Professional Documents
Culture Documents
LITERACY PLAN
Kelly McGonagil
■ Reading Specialist
– Experience with K-12 graders
– Support Teachers
– Ensure literacy remains a
Introduction
high priority school-wide
focus
■ Core Values that guide my
instruction:
– Lifelong learning
– Fluid Instruction
– Individualize Programming
– Collaboration
■ I will:
– Implement a literacy plan to
help improve test scores
– Create a positive, interactive,
and comprehensive literacy
environment, starting at the
first grade level
– Serve as a resource to
teachers
– Apply framework to the rest
of the school
Rationale
Statement
By using a greater researched-based
foundation, I will strive to improve
literacy test scores across grade levels
as state-wide mandates for literacy
improvement increases. In doing so, I
will help close the achievement gap
across early developmental age groups
by implementing a highly interactive
reading and writing workshop. I strive for
excellence in my instruction, and cater
to the individual needs of my students.
Key Concepts:
■ Based on the extensive research and experience of Professional
Development Provider, Sharon Taberski, with support from:
– Dr. Douglas Fisher (Professor of Language and Literacy
Education
■ With reference to Pearson & Gallagher
– Kathy Collins (Primary Reading Specialist)
■ Taberski’s Workshop Framework (Reading and Writing) Workshop will
be based on:
– Sharon Taberski’s New Thinking on the 5 PILLARS of READING
■ OLD: Phonemic Awareness, Phonics, Fluency, Vocabulary,
Comprehension
■ NEW: See Photo
– Gradual release of responsibility:
“The gradual release of responsibility model of instruction has been documented as an
effective approach for improving literacy achievement, reading comprehension, and
literacy outcomes for English language learners.” (Fisher, Dr. D.)
Format: Readers Workshop
■ Interactive Read Aloud
– Provides teacher modeling of important literacy skills and strategies
– Significant source of vocabulary acquisition
– Allows students to “see” thinking
■ 60 Minute Workshop
■ Mini-Workshop 1 (25 minutes)
– Mini lesson 1 (10 minutes)
– Reading conferences or small group reading
– Independent reading 1 (partner reading)
■ Mini-Workshop 2 (25 minutes)
– Mini-lesson 2 (10 minutes)
– Reading conferences or small group reading
– Independent reading 2 (read alone)
■ Reading Share (10 minutes)
■ Writing Workshop to follow
Format: Writers Workshop
■ Reading
– Demonstrate understanding of spoken words, syllables, and sounds
– Decoding regularly spelled one-syllable words
– Use knowledge that every syllable must have a vowel sound to determine the number of
syllables in a printed word.
– Decode two-syllable words following basic patterns by breaking the words into syllables.
– Use context to confirm or self-correct word recognition and understanding, rereading as
necessary
■ Writing
– Write informative/explanatory texts in which they name a topic, supply some facts about the
topic, and provide some sense of closure
– Write narratives in which they recount two or more appropriately sequenced events, include
some details regarding what happened, use temporal words to signal event order, and
provide some sense of closure
Alternate Instructional Option: READING
This plan is very fluid and flexible and does not represent a concrete way of teaching.
Best practice would be to individualize areas of instructions as much as possible. This
may mean restructuring, reformatting, and re-evaluating data to best meet the needs of
every learner in the class.
This plan is very fluid and flexible and does not represent a concrete way of teaching.
Best practice would be to individualize areas of instruction as much as possible. This
may mean restructuring, reformatting, and re-evaluating data to best meet the needs of
every learner in the class.
■ Fisher, Dr. Douglas. Effective Use of the Gradual Release of Responsibility Model.
■ Taberski, Sharon. (2011). Comprehension from the Ground Up. Portsmouth, New
Hamshire. Heinemann.