March 17, 2016

Sunny Slope Elementary

244 E. Main Street
Milwaukee, WI 53207

Dear Interview Team,

I want to thank you for taking the time to interview me for the fourth grade teaching position. It is a
wonderful opportunity and I think that I could truly be an asset to your school environment and a
wonderful educator for the future fourth grade students of Sunny Slope Elementary.
In my current time after the first interview I have been analyzing the literacy data of the third grade
students who will be moving into fourth grade next year. In the following pages of this document you
will find my comprehensive literacy plan in which I problem-solve the literacy needs for this group
of fourth grade students.
I have set goals for the kind of readers and writers that I want the children in this fourth grade class to
become based on the needs of students in this grade level and the Common Core State Standards.
Upon analyzing and diagnosing the literacy needs of the students based on the data, I have
discovered who these literacy learners are in terms of their ranges of reading, writing, and word study
development. In order to discover more about these students I have sought out effective assessments
to use at the beginning of the school year and throughout the school year to acquire more data.
Beyond this I have developed my own philosophy of how children learn literacy best, based on
theoretical frameworks. I organize my plan to showcase how I will instruct literacy in this fourth
grade classroom using assessments, concepts and strategies, materials, and a specific classroom
design. Finally, the comprehensive literacy plan includes a portion where I assess the implications of
my plan on student learning and areas that I can continue to develop in.
I believe that these pieces of work show the depth of my knowledge and passion for becoming an
educator and specifically teaching literacy in the upper elementary grades. I look forward to any and
all feedback from you and a chance to return for a follow-up interview.

Sincerely,
Haley Williams
Haley Williams

Comprehensive Literacy Plan

A. Set Goals:
Effectively and successfully teaching reading and writing to children has become one of
the most important jobs for teachers in education today. Children must be provided with the tools
and knowledge to create a solid foundation of literacy skills that will help to carry them through
the rest of their lives. As a teacher who is licensed to teach students in elementary grades ranging
from preschool to sixth grade, I know that I must be able to differentiate my instruction for the
varying types of learners at each grade level. For this specific literacy plan, I have used data as
well as other information to analyze the learning needs of a group of third grade students
entering the fourth grade. Based on this data, and other information that I know about literacy
learners at this level, I have created general, grade specific, data based, and CCSS based goals
that encompass what kind of readers and writers I want the students in this fourth grade
classroom to become.
In the most general sense, I want the fourth grades in this class to become lifelong readers
and writers. Not only do I want them to learn how to read and write, but I want them to learn the
many purposes of reading and writing. In the intermediate grades students are encountering a
time of change in their understanding of literacy. They are finding their voices as writers and
their interests as readers. I have set some general goals for both reading and writing for these
fourth graders. For reading, I want these students to have confidence in themselves as readers. I
want them to read in order to improve their own lives and become informed on many topics. This
includes being able to read and comprehend the language of other disciplines. My goal is for
these students to develop their tastes as readers and find the books that will enhance their literacy
journeys. I want these students to also reflect on their reading, think critically about what they
have read, and share with others about what they read. For writing, I want these students to have
confidence in themselves as writers. My goal is that these students write in a wide variety of
genres and for many different purposes. Part of this writing will be to become authentic writers
of math, science, social students, and English. I hope that these students use writing as a tool for
thinking, share that writing with others, and look for responses and critiques of their writing.
Included in these generalized reading and writing goals is word study. My goal is for these
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students to be able to connect their knowledge of word study concepts, skills, and strategies to
their reading and writing, and applications throughout the various disciplines. In relation to word
study is vocabulary development. I want these fourth grade students to be word curious, in that
they are excited about learning new words and often take it upon themselves to discover word
meanings and concepts. Overall, I would like the students to become collaborative readers and
writers, flourishing in a classroom environment that is safe and allows the students to feel that
they are a part of a community. In terms of the social-emotional development of students in this
grade level, they are experiencing a time where they love group activities and cooperative work.
They also become engrossed in certain activities and like to socialize (Wood, 2015). Therefore I
feel that students in this grade level will be able to establish and become collaborative readers
and writers that continually share their literacy experiences, growing their knowledge together.
Based on the data as well as other information about literacy learners in this grade level, I
have set more specific goals of what kind of readers and writers I want these fourth grade
students to become. Based on the set of data from the third grade students going into the fourth
grade, I can see that they range in their instructional reading levels from K-P. According to the
OASD Instructional Guided Reading Levels, by the end of fourth grade students should be at a
level S. Currently, the students in this class are at reading levels coinciding with 2nd and 3rd grade.
My goal would ultimately be for these students to reach a level S instructional reading level by
the end of the school year, however, I know that it not entirely possible for all students.
Therefore, a more reasonable goal would be for these students to make apparent progress in their
levels of reading, at least making it to fourth grade reading levels. Some readers will also extend
beyond level S. Analyzing the reading levels also connects to the students developmental
reading levels according to the Fountas, I. and Pinnell, G. Building an Effective Reading Process
Over Time Chart. Based on the reading levels that my students are in (K-P), they show the
characteristics of transitional to self-extending readers. My goal would be to have a class of selfextending readers as that is what is developmentally appropriate for the fourth grade. I would
also have the goal of seeing my higher leveled readers extend to the level of advanced readers.
When looking at the data on the students reading accuracy I see that students range from
94%-100%. Ultimately, my goal would be for these readers to be at an instructional reading level
of accuracy (95%-97%), so that when they are reading books at their appropriate level they are
right in their zone of proximal development. If the readers are showcasing 100% reading
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accuracy in their reading level it means that they have become independent readers at that level
(Assessment Data Key Handout, 2016). What is also important to consider is that accuracy rate is
only referring to the students ability to read the words at that particular instructional reading
level. Therefore, even if the students move to a higher level of accuracy, for example, 100%
indicating independence, does not mean that they are necessarily comprehending the text,
reading with fluency and prosody, etc. Accuracy is only one crucial part of considering a
students instructional reading level. My goal would be to have students reach 100% accuracy in
their reading as one step in potentially moving to a higher instructional reading level.
When analyzing the data for fluency, I have observed that the students in this class range
from a level 1 to a level 3. My goal is to create level 3 fluency readers who read primarily in
larger, meaningful phrases or word groups with mostly smooth and expressive interpretation,
with only a few pauses and slowdowns based on authors meaning and punctuation (Foutnas and
Pinnell Benchmark Assessment Handout, 2016). Increasing reading fluency will also increase the
students level of comprehension. When students are able to read fluently they are less focused
on decoding words and have the ability to focus their attention on the meaning of the words in
the context of the text. According to the data, students in this class range from a level 5 through a
level 9 in comprehension. My goal is for these readers to be able to make connections from their
reading to deeper key understandings of the text. This would mean having comprehension levels
between 7 and 10, which is satisfactory and excellent comprehension. The students also
produced data in relation to comprehension as determined by writing about their reading. The
students range between a 1-3, which means that their comprehension levels in writing based on
reading a text exhibit very limited understanding of the text, partial understanding of the text,
and excellent understanding of the text. I would work to see the relationships between students
comprehension of a text based on questioning and also based on a follow-up writing piece. My
goal would be to help lower level students develop strategies that allow their writing to reflect a
clearer understanding of the text and for the students who are at a higher level to develop deeper
thinking skills which show that they make connections and understandings beyond just the
surface of the text.
There are also some specific data and grade level based writing goals that I have for these
students. The data showcases that these students are writing narratively, informatively, and
argumentatively at levels of 0 through 3.5. According to Lucy Calkins Rubrics for Opinion,
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Information, and Argumentative Writing (2013), these students are writing at a range of grade
one through mid-third grade. By the end of third grade students should be writing at a score of 33.5. Students in a fourth grade class should be writing in those styles at a level of 4. Based on the
pattern of the chart I can assume that nearing the end of fourth grade students should be writing
narratively, argumentatively, and informationally at scores of 4.5-5. My goal would then be to
increase the lower level writers at least up to a 3-3.5, which is mid third-fourth grade writing
level and extend the higher level writers to the fourth grade writing level of 4 or potentially 4.5-5
if they are developmentally ready. In order to get a better idea of the students writing behaviors I
compared their writing scores from the Lucy Calkins Writing Rubrics, which showed me that the
students are writing at a grade one through grade three writing level, to the Fountas and Pinnell
Building an Effective Writing Process Over Time chart. Based on the students writing levels I
was then able to see that they range from Early to Self-Extending writers (grades 1-4) (Fountas,
I. and Pinnell, G., 2001). This writing process chart notes that students in the fourth grade should
be up to self-extending writers. Therefore my goal is to have these students reach the level of
self-extending writers or for higher leveled students to reach the level of advanced writers.
However, to be realistic, this goal needs to incorporate those at a lower level and give them the
opportunity to first become transitional writers as well.
My data based reading and writing goals for these students also extend to goals for them
in word study. Based on some of the data in word study development I can see that at the
beginning of the year the students ranged from the middle stage of the Letter-Name Alphabetic to
the early stage of Within-Word Pattern. The more limited data at the end of the year shows that
the students range from the early stage of Within-Word Pattern to the late stage of Within-Word
Pattern. According to Words Their Way, written by Donald Bear (2012), students in the fourth
grade are typically in the Syllables and Affixes Stage, however, they can still be in the Within
Word Pattern Stage (p. 9). Using what I know about the students and based on best practices for
students in this grade level, my goal would be to have the fourth grade students in the syllables
and affixes stage of word development. However, because I have students who are still in the
letter name-alphabetic stage, my goal would be to advance those students to the within word
pattern stage. Because the data does not give me a lot of information about the students
vocabulary development I cannot create any concrete data based goals. However, I have some
specific vocabulary goals that pertain to what I hope these students are able to know and do. I
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want them to have flexible use of the strategies they learn in reading, writing, speaking, and
listening, as well as apply those strategies across the content areas. My goal is for the students to
actively and independently solve words when reading and writing in order to compose meaning.
I want the students to move what they learn in their vocabulary and word study to their own
writing and speaking as craft (TCRWP, Power Point Feb. 25th, 2016). Another very important
vocabulary goal that I have for these fourth grade students would be to gain vocabulary
knowledge in order to use it as a tool for disciplinary talk. According to the text, This is
Disciplinary Literacy, written by Releah Lent (2016), students must be able to engage in talk
within disciplines. This means they are aware of how language works in specific content areas by
developing deep understandings of key concepts (p. 150).
In considering goals for these fourth grade students, not only can I base the goals on what
the students needs are and what best practices suggest, but I also need to incorporate what the
Common Core State Standards define as goals for what students need to know in reading,
writing, and word study by the end of the fourth grade. Looking specifically at Reading
Standards for Literature and Informational Texts in grade 4, there are many specific standards
and objectives that students should meet by the end of the year. Looking at CCSS.RL.10.4, it
says that by the end of the year students should be able to read and comprehend literature,
including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently. As for
Informational Text, CCSS.RI.10.4 states, that by the end of the year students should be able to
read and comprehend informational texts, including history/social studies, science and technical
texts, in the grades 4-5 text complexity band proficiently. In order to reach those larger
overarching standards in Reading Informational and Literature Text, there are many other
important objectives that students must meet. My goal would be to focus students in on the key
details of texts, the craft and structure, and the integration of knowledge and ideas. For both of
these reading areas this includes objectives like determining the theme of a story or the main idea
of a text and describing how details from the text support it. Another example, would be
integrating information from varying texts to compare and contrast or become more
knowledgeable about a single subject. The Common Core State Standards for Reading
Information Text and Literature would be the driving force behind my curriculum, so it is
imperative to search within this resource to find goals for the students (CCSS packet handout).
Also, associated with reading goals are the CCSS Foundational Skills. According to the CCSS,
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one of my goals in accordance with reading would be for the students to read with sufficient
accuracy and fluency to support comprehension (CCSS.RF.4.4).
In terms of goals associated with CCSS for writing, an overarching objective that will be
met by the end of the year is students will be able to write routinely over extended time frames
(time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline specific tasks, purposes, and audiences (CCSS.W.10.4).
Understanding this overall goal for the range of writing expected for these students allows me to
better understand the more specific objectives and goals laid out by the CCSS. In general, some
important goals would be for these students to be writing opinion pieces, informative pieces, and
narrative pieces, each which encompass their own type of writing style and techniques
(CCSS.W.1.4, CCSS.W.2.4, and CCSS.W.3.4). Other goals would be included under areas of
production and distribution of writing as well as research to build and present knowledge (CCSS
packet handout).
The Common Core State Standards are also a place to look to develop goals for these
fourth grade students in terms of word study and vocabulary development. Teaching about words
also encompasses knowing how language works, therefore the CCSS Language Standards
provide goals for how students will develop an understanding of language. These objectives
include demonstrating a command of using the conventions of Standard English grammar while
writing and speaking as well as using the appropriate conventions, like capitalization,
punctuation, and spelling when writing. Two objectives in particular that stands out to me as
important goals that tie together understanding language in both reading, writing, and
specifically word study are as follows; CCSS.L.4.4-Students willdetermine or clarify the
meaning of unknown and multiple meaning words and phrases based on grade 4 reading and
content choosing flexibly from a range of strategies, CCSS.L.5.4-Students willdemonstrate
understanding of figurative language, word relationships, and nuances in word meaning (CCSS
packet handout). Once again, I know that the Common Core State Standards will drive my
curriculum and the objectives that I must teach to, so I believe that it is important to shed some
light on these objectives and standards as they are a part of my goals for the kind of readers and
writers that I want these fourth grade students to become.
I understand that I have a large collection of goals for the kinds of readers and writers that
I want these fourth grade students to become. However, there is an extensive amount of reading,
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writing, and word knowledge that these students must know in order to successfully move on in
their educational careers. This is why I feel it was important to first establish generalized goals
that I believe should drive my overall teaching of these intermediate level students. I then felt it
was necessary, based upon analysis of the data, that when I got to know these literacy learners
better I needed to create specific data and grade based goals that would connect to their literacy
needs. These goals reflect what the students need as well as what best practices tell teachers
students in this grade level need. Finally, establishing goals based on the Common Core State
Standards is important as they provide the concepts that students at this grade level must
understand by the end of the year. The curriculum is driven by these specific state standards and
objectives, so it is necessary that they are included in the goal setting for these students. Overall,
I know that through more analysis of these students and a strong instructional plan, I will be able
to meet all of the goals that I have created concerning the types of readers and writers that I want
these fourth grade students to become.
B. Analyze Data and Diagnose Literacy Needs:
1. What does the data tell you about the childrens
a. Range of reading developmentAccording to the classroom data from grade 3, after taking the end of the year benchmark
assessment the students range in reading levels from K-P. These reading levels are associated
with Transitional and Self-Extending readers. Transitional readers are most common in the
second and third grade. Some specific behaviors that transitional readers exhibit are reading
silently most of the time, using their large core of known words in which they recognize
automatically, using multiple sources of information while reading for meaning, integrating
sources of information such as letter-sound relationships, meaning, language and structure, not
relying on illustrations, but using them to gain additional meaning, knowing how to read
differently in some genres, having flexible ways of problem-solving words, including analysis of
letter-sound relationships, and reading with phrasing and appropriate levels of fluency. Based on
the data there are thirteen students who fall within the transitional reading stage, who would
exhibit some of the behaviors listed above (Fountas & Pinnell, Building an Effective Reading
Process Over Time, 2001).
The given data also shows that there are eight students who fall within the stage of SelfExtending readers. These students will also be showcasing some common behaviors at this stage
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of the reading process. Some of these behaviors may include, always reading silently and reading
fluently when reading aloud, using all sources of information flexibly in a smooth way to gather
meaning, sustaining reading over texts with many pages that require days worth of reading,
enjoying illustrations and using them to gather additional meaning, analyzing words in flexible
ways and making excellent attempts at new multi-syllable words, using systems for learning
more about the reading process as they read so that they are building skills as they encounter
many different kinds of texts with many new words, continually enduring in a process of
building background knowledge and realizing they need to bring their own knowledge to their
reading, become absorbed in books, identifying with characters in books and seeing themselves
in the events of the story, and finally connecting the text that they are reading with texts they
have already read (Fountas & Pinnell, Building an Effective Reading Process Over Time, 2001).
The data also provides the students accuracy rates on the benchmark running record that was
taken towards the end of the third grade. The data shows that the students accuracy rates range
from 94%-100%. The majority of students are at either an instructional level of reading, or an
independent level of reading. However, when comparing this data to both comprehension and
fluency, some students who do have higher accuracy rates have lower comprehension and
fluency levels. For example, there is a student who is at a level O in reading, has a 100%
accuracy rate, but has a limited comprehension level 6 and a low fluency level of 2. This may
suggest that the student may be reading the text word by word, impacting her overall level of
fluency, which also affects her comprehension level. So, even though the text is not word
challenging for the student, meaning that they can decode each word one at a time, he/she is not
able to fluently read the text or comprehend the text when they are done reading because of their
continual pausing and higher focus on each single word rather than what the words mean in the
context of the text all together. Therefore, just because students have an independent reading
accuracy rate does not mean that they are able to move onto a higher reading level. This is data
that will be examined further below. According to the Assessment Data Key Handout (2016),
students in levels A-K are at an instructional level of reading with an accuracy rate of 90-94%.
Students in levels L-Z exhibit an instructional level of reading at accuracy rates of 95-97%.
Based on this information and what I know about best teaching practices students should be
reading at their instructional level because this is their zone of proximal development. This level

of reading allows them to continue to learn and practice reading strategies, concepts, and skills,
without the reading being too frustrating or too easy.
The next piece of important reading associated data on the fourth grade students are their
comprehension levels of a text. These comprehension levels are based on the Fountas and Pinnell
Benchmark Assessment done near the end of third grade. The students were asked a series of
comprehension questions post reading of the story which asked them about key understandings
within the text, beyond the text, and about the text. Looking at this data I can see that the fourth
grade students range in comprehension levels from 5-9, based on this assessment. Eleven of the
students received scores in levels 5-6 of comprehension. This means that the students had limited
comprehension. After their reading they reflected very limited, to limited understanding of the
text by only mentioning a few facts or ideas, and not important information from the text, as well
as only including some important information and neglecting to include other key
understandings. Nine students ranged in comprehension levels of 7-8, which means they had a
satisfactory level of comprehension. Similar to students in the 5-6 level range, these students also
had a partial understanding of the text in which they could include important information and
ideas about the text, but neglect other key understandings. There is one student who received a 9
on the comprehension conversation. This student was able to reflect an excellent understanding
of the text, including almost all of the important information and main ideas (Fountas and Pinnell
Benchmark Assessment Handout, 2016). The students comprehension was also checked after the
reading the story when they wrote about the reading. The students scores ranged from 1-3. Five
students received a score of one. This means that the students reflected a very limited
understanding of the text. The eleven students who received a score of 2 reflected partial
understanding of the text. Finally, the five students who received a score of 3 reflected excellent
understanding of the story (Fountas and Pinnell Assessment Handout, 2016). When looking at
the data you can see that many of the students who received a score of 2, had a score of 7-8 in
the comprehension conversation. Students who scored a 1, had scores of 5-6 in the
comprehension conversation. You can see that the students levels of comprehension are similar
in both the comprehension conversation and the writing.
The next area of reading behaviors that the data showcases is fluency. Based on the end
of the year Fountas and Pinnell Benchmark Assessment the students range from a level 1-3 in
fluency. Six students show a level 1 in fluency. This means that they read primarily in two word
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phrases with some three and four word groups and some word-by-word reading. They have
almost no smooth, expressive interpretation or pausing guided by the authors meaning and
punctuation and almost no stress or inappropriate stress. Overall, the reading rate is slow. Seven
students exhibit a level 2 fluency score. This means that these students can read primarily in
three or four word phrase groups with some smooth, expressive interpretation and pausing that is
guided by the authors meaning and punctuation. These students use mostly appropriate stress
and rate with a little bit of slowing down. Finally, eight students show a level 3 of fluency. These
students read primarily in larger, meaningful phrases or word groups. Their reading is mostly
smooth, and they use expressive interpretation and pausing guided by the authors meaning and
punctuation. They have appropriate stress and rate, only slowing down a few times while reading
(Fountas and Pinnell Assessment Handout, 2016). Once again, it is important to look at the
connections between fluency, accuracy, and comprehension. It is necessary to triangulate this
data and compare it. Often, as teachers we see a connection between low fluency scores and poor
comprehension. This is because students have trouble focusing on the key understandings of the
story when they have to spend too much time focusing on saying the words. Sometimes
increasing those fluency scores will increase comprehension.
Another piece of data that is shown about these fourth grade students is their words per
minute when reading. This is another piece of data that can be looked at in correlation with level
of fluency, accuracy, and comprehension. These three variables often affect one another. For
example, the data shows one student who has an accuracy rate of 95%, a comprehension level of
7, a score of 3 in fluency, and reads at about 125 words per minute. This student shows a
common trend of success in all of these areas as they depend on one another. In order to look at
the standards for oral reading rate and words per minute, I am consulting what the normal words
per minute read are and what level students fall under according to the Teachers College Oral
Reading Rate Handout (2016), for various reading levels. There are four levels; needs support,
approaches standards, meets standards, and exceeds standards. According to the data chart, my
level K readers fall between levels 2 and 3. My level L reader is at a level 2. The level M readers
range from levels 1-4 and the level O readers are all a level 3. The majority of these readers are
meeting the words per minute standards that correlate with their level of reading. There are two
students who exceed the standards. There are five students who need support and two students
who are approaching standards. For the five students who are at a level one and needing support,
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it suggests that they cannot in fact read the text that they have with accuracy, comprehension, and
fluency, indicating that they need to be reading at a just right text. The students reading at this
low rate often indicate a problem in fluency and they are not well matched with the text they are
reading. It is important to look back at the other forms of data to see how these students fluency,
accuracy, and comprehension scores compare to their words per minute. When looking at the
other pieces of data I can see that the five students who need support do in fact have lower scores
in both comprehension, and fluency. The two students who are at a level 2 oral reading rate need
further support. This support can be given by helping with their automaticity. Giving students
two different books, one for independent reading and one just to practice fluency can help
support this deficiency (Teachers College Oral Reading Rate Handout, 2008).

