of language;; its effect and appropriateness to the author’s purpose and audience

style manual systematic explanation of print conventions;; rules for citing sources in text, as in the MLA Guidebook, APA Publication Manual, Chicago

subplot smaller story within the larger story summarize to make a brief statement about the essential ideas or major points in a text summary shortened version of the original;; (Main purpose of a summary is to highlight the major

points from a text/passage, a film, or an event.) summative assessment An assessment of learning designed to provide a final measure to determine if learning

goals have been met

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supporting details examples provided to describe, explain, or reinforce the main idea survey a technique used to determine specific information about a sample of individuals. It may

or may not contain measure of constructs. syllable a unit of spoken language. In English, a syllable can consist of a vowel sound alone or a

vowel sound with one or more consonant sounds preceding and/or following (e.g., the word camera has three syllables, /cam/, /er/, and /a/).

symbolism object that holds a figurative meaning as well as its literal meaning;; something that stands for something else;; a representation of an abstract meaning [see literary techniques/devices]

synthesize a comprehension strategy. More complex than a summary, it requires the reader to activate prior knowledge, determine what is important, ask questions of the text, visualize, infer, and self-monitor. These actions come together to create a synthesis of the text and define comprehension or the construction of meaning.

systematic comprehension instruction

a research-based plan of instruction to teach comprehension strategies. The teacher and/or the curriculum determine the sequence.

systematic word study a plan of instruction for teaching, studying, practicing, and learning words that follows a sequence predetermined by the teacher or the curriculum (i.e., a sequence based on how learning words develops).

task An activity, exercise, or question requiring students to solve a specific problem or demonstrate knowledge of specific topics or processes.

text features parts, other than the body of the text, that designate special features (e.g., title, author, copyright, dedication);; text organizers that provide structure and help readers locate information (e.g., page numbers, table of contents, captions, glossary, index, illustrations, graphs, charts, etc.)

theme underlying or implicit meaning, concept, or message in a text think-aloud strategy teacher modeling of a literacy behavior and verbalizing about what he/she is thinking

(e.g., reads aloud, stops to ask a question about the text, and verbalizes the question and how it helps him/her to better understand the text).

tone attitude the author takes toward the subject, the characters, or the audience tracking the understanding of and ability to read print from left to right and from the top to the

bottom of a page. Also described as the ability to match a spoken word to the printed form of the word.

trade book a book written as a piece of literature (i.e., available in bookstores and libraries). The focus is to inform or entertain, not specifically to teach reading, as are basal readers. (see basal readers)

transitional spelling stage of spelling development in which the speller relies more on how words look than how they are pronounced

types of writing modes, forms, and purposes of writing: • description/descriptive writing portrays a character, object, or scene through

sensory details/imagery (precise nouns, verbs, adverbs, and adjectives that relate how things look, sound, feel, taste, smell)

• exposition/expository writing presents facts, opinions, definitions of terms, and examples to inform the reader about a specific topic

• narrative/narrative writing relates a story or a personal essay (e.g., anecdote, autobiography, memoir)

• persuasive writing/argument seeks to influence readers to agree with a perspective or perform an action (e.g., editorials, advertisements, persuasive essays and letters, public service announcements, position papers)

understanding by design a set of ideas and practices that helps you think more purposefully and carefully about the nature of any design that has understanding as its goal. It is based on the work of Jay McTighe and Grant Wiggins and focuses on the principles of “Backwards Design”.

understatement form of speech in which a lesser expression is used than what would be expected [See rhetorical devices]

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units curricular units aligned to standards that encompass some of the major areas of focus in a given developmental period. They include: the essential questions, content and skills that will be addressed, specific lessons that will be used, and assessments that will be required.

universal screening universal screening is conducted, usually as a first stage within a screening process to identify or predict students who may be at risk for poor learning outcomes. Universal screening tests are typically brief;; conducted with all students at a grade level;; and followed by additional testing or short-term progress monitoring to corroborate students’ risk status.

unpacking standards process of clearly defining the critical content and skills embedded in a standard that students need to know and be able to demonstrate to show mastery of the standard.

validity message that is relevant, accurate, justifiable, and logically correct. It is also used in assessment to denote the degree to which an instrument measures what it is intended to measure.