b. Range of writing developmentBefore I suggest what stages these students are in the writing process overall, I need to
analyze their scores in Narrative, Opinion, and Informational Writing. These scores will help me
to see at what varying grade levels the students are writing at, which corresponds to their overall
writing stages. Although the data does not give an approximate date of when the Argumentative
and Informative writing assessments were done, we know it was sometime over the course of
their third grade school year. The Narrative writing assessment was taken at the beginning of the
third grade year. The numbers that are used to make up this data are scores from the Lucy
Calkins Writing Rubrics. The first column of data shows narrative writing data. Based on this
data we can see that two students have a score of 1.5, which reflects writing at a first grade to
second grade level. Based on the rubric I can see some of the qualities of writing that these
students are showing. With a score of 1.5 these two students are showing writing behaviors at the
middle point of grade one and grade two. This means that behaviors from both levels are present.
For the overall structure of writing, these writers are able to write about something they did, or
one specific time when they did something. They chose to make a beginning to their story, either
a limited or more complex beginning that required some more thought. These writers can use
some transition words to keep the flow of the story moving. They also are able to make choices
about the ending of their story and their writing is completed over a course of three or more
pages. In terms of development these writers can put a picture from their mind onto the page to
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make their characters come to life. They can also use labels and sometimes strong words to help
the reader understand their story better. As far as language conventions, spelling in particular,
writers at this level uses all his knowledge about words and chunks of words, as well as some
spelling patterns to help him/her spell. They also refer to the word wall for some spelling. As far
as punctuation these writers can end sentences with punctuation, use capital letters, and commas.
Sometimes they will also use quotation marks to show characters voices and correctly spelled
contractions (Lucy Calkins Narrative Writing Rubric, 2013).
The next group of seven students scored a 2 on their narrative writing. These students exhibit
behaviors relative to second grade writers. When looking at the structure of the story these
students exhibit specific behaviors, some of which were stated above. For example, they write
about something they did one time, they can use a good beginning that was thought through and
often incorporates an action, talk or setting intro. Their story shows transitions through the use of
words like when, then, and after. They also show writing on a lot of lines and many pages. In
developing their narrative writing piece, these writers try to bring their characters to life with
details, talk, and actions. They also use more advanced words to help readers picture their story.
In the language of their narrative writing, these writers spell words based on patterns they know,
spell all word wall words correctly and use the word wall as resource. Their punctuation includes
the use of quotation marks to show characters talking, and they use the apostrophes correctly in
contractions.
The five students who scored 2.5 show characteristics of writers with scores of 2 and 3.
Those students are at a mid-level between grades 2 and grade 3 writing. Through my prior
description of students who scored a 2 and my next explanation of students who scored a 3, you
will be able to get an idea of what characteristics students who scored a 2.5 use in their writing as
it is a mix of both score 2 and score 3.
There are four students who received a score of 3 on their narrative writing. These students
would be at grade 3 level of writing. In the structure of their narratives we would see the writer
telling the story bit by bit, a beginning that showcases who the characters are and the setting of
the story, the writing being transitioned by using phrases, an ending that was fit with the story
and written well, and finally organization that shows their attempts to use paragraphs, and
skipping of lines to separate events of the story. Looking at the language conventions of writers
who scored a 3 we see that they use what they know about spelling patterns to help him/her spell
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and edit, they also get help from others to help check spelling and punctuation before the final
draft is done. The students punctuate dialogue correctly and there is punctuation at the end of
every sentences. The writer also writes in ways that helps readers to read with expression, varied
pace, and voices.
The two students who scored a level 3.5 on their narrative writing exhibit some of the same
characteristics as the students who scored a 3, but also show some behaviors of writing at a score
of 4 and a fourth grade level. For a score of 4, in structure, these students could have potentially
wrote about an important event in parts to include only necessary pieces, wrote a beginning
allowing readers to enter into the world of the story, marked the passages of time throughout the
story with specific vocabulary, wrote a connected ending, and used paragraphs to separate parts
of the story or show a new character speaking. In the development of their narrative writing,
these students could have possibly added more to the story like feelings, thoughts, dialogue, and
actions. They could have shown why characters made certain choices, and used sensory details
and figurative language to make the story come alive. Finally, these students could have also
incorporated a storytelling voice to convey the emotion of his/her story (Lucy Calking Narrative
Writing Rubric, 2013).
The next column of writing development on the data sheet refers to the students scores in
Opinion/Argumentative Writing. I want to start by analyzing the behaviors of the one student
who scored a 1.5 on his/her opinion writing, as well as the four students who scored a 2. The
qualities of writing in both of these groups of students are very similar, the student with the
lower score simply exhibits some behaviors between grades one and two, while those who
scored a 2 exhibit writing behavior mostly observed in grade 2. The characteristics that these
writers show in the area of structure include writing about their opinion and why overall, leading
with a beginning that states their opinion and sometimes sets readers up to know that the writer
will be convincing them of that opinion, the occasional use or continual use of transition words,
the use of an ending that either connects to the overall piece or that is limited and makes no
connections, and finally, organization that shows expanded writing on various parts of the piece.
In the development of the writing of this opinion piece these writers write either one reason for
their opinion or a couple of reasons. The language development of the writing within these
scores is the same as what was stated above in the analysis of narrative writing.

14

Next, I will analyze the seven students who scored a 3, showing writing at a grade 3 level. As
for the eight students who scored a 2.5 showcasing writing between grade two and grade three,
their writing behaviors will be discernable based on my previous analysis of writers who scored
a level 2 and my next analysis of writers who scored a level 3. In terms of opinion writing
structure, the writers who scored a level 3 told readers about their opinion and ideas of text
helping them to understand their reasoning, wrote a beginning to set readers up for an opinion
writing piece, but also hooking them to care about the writers opinion. These writers connect
their ideas, opinions, and reasons with examples writing more about each example, and they
organize their story to show several examples on why the reader should agree with their opinion.
They end the writing piece with a thought on their opinion.
The final writer in the class who scored a 3.5 on their opinion writing has characteristics
similar to those described above for a score of 3, but also exhibits some more advanced writing
behaviors typical of students writing at a fourth grade level with a score of 4. As far as structural
components of the writing, this student may make a claim about a topic or text and try to support
their reasons, write sentences to hook the reader, and use words and phrases to put parts of the
writing together, like for example, and then end the piece with a restatement of his/her claim and
then a suggestion of an action to do based on this claim. This writer may also organize his/her
piece to show several reasons or examples why readers should agree with him/her and then
explain those reasons. The writer may also make sure that their writing was only about one thing.
In developing the writing piece this student may have told readers to believe him/her, but also
wrote in ways to make them believe those things (Lucy Calkins Opinion Writing Rubric, 2013).
The final column of writing data presented on the data sheet is for Information Writing. I
want to start by analyzing the one student who received a score of 1.5 and the four students who
received a score of 2. The student who scored a 1.5 is in the mid-level of grade one and grade
two writing, whereas the students who scored a 2 are at grade 2 level information writing.
However, these two groups of students will be analyzed together because the behaviors they
exhibit are so similar. In structural aspects of these students information writing, we would see
the writer teaching readers about her topic or some important points about the topic, an attempt
to name the topic and get readers interested in it in the beginning of the writing, the writer telling
about the topic on different pages and organizing the parts of their explanations, or using words
like also to show he/she had more to say, and the writer creating an ending that was simple or
15

wrote an ending section to wrap up the piece. The development aspects of these students writing
would include the use of facts to teach about the topic as well as the use of definitions, details,
steps, and tips, and these writers would also include words to show their expertise on the topic.
The language conventions for these writers would be the same as described above in the
narrative writing analysis.
According to the data, eight students scored a 3. By previously examining the students who
scored a 2 and now examining the students who scored a 3, we will be able to see the varying
characteristics that the six students who scored a 2.5 would show in their information writing.
Students who scored a 3 are showing writing at a 3rd grade level. In terms of structure of their
writing these students teach their readers information about a subject using observations and
questions in the writing. They also write a beginning that prepares readers to learn a lot of
information about a certain topic. Included in the structure is also sequencing words to show
transitions of ideas, information grouped in separated topics, and an ending that draws
conclusions and asks questions of readers. In developing their information writing, these writers
wrote facts, definitions, and observations about their topic, working to explain them, as well as
presented themselves as an expert by including strong words and visuals into the writing piece.
The one student who scored a 3.5 on their information writing has behaviors that are
observable in grade 3 and grade 4 writing. They show some of the same characteristics as writers
who scored a 3 and may show more advanced qualities as well. For example, in the structure of
their writing piece this writer includes facts, details, and quotes to teach readers about his/her
topic. This writer may also have hooked the readers by explaining the topic in a surprising way
and then continued to transition their writing to show connections among various pieces of it,
while continuing to make sure that each paragraph was only about one thing. The ending of the
piece of writing may have worked to remind readers of the overall topic and leave them with a
final insight. In developing their information piece this writer may have used subtopics of the
overall topic to interest the readers, including many examples, data, and facts. They got
information from various sources, and made thoughtful choices about organization. This writer
also may have deliberately chosen words to teach his/her readers, as well as used comparisons to
clarify his/her points, and may have even written in a teaching type of tone. Once again the
language conventions of a writer who scored a 3.5 is explained above in the narrative writing
analysis (Lucy Calkins Information Writing Rubric, 2013).
16

Based on the analysis of the different levels of behaviors of the students Narrative, Opinion,
and Informational Writing I have found that this group of students writes at grade levels 1-4. In
reference to Fountas and Pinnells Building an Effective Writing Process Over Time Chart
(2001), this means that these students range from early writers to advanced writers. In knowing
this groups of students overall writing stages I will be able to better understand the various
overarching writing skills and concepts they will use and understand. Based on my previous
analysis I can see that this class has a small number of early writers, a stage of writing often
observed in grade 1 and grade 2. Early writers exhibit specific writing behaviors. They include
writing known words fluently, writing left to right across several lines, writing 20-30 words
correctly, using letter-sound and visual information to spell words, approximating spelling,
forming almost all letter accurately, and composing 2 or 3 sentences about a single idea. These
early writers can also begin to notice the authors craft and use those techniques in their writing.
They will write about familiar topics, use spacing, relate their drawings to their writing, and
finally reread their writing.
The class seems to have larger numbers of students in the transitional and self-extending
stages of writing. Students are typically in the transitional stage of writing in grades 2-3. These
writers spell many words conventionally and make near-accurate attempts at many more. They
work on their writing over several days to produce longer, complex pieces, and these pieces often
showcase dialogue, beginnings, and endings. The writers ideas are usually developed to some
degree and they consciously work on their own spelling and writing skills to write in a few
different genres. They incorporate basic punctuation in their writing and continue to incorporate
new understanding about how authors use language to communicate meaning. The behaviors of
self-extending writers are a little bit more advanced. These writers spell most words quickly
without attention to process. They proofread to find their errors, have ways to expand their
writing vocabularies, understand how to organize information, and develop a topic that extends
over many pages. Their writing is beginning to develop voices, and they use many aspects of
writers craft to improve the quality of their writing. These writers are also writing for many
purposes and audiences, continually critiquing their own work and giving other writers their
opinion.
I can also see that the majority of these students are transitional and self-extending writers.
Because we do not know when these writing assessments were taken, it would seem as though
17

most of the students were at their appropriate grade level of writing, as grade 3 students are
between transitional and self-extending stages of writing. There were a couple of students who
scored higher on the writing assessments noted above, which allows me to believe that a small
number of those self-extending writers may be exhibiting some behaviors of advanced writers,
which often begins in grade 4. Therefore, I would like to look more closely at the behaviors of
advanced writers as well. Advanced writers understand the linguistic and social functions of
conventional spelling and can produce products that are carefully edited. These writers words
are almost all spelled quickly, correctly, and accurately and they control a continually expanding
body of words. These writers notice aspects of the writers craft in texts that they read and apply
in to their own writing, as well as write for a variety of functions, like narrative, expressive,
poetic, and informative. Finally, these writers will write about a wide range of topics, in various
tenses, and for known and unknown audiences (Fountas & Pinnell, Building an Effective Writing
Process Over Time, 2001).
Looking at the overall writing data, I found that there is a similar trend across not only the
levels of writing, but also the types of writing. It seems that students usually remain within the
same score range for each type of writing. For example, student D9 received a score of 3 in each
type of writing. Student D17 received two 3s and one 3.5 across the various types of writing.
This shows me that students success in the various forms of writing remains fairly close.
Therefore, I can conclude that being able to write successfully across these three types of writing
requires some type of common knowledge in that each type of writing can build upon one
another. I also notice that Opinion writing and Informative writing seem to be of a slightly higher
strength for this group. In both writing types more than 15 students scored a 2.5 or higher. This
is compared to Narrative writing where only eleven students scored a 2.5 or higher.
c. Range of word study developmentIn terms of word study development, the data chart lists the varying stages of word study
development the students are at based on a Words Their Way Spelling Inventory, either primary
or elementary, done in the beginning of the year and an assessment done at the end of the year. In
looking at word study stages there are eight students who only have data for the assessment taken
at the beginning of the year and thirteen students who have data at the end of the year
assessment. We can assume that the students with the data only from the beginning of year have
18

improved, however, we do not know. Therefore, I will analyze all stages of word study displayed
on the data chart. Based on the data this there are two students who are in the middle stage of
letter-name alphabetic spelling and three students who are in the late level of that stage. Students
normally at this level of word development are near the end of grade one and can span all the
way to fourth grade. There are a total of four students in the early stages of within word pattern
spelling, and about nine students in the middle stages of within word pattern spelling. Four of
those nine students data shows WWP, without recognition of a particular stage, however, these
students were at WWPE in the beginning of the year, so through progress during the year they
would probably be approaching the middle stage of within word pattern spelling. Finally, there
are three students in the late stage of within word pattern spelling. Students in the within word
pattern spelling stage are usually in grades 2-4. The syllables and affixes stage is the goal for
students in grade 4, as this is where students normally begin to transition into that stage (Bear, p.
12-13, 2012). It is important to discuss and note what students at these various levels know and
are using correctly in spelling and word development, what they are using, but still confusing,
and what it missing from their knowledge about word study at that point.
At this point in their development the three students in the middle letter name-alphabetic
stage are using many things correctly. For example, they have developing phonological
awareness, they can spell the beginning and ending consonants in words, as well as short vowel
words, and their concept of what a word is has fully developed. These students are starting to
use, however, still confusing, short vowels by point of articulation, and consonant blends and
digraphs. They have yet to learn about silent letters and preconsonantal nasals. The two students
in the late stage of letter name-alphabetic spelling exhibit full phonological awareness, are able
to spell many short vowels and most consonant blends and digraphs, as well as long vowel
words. They try to use, but still confuse some short vowels, substitutions of common short
vowels for ambiguous vowels, like COT for caught, and the use of affricate blends, like dr and tr.
What is currently absent from the students word knowledge at this point is most long markers or
silent vowels as well as vowels in unstressed syllables (Bear, p. 156, 2012). I think that it is also
important to look at the vocabulary learning and development of students in the letter name
alphabetic stage. Vocabulary for students at this level of word development still needs to
sometimes occur in a systematic way. Although it is an extremely important resource for
vocabulary development, these students cannot acquire all of their new vocabulary from reading.
19

They must be exposed to it directly in conversations, read alouds, and direct instruction (Bear, p.
153-154, 2013).
There are four students who are in the early stage of within word pattern spelling. These
students have developed the correct spelling of consonants, blends, and digraphs, preconsonantal
nasals, short vowels in CVC words, r-influenced CVC words, like car, and known sight words.
These students are using, but still confusing silent letters in long vowel patterns, -k, -ck, and ke
endings (smock for smoke), and also substitutions of short vowels for ambiguous vowels. Absent
from these students word knowledge is the use of vowels in unaccented syllables, consonant
doubling, and the e-drop (driveing for driving). The approximately nine students in the middle
within word pattern spelling stage have the same correct use of skills as the WWPE, but they can
also use common long vowel patterns and have mastered k, -ck, and ke endings. What they
continue to confuse are less common and ambiguous vowel patterns, as well as ed and other
common inflections (marcht for marched). What these students have yet to learn is consonant
doubling and the e-drop. Finally, the three students in the late stage of within word pattern
spelling have become able to use long vowel patterns in one syllable words correctly, as well as
r-influenced vowel patterns. These students are beginning to use and still confuse ambiguous
vowels, complex consonant units (swich for switch), and vowels in unaccented syllables (coler
for color). What is yet to be learned in this stage of development is consonant doubling and
changing y to i (carrys for carries) (Bear, p. 206, 2012). Vocabulary development is also
important during this stage of word study development. It is important that as teachers we are
taking an active role in the development of these students vocabularies. We need to make words
interesting for students so that they develop a positive attitude about discovering words, raising
their word consciousness. When talking about vocabulary development as well, we need to
reference the meaning of words, not the spelling because the words that they are studying may be
at a higher level than their spelling development. To continue to grow their vocabularies we must
develop habits of commenting on words that we see throughout the day in the various disciplines
as well as bring attention to words in read-alouds, word sorts, concept sorts, and discussions
(Bear, p. 202, 2012).

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d. Relative areas of strength and need for this group of literacy learnersThrough analyzing the third grade data for these fourth grade students, I have noticed relative
areas of both strength and need for this group of literacy learners in reading, writing, and word
study. In terms of reading strengths and weaknesses, there are a few different areas of needs that
must be recognized. First to be examined are the students instructional reading levels. Based on
the data, I am seeing that an area of relative weakness for these students are their reading levels.
Over half of the students are at reading levels, which according to the Foutnas and Pinnell
Building an Effective Reading Process Over Time Chart (2001), are in the Transitional stage of
reading. Students at this stage are normally in grades 2-3. There are also a handful of students
who are at the Self-Extending stage of reading, which is normally a common place that students
in grade 3-4 fall in. However, according to the OASD Instructional Guided Reading Levels
Handout (2013), students who are entering the fourth grade should be at an instructional reading
level of P when they start the year. By the end of the year the students should reach an
instructional reading level of S. Currently, there is only one student who has a reading level P.
Therefore, many of these readers remain in the grade two and three levels of reading, which is a
weakness.
Looking at the students reading accuracy rates, the data shows that most of the students,
according to the Assessment Data Key Handout (2016), have a rate that shows they are at an
instructional level of reading, meaning that the reading of the words specifically is neither too
easy, nor too hard for them. Although, this can be seen as a strength in that the students are
reading in their zone of proximal development and successfully developing their reading
strategies, these students have low instructional reading levels for third grade students, going into
fourth grade. Therefore, it would be good to see these reading accuracy rates being closer to
independent, as it is one factor in possibly showing that some of the students are ready to move
up in instructional book levels. However, there are several other variables to consider.
Looking next at the comprehension data for the students, it seems that comprehension is an
area of weakness. With comprehension in terms of level of text, according to the Fountas and
Pinnell Benchmark Assessment Handout (2016), the majority of students had a limited level of
comprehension, while the next highest amount was at a satisfactory level of comprehension of
text. Comprehension in terms of writing also seemed to be an area of weakness. Half of the
number of students only had a partial understanding of the text when writing about it, while five
21

more students had a very limited level of understanding. It is clear that comprehension skills and
strategies will be a large focus of learning for this group of students, especially as we begin to
escalate into higher leveled texts. This is where comprehension becomes the absolute focus of
reading all together.
In reading, fluency seems to be a relative area of weakness. Over half of the students scored
at a level 1 (six students) or a level 2 (seven students) on the Fountas and Pinnell Benchmark
Assessment. This means that they are reading words in small phrases, have limited smooth
expression, and are experiencing some slowdowns. This weakness in fluency for this group of
students could also be related to their weakness in comprehension. Finally, words per minute
seem to be an area of relative strength. Looking at the Teachers College Oral Reading Rate
Handout (2008), twelve of the students, which is over half of the class, fall into Level Three, in
which they are meeting standards compared to their instructional reading level. Two more
students are actually exceeding the words per minute standards for their reading level. Although
these students show apparent success in their ability to read the words, other factors to assess
would be the readers intonation, meaningful phrasing, and fluency overall when considering
WPM. Only seven students are at a level 1 or 2 indicating that they need more support or are
approaching standards within the context of their reading level. More specific interventions, like
small group work, would be especially important to cover the wpm weakness for those seven
students.
Looking at the areas of weaknesses and strengths in writing is a little bit more difficult
because we are unsure of at what point during the year the data was collected. However, looking
overall at narrative writing, opinion writing, and informational writing, only seven to nine
students reached just grade level 3 writing in each of the categories. This is only a little over a
third of the entire class. This shows me that writing will also be an area of weakness for some of
these students. When comparing the writing data to the Fountas and Pinnell Building an Effective
Writing Process Over Time Chart, (2001), I can see that these students range from a grade level
1-4 in writing, with most of the students being Transitional writers. For fourth grade these
students are projected to be at the Self-Extending or Advanced stages of writing.
Finally, I needed to look overall at the word study strengths and weaknesses of this group of
students. This is another area of data where it is difficult to make accurate conclusions as not all
of the data is provided for end of the year assessments. However, in looking at this data I believe
22

that word study could be an area of strength for these students. By the end of the year, the
majority of the data shows that the students were in the middle or late stage of within word
pattern spelling. These students had also made significant progress from the beginning of the
year. We can hope that the data that is not listed would also show progress for the other students.
According to the Words Their Way text (2013), students in the within word pattern stage of
spelling is common for students in grades 2-4. Therefore, these students do show that they are in
the norm, but moving the students to the spelling and affixes stage of spelling is the goal.
However, even though it does appear that the students are approaching the appropriate grade
level stage of word study, which is Syllables and Affixes, their weakness in fluency as well as
comprehension would lead me to be concerned about how the children are actually applying their
knowledge of how words work when reading. In looking at the CCSS in terms of Reading
Standards: Foundational Skills by the end of third grade students should be able to identify and
know the meaning of most common prefixes and derivational suffixes, decode multisyllabic
words, use context to confirm or self-correct word recognition and understanding, rereading as
necessary, etc. (CCSS.RF.3.3a., CCSS.RF.3.3c., CCSS. RF.3.4c.). Based on what I know about
where these students are now in terms of word study, (middle-late within word pattern stage and
transitioning to syllables and affixes stage) I can infer that they have possibly begun to learn how
to decode and analyze multisyllabic words, root words, common prefixes and suffixes, etc., in
word study learning, but have not learned strategies in their reading for how to apply meaning to
these words once they are able to decode them. This could be the reason why the students seem
to have higher accuracy rates as they can read the words, but lower comprehension scores
because they cannot interpret those larger more difficult vocabulary words in the context of the
overall text. For this reason, I stated above that a goal of mine is to get the students into the
syllables and affixes stage so that they are able to use their combined knowledge of all lettersound correspondences, syllabication patterns, and morphology to read accurately multisyllabic
words in the context of their text (CCSS.RF.4.3a) and apply meaning to raise overall
comprehension levels.
2. What information do you still need to find out about these children? Why?
Although the data tells me a lot about these students in terms of their overall literacy
knowledge, there is still much more that I need to know. Looking at reading specifically, I need
23

an updated form of data that tells me what instructional reading levels these fourth grade students
are at. Although the data gives a level for each student, the students levels could have dropped or
increased between the time that the last assessment was given, through the end of the year and
the duration of summer. I need to know what the students current reading levels are so that they
can be placed appropriately in guided reading groups. I also need this information to ensure that
my students instruction and texts are appropriately differentiated and that the students are
experiencing texts that are in their zone of proximal development, or at an instructional level of
accuracy. Finding out these various reading levels will also give me updated data on the students
comprehension levels in terms of reading and writing, as well as words read per minute, and
fluency rate. I need to know all of the students levels for these various variables so that I can see
what the students know, what they are using, but confusing, and what they do not know. This will
help to determine what reading strategies and skills I teach various groups of students. I also
need to become more knowledge about my readers overall attitudes, interests, likes, and dislikes
in terms of various genres of reading. Knowing information like this will help me to choose texts
for whole group reads, guided reading groups, and independent reading. It will also help me to
determine what kind of books I will need in the classroom library that will encourage students to
read. Reading often becomes more meaningful when students enjoy what they are reading.
Therefore, I want these students to have the opportunity to want to read because they have
resources that peak their interests and motivate them to read.
Getting a better understanding of the students levels of fluency will also help me to
better understand their word knowledge. In terms of word study knowledge, the data sheet does
not even supply data for every single student. Because of this lack of information, I still need to
know the levels of word knowledge that my students are exhibiting. In knowing this I will once
again be able to see what skills, strategies, and concepts, they know, use, but confuse, and do not
know. This will help to better plan my instruction and best teaching practices for word study. In
relation to word study, I also need a better understanding of the students vocabulary knowledge.
The data does not give any information that indicates the students experience with vocabulary or
how large their vocabulary is. In the intermediate grade students are coming across new
vocabulary words in their everyday reading. I need a better understanding of the students ability
to discover vocabulary words they do not know, if they understand how to deduce the meaning
of a vocabulary word, and also what their level of disciplinary vocabulary knowledge is. This
24

will help to decide if the classroom needs a word wall or various other resources that will allow
us as a class to be word curious. Incorporated into vocabulary knowledge is how the students are
using vocabulary in their own writing as well as speaking. I can gain a better understanding of
students depth of vocabulary knowledge when they use it correctly and meaningfully in both
their writing and their speaking.
Another area of literacy in which I need to discover more about these students is writing.
The data sheet provides me with data for all of the students in various genres of writing,
however, I do not know at what point of the year this data was collected. Therefore, I do not have
an absolute idea of the students writing levels. I need to know at what stages of writing
development these students are in so that I can once again make my instruction to match their
needs. I want to teach writing skills that are appropriate to what the students already know, what
they use, but confuse, and what they still need to know. I want to be able to attend to both my
lower and higher level writers so that every student has the opportunity to progress. I also need to
become more aware of my students interest and attitudes towards writing. This will help me to
better understand what genres of writing these students enjoy, how they associate reading with
their writing, and what kids of topics of writing will be most motivating for these students to
write about.
Finally, I need to know more about this group of students in general. What I mean by this,
is I need to understand the demographics and backgrounds of these students. In order to teach
students, there must be a positive rapport and relationship between teacher and student. This
comes from knowing your students. I also need to discover how the class operates as a
community. I need to determine how they work as a large group, in small groups with peers, and
independently. This will influence the classroom environment, behavioral practices, etc., that
need to be established at the beginning of the school year. I also need to learn about the students
cultures, their families, etc. This will effect some of the materials that I use in the classroom. In
terms of best teaching practices, I need to know if there are students in the classroom who are
English Language Learners or if there are students with IEPs. These are two key pieces of
information. Knowing this will allow me to make the appropriate accommodations or
modifications to my lesson plans to ensure that I am meeting the needs of this group of diverse
learners.

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3. What specific assessments will you use for reading, writing, and word study in the
beginning of the year to give you updated and accurate information about the
literacy needs of these children?
In order to collect more accurate data on these students right away in the beginning of the
year there are some specific assessments that I would use for reading, writing, and word study.
Reading:
Benchmark Assessment- I know that I want to find out what the students current
instructional reading levels will be when they start the year. This information is
necessary so I can supply students with texts that are developmentally appropriate for
them. To find out this information I will use a benchmark running record assessment,
similar to the Fountas and Pinnell Benchmark Assessment Handout. I would start by
assessing the students at the level that they were at when they ended third grade.
Analyzing the miscues during and after the assessment would allow me to see if the
student has dropped, remained complacent, or if they need to be moved to a higher
reading level. Doing this running record assessment would also allow me to see the
students accuracy rates and their fluency levels. All of this information will help to
guide me in how to set up guided reading groups in the beginning of the year. I will also
become more aware of the different strategies students are using in meaning making,
language strategies (semantics, graphophonics, and syntactic), and visual information
while reading and decoding words. A running record will also give me data about the
students abilities to comprehend a text. This is another key part of the reason why I
want to use the more formal running record Benchmark Assessment at the beginning of
the school year. In part of this benchmark assessment I would be able to have a
comprehension conversation with the student after the reading. In this conversation I
would be able to note all of the key understandings that the student expresses about the
text. This will help me to determine the level of understanding demonstrated which can
range from no understanding, to very limited understanding, to partial understanding,
and finally to excellent understanding. I already know that comprehension will be
weakness for this group of students so this portion of the benchmark assessment will
allow me to gauge what initial things students comprehend about the text and how their
26

learning needs to be stretched. This is also true for comprehension in relation to writing
about the text. It is important for me to be able to have an assessment which shows the
key details and understandings that the students are able to pull from the text and
effectively write about.
Reader Interest/Attitude Survey- One thing that I have become more aware of is that
students in the intermediate grades are beginning to find themselves as readers and
writers. This means that they are beginning to develop certain interests in various genres
and also attitudes towards reading that will eventually effect whether they are lifelong
readers or not. At the beginning of the year I want to give an interest survey as well as
some type of reader attitude questionnaire or interview. I think that becoming more
knowledgeable about my students interests in reading will allow me to choose books
that will be meaningful to them and make them want to read.
Observing Think-Alouds/Anecdotal Note Taking- One type of assessment that will be
important right in the beginning of the year will be observation of the students as they
read and respond to their reading. During this procedure I can have students stop at
points in their reading and talk about what they are doing and understanding as readers.
This technique will offer me information about their processing and comprehension. The
students may talk about visualizing, predicting, going back in the text, etc., as things that
they did as they were reading. They may also talk about their feelings as they read. I can
then take notes on these types of responses to gauge what processes the students are
using to make meaning of their texts and also how deeply they respond to the ideas in
their texts (Fountas and Pinnell, p. 493, 2001). I may also take notes on vocabulary
knowledge and development. Based on the books that students are reading and the way
that they recognize and understand more difficult vocabulary words will help me to
understand their depth of vocabulary knowledge. Listening in on their think-alouds will
also allow me to understand how the students are using specific vocabulary in the
context of their reading and how they use it to support their thinking. This same type of
listening can also be done when the students are having discipline specific conversations.
It will help me to understand if the students are effectively applying newly learned
vocabulary in an authentic conversation with their peers.
Writing:
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Writing Samples- The main assessment that I would focus on for writing right away in
the beginning of the school year is getting writing samples from the students. I could ask
for writing samples in different genres, like narrative writing, opinion writing, and
informational writing. I could compare these writing samples to the Lucy Calkins Writing
Rubrics. I would then gain a better understanding of what grade level writing the students
are showcasing based on their writing behaviors. This could help me to see what stages of
writing these students are at; Transitional, Self-Extending, or Advanced. Knowing this
would help me to possibly place students in writing groups. I would also become more
aware of the writing techniques that would need to be more closely focused on
throughout the year. A writing sample would also tell me more about the students word
study knowledge in terms of spelling and vocabulary knowledge. A sample would allow
me to see patterns in their spelling as well as how various vocabulary words are used
effectively and correctly in their writing.
Word Study-

Spelling Inventory- Based on my analysis of the data I know that I need updated
information about the students word study stages of development. There was a lot of data
missing in this specific area. I think that using a Spelling Inventory would give me the
data that I need to understand at what stage of development the students are working at;
Letter Name-Alphabetic, Within Word Pattern, or Syllables and Affixes. The Spelling
Inventories, either Primary or Elementary, will help me to identify the orthographic
features of spelling that are most helpful in identifying a stage and planning instruction.
Knowing how to plan instruction includes deciding how to break these students into
developmentally appropriate word study groups so that their learning tasks are
differentiated (Bear, p. 27, 2012).

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4. What specific assessments will you use to monitor their growth as literacy learners
throughout the year in reading, writing, and word study to determine to what degree
the children are reading your goals?
Along with assessments that are especially necessary at the beginning of the
school year, there are also a variety of assessments that must be done in reading, writing,
and word study throughout the year in order to determine to what degree students are
progressing.
Reading:
What am I assessing?

Fluent Processing: Becoming fluent readers is a goal that I have for these fourth grade
students. When students are able to read fluently they can focus less on word solving and
more on making meaning and developing comprehension of the text, which is the main
goal. Various assessments that I would use to monitor fluent processing are:
o Running Records: As I stated above, running records are one way to develop an
understanding of the students levels of fluency. Whether the running record is a
formal benchmark assessment, or an informal assessment on their independent
reading books, I will be able to check for fluency. If the running record is more
informal I can use a data collection sheet like the Reading Assessment for
Independent Reading Books Handout (2016), to look at both accuracy and fluency
and intonation in their reading. Analyzing students fluency and intonation allows
me to decide if the student is struggling at their current reading level, if they are
fluent, or if they need some coaching in reading fluently.
o Miscue Analysis: Although a miscue analysis can be done during or after a
running record, it can also be done separately when listening to students
independent reading. Using this tool provides me as a teacher with an in-depth
analysis of a students reading behavior and text processing yielding specific
information about a students reading ability. Coding various semantic, syntactic,
and graphophonic behaviors will help me to recognize the kinds of information a
particular reader is using to process text. It will also provide a way for me to see
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patterns in the students reading of where they struggle and where their strengths
are (Fountas and Pinnell, p. 489, 2001).

Comprehension: As an educator in the intermediate grades, I understand that

comprehension is the ultimate goal of reading. It is also one of my goals for these
students. Students at this level are now reading to learn. They should not be so focused
on decoding, illustration analysis, and simple reading strategies. Therefore, I need to
assess students meaning making processes and levels of comprehension to assure that
they are understanding their texts. Various assessments I could use to assess
comprehension are:
o Informal Comprehension Questions (Handout 2016) - The Teachers College
Comprehension Handout that I am referring to will allow me to question students
on the big events that have occurred in their reading so far. It will also allow me to
ask specific questions relating to characters. At this grade level, readers who are at
a level R text or higher, it is important that they not only give a sequential
retelling of the text, but that they can also notice the big events, characters
feelings, motivations, etc. Although not all of the students in this fourth grade
class will be able to answer these types of questions, it is a good starting point to
allow me to see what specific information the reader is able to pull from the text
and if they have the ability to be insightful yet, in terms of reading between the
lines for deeper understandings.
o Observing Think Alouds/ConversationsI noted this assessment above as an important assessment to use at the beginning
of the year, but it is also important to use throughout the year. Talking to students
and observing them converse with their peers will allow me to understand how
the readers are processing and comprehending their texts. I will gain insight on
specific strategies being used to make meaning while reading, like visualizing,
predicting, inferring, making connections, etc.
o Reading Response JournalsThe use of reading response journals is another type of informal assessment piece
that I can collect and analyze. These journals will provide evidence of how the

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students have understood texts and how they respond to various details,
characters, and the text overall.
o Reading Continuum (Handout 2016)The Reading Continuum provided by The Reading and Writing Project (2012),
provides a learning progression that is designed to help teachers assess the
thinking, writing, and talking students are doing about the characters in fiction
text. This continuum assesses varying levels of different aspects of characters in a
text. When listening to students thinking and talking or analyzing their writing,
this continuum can be used to decide at what level (2-5) these students are
comprehending various aspects of their text. Through each level the type of
thinking required by the students becomes more complex.

Amount, Kind of, Quality: It is important to assess the amount of books as well as the
quality of books that students are reading to ensure that these texts provide them the
opportunity to develop reading and comprehension strategies necessary at this grade
level.
o Daily Reading Log- To keep track of the books that the students are reading
independently in class or outside of class I will give them a daily reading log. I
can look at this log daily or weekly to determine if I believe the quality of texts
being read are appropriate for the specific student reading them.
o Books or Texts Completed so far list (Handout 2016)- Similar to the daily
reading log, this list keeps track of the books that the students have read so far.

Level of Text Reading: One of the most important aspects of teaching literacy in any
grade is making sure that students are reading leveled texts that are at their instructional
level. These are the texts that are developmentally appropriate for the student and that
relate to the word knowledge and strategy use that the students have.
o Running Record- As stated in many places above, a running record helps to
determine what the appropriate leveled text is for a student.
o Record of book reading process-As a teacher I value keeping track of students
reading levels as they are the key to the students meaningful reading. To record
the students book reading process I can create a chart for each students that labels
the books they are reading independently or even in guided reading groups and
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what levels the books are at. Based on other analysis (accuracy) in conferring and
listening in on reading with the student, I will mark if the book is at their level,
easy, or frustrating. With the student continually independently reading and
participating in guided reading they will read a lot of books. Through marking
down the books and the difficulty levels I will be able to see data of how the
students is progressing through text level difficulty throughout the year.

Response to Literature: Literature is meant to be responded to. Students should share

their thoughts, concerns, questions, feelings, etc., about the books that they are reading.
This is what creates a deeper understanding of the text.
o Reading Response Journals- Response to literature is another aspect that can be
assessed by using reading response journals. It is here where students can show
their understanding of a text, their insights, questions, concerns, wonderings, etc.
It is also a place where class conversation can be stimulated.
o Class conversations- Through class conversations I will be able to assess the
depth in which students respond to their texts and what various pieces of the text
they enjoy, dislike, and want to learn more about. It is a good mode of assessment
to see if students are interested in the reading. It is also a process that will allow
me to see how students collaborate and build off of one anothers ideas.
o Conferences with students about books being read- Once again conferring can
be used throughout the entire year. One of the many things I can do during this
conferring is analyze how the students enjoy the texts they are reading and what
deeper insights they are gaining from their reading.

Attitudes and Interests: In order to keep students motivated to read, I need to know
what their attitude and interests are in reading. This way I am supplying them with the
right materials to want to read.
o Daily Reading Log- A reading log will show me what books students are
choosing to read on their own. This will give me some idea of what genres they
enjoy reading.
o Reader Interest and Attitude Survey- Completing attitude and interest surveys
throughout the year is a good way to see how a students attitude about reading is
changing and also how their reading interests are developing.
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How to give feedback: Something that often goes along with assessment is student
feedback. Students must receive feedback on how their learning is progressing.
o Conferences: One way to give feedback on students learning is through
conferencing. During independent reading time when I am able to confer with
students as they read, I will be able to let them know specific strengths and
weaknesses that I observe in their reading process. I will be able to use those
moments to redirect learning, remodel, or introduce other strategies to use while
reading.
o Setting and monitoring learning goals together- During the conference time
mentioned above, goals can be created with students. If I observe a weakness in
the students reading process we may discuss a particular reading or
comprehension strategy that they should use while they read. We can set a goal
for them to work with that strategy and then monitor their progress of successfully
reaching that goal.
Writing:
What am I assessing?
In writing I am assessing a variety of concepts. Many of the same assessments can be
used when analyzing different concepts. Some of the items being assessed are:
a. Conventions of grammar, punctuation, and spelling.
b. Organization and development of ideas.
c. Writers craft, language choice, voice.
d. Students interests and attitudes towards writing.
Various assessments that I would use to monitor the items above are:

Writing Samples- As noted above, writing samples are evidence that can be collected to
determine how students are progressing through the writing stages. In writing samples I
can observe all of the items listed above and compare them to various rubrics to discern
what students are writing at a grade appropriate level.

33

Writing Checklists- In conjunction with the students writing samples I can use writing
checklists to assess students writing. The use of a checklist may limit focus to certain
characteristics that are being looked for in students writing and will help to make general
judgements about the writers progress overall (Fountas and Pinnell, p. 499, 2001).
Writers Notebook- Requiring students to keep a writers notebook will allow me to
assess how the students are collecting and expanding upon ideas, how they use language,
literary techniques, what genres interest them, punctuation, etc. The writing in these
notebooks can be used to evaluate many aspects of writing overall. It also helps to
provide a rough idea of the amount of writing that students are doing and how frequently
they write in these notebooks.
Rubrics-Rubrics are especially helpful when assessing two levels in students writing;
their content, which includes the organization of the text and their use of writers craft, as
well as conventions, which include spelling, sentence structure, capitalization, and
punctuation. In this fourth grade classroom I want to be able to make clear rubrics so that
my students understand what is expected of them and can clearly demonstrate that in their
works. However, I also think that it is important for the students to have a say in the
creation of the rubric. Using this process will allow students to help decide what is
important in a specific piece of writing.
Interest and Attitude Survey- Similar to in reading, doing an interest survey to gain a
better understanding of how these students approach writing and feel about it, will help
me to decide what we learn as a class about various genres of writing and what type of
writing the students will be motivated to participate in.
Writing Projects- Looking at students writing projects from first draft to the end
provides rich assessment data. It is in these writing documents in which I will be able to
see revision strategies, spelling, convention use, and writers craft.
Conferencing and Observing- Meeting with students as they are actually writing, during
independent writing time, will allow me to assess the strategies that they are currently
using, but confusing. It will provide me with an opportunity to give students immediate
feedback on their work and to notice any outstanding errors. In terms of feedback, it will
be during this time where I will have the chance to create writing goals with individual
students and make a plan for how we will monitor those goals together.
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How to give feedback?

o Collaborative Learning Assessments- In terms of writing projects or other
collaborative work in either reading or writing, students must be assessed. This
type of collaborative learning may be seen more predominantly in other
disciplines, like science writing and reading, or social studies writing and reading.
Although the learning is done collaboratively, it must still be assessed and it is
often difficult to determine a good way to assess a group of students. In the text,
This is Disciplinary Literacy, written by Lent, she describes that instead of trying
to make summative assessments that fit the group mold, use formative
assessments. For example, students discussions, which offer valuable
opportunities for monitoring students learning rather than evaluating their
learning. She suggests the use of a clipboard in which students names are written
and the teacher takes notes on specific behaviors and understandings that each
student exhibits. She then uses this tool to give students feedback on their work
as well as their contribution to the groups learning and product (Lent, p. 167,
2015).
o Writing Feedback- Giving feedback on students writing is very important,
especially within the various disciplines, as writing looks different in science,
math, social studies, etc. Students often look for this corrective feedback in order
to know what they did wrong, what they need to improve, or how their writing is
successful. According to Lent, the prime time to give students feedback on their
writing is when they are engaged in writing, not when it is too late. This timely
feedback provides as a type of informal assessment to monitor student learning
and see where additional instruction is needed. In terms of how to give feedback
to students writing, Lent states, Try to avoid telling the student what to do;
instead, ask questions, explain why you are confused, amazed, or want more
details (Lent, p. 75, 2015). Overall, Lent describes feedback as a questioning
process, in which you engage students in thinking about their work, but allow
them to do the actual revising.

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Word Study:
What am I assessing?
When I assess word study, in terms of spelling, I am looking for the overall level of
orthographic knowledge that the students are showing. At this grade level the students should
be at the within word pattern or syllables and affixes stage of spelling. Assessing their
developmental word knowledge levels will help me to differentiate instruction in word study
groups. I will also be assessing vocabulary knowledge throughout the year as a part of word
study. By expanding the students power of language, I will increase their vocabulary. Here
are some various assessments that I will use throughout the year to will help track the
progress of the items listed above:
Spelling Inventory- The spelling inventory was listed as an assessment that I would use
in the beginning of the year, however, it would also be a tool that I would use throughout
the year to monitor the students varying levels of orthographic knowledge, and in
identifying the features of spelling that will help me to identify areas of needs for these
students. Using spelling inventories will help me to move students from various leveled
word study groups to the appropriate level of their development as they progress
throughout the year.
Spell Checks- Spell checks are another form of assessment, comparable to inventories,
but smaller, that I will use to monitor students generalizations of specific spelling
features over and beyond what they will demonstrate in weekly spelling tests. These spell
checks can be used to fine-tune students placements in word study groups, as a pretest
for a feature or unit of study to determine what students already know, as a posttest after
instruction to see what students have learned, and as a delayed posttest to see what
information students have retained. Spell checks can also be used to monitor progress and
refine the focus and pacing for individuals or small groups (Bear, p. 45, 2012).
Spelling Tests- I also plan to use weekly spelling tests with these fourth grade students in
order to monitor their level of mastery of the studied features. It is also a way that I will
be able to show students and parents that students are accountable for learning to spell the
words that are a part of the weekly word work. With appropriate placement, students
36

should succeed at these tests. A review test may also be done periodically to determine
students knowledge retention (Bear, p. 44, 2012).
Reading Words- The most authentic way to assess students word-solving abilities is to
observe them while they read their independent texts. However, another way that I will
assess students word solving strategies is by having them read aloud individual words
from a word list. I will be able to detect what words are able to automatically and
unconsciously recognize and what words are more difficult for them to decode. In this
reading words assessment I may also have students read the word, explain it, and give a
synonym or antonym or use it in the sentence. Looking at these results will allow me to
see what students know about words and what connections they can make (Fountas and
Pinnell, p. 488, 2001).
Word Study Notebook- Using a word study notebook will provide an organizational
structure and documentation of student work for assessment purposes. This notebook will
be the place where the students do their weekly word study activities, either in a group, or
independently. In the upper level grades this notebook could be divided into sections like,
word study, and language. In doing this I can observe how the students are progressing
through the weekly word work as well as how they are responding to new vocabulary and
language. I could collect these notebooks on a weekly basis to do progress monitoring
and see whether students are ready to move to a different orthographic level, where they
need more support, and how I need to adjust my instruction, even for small group work.
Vocabularyo Vocab interview- One informal way to assess students vocabulary uses and
understanding would be to conduct class vocabulary interviews. In these
interviews students describe their favorite words, words associated with those
words, how they solve for meaning of a word they do not know, what the power
of words means to them, etc. This is a simple way to get students thinking about
the words that they come across in their everyday lives and for me to see what
words are sticking out to students in their conversations, readings, etc.
o Observing conversations- Listening to students conversations will be a useful
way for me to assess their level and variety of vocabulary use. According to The
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Teachers College, and in the information in the Session 5 PowerPoint (2016),

listening to oral language in social and academic settings will give an insight to
students vocabulary use. Students need to be directed into using specific
vocabulary in academic settings and different vocabulary in social settings.
Listening to these conversations and doing some note taking will provide
evidence of when and how students are using new vocabulary words.
o Look in books being read- One way to assess the vocabulary that students may
understand is to look in the books that they are reading. Presenting students with
these vocabulary words and asking them to find the meaning of the words helps to
see how they work to make meaning of words when they are reading.
o Look at writing- As noted above as well, looking at students writing samples
will show me what students are using, but confusing, and if their writing level is
matching their reading level.
o Word Conscious- It is very important for students at this intermediate level to
become word conscious. This means that the students are becoming more
interested in and aware of words as they hear them in their daily lives. We want
the students to develop a curiosity for words and what they mean. I think that it is
important to informally assess how students feel about investigating words or how
they react to certain new vocabulary words. As a type of assessment, I can have
students participate in a self-reflection in which they think about how much they
do and do not know about particular words. Reading these self-assessments will
allow me to see the reaction and response students have to finding meaning of
new words. It will help me to decide how I can make my vocabulary instruction
more active and more engaging to motivate students to be more word conscious
and curious.
o Academic Vocabulary- Assessing the way that students understand disciplinespecific language, is essential in this grade level, especially because vocabulary
words can have various meanings across the content areas. One way to informally
assess students use of academic vocabulary is to allow them to engage in talk
within the disciplines with their peers. Allowing this collaborative discussion in
the classroom will give me an opportunity as the teacher to see how the students
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are transferring vocabulary learned into meaningful conversation. Another way to

assess their level of academic vocabulary is to have them keep their own content
based vocabulary lists based on their reading to identify words that they have
trouble understanding. Allowing them to share these entries will give me an idea
of words and concepts that I need to reteach or review (Lent, p. 149-150, 2015).
Feedback: Just like in both reading and writing, it is important for students to be given
feedback on their word study development.
o Goal-Setting/Progress Monitoring Charts- In order to help students to better
understand where their learning is taking them, I want to develop goal-setting
charts for each student that showcases their short-term goals, which will
eventually lead to some of the long-term goals that I have listed in the beginning
of my literacy plan. It is especially important at this grade level that the students
are involved in the goal setting and progress monitoring. It often gives students a
sense of motivation. Therefore, I can conference with students, observe their word
study notebooks, and we can set goals together. This way the goals are short-term,
within the students ZPD, and they feel less overwhelmed with all that they need to
learn. Using these goal-setting charts will also help me to monitor whether
students should be moved to a group studying more advanced features (Bear, p.
47, 2012).