verbal communication words spoken aloud visualize to picture the people, places, and/or actions that an author describes in text;; a reading

strategy to increase comprehension of text vocabulary (listening, speaking, reading, and sight)

words one can understand and use correctly 1. The words students understand and know the meaning of when they hear them. 2. The words student can pronounce and use accurately when they are speaking. 3. The words students understand the meaning of when they are reading but may not

necessarily be able to pronounce. 4. The words a student can read and pronounce accurately and automatically, with no

necessity for decoding or guessing. voice distinctive tone or style of a particular writer;; a reflection of the personality of the writer whole group instruction instruction provided to all members of the class at the same time. Also defined as one

activity/task in which all students in the class engage at the same time. word attack tasks that readers perform when they do not instantly recognize a word (e.g., left-to-right

blending of sounds, using known parts of words, phonics, structural analysis, context, beginning sound + pictures).

word chunk parts of monosyllabic words in spoken language [see onset and rime] word wall a chart or charts that categorize important vocabulary by beginning sounds. Word walls

are used for various word-study activities, including practice with writing. workplace communication writing in and for the workplace: letters, email, memos, reports, forms, pamphlets,

brochures, proposals, newsletters, manuals, advertisements, etc. workshop model a workshop model is used in both the literacy and math blocks. In a workshop model,

there are three parts. First is a short (10-15 min.) focus lesson, which includes teacher modeling of specific strategies. Following the focus lesson, students independently practice these strategies while the teacher confers with individuals and small groups (25-35 min.). Following the independent work, students engage in a whole-class share session (5-10 min.).

writing cycle the process an author uses to produce a published piece of writing from a “seed idea.” Typically, this process involves the following stages: prewriting, writing, revising, editing, and publishing.

writing plan organizational format used to “think through” a piece of writing It is generally chosen by the student and may take the form of pictures, webs, outlines, etc.

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awareness. Journal of Research in Reading, vol. 31(1), pp. 243-256.

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Appendix A (Documents also available in Blackboard - > Response to Intervention - > RtI Assessment/Intervention Charts)

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APPENDIX B

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APPENDIX C

Family Literacy Websites

Sight Words Website Description

Education Games http://www.education.com/games/reading/sight-words/

Games upon games and worksheets to help children learn sight words of all ages.

Everything Sightword http://www.sightwords.com

A full website devoted to resources and games for sight words! A great website to learn.

NetRover: King’s Kid http://www.netrover.com/~kingskid/sightword/dolchgames.htm

Bored? Is reading a little too hard? If so, practice those “need to know” words with NetRover

Sight Word Games http://www.sightwordsgame.com/sight-word-games/

A HUGE collection of exciting games for one or the whole family!

NetRover: Hangman List http://www.netrover.com/~kingskid/hanglist.html

WATCH OUT! If you guess too many letters wrong to the sight words, you lose... Choose Hangman or one of the other several games.

Family Learning Word Games http://www.familylearning.org.uk/sight_word_games.html

Dinosaurs, spaceships and zebras, OH MY! Have fun with these crazy games to learn your beginning words!

K-12 Reader http://www.k12reader.com/online-dolch-reading-games-and-activities/

An article for parents that is intertwined with links to fun games to help your child learn sight words.

Primary Games http://www.primarygames.com/langarts/sightwords/

A sight word matching game for Pre-K to third grade that kids will surely enjoy!

Prongo http://www.prongo.com/drag/game.html

A cute animated game that helps children identify sight words with their matching pictures.

Ms. Ross http://www.msrossbec.com/sightwords.shtml

Puzzles and Crosswords for those advanced thinkers who are working on sight words.

Gamequarium http://www.gamequarium.org

Gamequarium: The site that swims with learning fun!

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Rhyming Website Description

PBS Kids http://pbskids.org/games/rhyming/

From Sesame Street to Clifford, this website shows us how fun rhyming can be!

Nursery Rhymes 4 U http://www.nurseryrhymes4u.com

With this site you can’t go wrong. Learn some poems and a song!

Interactive Rhyming http://interactivesites.weebly.com/rhyming.html

A place full of different interactive rhyming games for all ages!

Rhyming Help 4 Kids http://www.poetry4kids.com/rhymes

This child friendly rhyming websites provides a great resource to find rhyming words.

Comprehension Website Description

Clifford the Big Red Dog http://teacher.scholastic.com/clifford1/index.htm Have fun with everyone’s favorite big red dog!

Comprehension Activities http://www.education.com/activity/comprehension/

A lot of activities for children and printables for children working on their comprehension skills.

Reading Rockets http://www.readingrockets.org/reading-topics/reading-comprehension

A variety of strategies and videos to help teach comprehension at home.