C. Develop Your Comprehensive Instructional Plan:

1.2.

What do you believe about how children learn literacy best? What theoretical
framework(s) support your beliefs?

I have a drive and a passion behind my teaching practices. This drive comes from what I
believe children need in the classroom to succeed. Because I strongly value the teaching of
literacy in the classroom, I have specific beliefs of how I think literacy learning is best provided
for students.

39

I believe that children learn literacy best when

1. They can effectively collaborate with their peers in a supportive and safe
classroom environment.
2. They are engaged in authentic activities, where learning is doing.
3. The literacy being learned is meaningful to them and they can use it as a tool of
social change.
My beliefs about how children learn literacy best in the classroom root in two
overarching theoretical frameworks; Constructivism and Sociolinguistics. Within these two
theoretical frameworks are a variety of theorists whose ideas support my beliefs. I want to first
connect my beliefs to the theoretical framework of Constructivism. According to Constructivist
theorists learners are described as active and engaged students who create their own knowledge.
They theorize that learning occurs when students integrate new information with their prior
knowledge. Overall, the theory is student-centered (Tompkins, p. 8, 2014). My first belief is I
believe that children learn literacy best when they can effectively collaborate with their peers in a
supportive and safe classroom environment. John Dewey is a constructivist theorist who
developed the Inquiry Learning Theory. This theory revolves around students actively creating
their own knowledge. As noted in the text, Literacy for the 21st Century: A Balanced Approach
(2014), written by Gail Tompkins, John Deweys theory reflects thatlearners are innately
curious and actively create their own knowledge and conclude[s] that collaboration, not
competition, is more conducive to learning (p. 8). In order for students to be able to actively
create that new knowledge they must be able to participate in collaborative work that allows
them to ask questions, seek information, and solve problems. Another theory that resides under
the Constructivist Framework is the Engagement Theory. Theorists have developed the notion
that students who are engaged become intrinsically motivated to continue to want to read and
write. However, the theorists also believe that, in relation to John Deweys Inquiry Learning
Theory, children are more engaged when they are collaborating with classmates. This
collaboration is a product of students working together and participating in authentic activities
with classmates in a nurturing environment (Tompkins, p. 8, 2014). Part of my first belief notes
that students learn literacy best when they can collaborate in a supportive and safe environment.
In order for the collaboration piece to work effectively, just as noted in the Engagement Theory, a
nurturing environment must be created. In doing this students feel that their peers are there to

40

help them, creating a classroom where everyone can learn from one another and not just the
teacher.
My first belief is also supported by Lev Vygotsky, a theorist who is a part of the
Sociolinguistic framework. Vygotskys theory includes an importance for talking in the
classroom. Language is what learners are using to organize their thoughts. As stated in the text
Literacy in for the 21st Century-A Balanced Approach, (2014), by Gail E. Tompkins, Vygotsky
recommended that teachers incorporate opportunities into their instruction for students to talk
about what theyre learning; students can work in small groups for example, and talk about
books theyre reading or share their writing with classmates (p. 8). Children must be given the
chance to work collaboratively with their peers in order to get the most out of their learning
Students gain more knowledge when they have the chance to reflect upon their own ideas with
peers as well as hear what ideas their peers have. Collaboration is also crucial between student
and teacher. Vygotsky explains that the teacher sometimes provides as the the more expert
other in the students learning. This means that students are accomplishing their learning
through interaction with a more knowledgeable person. Along with the teachers role as a more
expert other, she also maintains the responsibility of scaffolding students learning. This is a type
of support for a concept, lesson, or activity, that is extensive when learning is new for the
students, is gradually removed as the learner takes more responsibility for their learning,
ultimately resulting in the learners independence with the task. The scaffolding process is done
through a model written in the perspective of the more expert other. It is as follows: I do-You
watch, I do-You help, You do-I help, and You do-I watch. One of the most important reasons to
have a scaffolding process in place is so students can consistently remain in their Zone of
Proximal Development. Vygotsky describes the ZPD as the area between a students actual
development and potential development. A teacher must work to keep students learning in their
ZPD, as this will mean the learning is not too hard or too easy for the student, however, it will
require them to have some assistance from the more expert other, with potential scaffolds, in
order to succeed (Vygotsky Theory Handout, 2015, ED215-R). It is clear that there is a close
connection between Vygotskys concepts of more expert other, scaffolding, and the ZPD. Once
again, my first beliefs highlights the importance of collaboration in the classroom, however, this
collaboration must be among the community of learners themselves, and the teacher with each

41

learner. The result is an all-around supportive community which is necessary for students to
successfully construct and extend their literary knowledge.
I want to continue exploring various theories that are a part of the Sociolinguistic
Framework as well as the Constructivist Framework, as I discuss more of my beliefs of how
children learn literacy best. My second belief is, I believe that children learn literacy best when
they are engaged in authentic activities, where learning is doing. The Scheme Theory, a part of
the Constructivist framework, developed by Jean Piaget, connects to my belief that students
should be experiencing literacy in engaging and authentic experiences. Jean Piagets theory notes
that, Knowledge is organized into cognitive structures called schemas and scheme theory
explains how students learn (Tompkins, p. 8, 2014). Piaget compares the brain to a filing system
in which files filled with previous knowledge exist. In a process called assimilation, when
students encounter topics they are already familiar with information will simply be added to the
previously created mental file, or schema. In a process called accommodation, students
encounter a brand new topic and need to construct the file that holds that new knowledge. In
essence, the student is completing the complex process of constructing new schema, or
knowledge, as they actively interact and engage in their environment (Tompkins, p. 8, 2014). The
latter piece of that theory is crucial in supporting my second belief. Students need those
opportunities to interact and engage with their environment in authentic ways, in order to
construct new knowledge, build schema, and make literacy meaningful.
In relation to the Sociolinguistic Framework, the Situated Learning Theory is one that
strongly supports my second belief of authentic and active learning experiences in literacy.
According to the Tompkins text (2014), Situated Learning theory rejects the notion of
separating learning to do something from actually doing it and emphasizes the idea of
apprenticeship, where beginners move from the edge of a learning community to its center as
they develop expertise (p. 9). Overall, this theory is noting the idea that learning to become
expert readers and writers is a product of engaging in authentic and meaningful activities of
reading and writing. For example, maybe the students read historical primary resources that they
work to analyze and synthesize, like an actual historian would do. The theory also notes the
power of the students joining together as a classroom community of learners to engage in those
authentic practices. This creates the emphasis on the importance of language and social
interaction which is a reoccurring facet of the Sociolinguistic Theory. Looking at previous
42

theories mentioned, it is clear to see that the Engagement Theory as well as the Inquiry Learning
Theory, under the framework of Constructivism, also supports the idea that students should be
engaged in authentic learning experiences with their classmates.
For my third belief of how children learn literacy best I will continue to explore more
theories that are a part of the Sociolinguistic Framework. My third belief is, I believe children
learn literacy best when the literacy being learned is meaningful to them and they can use it as a
tool of social change. This belief that I have about how children learn literacy best is more
geared specifically towards students in the intermediate grades. Understanding literacy as a
culturally and socially powerful tool is a concept students in the younger elementary grades
cannot easily comprehend. However, it is a concept that will challenge the minds of students in
the intermediate grades, like fourth graders for example. I know this to be true based on the
analysis of children who are nine and ten years old from the text, Yardsticks, written by Chip
Wood. The text notes that children who are nine years old areBeginning to see the bigger
world, including issues of fairness and justice (p. 111). And children who are ten years old
areHighly sensitive to and able to resolve questions of fairness and other social issues (p.
124). I think that in order to effectively address issues of social change, culture must also be
addressed in the classroom. Culture is one area of study that can make literacy meaningful to
students. The Sociocultural Theory supports my belief to make literacy culturally meaningful and
socially integrative in the classroom. This theory views reading and writing as social
activities that reflect the culture and community in which students live (p. 8). As a teacher I
have the responsibility of creating a culturally responsive classroom that empowers everyone to
become more successful readers and writers. In culturally responsive teaching I am picking
meaningful literacy materials that are acknowledging the legitimacy of all childrens cultures and
social norms. Not only does this theory support my third belief, but it also helps to support my
first belief in that students collaborate with their peers in a supportive classroom. Being
culturally responsive in the classroom allow students to come together to appreciate their
classmates diverse backgrounds, which helps to create that safe and supportive classroom
environment.
The second theory that supports my third belief is the Critical Literacy Theory, a part of
the Sociolinguistic Framework, founded by Pablo Freire. This theory focuses on students
learning literacy as a means for social action, and examining questions about justice and equity.
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Today, children are directly exposed to the social injustices of their world, community, and in
their life, every day from media, family members, and other peers. I think that it is important that
these children have a positive outlet to address these social issues that they are noticing. It is in
the classroom where I can have a strong impact on students beliefs and actions regarding social
issues, so I think that it is crucial that this type of conversation and learning be done in the
classroom. Just as I noted above in accordance with the Wood text, students at the intermediate
grade levels are ready to take on and be challenged by this higher order thinking. Reading and
responding to books that deal with social issues are ways that teachers address social literacy
(Tompkins, p. 9, 2014). In my classroom I want to have materials available that address social
issues students are observing, know about, and want to discuss. This type of learning also
requires a safe environment and collaboration among peers in which students feel safe to express
their ideas, questions, and concerns. This type of environment is one that I will strive to create so
that my fourth grade students have meaningful learning experiences that challenge their thinking
and introduce them to varying perspectives. I truly know that the three beliefs that I have created
about how children learn literacy best, in accordance with strong support from varying theories
under the Constructivist and Sociolinguistic Framework, are going to drive my practice and
create the lifelong readers and writers that I want these fourth grade students to become.

3. Discuss how you will structure and organize your plan, incorporating each of the following
areas:
A. The assessments and feedback you use, if not addressed in Part B above: Addressed Above
B. The concepts and strategies you teach:
In order to become successful readers and writers students must be introduced to and
given time to practice the concepts and strategies that remain a part of literacy learning. When
referring back to Vygotskys Theory, he notes that it is important that students learning is
scaffolded until they are ready to independently perform. Implementing the use of strategies in
various parts of literacy learning in the classroom is what provides the students with the
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knowledge and practice they need to master a certain skill or understand a concept. Using
knowledge that is gained from various assessments I will be able to successfully determine what
specific concepts and strategies the students in the classroom need to understand, learn, or
utilize. Not only have I based my decision for what concepts and strategies I will teach these
students based on the data that I have received about them and what best practices suggest, but I
will also use the Common Core State Standards to identify what concepts and strategies students
in this grade level are developmentally ready to learn and what they should know by the end of
fourth grade. Some may be taught or focused on individually and others may be a part of whole
group instruction. It is all dependent on the students needs. The sections below depicts the
reading, writing, and word study concepts and strategies that are relevant and appropriate for the
students in this fourth grade classroom. It is inevitable that some of these concepts and strategies
fall in all three categories of reading, writing, and word study.
Reading:
Many of the following concepts and strategies listed below have been adapted based on the
anchor standards in the Common Core State Standards for grade four students in both Reading
Literature and Reading Informational texts. The anchor standards include key ideas and details,
craft and structure, integration of knowledge and ideas, and range of reading and level of text
complexity. The concepts and strategies noted below fall under those larger ideas.
Other important concepts and strategies noted are based on best practices identified in the text,
Guiding Readers and Writer, Grades 3-6: Teaching Comprehension, Genre, and Content
Literacy, written by Irene C. Fountas and Gay Su Pinnell.
Concepts:
Drawing Inferences and providing evidence for claims: When reading literature texts or
informational texts, students need to be able to draw inferences or make conclusions about what
they are reading. It is crucial that they understand that when making these inferences about the
unknown, based on what they know, they must provide evidence from their text which supports
the inference that they are making. These fourth grade students must be able to support their
reasoning. When the students are not making inferences, but instead are recalling what the text
says explicitly, they need to be able to refer to details and examples in the text.

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 Theme: Students in the intermediate grades are introduced to a wide variety of genres which
support various themes (social issues, kindness, love, fairness, changes, etc.) Students need to be
able to draw out this underlying topic or basis of their text in order to understand the authors
main purpose for writing.
Different genres: As stated above, students in grades 3-8 are discovering genres that they may
not have been previously introduced to. It is my job to expose these fourth grade students to a
variety of different genres in which they will find their own interests. (Science Fiction, Fantasy,
Realistic Fiction, Historical Fiction, Autobiographies, Biographies, Nonfiction/Informational)
Students will discover that these various genres support their learning in different ways. Survey
research indicates that children who are avid readers in fourth grade have a high chance of
remaining avid readers throughout their lives (Fountas and Pinnell, p. 303, 2001). As I stated
earlier, I want these students to become lifelong readers. A way to begin this goal is to introduce
them to reading that may be of interest to them. This can be done by using, displaying, and
having a large classroom library with many genres of books.
Structure: I noted above that it is important to teach these students the various genres that are
available to read. When introducing each of these genres it is essential to inform them that each
genre or story type has a particular structure to it. For example, an informational text may include
visuals and diagrams, a fantasy text will have a character, who like the reader, cannot fathom
what is happening in the story, a realistic fiction text will have a character who is struggling with
a real-life/relatable issue, etc. All of these structural qualities and characteristics of genres are
important to introduce to students as it will help with their comprehension of the text and future
texts that they read.
Function of Text: Students in the intermediate grades are developing an idea of what it means to
read for enjoyment and also what it means to read as a tool for learning. Students need to be
taught the concept of a function of a text. They need to be able to decide if the text is informing
them of a message, if it is a tool for learning (in various disciplines), if itis meant for enjoyment,
and if it is for a particular audience. There are a variety of forms and functions of a text which the
students in this fourth grade class need to begin to discover.
Comprehension: Comprehension is one of the biggest goals in reading. Students need to be
aware that in order for them to use books to enhance their knowledge or as a tool for their
learning, or even for enjoyment, they must understand them.
Story Language: As students move up in elementary grades the language in which they are
introduced to in their texts becomes more complex. They need to be informed about figurative
language, sarcasm, dialogue, etc., which will be in the texts that they read.
Point of view: Students need to understand who is telling the story that they are reading. What
does it look like when a story has a third person narration instead of a first-person narration, etc.
Response to reading: In the intermediate grades students are beginning to see themselves as
readers. We need to teach them the concept of responding to and reflecting on their reading. This
way they will begin to understand that their own experiences and lives are intertwined within the
texts that they read, creating students who see literature as an open door to discover more about
themselves and the world around them.
Expressive reading: Reading with expression is a concept which invites readers to put a voice
or inflection behind their oral reading, based on punctuation, character actions, character feelings,
etc. In doing this readers are more likely to comprehend the situations occurring their texts. We
46

must teach them to read expressively aloud, so that when they read silently independently they
will practice that same reading voice in their minds.
Fluency: Because intermediate readers are focused more on using reading as a tool for their
learning, they need to be able to spend less time focusing on pronouncing the words, and more
time on comprehending the text overall. This group of fourth grade students needs particular help
developing their fluency so that they can read with intonation, speed, accuracy, and proper
expression. This will also help to increase their comprehension levels, as spending less time
focusing on how to read will allow for more focus on understanding what is being read.
Reading across the disciplines: I want to expose these fourth grade students to a variety of texts
across all of the content areas that they will be learning. I want these students to understand that
not all text is found is a textbook, but instead is found in articles, infographics, illustrations, etc. I
want to challenge these students perceptions of literacy by talking about how experts of the
different content areas read, allowing them to understand that not all reading looks like or follows
the conventional rules they learn about in English language arts (Lent, p. 15, 2016).
Academic Language: When reading across the content areas these fourth grade students will
come across discipline-specific vocabulary that they will not be knowledgeable about. I want to
be able to have these students focus on these important academic vocabulary words of the
specific disciplines by developing rich understandings of the key concepts. This will be done
through integration of the vocabulary words in their discussions and my instruction (Lent, p. 150,
2016).
Metacognition: In order to develop more conscious readers, I want these fourth grade students to
learn about metacognition, or thinking about their thinking. When students are doing this big
thinking they are participating in applying strategies like making connections, questioning, and
responding, while they read. Eventually metacognition will become a skill for them, in which
they do not need to consciously thinking about what strategies to think about while they read to
help them comprehend their text. However, students must first be exposed to examples of
metacognition and how they can consciously examine and monitor their brains own processing.
This will be a large task for these fourth grade students, however, introducing them to this
concept may allow them to strengthen their comprehension of texts.
Strategies:
Based on this group of students data, they need significant work with their comprehension
strategies to better develop their overall comprehension of text. These will also enhance
their ability to fully understand and participate in the use of the concepts above. In the
intermediate grades students are now using reading as a tool to learn, versus focusing solely
on learning how to read. They encounter a variety of texts, which introduce them to reading
in different ways, however, reading is beginning to be valued as a tool of inquiry and
enjoyment. This means that comprehension of various texts is essential. Many of the reading
strategies that I would teach this group of students would focus closely on comprehension.
Comprehension Strategies: (Fountas and Pinnell, p. 304-321, 2001)
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Sustaining reading: By the fourth grade many of these students will have developed a
reading process, but they continue to refine their strategies as they encounter more
difficult and varied texts. These students must develop strategies to help sustain that
reading so they can move through a text and pick up essential information in a smooth
and fluent way. Eventually these sustaining strategies becomes skills which are automatic
and contribute to higher levels of comprehension of a text, which is an area where these
fourth grade students show weakness. The strategies listed below will help these students
to practice sustaining their reading when and if it becomes difficult.
Solving words- Readers must use problem solving strategies to recognize,

decode, and understand the meaning of words.

Use the meaning and language of the text along with the print information
Attend to visual features
Recognize words instantly
Use letters and letter clusters at the beginning, middle, and end of the words
Draw from their knowledge of words they can read to solve unfamiliar words
Use base words to analyze longer words
Use parts within wholes of written language
Monitoring and Correcting- Students need to be able to check on their reading
performance and monitor it. This will help the students to know whether their

reading sounds right, looks right, and makes sense.

Notice when they do not understand
Search for information to help
Notice mismatches in response compared to print
Self-correct
Use multiple sources of information to check and correct reading
Gathering- The readers need to constantly search for information that is
necessary to make claims, draw inferences, summarize the text, etc.
Recognize and use print features
Locate and use important ideas (post-it notes)
Grasp literal meaning of the text
Recognize and use organizational features

Predicting- The readers need to process information in a way that allows them to

anticipate what will follow while reading continuously.

Use knowledge of language syntax
Use language redundancy
Use knowledge of characters, plot, setting, or theme
Generate expectations based on genre, author, or topic
Predict information available given the topic or organization of the text
Maintaining Fluency- When reading longer texts, the students must be able to
sustain fluency and momentum in order to construct meaning of the text.
Use knowledge of language
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 Maintain a good rate while reading, slowing down to problem solve, and
speeding up again

Rapid word recognition skills and word-solving skills

Change voice tone, use pausing to phrase
Read punctuation
Adjusting- The students need to be able to understand why they are reading
something or what the purpose of the text is. This will affect how they read the

text.
Varying rate and intonation as appropriate to text, audience, and purpose
Vary speed and problem-solving techniques
Adjust reading for different genres and purposes
Expanding Meaning: All effective readers have a system of strategies for expanding
their understanding of the concepts and ideas in a text. All of these strategies eventually
become automatic cognitive actions that take place when readers read in an effort to
connect on a deeper level with the text.
Making Connections- In order to understand and develop purposes for reading
various texts, these students must search for and use connections to the files of
knowledge they already have gained from personal, world, and text experiences.
Students will bring their background knowledge into their reading, interpret their
texts using personal experience, background knowledge and world knowledge,
and they will also make connections among the texts they have read noticing

similarities and differences.

Inferring- These fourth grade readers are learning to more deeply comprehend a
text, which means that they need to be able to go beyond the literal meaning of a
text to derive what is not said, but what is implied. These inferences are derived
for many reasons. Students may construct theories for how characters behave or
how the plot unfolds, they may have empathy for the characters, they may use
background knowledge from the text to create these theories, and they may be

understanding what is not stated in the text, but what is implied by the language.
Summarizing- Summarizing is another important reading strategy that will
allow these students to engage more deeply with a text. Summarizing will have
the students practicing how to put together information from the text and from

personal, world, and text knowledge to create new understandings.

Synthesizing-Synthesizing is similar to the strategy of summarizing, however, a
synthesis requires the students to be able to bring together parts or elements of
the text to form a whole idea. Here is where they begin to relate important ideas
to each other, deepen their understanding of an idea, concept, or topic, and
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expand personal understandings by incorporating the lived through experience

of a text.
Analyzing- Analysis can be a difficult strategy for fourth grade students as they
are digging into more complex texts. However, analysis is necessary for them to
be able to closely examine elements of a text to achieve greater understanding of
how it is constructed. Through analysis they will take the time to notice plot
development in correlation with text structures, notice the organization of a text
related to its topic or genre, notice the authors language use to communicate
emotion and meaning, and discover how all components formed a whole text

piece.
Critiquing- As students who are beginning to attach deeper meaning to texts,
these fourth grade students need to be able to judge or evaluate a text based on
personal, world, or text knowledge. Through critiquing students will be able to
judge if they information they are reading is accurate, judge the qualifications of
the writer, examine the bias and opinions in the text, evaluate the writers craft,

and many more things.

Constructing meaning across a variety of texts: One extremely important strategy for
these students to be able to implement is making connections across texts. This was
mentioned briefly above, however, these fourth grade students will be introduced to a
plethora of new genres of reading. What the goal is, is that these students will eventually
have the knowledge basis to connect a biographical text, to another biographical text they
have read by the qualities of the text itself. Eventually, they will gain an internal sense
that will allow them to recognize the characteristics of a text before even being told the

genre.
Metacognition: Earlier, I mentioned that metacognition is a concept that students will
need to understanding, however, it is also a strategy that they will use. As students are
developing their use of the strategies above, they will often be thinking about trying to
apply specific strategies, sometimes using more than one strategy at the same time to
understand a text at a deeper level. As the students are thinking about this complex
process they are being metacognitive, in that they are consciously monitoring their
brains own thinking and strategy use.

Fluency Strategies:

Fluency is also a large area of struggle for this group of students, so there are some specific
strategies that I may implement in various instructional practices to improve students
ability to read fluently. (Fountas and Pinnell, p. 305, 2001)
50

Constructing Meaning from Words: In order to read fluently with rhythm, flow, and
meter that sounds like everyday speech, students must be able to construct meaning from
the words in their text. This becomes more difficult for older students with more complex
texts. These fourth grade students will have to be able to identify the meaning of words in
relation to the other words around them. The way in which words are embedded tell us
they meaning and their pronunciation. Being able to construct meaning of these words
will allow students to sustain their reading, and not have choppy pauses when they do not

know a word in the context of the writing.