Phonics Website Description

Between the Lions Game http://pbskids.org/lions/games/ears.html

Come play with the lions as you listen to words and figure out which word it matches! ROAR!!!

Reading Bear http://www.readingbear.org

Every sound you need in one place! With videos, games, and more!

Jim’s Whirlyword Machine http://www.bbc.co.uk/schools/wordsandpictures/cvc/whirl/game.shtml

Spin the wheel and make a word. Then figure out if it is a real word or not!

Learning Planet http://www.learningplanet.com/act/fl/aact/index.asp

Know the alphabet? Click on the letter to see which words start with that letter!

Beginning Letter Games http://supersimplelearning.com/abcs/games/

Learning about beginning letters of words is fun with this site! Explore and enjoy.

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Story Magnets http://akidsheart.com/gamesd/wgames/magnets/wmagnets.htm

How many sentences can you make with these refrigerator magnets? Have fun!

Literacy Center http://www.literacycenter.net/lessonview_en.php

For those that are starting to remember what each letter looks like, this website is fun, bright and has fun sounds!

Poisson Rouge http://www.poissonrouge.com

It’s a scavenger hunt of knowledge in the Poisson Rouge bedroom! What will you find?

Family Learning http://www.familylearning.org.uk/phonics_games.html

Whether in the Wild West or Under the Sea, Family Learning has games for all to enjoy.

Kiz Phonics http://www.kizphonics.com/materials/phonics-games/ Phonic games by types and levels to suit any need!

ICT Games http://www.ictgames.com/literacy.html

Like to play BINGO??? ICT has several fun games for your child to fall in love with.

Read, Write, Think http://www.readwritethink.org

Have a kindergartner AND a senior in high school? Scroll to the bottom and find activities for both of them!

Phonic’s Play http://www.phonicsplay.co.uk/freeIndex.htm

Who wants to have a picnic on Pluto? Well if it sounds interesting, check out Phonic’s Play!

Sadlier-Oxford http://www.sadlier-oxford.com/phonics/student.cfm

A huge list of games from kids in preschool to preteens in middle school!

PBS Kids http://pbskids.org/island/preview/games-phonics.html

Caillou, Mr. Rogers and a lot of other friends helped your parents to learn to read. Let them help you, too!

Sesame Street http://www.sesamestreet.org

E is for Elmo;; O is for Oscar. Work on letters with your favorite friends!

Vocabulary Website Description

Same/Difference Scroll http://www.fen.com/studentactivities/sameDiff/samediff.html

Twirl the scroll to find synonyms or antonyms. If Level 1 is too easy, they have two more!

Vocab Can Be Fun http://www.vocabulary.co.il

This entertaining sites has TONS of games to help build vocabulary!

Interactive! http://interactivesites.weebly.com/vocabulary.html

This set of 12 games is sure to keep anyone entertained!

Kids’ Place http://www.eduplace.com/kids/hmr06/

Pick your locker (grades 1-6) and play fun games to learn “juicy” words.

Spelling City https://www.spellingcity.com

Come down to Spelling City to play a variety of games!

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Awesome Antonyms Match-Up http://www.quia.com/mc/44806.html

Huge is the same as big, but what is the opposite? Test your skills on this matching game.

Spelling Word Machine http://www.harcourtschool.com/menus/harcourt_brace_spelling.html

Are your spelling words too easy? Come challenge yourself with spelling words from grades 1 to 6!

Homograph Spelling Jeopardy http://www.quia.com/cb/6344.html

It’s Jeopardy.. but for spelling! And it can be for one or two players.

The Berenstain Bears http://pbskids.org/berenstainbears/games/story/index.html

Come have fun with Ma, Pa, Brother and Sister Bear!

Merriam-Webster Visual Dictionary http://visual.merriam-webster.com

Want to know facts about ANYTHING? This visual dictionary has facts and pictures that will blow your mind!

Vocabulary Games http://www.vocabulary.co.il

Like to play Hangman? Well there’s no man. Instead, there is a mouse… and if you mess up too many times, the cat will get him!

Fact Monster http://www.factmonster.com

From nouns to spelling to…. anything else to do with school, Fact Monster is there for you!

Word Central http://www.wordcentral.com

Robots come in all shapes and sizes. These robots come with the power to help you learn new words!

Interactive Reading Sites Website Description

Raz-Kids https://www.raz-kids.com

eBooks galore for students of all reading abilities and ages!

Roy the Zebra http://www.roythezebra.com One zebra…. One boy…. One dream…..

PBS Kids http://pbskids.org/everything/

Join a bunch of your favorite friends as they read stories for you to enjoy.

Reading Resource http://www.readingresource.net/websitesforkids.html

A list of the hottest interactive reading sites for all ages!

Book Adventure http://www.bookadventure.com/Home.aspx

Students in grades 1 through 8 listen to stories, answer questions and earn prizes!

Book Pals http://sagfoundation.org/childrens-literacy/storyline-online/

Some of your favorite celebrities read some of your favorite books!

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Sesame Street Workshop http://www.sesamestreet.org/games

Grover, Zoey and Big Bird are always having problems. Listen to the stories and play the games to help them out!

My Hero http://myhero.com/home.asp

Read stories about people’s heroes. Then submit a story about one of your own heroes.

Dositey http://www.dositey.com/2008/index-page-home.php

A lot of free homework help for everyone from Kindergarten through 8th grade!

Kids Reads http://www.kidsreads.com

Answer the trivia questions from your favorite books and have a chance to win free books for your home library!

Scholastic http://teacher.scholastic.com/activities/bll/index.htm

Come join Nina the newt, Leo the lobster and Reggie the rhino on more than 60 different adventures!

Star Fall http://www.starfall.com

Who said that you can’t play while you read? Star Fall offers a lot of games to go along with the stories.

PBS Playhouse http://pbskids.org/zoom/activities/playhouse/

Feebi, Fuubi, Feedy Fum;; This fairy tale has Jack on the run! Enjoy this story and many more!

Inkless Tales http://www.inklesstales.com/stories/ Inkless Tales has a ton of stories for all ages to enjoy!

Fun Factory Game http://www.randomhousekids.com/brand/little-golden-books/?game=roadhog

Drive your car and collect the letters… but don’t run into the other cars! When you collect them all, make some words!

Primary Reading Games http://www.primarygames.com/reading.php

Clueless Crosswords and Eat Your Words are only two of the crazy games that this site has to offer!

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Reading Sites For Kids Website Description

Story Line Online http://www.storylineonline.net

Some of your favorite celebrities read some of your favorite books!

We Give Books http://www.wegivebooks.org This electronic library is full of great reads for all ages!

Kids National Geographic http://kids.nationalgeographic.com

How big is a baby kangaroo? What does the inside of a volcano look like? Find these out and many more fact!

Storynory http://www.storynory.com

Audio stories everywhere as Storynory allows you to listen and read your favorite stories!

Fun Brain http://www.funbrain.com/brain/ReadingBrain/ReadingBrain.html

Have fun doing some activities with “Diary Of A Wimpy Kid” and other popular books!

UConn Literacy http://www.literacy.uconn.edu/56sites.htm

In 5th or 6th grade and lost on how to become a better reader? Check out this site for a list of websites that are there to help!

Literacy Center http://literacycenter.net/play_learn/english-language-games.php

Words aren’t just on books;; we use them to say colors, shapes and words on TV. This site will help you identify words we always use.

Oxford Owl http://www.oxfordowl.co.uk

With over 250+ eBooks for free and reading activities, one will be busy for awhile!

Star Fall http://www.starfall.com

Who said that you can’t play while you read? Star Fall offers a lot of games to go along with the stories.

Between The Lions Game http://pbskids.org/lions/games/ears.html

Come play with the lions as you listen to words and figure out which word it matches! ROAR!!!

Inkless Tales http://www.inklesstales.com/stories/ Inkless Tales has a ton of stories for all ages to enjoy!

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Sight Word Phone Apps

iPhone App Title Price

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Sight Words Flash Cards FREE

Gappy’s First Words $0.99

A+ 300+ Sight Words $0.99

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Sight Words 1-100: Kids Learn $4.99

Sight Words by Little Speller FREE

100 Sight Words $0.99

Windows (HTC) App Title Price

All Sight Words FREE

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Kindergarten Sight Words FREE

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Flash Cards: Sight Words $1.49

Sight Words (Studio 65) $0.99

Android App Title Price

Sight Words FREE

Dolch Sight Words (Pre-Primer) FREE

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Dolch Sight Words (1st Grade) FREE

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Dolch Sight Words (Nouns) FREE

Dolch Sight Word Flashcards FREE

My Sight Words FREE

Dolch Sight Words (3rd Grade) $0.99

Learn Dolch Sight Words $0.99

Dolch Sight Words (All Levels) $4.99