Language Structure: The language structure has to do with the different aspects in the
text of sentence structure, inflectional endings, and phrase units. These fourth grade
students are developing their strengths in reading and a part of that process is being able
to understand the sounds of language and whether they make sense when they read them,
the patters and rules in which words are put together in order to make sentences, and also
the parts of words that convey meaning. Each of these three strengths must be practiced
with students so that their reading does not become belabored, which will bog down their
processing of the text. Students need to use their knowledge of how language is spoken
when they read, in order to do it fluently. To help students practice these systems, they

may read aloud or listen to taped readings to hear how fluent readers sound.
Phonological and Visual Information: As these fourth grade students begin to read
more complex texts, the language and vocabulary in the text will also become more
difficult. Eventually, the students will encounter a word that they do not know. When this
occurs they must be able to draw on the categories of visual patterns that are linked to
sounds, and use this knowledge in connection with meaning and language structure, to
solve words while reading for meaning. As the readers advance they will use
phonological and visual information to solve complex, multi-syllable words. They will
also be drawing on information that involves the use of punctuation in order to pace their

reading appropriately.
Phrasing: Phrasing is a strategy in which the students can break up the texts they are
reading, or the texts that they read with the teacher, into appropriate phrases. This helps
the students to understand how the flow of the reading should sound and how quickly or
slowly the words should be read. This helps to produce reading that has less long pauses

or choppy fragments.
Monitoring or checking on their reading: As these fourth grade students continue to
read more complex texts, they will still need to work through the process of monitoring
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their reading, just as they may have in younger grades, especially if they are not fluent
readers. As these students are reading orally, or silently, they must engage in the act of
checking on their reading and asking themselves if the word looks right, sounds right, and
makes sense. Even if the child seems to be reading the text at a strong pace with a high
level of intonation, they could still be incorrectly reading some of the words, or pausing
and incorrectly reading a word. This results in lower levels of understanding of a passage
of text or even a whole text. The students need to be able to monitor their reading so they
o

know if the word they are reading does not make sense, does not sounds right, or does not
Self-correcting: In correlation with monitoring their reading, these students must be able
to self-correct their mistakes. As they read, the students should be able to notice their
errors, and then use some prediction, monitoring, and searching for information in order
to correct themselves. Eventually, this self-correction will not become as necessary
because students will be able to predict what a sentence will say or construct meaning
from words and make less errors in total.

Writing:
Many of the following concepts and strategies listed below have been adapted based on the
anchor standards in the Common Core State Standards for grade four students in Writing. The
anchor standards include text types and purposes, production and distribution of writing, research
to build and present knowledge, and range of writing. The concepts noted below fall under those
larger ideas.
Other important concepts and strategies noted are based on best practices identified in the text,
Guiding Readers and Writer, Grades 3-6: Teaching Comprehension, Genre, and Content
Literacy, written by Irene C. Fountas and Gay Su Pinnell.

Concepts:
Form/Genre: According to the CCSS, students in fourth grade must be exposed to a variety of
forms and genres of writing. In the intermediate grade levels students need to be exposed to a
variety of styles of writing so that they begin to understand that writing occurs for many
purposes. Students will be writing for many different reasons, therefore, they need to understand
the different forms of writing and which will be appropriate for various purposes.
o Opinion: These fourth grade students will participate in writing opinion pieces on topics
or texts, in which they support a point of view with reasons and information. Some
specific qualities of this writing will include the students clearly stating an opinion, in
which they can support through an organizational structure with ideas grouped to support
the writers purpose.
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Informative/Explanatory: Another form of writing that will be taught and used in this
fourth grade classroom is writing informative/explanatory texts to examine a topic and
portray ideas and information clearly. Students will need to be able to organize this
writing in paragraphs and sections, with facts, concrete details, links between

information, use of precise language, and a strong conclusion.

Narrative: Narrative writing is also important for these fourth grade students to
participate in. In this writing they will be able to create and establish characters, plots,
events, and more based on different genres of texts and writing they have had experience

with.
Function: These fourth grade students need to be able to attach a function to their writing. In
order to produce a clear and coherent piece of writing they need to understand why they are
writing what they are writing. For example, is it to inform someone, to persuade someone, or to
tell a story? The students will learn how to write in those forms, however, they need to also
understand which form matches a particular function.
Audience: When these fourth grade students are writing it will be important for them to
understand who their audience is or who will be reading their writing. This will help them to
determine what type of information should be in the writing, how it should be organized, what
language should be in the writing (expert vocabulary, figurative language), and other qualities as
well.
Writing Process (planning, revising, editing): In order to write in a productive and efficient
way, these fourth grade students will need to learn about the writing process and the various steps
within it. This includes planning where the students begin to develop their topic of writing and
the ideas that will be included within it. It also includes revising, when students review what they
have written and reconsider certain pieces of the writing, or begin to change elements. In the
editing stage, students will begin to change elements of their writing and will also focus
specifically on some work with conventions. This stage may also incorporates peer editing where
students begin to hear responses and critiques of their writing from their classmates.
Published writing: In this fourth grade classroom the students will be exposed to various pieces
of published writing and they will also get the chance to (with support from adults) produce and
publish their writing on the internet.
Research: These fourth grade students will learn how to properly conduct short research projects
that build knowledge through investigation of different aspects of a topic. This may include using
resources like the internet and texts.
Draw evidence from texts: As these students are building their researching skills, they will
discover how to draw information from print and digital sources, categorize it in an efficient, and

53

then list their sources. They will also need to learn to take away the essential information from
these resources so that it supports they reflection and research overall.
Stamina: As students move up in the intermediate grades they will begin to write for longer
periods of time. In this fourth grade classroom we will discuss the importance of writing stamina
and practice our writing skills in longer increments of writing.
Convention/Punctuation: The students as part of their writing and language goals, must be able
to appropriately use punctuations and other writing conventions in order to produce clear pieces
of writing. Also, the students will learn how to use punctuation and conventions so their writing
helps the readers understand or experience the writing in a certain way.
Craft: The students in this fourth grade classroom will begin developing a sense of writers craft,
which is the way they write their pieces to captivate their readers. This includes techniques like
making deliberate word choices, using interesting comparisons and figurative language to clarify
a point being made or a story being told, making choices about what information is appropriate to
include, and also using a specific tone in the writing.
Disciplinary Writing: The idea of writing across the content areas, instead of just in writing
class, is a huge shift that is being made in education and for good reason. These fourth grade
students will discover and experience what it is like to write authentically within each discipline.
Writing will no longer just be taught in a formulaic approach, but will instead allow the students
to engage in writing discourse within the contents, explore relative writing experiences that
relates to the expert work of persons in the content areas, and a way in general to experience
writing from every academic angle (Lent, p. 64-65, 2016).
Strategies:
Conceptualize a message, story, or topic: Students need to be given time to investigate topics,
and conceptualize a message, story, or topic that interests them and makes sense to them. In
return, they will be motivated to write and may also have some previous background knowledge
and experiences to connect their writing to.
(Planning) Mind maps/brainstorming: Planning and brainstorming is a huge strategy to get
students prepared to begin the stages of writing. Giving the students a chance to brainstorm their
writing product will allow them to break down the aspects of their product and develop them
prior to writing. This may create a more coherent and full writing piece in the end. It will also
give the students a chance to share their ideas with the teacher and others to get feedback.
Referring to texts/other published works/making connections: In order for students to be able
to have a reference for their writing, they need to be exposed to many types of good writing.
Students should be able to strategize and write in different forms and functions based on what
they have read in the past. It is similar to making connections among their reading, however, now
54

they are connecting to what they have read in order to help them write. They will be able to see
examples that will help them to learn more about the process and also a chance to see and discuss
how writers make writing a part of their lives.
Formulate questions: One role of the students before they begin writing should be to formulate
questions that will guide their writing. By asking themselves questions about what they want to
know about the topic they are writing about will allow them to have a little bit more guidance
while engaging in the writing process.
Word choice/Word list: One challenge that these fourth grade students may have is
incorporating appropriate word choice into their writing. A helpful strategy for them may be to
look in other books, which have similar characteristics of the piece that they want to write, in
order to see what kinds of words are used. They may also begin their own word lists to refer back
to when they are writing.
Revising/editing: (footprints) One strategy that students may use when revising or editing their
writing is by foot printing it. This is a strategy based on a practice seen in a Lucy Calkins video
lesson. Students use this footprint strategy to comb through their writing and see where in their
writing they are specifically relating their ideas back to the main idea of the piece. This helps
students to notice if their writing flows well and stays on topic.

Word Study/Language:
Many of the following concepts and strategies listed below have been adapted based on the
anchor standards in the Common Core State Standards for grade four students in Language and
Speaking and Listening. The anchor standards for Language include conventions of Standard
English, knowledge of language, and vocabulary acquisition. The anchor standards for speaking
and listening include comprehension and collaboration and presentation of knowledge and ideas.
In terms of Word Study specifically, many of the concepts and strategies noted are based closely
on practices identified in the text, Words Their Way, written by Donald R. Bear. Other important
concepts and strategies noted are based on best practices identified in the text, Guiding Readers
and Writer, Grades 3-6: Teaching Comprehension, Genre, and Content Literacy, written by Irene
C. Fountas and Gay Su Pinnell.

Language & Speaking and Listening:

Concepts:
Conventions: Learners in this grade level need to be able to demonstrate command of Standard
English grammar and use when they are both writing and speaking. This will include items like
using relative pronouns, forming and using the progressive, using modal auxiliaries (can, may,
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must), using adjectives in order, correctly using frequently confused words, and many more.
Another area of conventions important to the mode of oral communication will be that the
students know how to choose words and phrases to convey their ideas. The use of conventions
also includes capitalization, punctuation, and spelling when writing.
Collaborative discussions: A large piece of the literacy learning in this classroom will involve
discussions with peers. Therefore, the students must know how to engage in a variety of different
collaborative discussions. For example, small group discussions, one-on-one discussions, teacherled discussions, etc. They must be able to come to the discussions prepared, follow the rules for
the discussion, answer and ask questions based on the remarks of others, and review and explain
their own ideas within the discussion.
Speaker evidence: Students will not only be giving presentations, but they will also be listening
to them so it is important that they are able to identify the reasons and evidence that a speaker
gives to support the points they are making.
Report on a topic: Students must be able to orally speak on a topic in an organized manner,
using appropriate facts, and relevant details to support the main idea of themes, while speaking at
an understandable pace.
Media usage: With the growing use of the internet, smartboards, technological devices, etc.,
these students will need to be able to use some forms of media and also know how to paraphrase
information presented in various forms of media.
Formal and informal English usage: Because speaking does begin to take on a larger role at
this grade level the students will need to understand when it is necessary to use formal English,
like in a presentation, or informal English, like in a small group discussion.
Determining and clarifying the meaning of unknown words: Students at this grade level will
be exposed to many new and complex words, therefore they must be able to clarify the unknown
words, multi-meaning words, and phrases, in their fourth grade level content.
o Strategies to use:
Using context as a clue to the meaning of a word or phrase
Using the grade appropriate Greek and Latin affixes and roots as clues to the
meaning of the word
Consulting materials like dictionaries to find the precise meaning
Figurative Language: At this point the student should also begin to understand figurative
language, word relationships, and nuances in word meanings so that they can use them effectively
in their speaking and also recognize them in writing.
Word Study:

Word Study concepts and strategies include those that are important for students in both
the Within Word Pattern Stage and the Early Syllables and Affixes Stage as those are the
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developmentally appropriate stages for these fourth grade learners as diagnosed from the
data.
Concepts:
(Within Word Pattern: middle-late stage) (Bear, p. 202-216, 242-254, 2012)
Vocabulary Acquisition: At this stage in their word study development, the fourth grade students
are in a transitional stage of literacy where they need guidance in developing their vocabularies.
These students are encountering new and complex vocabulary words in both their reading and
oral discussions in the classroom. The learners must understand how to notice these words. They
essentially become wordsmiths where they have a growing curiosity for words, their sounds,
meanings, and usage.
Long vowel patterns in one-syllable words: Students at this stage have usually begun to master
short vowels, with relationships of one letter to one sound, they must begin to master other long
vowels, which can be challenging for many reasons. For example, there are many more vowel
sounds than letters to represent them (silent vowel markers), there are a variety of ways to spell
long vowel sounds, there are a variety of patterns in which vowels are spelled (dipthongs), and
because English has many dialects it is difficult to hear some vowel sounds in different dialects.
Some long vowel patterns the students will be exposed to include long a patterns (a-e: cave, ai:
rain, ay: play, ei: eight), long e patterns (ee: green, ie: chief), long i patterns (i-e: tribe, i followed
by nd or ld (child), long o patterns (o-e: home, o followed by two consonants (cold), long u
patterns (u-e: flute, ue: blue).
R-influenced vowel patterns: Included in the difficult vowel work for these students is rinfluenced vowels. The influence of r makes some words with different vowel spellings become
homophones (fir/fur), and also makes vowel sounds spelled with er, ir, and ur indistinguishable in
many cases (herd, berd, curd).
Ambiguous vowels: Ambiguous vowels require students to notice that sometimes vowel sounds
are neither long or short (caught, chalk, straw, thought), while other times the vowel patterns
involve either a second vowel or the vowel is influenced by a letter that has vowel like qualities
(l, r, w to make bald, bird, crowd).
Vowels in unaccented syllables: The occurrence of vowels in unaccented syllables is something
that these students will often use but confuse (coler for color).
Complex consonant units: Students in this stage of word study are growing beyond their simple
understanding of beginning and ending consonant blends and digraphs. They are being exposed to

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new challenges like three-letter blends and digraphs (str-ing), silent initial consonants (kn-ife) and
other complex consonant units like (le-dge and ca-tch).
Inflections: Students are continuing to work on inflectional endings. They are using them, as they
know they exist in the context of writing in past and present, however, they are often confusing
the spelling. For example, marcht for marched and batid for batted.
Consonant doubling: There are patterns which students will begin to learn and those that will
become engrained so they know when to double consonants appropriately. (stopping, robbing,
preferred)
E-drop: Students will continue to learn and practice when the ending e needs to be dropped off of
a word before adding a suffix.
Changes y to i: When students are making words plural or forming them into a different tense
this concept will be important to know. (carry to carries)
Homophones, Homonyms: Students begin to understand vocabulary words that sound the same
but are spelled differently (bear, bare), and also words that are spelled similar, but have many
meanings (park).
(Syllables and Affixes-early)

Vocabulary Acquisition: At this stage of word study students are continuing to learn more
vocabulary, primarily through their own reading. However, vocabulary learning needs to come
from both their reading and from the context of specific content area learning.
o Word consciousness- At this point students should be excited, enthusiastic, and curious
about new words. They should be noticing new words and be taking on the challenge of
o

trying to solve them.

Content vocabulary- At this grade level students learning in the content areas will
involve many challenging vocabulary words, however, it is necessary for them to be
exposed to these words to engage in discussion and authentic activities pertaining to the

content areas.
Dictionary usage- Students will be exposed to how a dictionary works and how it can be

useful in their vocabulary acquisition.

Inflectional endings/suffixes: Even though many of the students are just in the beginning stages
of this word study level, they are being introduced to one category of suffixes called inflectional
endings. The include s,-ed, and ing. The suffixes change the number and tense of the base word
but not the meaning or part of speech. At this level the students need to understand more clearly
when to add es vs. s, how to change the y to i, how words change in spelling and pronunciation
when hey are plural, and also, like I mentioned earlier, how to double or not double the final letter

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of a consonant when adding ed or ing, or how to drop the e in a word to add an inflectional

ending.
Base words and derivational affixes: (free and bound) At this stage students will begin to
notice the idea of base words, which are words that prefixes and suffixes are added to and these
words can stand on their own when those affixes are removed. They will also begin to understand
what free and bound morphemes are and how they change a base word. Students get the
groundwork for this understanding what they look at prefixes and suffixes in reading vocabulary
in earlier word study stages, however, at this stage they learn how prefixes and suffixes combine

with base words to create new words.

Compound words: In the early stages of syllables and affixes students will begin to learn about

compound words and how they incorporate two smaller, often better known words.
Accent/Stress: At the early stages of syllables and affixes students are beginning to be introduced
to stressed and accented parts of words, which is the part of the word that is spoken with more

emphasis.
Ambiguous vowels: Similar to in the later stages of within word patter, students in the early stage

of syllables and affixes also struggle with ambiguous vowels.

Syllable juncture: open and closed syllable patterns- At this stage students are first exposed to
syllable juncture when they see what happens when ed and ing are added to short and long
vowel pattern words. Syllable juncture notes the transition from one syllable to another.
Sometimes that transition involves a spelling change such as consonant doubling or dropping the
final e before adding ing. Open syllable patterns are syllables that end with a long vowel sound

whereas closed syllable patterns end with a consonant sound.

Deletion of reduced syllables: At this stage students are beginning to become more aware of this
idea of syllables, so they will still have difficulties writing out full syllables, therefore reduce
syllabled will occasionally be deleted (diffrent vs. different).

Strategies:
Morphemic Analysis: Morphemic analysis is a strategy that engages students in examining how
important word elements, like prefixes, suffixes, and base words, combine. Students use this tool
to in their vocabulary development when they are reading to figure out unfamiliar words. To
enact this strategy students will:
o Examine the unknown word for meaningful parts-prefixes, suffixes,
If there is a prefix or suffix, take it off so you can find the base
Look at the base to see if you know it or think of a similar word with that base
Put the word back together, think about the new meaning with the prefix or suffix
o Try out the meaning of the word in the sentence; check if it makes sense in the sentence
and the whole text
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o If the word still does not make sense, look it up in the dictionary
o Write the new word on a chart or word list to be reviewed over time
Jaw dropping: When practicing accent and stress, place hand on the bottom of the chin and feel
when the chin drops down. This tells which syllable has the stress in the word.
Error reflections: Students create error charts for words that they spell incorrectly. They can
write the word out, the error that they made, and then write about what went wrong and review
those patterns and concepts over time.
Syllable Juncture Patterns: Students can remember the patterns for syllable junctures.
o VCCV, Closed, ex: skipping, button, rubber
o V/CV, Open, ex: lazy, coma
o VCCCV, Closed, ex: laughter, pilgrim
o VC/V, Closed, ex: robin, cover
o VV, Open, ex: create, riot
Determining and clarifying the meaning of unknown words: Students at this grade level will
be exposed to many new and complex words, therefore they must be able to clarify the unknown
words, multi-meaning words, and phrases, in their fourth grade level content.
o Strategies to use:
Using context as a clue to the meaning of a word or phrase
Using the grade appropriate Greek and Latin affixes and roots as clues to the

meaning of the word

Consulting materials like dictionaries to find the precise meaning

C. Instructional Strategies and (#4) Differentiation:

In this fourth grade classroom I am choosing to achieve literacy learning by using the
three-block framework approach. This framework includes a reading block, a writing block, and
a language and word study block. In order to implement effective instruction in language,
literacy, literature, and the content areas, there needs to be thoughtful organization and planning.
In the intermediate grades it is especially important that time is used effectively so students can
expand their reading, writing, and integrated word study learning, while also developing in-depth
knowledge in the content areas. The three-block framework allows for all of these necessary
components to be effectively addressed in an intermediate level classroom, like fourth grade. The
content, activities, and materials will vary greatly depending on what I choose to include for this
group of fourth grade students, however, four essential elements will remain constant. The first
element is language. Reading and writing are based on language, so as the teacher I will ask
students to do their best thinking, to share it orally, and to find ways to share it in their writing.
Another element is literacy. The focus of literacy for the three-block framework is reading and
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writing. There are powerful relationships between reading and writing and the two are closely
related, so one is not discussed without mention of the other. The third essential element is
literature. As students grow into the intermediate grades they learn about and read more quality
literature. They receive instruction in this these quality literature pieces through many different
strategies (independent reading and writing, teacher guided instruction, small group work, etc.).
Content is the last essential element of the three-block framework. With the three-block
framework learning about literacy is no longer just subjected to reading and writing instruction,
it is woven into the content areas. Students learn to read and write as experts in the content areas,
expanding their vocabularies, increasing the sophistication of their language, and more. Overall,
the three-block framework is an effective teaching tool that can allow teachers of varying grade
levels to be on the same page as far as curriculum set up so that new learning builds on previous
learning. This framework also allows students to have a firm grasp of their expectations, allows
me as the teacher to have an effective use of time for literacy instruction, and allows for
connections to be made across content areas.
As I mentioned earlier, the three-block framework consists of Language and Word Study,
Reading Workshop, and Writing Workshop. The language and word study block is crucial for
students to learn clear and flexible ways of using and displaying language. The word study
portion of the block also gives time for students to learn spelling, phonics, and new vocabulary.
Some instructional strategies within the language and word study block include interactive read
alouds, modeled/shared reading and writing, word study, interactive edits, and interactive
vocabulary. The second important block is reading workshop. Reading workshop is what is going
to allow students to establish routines in their reading so that it does not become a tedious task.
Important instructional strategies in this block include the mini lesson, guided reading, literature
circles, and independent reading with conferencing. The third block of the three-block
framework is writing workshop. In this block students participate in instructional strategies
which include a mini lesson, guided writing, and independent writing with conferencing (Fountas
and Pinnell, p. 13-25, 2001). I will discuss each block of the framework as well as their
coinciding instructional strategies further below. Within that discussion I will also note how I
will differentiate my instruction to meet the diagnosed literacy needs of the students in this fourth
grade classroom.

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Before continuing on and in-depth look at the three-block framework and its components,
I feel that it is important to discuss my decision to use the three-block framework as a mode of
teaching literacy, and how theory effectively supports my decision. As teachers, I believe that we
are continually asking ourselves what we want our students to learn. As noted in detail earlier in
this literacy plan, I state the goals that I have for these fourth grade students in terms of general
goals as readers and writers, goals in terms of what best practices state these students should be
learning in literacy, and also goals related to what the Common Core State Standards say that
students should know throughout and by the end of fourth grade. These goals that I set help to
drive and determine my curriculum. Although I must follow the schools mandated curriculum, it
is important to incorporate my own interests and the needs and interests of the students that I am
teaching. Overall, the range of that curriculum must be wide and must incorporate a variety of
learning resources and instructional strategies. This is especially true for students in the
intermediate grades as they are beginning to find themselves as readers and writers and they need
to be exposed to how reading and writing will impact their entire lives. The three-block
framework provides the opportunity for this curriculum to be wide and all encompassing, making
literacy connections among all of the content areas.
First, the three-block framework makes language an essential piece of the process.
Because reading and writing are language based, students need to have the opportunity to use
language to discuss, share, question, criticize, describe, and perform, based on their reading and
writing. I note earlier how I believe that students must be able to effectively collaborate with
their peers in a supportive and safe classroom environment in order to learn literacy best. The
three-block framework provides opportunities for that collaboration. Because language is an
essential component of this process, the three-block framework connects deeply to the
Sociolinguistic Theory. Theorist Lev Vygotsky in particular, notes the importance of talking and
using language in the classroom. He recommends that teachers incorporate opportunities in their
classroom for students to talk about what they are learning. This conversation is what will allow
students to learn the language of the discipline and be able to speak like experts when working in
the disciplines. Working collaboratively is also what will allow students to get the most out of
their learning. They gain more knowledge as they reflect on their ideas and engage in
conversations with peers about their thinking. Specific instructional strategies that I will be using
which exemplify this belief are literature circles and guided reading in the reading workshop
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block. In the writing workshop block students will engage in independent writing, however, they
may do some peer editing where they engage in conversation with classmates getting feedback
on their writing products. Also, in word study, students will engage in interactive supports like
edits, and vocabulary work, which will allow them to engage with their peers. Various aspects of
the three-block framework are also supported by other Sociolinguistic Theories, which will be
discussed in the midst of the explanation of specific instructional strategies below.
The three-block framework is also closely supported by Constructivist theories. Earlier in
this plan I describe my belief that children learn literacy best when they are engaged in authentic
activities. Constructivist theorists note that learning occurs when students are active and engaged
and creating their own knowledge. One specific theory that resides under the Constructivist
Framework is the Engagement Theory. Theorists have developed the notion that students who are
engaged in authentically meaningful activities, while collaborating with their peers, are
intrinsically motivated to want to read and write. The Engagement Theory promotes that idea of
a nurturing, supportive, and collaborative environment, where the learning is authentic. The
three-block framework supports this theory as it gives me as the teacher many opportunities to
implement instructional strategies that can incorporate authentic activities. For example,
independent reading and writing, literature circles, etc. There are a number of other
Constructivist theorists who support various aspects of the three-block framework, which will be
discussed in more depth below.
As you can see, my choice to implement the three-block framework in this fourth grade
classroom stems from the goals that I have for these learners, my beliefs for how children learn
literacy best, and how theory supports that children learn literacy best. In the following
discussion I will go further in detail of what instructional strategies I will implement in this
classroom for each of the three blocks, how those strategies support student learning, how those
decisions are defended in relation to the learners needs and to theory, and also how I will
differentiate for this group of learners.

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Block One: Language and Word Study

One of the primary goals of our literacy programs, in terms of language and word study, is to
extend and refine our students ability to use language. As a teacher, I want them to be able to become
proficient talkers, readers, and writers who use language to represent the world to themselves and to
others. According to Fountas and Pinnell (2001), in the thirty to sixty minute language/word study block
that will be a part of my classroom literacy teaching, the goals are to (p. 26):

Create a community of learners within my classroom by giving students opportunities to

talk, plan, and learn together

Expose students to rich literary language and engaging content
Present mini lessons that help students learn about language, and the meaning and

structure of words
Provide a foundation for independent work on phonics, spelling, and vocabulary

Other goals that I have in relation to this group of students is to move them from the within word
pattern stage of word study to the syllables and affixes stage, to help them to learn how to actively and
independently solve words when reading and writing in order to compose meaning, and also to help them
learn the academic language of the content areas. These goals are reached by providing students with
reading experiences that involve direct teaching, encountering words in a meaningful context, and
opportunities to apply what they know. In this fourth grade classroom I might choose to include the
language and word study block in the beginning of the class day as a beginning point for engaging in
independent reading and writing in the other literacy blocks of the day, as many of the things learned in
the language and word study block apply to reading and writing. In planning specifically for what
students will learn during this block I will need to assess my students needs, see the time that is available
on a particular day, and then decide what instructional strategies are best to use. The overall structure of
the language/word study block branches from some type of large group meeting to smaller differentiated
and sometimes independent activities. Below I will give the general instructional strategies that will at
some point be a part of my teaching in this fourth grade classroom in the language and word study block.

Overall, I believe that I would start the language/word study block with some type of short
community meeting in order to address how we interact as a group of language/word study
learners, what our learning goals are that particular week (even if they are different for all
students), and what our particular focus/schedule might be for that day, which might be different
for different groups of students. From there, I would branch into the following instructional
strategies.

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Interactive Read Aloud: An interactive read aloud is a strategy in which I will read a text aloud
to the students. Although the students will not be doing any reading, they are still engaging in an
active listening process in which they are involved in the text being read and processes that are a
part of reading a text. In this text I can expose the students to rich literature while they participate
in conversations with me about the text. Reading aloud provides for many different learning
opportunities that will be especially useful to this group of students.
o Expanding students vocabulary by presenting words in context
o Having group discussions to focus on new word meanings
o Thinking aloud to show examples of how to solve for unknown words
o Engaging in conversations about elements of the text like, illustrations, how to make
connections, how to respond to the text, how to summarize and predict what it happening
in the text.
o Hearing text read fluently and expressively
The students in this class must be exposed to all of these aspects of learning. The data suggests
that they are weak in areas of fluency as well as comprehension of a text. As the teacher I can
provide an example of how to read text fluently, how to solve for unknown words, and how to
implement comprehension strategies when reading.

Modeled/Shared Reading and Writing: As the teacher I want to model reading and writing as
well as share the task of reading and writing with the students to develop their understanding of
both areas of literacy. In modeled reading I will be reading a text, showing students my thinking,
and engaging them along the way. In shared reading the students will have a copy of the text and
we will read part of the story together or they will read it as a group while I listen. In modeled
writing I will create a piece of writing for the students to look at and in shared writing the
students will help me to compose a piece of writing. All of these instructional activities are
necessary for this group of students. As I stated earlier, they need to hear me reading aloud in
order to gain a better understanding of what fluent reading sounds like. With continual practice of
a text in shared reading, they will soon be able to hear themselves as fluent readers. With modeled
writing I will be able to demonstrate clear pieces of writing a piece of text, and in shared writing

they will be able to contribute to writing a piece with support from me as well as their classmates.
Interactive Edit: An interactive edit is a short activity where the students engage in their
understanding of conventions in a cooperative way. I may dictate certain sentences and they will
need to correct grammar or other conventions, collaborate with group members, and we can
converse about the importance of using particular conventions. Using this strategy with this group
of students will be particularly useful in terms of their writing skills, but also for their reading
skills. Many of these students are not fluent readers and one problem could be how they read and

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pay attention to conventions as they read. Working specifically on conventions will allow them to

see their importance in the meaning of text.

Interactive Vocabulary: In an interactive vocabulary lesson the students will be focusing
specifically on word meanings. These lessons can be brief, however, there can be discussions
around the vocabulary words in question, which allow the students to discover words in a way
that is not a laborious drill. I think that taking the time to look at vocabulary is especially
important for this group of fourth grade students because as they are beginning to read more
complex texts they will encounter a lot of new vocabulary and their vocabulary learning still
needs to be a little bit direct. Some activities that I may include in a vocabulary lesson are as
follows:
o Pulling sentences from texts to understand word meaning or choose alternate words
o Starting a list of related words and adding to the list
o Looking at analogies
o Adding prefixes and suffixes to words
o Focusing in on academic language and words, specifically in the content areas
The students in this classroom are showing difficulty in their fluency and comprehension of texts.
This may be because of their lack of knowledge in the vocabulary they are reading. Therefore,
specifically introducing them to new words on a daily, or every other day basis, might help
improve their word consciousness and ability to understand complex words in the texts they read.
I also think that because academic language is so essential to students learning in the content
areas it might be a good idea to incorporate an interactive vocabulary mini lesson into science,
social studies, and math lessons. Doing this will allow the students to learn the vocabulary in a
way that is not rote and will then allow them to practice using that vocabulary meaningfully in
disciplinary discussions.

Word Study/Spelling: Another instructional strategy to use in the language/wordy study block,
is wordy study/spelling. It is during word study where students learn the rules and principles of
phonics and spelling. While actively engaging the students in the word study portion of this
block, I may first gather them together for a mini lesson. It will be here where I present a clear
demonstration of a new principle, pattern, or rule that the students need to learn. This mini lesson
will provide a quick detail about the topic and then the students will be encouraged to discover
more about it on their own. The purpose of this is so that the students can be broken into various
differentiated groups, discovering the principle, pattern, or rule in many ways. Different groups of
students may be presented with different mini lessons as a way to differentiate the learning. The
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mini lesson is then followed by an application of the learning. These application activities could
include a variety of things. For example, making words with magnet letters, word sorting,
searching for words in categories, etc. At the end of the word study or spelling learning, students
can do a brief share of what they have learned. Focusing specifically on spelling is also an
important part of this instructional strategy. The students may be learning to spell the words that
they are practicing during word study with the students who are working on the same words that
they are. Spelling may be incorporated into the short mini lessons at the beginning of word study
as another area of focus for the students. Below I will discuss how word study would be
differentiated for this group of students based on the data which shows that some students are in
the late within word pattern stage and others are in the early syllables and affixes stage.
Connection to Theory: Lev Vygotskys Sociolinguistic theory closely supports my use of some of
the instructional strategies above. In one portion of his theory he describes language, and
collaboration to be key to learning. In an interactive read aloud, vocabulary lesson, editing lesson,
and in shared/modeled reading and writing, the students are actively engaging in conversation
with their peers and with me as the teacher. More specifically, when teaching with those strategies
I am presenting myself as the more expert other, in that I am scaffolding the learning for the
students so that I am gradually releasing them from learning a new topic and then practicing that
new learning on their own. The goal is to keep students in their zone of proximal development.
Therefore, with those instructional strategies I am choosing the learning topics that I believe
students are ready to be taught, but may still find a bit challenging, so that they can be exposed to
them in an environment where I will still support them if they need help. Jean Piagets Schema
Theory, under the Constructivist framework also supports the strategies above. She notes that
when students encounter a brand new topic they need to construct a file that will hold that new
knowledge, in a process called accommodation. As the student is constructing that new schema,
or knowledge, they must actively interact and engage in their environment. This is precisely what
students are doing as they collaborate with me and their peers in discussions through an
interactive read aloud, or in word study groups as they explore new principles, rules, and patterns
of words.
Differentiation in Language and Word Study block:
The students in this fourth grade classroom fall into a variety of different developmental levels in
terms of word study. This means that I will need to create some flexible needs-based groupings in word
study so that students are engaged in learning that meets their ZPD. The groups that I would have are as
follows:
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Flexible Needs Based Groups:

o Groups based on word study development stage:
I already know that I have students who are in the middle-late within word pattern stage and the
early syllables and affixes stage, therefore groups would be made for these students so that they
could practice developmentally appropriate material. I would set up their specific objective of
learning, and let them engage in some small group or independent work. According to Bear
(2012), Experience has shown that when students study a particular orthographic feature, it is
best if they are in groups with students who are ready to study the same feature (p. 38). Some
examples of what they might be learning and doing in those groups are:
o Within word pattern (Middle)
Lesson on common and ambiguous vowels
-ed and other common inflections
o Within word pattern (Late)
Ambiguous vowels
Complex consonant units
Vowels in unaccented syllables
o Activities:
Spelling games
Picture sorts to contrast long and short vowels
Teacher-directed sorts to analyze patterns
Open sorts/blind sorts
o

Syllables and Affixes (Early)

Ambiguous vowels
Consonant doubling and e drop
Syllable juncture: open and closed patterns
Inflectional, endings
Activities:
Pattern word sorts to introduce syllable junctures
Monitoring chart
Error guide
Goal setting
Word study notebooks
Concept mapping
Groups based on word problem-solving techniques:
Based on what I know about where these students are now in terms of word study,
(middle-late within word pattern stage and transitioning to syllables and affixes stage) I
can infer that they have possibly begun to learn how to decode and analyze multisyllabic
words, root words, common prefixes and suffixes, etc., in word study learning, but have
not learned strategies in their reading for how to apply meaning to these words once they
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are able to decode them. This could be the reason why the students seem to have higher
accuracy rates as they can read the words, but lower comprehension scores because they
cannot interpret those larger more difficult vocabulary words in the context of the overall
text. Based on this analysis I may have a group of students who I specifically focus on
word-solving strategies with. This group/s would closely focus on the strategy of
morphemic analysis which I go into detail about above in strategies for word study, to
decode complex words.
o

Groups based on vocabulary focus:

At this point the students in this fourth grade classroom have had all different experiences
with vocabulary. Some may have large vocabularies, while others are still working on
growing their vocabularies to simply understand the texts that they are reading. I think
that it would be a good idea to have vocabulary learning groups in this classroom. These
groups may not have to meet on a daily basis, however, a weekly basis may be more
effective. These groups can be broken into students who are ready to examine higher
level vocabulary terms, practice concept mapping, address root and base words in new
vocabulary discoveries, etc., while another group may need some simple sorting of larger
vocabulary terms to see how they are related. These groups could also address content
specific vocabulary. Students could keep word lists and bring them to these groups to
address new word findings and how they relate to current patterns, principles, and rules
they are learning in word study.

Block Two: Reading Workshop

Reading workshop is an essential part of the three-block framework in which students are
engaged in purposeful tasks which include reading that reflects real life, learning how to work together,
setting goals to evaluate accomplishments, engaging in meaningful conversations about what is being
read, taking responsibility for their learning and supporting each others learning, working at their own
pace, making choices, and carrying out tasks and assignments (Fountas and Pinnell, 2001, p. 41-42).
Earlier in this plan I formulated goals which revolve around these fourth grade students becoming lifelong
readers, learning about reading as defined by best practices, and meeting the reading objectives for
reading literature and informational text in grade four as stated by the Common Core State Standards. I
will incorporate the following instructional strategies into the reading workshop block:

Mini Lesson: To begin my reading workshop block I would start with a mini lesson. This is
where I would provide the explicit teaching portion of the reading workshop block. During this
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segment I would present a topic that relates to something most of my readers need help learning.
It would be during this mini lesson where I would provide a type of scaffold, as Lev Vygotsky
notes, in order to present students with a new concept and gradually release them from my
support. I would first encourage the students to watch me model the new learning, as the more
expert other. I would then have them help me to practice the learning, after that I might invite the
students to engage in some supported practice of the learning (You do-I help) when we are still in
the group meeting. Doing something like a turn and talk at this point would also support
Vygotskys theory of language and giving students the opportunity to collaborate with their peers
to discuss their learning. After that I would release the students (You do-I watch) to their
independent reading time to practice the new learning on their own. The overall goal for these
students is to become metacognitive. I want them to experience how I model my thinking aloud
and take those questioning and language skills back with them as they do their own reading and
discovering. Another large goal of a mini lesson can be to hold discussions with students about
texts being read. Depending on the texts presented, this may be a good time to explore social
justice issues and sociocultural aspects of reading. Because the three-block framework really
opens up the curriculum, these fourth grade students can be exposed to rich and meaningful
literature that allows them to use reading as a tool for social change. Earlier in this plan I describe
that one of my beliefs is for students to be able to use reading as a means for social change. This
belief is supported by two theories. The Sociocultural Theory and Pablo Freires Critical Literacy
Theory, both under the framework of Sociolinguistics. The Sociocultural Theory views reading
and writing as social activities that reflect the culture and community in which students live.
Incorporating culturally responsive texts into a mini lesson can expose students to books that
relate to their personal interests, cultures, and lives, which will ultimately increase their
motivation to read. They can then read those texts during independent reading time. The Critical
Literacy Theory suggests that literacy is used as a means for social action and examining
questions about justice and equality. A mini lesson is a great place to break into this complex
thinking and it can be done as a whole group where students have the chance to respond to one
anothers ideas. This type of reading, thinking, learning, and collaborating can then transcend to

independent reading and literature circles.

Independent Reading and Conferencing: Independent reading is the portion of the reading
workshop block where students get to read a variety of texts on their own, at their own pace,
while also receiving support from me. Independent reading is differentiated on its own as students
are reading books that meet their instructional reading level. One of the main focuses of
independent reading is for the students to develop their own tastes and interests, and to broaden
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their experiences with a variety of texts. It is also a place for students to practice new learning and
to respond to and discuss their texts. Within independent reading I will be able to scaffold
students learning even more as I conduct individual conferences. These conferences will allow
me to support and assess individual students reading, observing how they are using or working
with a particular strategy, seeing an area where they could grow or improve, noticing an area of
strength, and creating a goal with the student in which they work to achieve by the next
conference.
Differentiation in reading workshop:

Guided Reading: Guided reading is an instructional strategy in the reading workshop block, but
it is also a way to differentiate instruction among the students. Normally guided reading groups
would be broken up by instructional reading levels, which is how I plan to create guided reading
groups in this classroom. Based on the data I have students ranging from levels K-P, which
according to the Fountas and Pinnell Building and Effective Reading Process Over Time Chart
(2001), means that I have readers in the Transitional and Self-Extending stages. The students in
fourth grade should be at a level S by the time the year is over. Although every student reaching
this level is not possible, guided reading groups will help students to master the skills that they
are developmentally ready to learn, eventually increasing their instructional reading levels. In
these guided reading groups I will explicitly teach effective reading strategies for processing a
variety of genres of text. My teaching points will be based on what the readers show me as I
observe them reading in these small groups. Once again this instructional strategy connects well
to Vygotskys theory of how learning should be scaffolded for students. In this setting I am
scaffolding learning by presenting students with topics that fall into their ZPD and then

supporting that learning so they can eventually use the learning independently.
Literature Study: Literature studies are another instructional task and also a way to differentiate
learning. In these groups students will talk with one another about various kinds of literature.
What is interesting about literature studies in that they do not have to be based completely on
student ability, the groups can be more heterogeneous. The purpose of these studies is for students
to develop a deeper understanding of what they are reading. They construct meaning of the text
based on their own interpretations and the interpretations of their group members. In this setting
the students are truly engaging in the learning and the teacher is simply serving as a facilitator or
a coach, help the students every once and a while to continue their in-depth discussions. A large
responsibility is put on the students to be ready to engage in these group discussions, however,
the exploration that the group does provides each learner with more knowledge than they could
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have taken away on their own. In terms of theory, I believe that the Constructivist framework
overall relates closely to this instructional strategy, more specifically John Deweys Inquiry
Learning Theory. In this theory he notes that children are innately curious and they actively create
their own knowledge through collaboration with one another. This collaborative work is what
allows for them to ask questions, seek information, and solve problems (Tompkins, 2014, p. 8).
This is exactly the learning that is being done in a literature study. The students are working
together to ask questions, discuss, and notice things about the text to create and develop their

understanding.
Flexible needs based groups: Aside from guided reading groups and literature study groups, I
would create some other flexible needs based groups in this fourth grade classroom, based on the
data.
o

Comprehension- The data shows that the majority of this group of students has a limited
level of comprehension. In order for this group of students to move from Transitional
Readers to Self-Extending Readers they must learn more complex comprehension
strategies. The students who are already demonstrating Self-Extending reading behaviors
also need an opportunity to extend their repertoire of comprehension strategies. These
comprehension based groups would focus on the needs of the Transitional Readers, who
would potentially need more work on a word-level basis, whereas the Self-Extending
Readers would need to support on comprehension at a text level basis.
Transitional Readers:
Word-solving strategies
Morphemic Analysis: how to deconstruct a difficult word
Strategies to sustain reading: solving words, monitoring and correcting,

gathering, predicting, maintaining fluency, adjusting

Self-Extending Readers:
Strategies to expand meaning: making connections, inferring,

summarizing, synthesizing, analyzing, critiquing

Fluency work- Based on the data, another large weakness for this group is fluency,
which has an effect on their comprehension of the texts that they are reading. Over half of
the students are at a Level 1 in fluency. This means that they have trouble with the WPM,
accuracy, intonation, phrasing, etc. I would have a group/s specifically for students with
fluency based needs. This group would attend to some specific needs:
Early Good Reader Strategies: Operating on print, self-monitoring, searching for

cues, cross-checking, self-correction

Hearing text read aloud
Phrasing skills

Block Three: Writing Workshop

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Writing workshop is the third block in the framework. This block provides the instructional
support for students to become effective writers who can conceptualize a message, story, or topic, and
express it in writing, use language with clarity and voice to communicate meaning, think about an
audience while writing, organize written text for meaning, topic, purpose, and audience, demonstrate a
command of conventions, and rethink, revise, and edit their writing (Fountas and Pinnell, 2001, p. 50).
Each of these essential pieces relates directly to the goals that I stated earlier in relation to Common Core
State Standards. Each of these components will help these students to become lifelong writers. Here are
some of the instructional strategies that I will implement in the writing block to reach these goals:

Mini Lesson: To begin the writing block I would initiate the students into a mini lesson in which
I address a common learning need among my group of writers. Based on the data for these
students, I do not know a lot about their specific writing needs as I did not receive any writing
samples, however, based on their writing scores from samples that they gave over the course of
the year, I noted above that they are Transitional Writers. At this point in school they should be
meeting the criteria of Self-Extending or Advanced stages of writing. Therefore, at this point,
with the knowledge that I have, the students could use improvement on a variety of writing skills
and pieces of the writing process. For example, craft, organization, transitions, conclusions, word
choice, etc. I do know that the mini lesson will give me a structure to provide a scaffold for these
students writing learning. As Sociolinguistic Lev Vygotsky notes, students learn best when
supported by a more expert other while learning within their ZPD. After I receive more concrete
data about these students writing needs at the beginning of the year, I will tailor my mini lessons

to their specific needs.

Independent Writing and Conferencing: The students in this fourth grade classroom will need
time to work on their own in writing to understand what writers do, to develop an understanding
of the writing process, to develop writing skills and strategies, to develop skills related to clear
communication, to learn how to write in different genres, and to use technology to produce and
publish writing. As students engage in independent writing they will also be conferring with
peers about their writing and using feedback to edit and then publish their writing. This
collaborative process where students get to work with one another to discuss and respond to each
others writing is yet another example of Lev Vygotskys Sociolinguistic Theory, in which he
notes the importance of incorporating opportunities for students to collaborate and discuss their
learning together. In these situations students can be serving as expert others as well, helping one
another to improve their writing skills. In the midst of independent writing I will also be doing
some individual conferencing in which I note a strength that the student has upon being
observed, a struggle or growth that they have and modeling how that learning can be used in
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their writing, and then developing a goal with that student of what they can focus on as they
continue to write.
Differentiation in writing workshop: Noted below are some differentiated learning groups that I can
already see as a possibility for this group of students, however, I know that I would develop more as I
gather more data on their specific writing needs.

Guided Writing: Guided writing is an instructional strategy as well as a way to differentiate

instruction in writing. I am not completely sure how I would divide students into writing groups
yet based on the data given, although it will have connection to their needs as Transitional
writers and Self-Extending writers. I do know what my role will be in these groups. I will be
providing explicit teaching through lessons focused on specific needs of individuals and by

conferring with individuals within that small group.

Flexible needs based groups: This is only a beginning to the types of flexible needs based
groups that I may develop in this fourth grade classroom based on the data I have.
o Academic Writing: As I stated earlier in my plan, I want these fourth grade students to be
able to read and write authentically within the disciplines. However, writing
authentically as an expert of a content area may be a difficult task for many students.
However, this knowledge is essential and a part of my beliefs to have students participate
in authentic learning activities. The Situated Learning Theory, under the Sociolinguistic
Framework, notes that learning should not be separated from doing. The students should
work in an apprenticeship type role as they gather more experience and become experts
in the area of the learning (Tompkins, 2014, p. 9). For example, students should not be
reading science textbooks, or writing out formulaic comprehension based responses.
Instead, they should be writing like a scientist would. For example, science experiments,
observational writing, etc. This shift in learning may challenge some students, so I think
that having a flexible needs based group for students who need more support in writing
within the disciplines would be necessary and effective.

D. The materials you will use:

In order for the three-block framework to be an effective mode of teaching and learning, the
resources in the classroom must be of a large variety and breadth. The curriculum for this fourth grade
learning community is vast. It will only be enriching, meaningful, and authentic for these students if they
are provided with the right materials to support their learning. The materials being used needs to be built
around the idea of creating a community of effective readers and writers, and need to support their
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learning needs and the goals for their learning throughout the year. There are a variety of materials that I
find necessary to have in this fourth grade classroom in order to sustain their developing knowledge in
reading and writing. Continued below is a list and description of materials I would use with connection to
theory (found in bolded paragraphs), separated into the categories of reading, writing, word study,
discipline specific materials, and other.

Reading Materials:
1. Varied collection of books: It is crucial to establish a well-organized and large supply of
books for this fourth grade classroom. These are the books that will support all aspects of
their reading and writing learning in the classroom. They must meet readers interests and
serve a variety of purposes for student learning. The readers in this classroom range from
K-P. Students in this range of instructional reading levels need to have at least 8-10 books
in their individual reading baskets or boxes (Power Point, April 14 th, 2016). This is a large
number of texts, which means that students must have a large selection to choose from.
Because the books need to serve a variety of purposes, there need to be many different
kinds (Fountas and Pinnell, 2001, p. 89).
Books for literature studies
Poetry anthologies
Picture books that offer students the opportunity to see how illustrations affect

meaning
Books for reference information
Series books
Books for book talks, read alouds, and independent reading
Books recommended by the students:
Student reading interest is a crucial element to take into
consideration when choosing what books to include in the classroom.
The Engagement Theory, under the Constructivist Framework,
notes how students who are engaged in their work become
intrinsically motived to want to continue to learn to read and write.
When students are reading texts that are important to them and

peak their interest, they will be motivated to want to keep reading.

Books that have received awards
Leveled books:
Leveled books must be a part of the classroom in order to support
students in both guided reading and independent reading. Vygotsky
notes how students must learn within their ZPD. Leveled texts are
given to students based on analysis of their learning strengths and

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challenges. These texts are what push them to go beyond what they

know, with support, to grow in their reading development.

Short stories
Journals, papers, magazines, articles
Books of all different genres (fantasy, realistic fiction, fiction,
nonfiction/informational, historical fiction, autobiographies, biographies, science

fiction)
Books organized by their genres, authors, and topics
Books and resources that depict different cultures and social justice themes According to the Sociolinguistic Framework, more specifically Pablo
Freires Critical Literacy Theory, students are learning literacy as a
means for social action, and for examining questions about justice
and equality. Infusing texts into the classroom which can relate to
the social injustices that students see in their world, can spark deep
conversations about students beliefs on those topics. Students are
becoming agents of social change and those texts will support their

growing knowledge.
2. Buckets to display and organize the books in: The materials in the classroom,
especially the books, must be organized for student independence, so that they know
where to work for various reasons and where to find and put away materials that they
need.
3. Reader Response Journals: Students will need journals and notebooks to write in as
they read independently, as they participate in literature circles, and as they confer with
both me and with their peers about their understandings of the texts that they are reading.
According to Constructivist Theorist, John Dewey, founder of the
Inquiry Learning Theory, children are born curious and will develop
their own knowledge when they are engaged in authentic activities in
collaboration with their peers. Through reader response journals
students can interact and develop new and deeper understandings of
the texts that they are reading.
4. Post-it notes: Students can use post-it notes to mark thinking while reading.
5. Clipboards: Students may want to use clipboards when participating in literature circles,
mini lessons on the carpet, etc.

Writing Materials:
1. Writing Journals and Folders: Students will need a place to keep their various writing
pieces while they are in progress.

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2. Writers notebooks: Students may use a writers notebook while engaging in the writing
mini lesson to take notes on the topic being discussed.
3. Texts to confer with and use as resource material: In order for students to write
opinion pieces they must be able to access information to support their information from
other texts and resources. This is the same for informative writing pieces. Students must
also be able to access example materials when they are writing stories or narratives.
4. Places to publish their writing:

According to the Situated Learning Theory, students need to be engaged in

authentic activities in the context of their learning. These fourth grade
students will understand that real writers publish their work, so as writers,
they will need to have the opportunity to publish their work online, in their
community, etc.

Word Study Materials:

1. Word Study Notebooks: Students can use a word study notebook to keep track of daily
and weekly word study activities. This way they have direct access to the new rules,
principles, and patterns that they are being introduced to and learning about so they can
use that as a resource while reading and writing.
2. Word lists: Students can reference words that were noted during instruction or words
that they are discovering while they are reading.
3. Letter Clusters/Word Tiles/Magnetic Tiles: All of these hands-on materials make word
study more engaging and interactive for the students. These are materials that they can
use while collaborating with one another as well.
The Engagement Theory notes that children are learning when they are
actively engaged in their environment, with their peers. Providing these
hands-on materials and letting students work with them together creates
that development of knowledge through peer collaboration and studentcentered learning.
4. Whiteboards, flashcards, word sorts, word study games (Bear text)

Discipline Specific Materials:

As I have noted previously in this plan, disciplinary literacy is becoming an important piece
of content area teaching. I want my students to be exposed to the authentic types of materials that
are used and referenced in the different content areas. Once again, the Situated Learning Theory
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establishes the notion that students should be involved in the exact authentic activities that are in
the context of what they are learning about. The following materials will allow students to begin
seeing how reading and writing is done throughout the content areas.
1. Social Studies:
Maps, photographs, charts, artifacts, globes, primary and secondary documents,
newspapers, books
2. Math:
Cubes, blocks, tangrams, Unifex cubes, Cuisenaire rods, diagrams, charts,
theories
3. Science:
Magnifying glasses, thermometers, charts, photos, diagrams, measuring devices,
artifacts
Other:
1. Visuals:
Theorist Lev Vygotsky notes how students need to be supported in their
learning through a scaffolding system. Providing students with anchor
charts and other visual displays will provide as a scaffold for them
throughout their learning. The visuals will be present, the student will use
them as necessary, and soon the visual will no longer be necessary as the

student develops independence.

Anchor Charts, Word walls, Spelling word walls, vocabulary walls:
These visuals will be used in accordance with each of the literacy blocks.
For example, there may be anchor charts on guidelines for selecting
books, guidelines for developing literature study groups, guidelines for
suggesting writing topics, lists of genres for reference, daily and weekly
schedules, and also anchor charts which pertain to current learning goals
and topics. Students will have other visuals like word walls, vocabulary
walls, and spelling walls to help them review the current words they are

studying or noticing in their content area learning or word study block.

2. Easels with whiteboard: This can be used to facilitate mini lessons, or students can use
these are they are practicing word study.
3. Desks/Tables: Students need effective seating arrangement and style so that they have
the opportunity, as Vygotsky suggests, to collaborate with one another and use language
as a mode of learning.
4. Comfy chairs, lamps, artwork: I want to add elements to the classroom that make it
seem more warm, welcoming, and inviting, as this is the place where students will spend
a majority of their time.
5. Pencils & Paper: Students need these materials to carry out every day activities.

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6. Baskets/shelves: The room needs to be organized and tidy so that students have access to
the materials that they need when they need them. Baskets will provide as a place for
students to store materials that need to go home, homework, or other things. Shelves will
display the books and other resources in the classroom.
7. Smart board: I want to be able to use media as a mode of communication in this
classroom, therefore it would be ideal to have a smartboard in which I can access relevant
and engaging materials for the students in relation to different topics being learned.
8. Computers & Research materials
Newspapers, dictionaries, magazine, journals, articles
Because I believe that these students should use literacy as a tool for
social change, I think that it is necessary for them to have research
materials in the classroom. The Critical Literacy Theory, developed
by Pablo Freire, notes that students need to be able to be exposed to
the social injustices of their world. In an appropriate manner,
students can research and discover the social injustices they see,
complete research based projects, and discuss these important ideas
with their classmates.

E. Your classroom management and routines:

Classroom management and routines help to set the basis for how the three-block framework of
literacy will work in this classroom. Without clear management and routines, students will not be able to
effectively participate in the meaningful learning that could be a result of using this three-block
framework to discover word study, reading, and writing. As I think about what my classroom
management and routines will be like in this classroom, I know that I need to closely understand the
development of the students at this grade level and the level of support that they need in terms of
management as well as routines. According to author Chip Wood, of the text Yardsticks, (2015), in terms
of social-emotional behaviors, nine year old students are often complaining about fairness issues and also
need to have adult patience and clarity when giving directions or setting expectations. Ten year old
students enjoy rules and logic and are highly sensitive to fairness issues. Even though I do not know these
fourth grade students yet, from this research I have discovered that classroom management, rules,
expectations, and routines are all items that will need to be addressed regularly in order for these students
to feel safe and comfortable in the classroom, and to promote literacy learning.

Classroom Management:

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As the teacher I am the classroom manager. This means that I will set expectations for these
students and clearly explain what is expected of them and what is to be valued in the classroom. The
classroom rules created are specific and consistent, and I will also set certain limits. What I think is
especially important in this classroom, in relation to the developmentally appropriate characteristics
of these students, is to create classroom rules with them. The rules should not be extensive and
should not include many statements or a long list of demands. However, they should be based on the
important aspects that my students and I will value in the classroom. As I stated earlier in my beliefs,
I want this classroom to be a safe and nurturing environment so students are able to take risks and
really dig deep into their learning without fear of negative response from peers. Because this
classroom will also be heavily based on peer collaboration, there needs to be rules surrounding both
safety and respect. Students in this classroom will also be held to high expectations, therefore rules
about being responsible for personal learning, behavior and contribution to the classroom
community will also be essential to incorporate. Overall, I believe that creating this system of rules
with the students is what will help them to understand that they are accountable for their actions in
the classroom, especially since they helped to develop what specific rules they believe are important
to this classroom community. This value will help to promote self-discipline. In a learner centered
classroomwe strive to help our students create an internal focus of control, to take initiative, think
for themselves, and assume responsibility for their own learning and behavior (Fountas and Pinnell,
2001, p. 103). In promoting self-discipline students will focus on discipline as how to care for ones
environment, oneself, and others, instead of discipline as a submission to authority. As the teacher I
will also model the agreed upon classroom rules in an effort to show students that I value and
respect how they believe our classroom community should run. Although I do value letting the
students create rules as a way to develop classroom community, I will also be setting limits to their
behaviors and actions in the classroom. For example, just because the classroom values social
interaction among peers, does not mean that the overall group should be noisy or disorderly. These
items will be addressed as the year progresses.
Through my classroom management and the students being a part of that management
system our classroom community should have specific characteristics that are necessary and
conducive to learning (Tompkins, 2014, p. 16):
o
o

Safety: The classroom nurtures the students well-being

Respect: Both the students and myself as the teacher interact respectfully with one
another. Bullying, harassment, verbal abuse, exclusion, etc., will not be tolerated.

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High expectations: All of the students will be responsible for their own learning and

held accountable in the sense that they can all be successful.

Risk-taking: The classroom will allow for students to safely develop higher level

o
o
o

thinking skills, question their confusions, and try new things.

Collaboration: Students will work together effectively to engage in deeper learning.
Choice: With limitations, students will have choices.
Responsibility: Students will be responsible for their own learning and how they

behave in the classroom.

Some other important qualities that will be a part of, and effect my classroom management are
as follows:
o Keeping consequences limited: When students break classroom rules I want to try to
keep consequences as limited and minimal as possible. I do not want to result to yelling
loudly at the student or engaging them in some type of demeaning punishment or a
bargain, like writing a sentence fifty times, or staying in for recess to read a book. I
think that it is more effective for the students misbehavior to receive a reasonable
o

punishment in relation to their action.

Rehearsing classroom transitions: Classroom management becomes more effective
and students are less disruptive when they are able to transition quickly and quietly.
Establishing routines, as I will talk about later, and practicing these transitions will make

a difference.
Developing an appropriate seating model: I will not be helping myself if I place
students who do not work effectively, next to one another. After I get to know these
fourth grade students I will be able to understand who can sit by one another, who helps

one another get motivated, and how seating overall effects their learning.
Show students that it is good to behave: I think that it is important to offer both
extrinsic and intrinsic motivation for students in terms of behavior. Therefore, students
should be rewarded for good behavior. Possible rewards might be bringing in a favorite
book to read, having a weekly prize drawing, playing a classroom game together, etc. It

should not be extensive in that once the reward is removed they do not behave anymore.
Be enthusiastic: Part of classroom management is being able to manage and teach a
group of students even when they are not motivated to learn. However, I can contribute
to their overall moods and motivation by being excited to learn along with them. I want
to show these students that I am just as excited to teach them as they are to learn. This

will help to diminish disruptive behaviors.

Establish routines: Part of maintaining classroom management means being able to
establish routines, which I will discuss next.

Classroom Routines:
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In order for classroom management to be effective, routines must be set in place. I want
to take the first several weeks of the school year to establish routines in this fourth grade
classroom. It is not appropriate for me to assume that the students will immediately cooperate
with one another, be responsible, and be respectful. This is why classroom rules will be
established immediately, and we will begin practicing them in the first week of school. I also
know that I will need to explicitly explain classroom routines and the expectations that I have of
students to follow those specific routines. This teaching will also begin immediately at the
beginning of year in order for this fourth grade classroom community to learn. Even though
these routines will begin in the beginning of the year, it does not mean that students will grasp
onto them right away. For this reason, the routines will continue to be enforced throughout the
year. One way to help continue this reinforcement would be to have student leaders model the
desired routines and behaviors so their classmates are likely to follow. As the teacher I will also
model classroom routines and routines specifically in terms of literacy procedures as students
become involved in new types of activities. The classroom will continue to evolve throughout
the year, however, the foundation is laid at the beginning of the year. Overall, these routines will
help students to feel safe, and comfortable in their environment, knowing that they can predict
what is going to happen on a day to day basis.
Some routines that I will establish in the beginning of this classroom at the beginning of
the year include:
o Transitions: Examples: switching from reading to writing, moving from the carpet to
o
o

desks, getting ready to go a special, cleaning up for lunch, etc.

Arrival procedures and departure procedures
Literacy Routines:
Mini lesson structure: The mini lesson might be a new learning mode for
students so they need to develop an understanding of its purpose and the roles

that they have in it. (Discussion, listening, response, collaboration with peers)
Independent reading and writing: Students will need to become comfortable
with being able to choose books to read based on their reading levels, and how
to maintain stamina while they read. They will also need to be able to work

through the writing process independently during the writing block.

Conferencing: Students need to become aware of their individual conferences,

the structure of them, and how they will provide them with learning goals.
Guided reading groups: Students will become acclimated with the other
students in their group, learn how to collaborate with those peers, and also be

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knowledgeable of how guided reading focuses their attention to specific details

in their reading.
Expectations of learning: Students will be held to high expectations for their
learning and will understand that they are held accountable. They will be aware
of how to track their daily assignments and what needs to be turned in to be

assessed.
Collaboration: Students will develop a sense of how learning will occur when
they work closely with their peers. I will also engage them in learning about
how to facilitate discussions in both reading and writing.

Overall, I believe that my classroom management and routines will be crucial in maintaining a
classroom community and environment that allows my students to engage in meaningful learning.
Without these various management techniques and establishment of routines, the classroom could become
unsafe, chaotic, and students would not know what would be expected of them and they would not value
what would make the classroom a place for deep and valuable literacy learning. As I take the time to
review the importance of classroom management and routines in the lens of the entire classroom
community, I see a connection between this development of management and routines and the
Engagement Theory under the Constructivist Framework. This theory notes that students who are
engaged become intrinsically motivated to continue to want to read and write. This theory also notes that
students are more engaged in learning activities with their peers when the environment that students are
collaborating in is nurturing and authentic. I believe that effective classroom management and routines is
what will allow students to continually be engaged in their learning as well as be a part of a nurturing
classroom community where they can collaborate successfully with their peers.
F. Student Motivation:
The intermediate grades signal a time of change for students in terms of their literacy learning.
These fourth grade students are in the midst of that change. It is my job to encourage students to find their
voices as writers and refine their interests as readers. This group of students will be diverse in both their
interests and needs. Some of the students will develop confidence as writers and will find writing as a
positive activity, while others will write with no interest. Some students will enjoy reading, want to do it
in their free time, while others will only read when and what is required. Continuous effective and strong
teaching is what will make a difference. Through the three-block framework for literacy I believe that I
will be able to foster active and engaging learning. Students will discover literacy as a tool for knowledge,
as expression of opinions, and gain positive experiences. In order to foster this learning and meaningfully
engage students in their literacy learning they must be motivated to do so. This motivation should more
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often than not be intrinsic, in that the students understand that what they are learning and working
towards will help them to achieve their goals. My job will be to motivate these students so that they see
the importance of literacy in this fourth grade classroom, the purpose of literacy in their life as a whole,
and also in their future. This is the beginning of creating students who are lifelong readers and writers.
There are a variety of ways that I will motivate these fourth grade students literacy learning:

Wide variety of texts: As I noted above, students in the intermediate grades have all been
developing through their literacy journeys, so they are beginning to gain specific interests in
their reading. Doing a reader interest inventory will help me as the teacher to discover what
specific interests these students have in literature, or how I can develop and grow their interests.
This begins with offering a broad range of texts in the classroom. If students do have particular
interests I want to feed those interests by supplying them with books that they will enjoy
reading. For students who are unsure of their interests or who are not particularly interested in
reading at all at that point I want to be able to show them all of the genres and texts that can be
made available to them and how they can be purposeful in their lives even if they do not believe
that they are. A richly varied classroom collection will enable your students not only to expand
their reading abilities, but also expand their world (Fountas and Pinnell, 2001, p. 89). Literature
can connect to these students lives, especially in this increasing time of change that they are
enduring in their lives at this point. I want them to be motivated by the variety that is offered to
them. When students are offered the opportunity to read what interests them, I believe they are
engaging in authentic reading practices, as they are not reading simply to read. The reading is
becoming meaningful to them. Sociolinguistic Jean Piaget noted that students should be
experiencing literacy in engaging and authentic experiences. The students are using their
cognitive structures called schema to either connect what their reading to something they
previously learned or experiences, or they are creating new schema. This construction and
development of schema occurs when they are actively engaged in authentic experiences.
Providing these fourth grade students with a rich classroom library will allow them to find their

interests and then motivate them to want to read.

Broadening appreciation for reading: As I stated earlier, there might be students in this fourth
grade classroom who are able to read, but simply choose not to unless it is required. As the
teacher, I need to work to motivate these students to read by helping them to understand the
ways that reading can fulfill their lives. Here are some topics that I may explore with those
students. (Fountas and Pinnell, 2001, p. 9).
o Reading for enjoyment
o Reading for vicarious experiences
o Reading to find oneself
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o Reading to understand an issue

o Reading for aesthetic appreciation
Discovering these different ways for students to be engaged and read with purpose is motivating.
Under the Constructivist framework, the Engagement Theory notes how students who are
engaged become intrinsically motivated to want to continue to read and write. This theory
applies to many of these motivation techniques in that finding ways to engage students
meaningfully in acts of reading and writing will motivate them from within to want to continue

to discover literacy.
Opportunities to write in different genres for purpose: Similar to how I want to expose my
students to a variety of texts, I also want to give them the chance to discover how writing can be
meaningful and purposeful in their lives by allowing them the opportunity to write for many
different reasons. Providing the opportunity to let them write in many genres, for different
purposes, and audiences, will allow them to find their writing niche. Once they find how writing

is meaningful in their lives, they will continue to want to write.

Relevant materials/Authentic activities: As I have discussed throughout this plan, involving
students in literacy activities that are relevant and authentic will be key to their engagement and
motivation to continue to want to read and write. Students should have the opportunity to engage
in writing pieces, and then publish them or present them to a specific audience. This is what an
expert writer would do. Students should be exposed to literacy purposes across the content areas
and discover how experts from all different fields value and use literacy. This can include
students reading and examining historical documents and making connections to today, using
their science notebooks to record observations, both acts that experts in those fields would
participate in. I want these students to see literacy as having a purpose in everything they do, not
just simply a laborious activity that will require answering a set of questions when finished. This
idea relates to my belief of literacy learning as doing. It also connects specifically to the
Sociolinguistic framework, and the Situated Learning Theory. This theory suggests that students
learning should not be separated from the doing in the context of that learning. For example,
this means that students will not be learning about experiments, they will be doing them.

Involving students in these exciting activities will motivate them.

Letting students make choices: Students in this classroom will have the opportunity to make
choices about books that they read, topics that they write about, and projects that they pursue,
with some limitations by me. When students have these opportunities to make decisions, theyre

motivated to succeed, and will place more value on the task.

Collaboration: Much of the learning in this classroom will be supported by collaborative work.
Students will value these opportunities to socially interact with their peers, increasing their
motivation and enhancing their achievement (Tompkins, 2014, p. 16). Theorist Lev Vygotsky
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notes the importance of student collaboration and discussion in learning so students can organize
their thoughts. Theorist John Dewey also supports this idea that students learn more effectively
when they participate in collaborative work as they are able to come together to investigate,

question, and solve problems.

Developmentally appropriate material: As theorist Lev Vygotsky describes, students must
learn through scaffolding in which they are supported by a more expert other while engaging in
learning activities within their ZPD. Through my own assessments I will engage students in this
classroom in developmentally appropriate learning so that they do not hit the point of
frustration. When students are confident, knowing that they will succeed, and have someone to

rely on for support, they will be motivated to take risks and try new thinking.
Involving them in bigger world issues: Students in this fourth grade classroom will be
developing higher interests in social issues that surround them in both the classroom and in the
world that they live in. I think that in exposing students to reading and writing as a form of
social action I can help them to see that they can make a difference by reading materials which
will inform them about social issues, and then writing pieces that will express their opinions on
those issues. I believe that this sense of responsibility and action will motivate the students to
want to read and write. The Critical Literacy Theory, developed by Pablo Freire, supports this
form of student motivation. He describes literacy as a way to involve students in social action.
They should be reading and writing to examine questions about justice and equity, in an

environment where they will be safe to express their ideas.

High expectations: I will have high expectations for these fourth grade students, emphasizing
that all students can be successful. I want these expectations to motivate students to engage in a

positive learning community where they want to take charge of their learning.
Setting goals: Students at this grade level need to be directly involved in their own learning, as I
am expecting them to take responsibility for their learning. As a way to help them progress
through various stages of development, I can create goals with them. These goals need to be
realistic and attainable. Setting smaller goals in the midst of achieving a larger goal will be key.
When students are able to see these goals written out and understanding that their learning is
helping them to achieve larger goals, they will be motivated to continue their literacy
development.
G. Your classroom environment and classroom design:

Classroom Environment:
I know that the classroom environment is a key part of effective and successful
learning. I want my classroom to be a place that is organized, with thoughtful placement
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of materials and furniture, so it is conducive to these fourth grade students learning. This
classroom environment would be established as a classroom community, where students
function as part of a group, with rights and responsibilities. Part of classroom routines
and management is creating an environment where these students will be able to interact
successfully both independently and cooperatively. I believe that the space I have created
depicts a rich learning environment. Ultimately, I want my classroom environment to
allow my students to flourish in all aspects of learning; cognitive, social, physical, and
emotional. There are some specific values and characteristics that I would want to
emphasize and develop in this classroom environment with my students (Fountas and
Pinnell, 2001, p. 96).
o Cooperation: As I have described above in my goals and instructional plans for
these students, learning in this classroom will often occur through collaboration
with peers. The atmosphere that this classroom must have is one which supports
people working together with common purposes. The more this classroom works
together in sync, the easier it will be to manage. This skill of cooperation is one
that these students will need to learn and develop so that they will be able to
engage in meaningful activities with their peers to develop the critical thinking
skills that come with working in groups. Through cooperating they will learn how
to listen to one another, share aspects of a task, consider each others perspectives,
invest in goals together, and share accomplishments and successes. I have a strong
belief, as noted earlier, that students learn literacy best when they effectively
collaborate with their peers in a supportive and safe classroom environment. The
Engagement Theory supports my belief as well as the concept of a cooperative
classroom environment, as it notes that literacy learning occurs most effectively
when students are working together and participating in authentic activities with
classmates in a nurturing environment.
o Mutual Respect: The three-block framework that I will be using to facilitate
literacy learning in this classroom is not one that is focused on competition, but
instead one that emphasizes cooperation. In this fourth grade classroom each
student will be valued as an individual who deserves respect. The students will
learn how to value one anothers contributions, in turn realizing that their
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contributions are valued as well. They will encourage their peers to take risks, but
help to hold them accountable for their thinking, developing a classroom
community with students that pushes each other to learn deeper. There will also
be respect between me and the students. I value their learning abilities and work
to teach to their abilities, which means they will not be left to complete something
that is not developmentally appropriate. Overall, this classroom will support
learning through respect for one anothers learning, time, and materials.
o Inclusion: In this classroom, inclusion means that each child will have a place
and a role in the classroom community. The point of the literacy learning in this
classroom is for each students to develop their own interests, confidence, and
voices, therefore students should not be struggling to share their ideas and
thoughts based on the restriction of another student. Implementing conversational
routines will help students to notice that the class works and functions together as
a community. Inclusion in this classroom also pertains to students who might be
different in that they are an exceptional learner, speak a different language, etc.
This classroom community will serve as a safe place for students to appreciate
differences, and ignore racial, religious, and other categories. Encountering these
differences is an asset as students gain an understanding and compassion for
differences. Culturally responsive teaching creates a classroom where each
student is empowered, no matter what culture or community they come from. This
type teaching can be supported by texts. The Sociocultural Theory supports this
belief and form of teaching. This theory views reading and writing associal
activities that reflect the culture and community in which students live
(Tompkins, 2014, p. 8). By exemplifying reading and writing as culturally
empowering activities, I am picking meaningful literacy materials that
acknowledge the legitimacy of childrens cultures and social norms. Being
culturally responsive emphasizes this value for inclusion in the classroom, helps
students to come together to support one another and appreciate diverse
backgrounds, and creates that necessary safe classroom environment.

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Classroom Design:

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Computer
s

Classroom design rationale:

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My classroom design is a reflection of my beliefs of how students learn literacy

best, as supported by theory, as well the instructional strategies that will be implemented
in this classroom. Below I will attend to the specific reasons as to why I have included
some of the materials, furniture, and spaces that are present in my design.
In it essential that the entrance and exit of this classroom is set up effectively so
that students have a systematic routine that they can participate in, in the morning or
when they are leaving at the end of the day. The bottom left corner of this plan notes the
placement of my classroom door. To the right of the door there would be two shelves.
One shelving area would house the students mailboxes where they can turn in materials,
collect returned assignments, where I can leave notes, etc. Next to this mailbox shelf in
another shelf for student storage. This shelf would hold individual student storage boxes
and provide for a location where they could place their reading response journals,
readers notebooks, writing response journals, writing notebooks, word study notebooks,
etc., and grab them as we progress through different activities throughout the day.
The middle of the classroom showcases the students main working area; their
desks. I have chosen to use desks formed into tables for the students to sit in. This type
of seating arrangement allows for prime opportunities of collaboration and cooperation,
while also provided a space for students to work individually. Using these desk-tables as
the students working locations supports my belief that students learn literacy best when
they can work collaboratively with their peers. Being able to sit next to a variety of
peers in this connected desk setting will allow for conversation with one another, which
also supports Vygotskys theory in that students should be given opportunities to
collaborate and use language to support their learning throughout the day. There are also
places in my instruction that will be effective with this type of collaborative seating.
During literature study students will be able to communicate closely and effectively.
Students will also be able to use this setting to work well when participating in the
writing process of peer editing. This seating arrangement also allows peers to hold
conversations with one another and serve as expert others, supporting each others
learning when necessary. Also, in my instructional plan I talk about my being able to
conference with my students to take notes on their observed behaviors during
independent writing and reading. The available space around this seating arrangement
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will allow me to pull a chair up to various students tables and work one-on-one or
conference with them, in order to also give them necessary feedback. I want this
classroom to be organized, in terms of materials, as well as other things. Therefore, I
think that to eliminate aimless wandering and other distractions, it would be useful to
have supply buckets in the center of the students tables which would house sharpened
pencils, pens, tissue, erasers, etc. This way the students could easily access these
frequently used materials.
Along the left wall of my classroom there is a kidney table. I have chosen to have
a kidney table in my classroom in order to have a place to do both the guided reading,
guided writing, and to support flexible needs based groups that I have also referred to.
A kidney table will allow me the ability to listen and look at the strengths and
weaknesses of the students sitting at that table and respond to them in a way that does
not involve me stretching or yelling across the table. It provides a way to effectively
access each child when necessary. I have also chosen to put the kidney table at a bit of a
distance from the rest of the classroom to create a somewhat secluded, quieter, and
secure area for small group work. The use of the kidney table supports Vygotskys
theory of providing scaffolding for students. Essentially this table will provide as the
center for meeting students specific needs based on their ZPD. It is in this location
where I will be able to serve as the more expert other as students delve into learning new
strategies, principles, rules, etc., in a supportive environment. To the left and right of this
table are two mid-level storage cabinets. Items like leveled-books will be kept in these
cabinets as a way to easily access them during guided reading. Other necessary supplies
and tools for guided groups or flexible small needs groups will be kept here.
Further into the classroom, near the top left corner is my desk. To the right of my
desk is an important community meeting space. This classroom community is built
around collaboration and cooperation so it is necessary that I incorporate a place where I
will be able to work comfortably with the entire class and also have a location where
they can work together. The group meeting space would serve as the area of the room
where students can find the daily routines, learning objectives, etc. This is why I have
created a place next to the Smart Board, which would most likely be an easel or a

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whiteboard that would serve as a reminder of the daily activities, routines, and overall
plans.
The meeting space also holds another essential resource. This is the Smart Board.
Based on my goals for these students as well as the goals in the CCSS for fourth graders,
they will need to be exposed to the use of communication through the mode of
technology. I think that the meeting space is an excellent hub for this form of technology
as I can call a group meeting and conduct teaching or exploring through the use of the
Smart Board. I also would prefer to have this Smart Board on wheels because I think
that it would be effective to be able to transport it around the room to serve as another
learning tool that the students can use. In relation to the Smart Board and the overall
inclusion of technology in this classroom, I have an area in the bottom right corner of
the room where I would place the computers that the students use. Once again, my goals
for the students and the goals of the CCSS have them publishing their works online,
conducting research projects, and being able to use media in different forms to speak,
present, writer, and learn. What is also crucial about this resource is that students can use
the computers to work more closely with current social justice issues. The texts in the
classroom may not pertain specifically to current social issues that the students are
observing in their everyday lives, so the computer is a tool that they can use to better
inform themselves, appropriately. Allowing for these computers to be used as a tool to
explore literacy and writing in terms of social action, connects to the Critical Literacy
Theory. Pablo Freire notes that students should use literacy to become agents of social
change, expressing their ideas, opinions, and asking questions. Conducting appropriate
research will help to inform students and allow them to participate in discussions about
social justice and equality.
In the upper right hand corner of the classroom there is also another type of
community meeting space, however, this one is labeled Mini Lesson Carpet. Within
this area there is also an easel to support items like a whiteboard and anchor charts. I
chose to specifically create this mini lesson zone as this area will house important
segments of the learning in each part of the three-block literacy framework that I am
implementing in my classroom. I wanted there to be a space in the room where the
students would be immersed in literacy (surrounded by the classroom library and
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books), to get them thinking about the goal or focused learning target of the day. My
instructional strategies include mini lessons in reading to support interactive edits,
interactive vocabulary, modeled/shared reading and writing, interactive read alouds, etc.
This space would be conducive in supporting those activities. The mini lesson carpet is
the place where I will be providing students with that necessary thinking aloud,
modeling, explicit instruction, and demonstration, which are also important aspects of
literacy learning for these students as they develop the knowledge to more deeply
comprehend texts and produce coherent writing pieces. The anchor chart serves as a tool
for the students and me to do some learning together. This area overall serves as a place
for students to again work collaboratively, as Vygotsky suggests is necessary,
specifically to participate in turn and talks, participation through prompting, etc.
Surrounding the mini lesson space are two large shelving units and a shelving unit
in the back. The top of the shelving units surrounding the mini lesson carpet will be the
place where students can keep their book boxes, which holds their reading materials for
the week, and they can access them when necessary. These shelves also hold the largest
part of the classroom library. Although the library is noted as the large rectangle along
the right wall, it would also be in the shelves surrounding the mini lesson carpet. As I
noted earlier, it is important to have a large variety of books for students in the
intermediate grades as this is the time where they are beginning to discover the purposes
that reading has and their interests in types or genres of reading. This classroom library
will be neatly organized and will house the biggest collection of books in the room,
although there will be other books in different places in the room. The books will be
displayed attractively, in buckets, all organized precisely by author, genre, topic, theme,
or special features. In doing this I am giving the students the opportunity to utilize and
find these materials independently, quickly, and effectively.
I want this classroom to have a welcoming and warm feeling. For this reason I
have created a special reading corner near the right wall of the classroom, right in front
of a portion of the classroom library. I wanted a comfortable and relaxing space in this
room where students would be able to sit in cushioned chairs and enjoy reading, both
because they want to read and because the environment allows them to engage in their
reading in a comfortable way. This area would also have a lamp and possibly some
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plants, to make it seem more like a relaxed, home setting. This carpeted area would hold
about four bean bag chairs or cushions and I would switch off on what tables of students
would get to sit in that space for independent reading each day. I think that this type of
reading area might make students more motivated to read each day, knowing that they
would have the chance to sit in a comfy and cozy area with their books.
Learning literacy through collaboration with peers in a nurturing environment, is
one of my beliefs of how children learn literacy best, which is supported by both
Sociolinguistic and Constructivist Theories. For example, Vygotsky notes how students
must have opportunities to engage in collaborative activities where they can use
language to talk about and understand their learning. Under the Constructivist
Framework, the Engagement theory highlights the importance of facilitating these
collaborative experiences in ways that students are involved in learning through
authentic activities in a supportive environment. In order to create a classroom design
and environment that supports that learning I need to provide these fourth grade students
with small-group meeting areas and conferring areas that are tailored to specific content
areas which will house materials to create meaningful learning. It will be in both their
tables, and in those meeting areas where they can conference with one another as they
conduct in a variety of activities. For example, peer editing, literature studies, etc. I have
created a few of these small-group meeting places throughout the classroom for various
purposes. I describe them in detail below:

Writing Center: Although students will do most of their writing in their

individual spaces, it may be helpful to have this area in the room where a
group of students could go to work on a research project together, do a
peer group edit, discuss and respond to writing, etc., while easily being
able to access writing materials in the shelf right next to the table. The
materials here could include items like paper, correction tape, pens,
pencils, markers, staplers, dictionaries, letter stamps, scissors, glue, tape,
etc.

Disciplinary Investigations: Another small group type of area that I

want to have in this classroom is a disciplinary investigation center. This
would be located to the right of the mailboxes and student storage. This
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area would look like three small island type of tables with stools
surrounding each island table. The purpose of this area is for students to
be able to easily access and discover materials that are specifically for
certain content areas. This space would also serve as a type of
investigation station during various learning times in the day where
students could explore particular items relating to disciplinary literacy and
the learning of each content area. Some of my core beliefs surround
students learning literacy through authentic and meaningful activities. I
also have goals for these students be able to read, write, and use the
language of the disciplines. This is the area where I would provide
authentic materials related to each content area where students could
authentically practice as experts in the fields of math, science, and social
studies. I would fill these areas with authentic materials and artifacts to
coincide with the lesson or learning target of the day and let various
groups of students participate in collaborative activities in these areas. I
think that this idea to have a specific area for this type of content learning
reflects the Situated Learning Theory. This theory explains how learning
should be doing in the context of what is being learned. The learning
should not be separated from the act of doing. For example, students
should not just read about measuring and weighing items, but they should
get the chance to act as scientists and participate in those activities. In
doing this students are working as apprentices who are growing as experts
in different areas of learning. At different points of the year this small
group learning section may contain different items in each area:
o Social studies: maps, photographs, charts, documents, globes,
models, pieces of art or clothing, books
o Science: magnifying classes, experiment materials for a given
experiment, measuring devices, thermometers, diagrams, articles,
charts

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o Math: blocks, Unifex cubes, Cuisenaire rods, tangrams, graphic

drawing tools, shapes manipulatives, charts, problem-solving
theories, receipts, blueprints

Word study investigations: Another small group area I would designate

in this classroom is for word study investigation. Once again this may be
a place where specific word study groups meet to discover new
principles, rules, and patterns in word study. They may also work more
closely on more sophisticated word study that will eventually be
happening when students in this grade level meet the syllables and affixes
stage. For example, concept mapping, semantic mapping, word study
notebook tasks, compound word construction, etc. This area would have a
whiteboard to engage in some collaborative visual learning as well as
other materials like paper, pencils, magnetic letters, flash cards, word
tiles, letter clusters, etc.

Another important feature in my classroom design are the anchor charts, displays,
and visual references throughout the room. In this design I designate two large spaces of
wall (left wall behind kidney table and back wall behind the classroom library) for anchor
charts. I believe that students should be immersed in their literacy learning and I also
believe that visual references provide as a scaffold for student learning, which according
to Vygotsky, is essential as they need some supports as they are gradually released to
independence. The anchor charts in these areas would include ones created during mini
lessons and also charts that would be useful to keep up for the whole year. These might
include guidelines for picking books, guidelines for literature study, how to select topics
of writing, suggested topics for reading response journals, reflective questions to ask
oneself while reading and writing, etc. The anchor charts would not only be limited to
these two spaces. There may also be more specific anchor charts in the disciplinary area,
word study center, writing center, and reading corner which pertain more closely to the
activities and learning occurring in those areas. Amongst these labeled chart areas I
would also make room for displaying students art work, groups projects, published
writing pieces, etc. I want the students to see that their contributions are valued in the
classroom. Finally, among these visual displays I would also include a noticeable and
clear spot for the classroom rules to be displayed (along the left wall). I want the students
to be able to reference these rules each day of the year, knowing that they helped to create

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them, and that they should be valued even more as the classroom community grows
stronger.
I know that with my careful consideration for the various materials, furniture,
resources, and spaces in this classroom, these fourth grade students will flourish in terms
of literacy and all types of learning. My classroom design is clearly supported by my
beliefs of how children learn literacy best, theories that suggest best practices, my goals
for student learning, and also the various instructional strategies that I will use in this
classroom.

D. Evaluate the Implications of your Plan on Student Learning:

1. If you follow through on your literacy plan with these children, what can you predict the
consequences will be on their learning? How well will you accomplish your goals? Why?
In the context of theoretical frameworks, this literacy plan that I have developed shows deep
connections to both Sociolinguistic theories and Constructivist theories. Creating these connections to
theory allows me to more fully explain why I have developed specific goals for these students, why I
have developed the classroom environment in such a way, why I incorporate certain materials, why I
use specific instructional strategies, etc., and why those decisions are meaningful in the context of
how these fourth grade students will learn. Also, referencing valid and well-known teaching practices
based on theory makes my decisions more credible. It shows proof that I have truly developed
Wisconsin Teaching Standard number one, in that I understand the importance of knowing the various
methods of my practice and how to apply them to create purposeful learning for students.
If I follow through on this literacy plan I can predict that the consequences on student
learning will only be positive. I have developed a comprehensive plan that takes into consideration
everything I know about these students, what I want them to learn, and specifically how I am going to
help them to achieve those goals. As a teacher I am constantly asking myself what I want my students
to learn. When completing this task, I had to consider what goals I had for these students and what I
wanted them to know based on the data that I was given, what best practices suggest for students at
this developmental level, and also what the Common Core State Standards say should be taught and
learned by the end of fourth grade. With careful diagnosis of these fourth grade learners I was able to
develop larger, more general goals, and also goals that reach to their specific needs as a group, and
even what groups of students within that larger group may need. I have tailored every aspect of my
classroom based on the needs of these students, what my goals are, and what my beliefs are in
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relation to how children learn literacy best and how theory supports my decisions. With all of this
careful analysis and synthesis, I can only see my students knowledge of literacy and other learning
growing and developing from the time that they walk into the classroom until the end of the year.
I believe that the goals that I have created will certainly be accomplished, through time,
commitment, organization, and planning from both me and the students. One reason I believe this is
because the goals are so specific for this group of students and they are also developmentally
appropriate for this grade level. Based on what I know about these students, these goals will be
attainable and not too frustrating to reach. I also think that these goals will be reached because of the
framework and beliefs I have about teaching to these goals. I am implementing the three-block
literacy framework in this classroom, which will provide me with ample opportunities to stretch this
group of students learning through work in reading workshop, writing workshop, and word study.
This framework allows for a breadth in topics covered in the curriculum and also basis itself on
students being held accountable for their learning, collaborative work, and use of authentic activities.
If I come into this fourth grade classroom each day and give this group of students authentic activities
to support their learning, hands-on materials to work with, time to collaborate and discuss with peers,
interesting books to read, etc. as I have planned for, they will be so much more intrinsically motivated
to continue to grow within their reading and writing development, helping them to reach all of the
goals that I have set for them. Overall, my hope is that through the hard work I have put into this
literacy plan, including detailed explanations, continuous connection to theory, attention to specific
details, effective diagnosis of these students, etc., the implications on their learning will be
astounding. I am truly developing lifelong readers and writers in this fourth grade classroom and I
believe that this literacy plan shows that this will be the result.
a. What are the strengths of your plan? I believe that this plan showcases several
strengths, some of which I will explain below.
Goal Setting: The first area of strength shown in this literacy plan is in the goal
setting. I believe that this comprehensive goal section reflects careful synthesis and
analysis across several sources of information. I wanted this goal section to refer to a
large range of goals that I would have for these students, which included broad goals,
like wanting these students to become lifelong readers and writers, goals based on
their specific needs as diagnosed through the given data and what best practices
suggest, and goals that were determined by what Common Core State Standards say
need to be achieved in the fourth grade. I attained a collection of goals that would
really help me to develop the rest of the literacy plan. It gave me a starting point to
decide what instructional strategies I needed to use, what concepts and strategies I
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needed to teach, and what type of environment this classroom needed to support the
students learning.
Diagnosis of the learners: In the beginning of the literacy plan one of my biggest
tasks was to be able to analyze the given data and diagnose the literacy needs for this
group of students. I think that this particular segment was also strong because of the
deep analysis and explanation that I provided. I delved into each area of literacy
learning, providing information as to how this group of students was succeeding in
each area. I took the time to analyze the group as a whole and also to understand
smaller learning groups in the class. I was able to conclude the stages of reading,
writing, and word study for the students in this classroom and provide specific
characteristics relating to what I might see these learners do at the beginning of the
year in both reading and writing. I think that without personally knowing these
students I was able to truly understand everything I could about them with the use of
data provided.
Connection to theory: One more strength that I believe I showcase in this literacy
plan is my constant connection to theory. I developed my beliefs of how students
learn literacy best as supported by theories in both the Constructivist and
Sociolinguistic frameworks. After creating this basis, I then allowed theory to fall
down into each decision that I made for this group of students in terms of my
instructional plan. I carefully explain why I choose certain instructional strategies and
how they relate to students learning in terms of theory, how theory connects to my
classroom deign and incorporation of materials, as well as how theory is shown
through the development of my classroom management, routines, and overall
environment. Once again, as a teacher I think that it is important that I know, connect,
and apply best learning practices based on theory, in my classroom.
b. What are areas that need further development? There are some areas in this plan that
could use further development.
Strategies taught: One area of this literacy plan that could use further
development is how I incorporate strategies to teach these students, more
specifically in writing and word study. I believe that I discovered and included
some important strategies that I will teach these students, but I would like to
continue to learn more about how I can develop effective ways for students to
practice growing their writing, reading, and word study skills through the use of
strategies.

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How to differentiate: I think that in this plan I showcase important ways that I
could differentiate teaching in reading, writing, and word study. However, my
differentiation plan was only based on what I know about the students from the
data given. Therefore, creating differentiated teaching groups for these children
in writing was difficult as I do not have any information on their specific level of
writing skills and abilities. I know that in the beginning of the year I will do some
initial assessing so I can better understand the students needs overall in writing,
and then how I can differentiate instruction to help support students who show
lower levels of understanding and challenge students who show that they are
ready to move ahead.

WORKS CITED

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Assessment Data Key Handout (SP2016). (2016). Given by Robin Gleason.

Bear, D. R. (2012). Words their way: Word study for phonics, vocabulary, and spelling
instruction (5th ed.). Upper Saddle River, NJ: Pearson Education.
Classroom Data-Grade 3 Handout (SP2016). (2016). Given by Robin Gleason.
Common Core State Standards-WI. (n.d.).
Fountas, I., & Pinnell, G. (n.d.). Fountas & Pinnell Benchmark Assessment System Handout
(SP2016).
Fountas, I., & Pinnell, G. (2001). Building and Effective Reading Process Over Time Handout
(SP2016). Portsmouth, NH: Guiding Readers and Writers.
Fountas, I., & Pinnell, G. (2001). Building and Effective Writing Process Over Time Handout
(SP2016). Portsmouth, NH: Guiding Readers and Writers.
Fountas, I. C., & Pinnell, G. S. (2001). Guiding readers and writers: Teaching comprehension,
genre, and content literacy. Portsmouth, NH: Heinemann.
Lent, R. C. (2016). This is disciplinary literacy: Reading, writing, thinking, and doing . . .
content area by content area. Thousand Oaks, CA: Corwin.
OASD Instructional Guided Reading Levels Handout (SP2016). (2013). Given by Robin
Gleason.
Reading Assessment for Independent Reading Books Handout (SP2016). (n.d.). Portsmouth:
Teachers College Reading and Writing Project.
Rubrics for Opinion Writing, Information Writing, and Narrative Writing-Third Grade:
Handouts (SP2016). (2013). Portsmouth, NH: Lucy Calkins.

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Teachers College Reading and Writing Project: Benchmarks for Oral Reading Rate-Words per
Minute Handout (SP2016). (2006). Pearson Education.
Tompkins, G. E. (2014). Literacy for the 21st century: A balanced approach (6th ed.). Upper
Saddle River, NJ: Pearson Education/Merrill/Prentice Hall.
Wood, C. (2015). Yardsticks: Children in the classroom, children in the classroom ages 4-14
(3rd ed.). Turner Falls, MA: Center for Responsive Schools.

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