Cardinal Elementary Strategic Literacy Plan

2015-2016
COMPONENT 1- GOALS:
Literacy development is one of the most important goals at Cardinal Elementary School. We are
building and sustaining a school culture in which high quality literacy instruction for all students
is our utmost important. Our primary literacy goal is to help every child read at or above grade
level. However, this goal alone is insufficient and requires that students accomplish several
smaller, formative literacy goals along the way. These formative goals will be measurable and
based on multiple assessments. To achieve our goal of literacy for all, Cardinal Elementary
embraces a balanced, comprehensive approach to literacy. Our approach will be guided by
educational research aimed at increasing students ability to connect with their reading, and to be
involved with rigorous, and relevant instruction that supports their reading and writing skills and
development. Our goal is for all Cardinal students to be life long proficient readers while also
fostering a love for reading each day.
As a building, we will:
Focus literacy instruction on systematic reading and writing strategies.
Provide a wide range of books and reading materials of appropriate complexity.
Monitor the literacy progress of all students and develop a plan for additional
instruction, when necessary.
Make certain that all teachers accept responsibility for developing literacy skills.
Component 2- Leadership:
Effective leadership is essential in all parts of CCSD strategic literacy plan. To the
greatest degree possible, leadership support will also involve the building principal, director of
curriculum and instruction, district literacy coach, instructional coaches, title one/reading
recovery teachers, PLC leaders, and special education and general education teachers. Cardinal
Elementary will operate as one cohesive system to best meet the needs of all of our students
rather than as a group of isolated programs.
Supplementary Reading Programs:
Cardinal Elementary will continue the Title 1 Reading and the Reading Recovery program to aid
students who are struggling to remain on grade level in reading. Intervention teachers will
continue their professional development with Comprehensive Literacy Model Training, Reading
Recovery Training, and continued professional development through our local AEA on best
practices . Cardinal Elementary will also partner with Reading Corp to offer support to students
performing slightly below grade level.

Component 3- Assessment:

In order to gauge the effectiveness of our literacy initiatives, multiple assessments are necessary
to determine if children are performing at grade level and to plan instruction. Students not
reading at grade level will be assessed regularly to monitor their reading progress. The following
table shows a list of current assessment programs being used at Cardinal Elementary.

Assessment

Grade level

Purpose

Frequency
of use

Resources
and Action
Plan

IA Assessments

2nd-5th grade

State-wide
assessment
requirement

1x year

Classroom
teachers will
work on test
preparation at
least 2 weeks
prior to testing.
Throughout the
school year,
students will
practice skills
aligned with IA
Assessments

Fountas and
Pinnell
Benchmarks

K-5th grade

-Measures
fluency, accuracy,
wpm, &
comprehension.
-Identifies the
students
instructional level
- Identifies
deficits/strengths
with student
decoding and
comprehension

3x year

Classroom
teachers will
administer
assessment. Time
will be spent
analyzing the
data. Teachers
will collaborate
with Julie
Williams,
Priscilla
Giltner,and
Shelley Peters to
diagnose phonics
deficit. To ensure
fidelity for
administering
this assessment,
professional
development on
running records

and the FP
assessment will
take place.
Skills IA

3rd-5th grade

specific ELA skill

based on IACC

Quarterly

Classroom
Teachers will
administer, use
results to plan
skill specific
groups for math
and reading.

FAST
Assessment

K-3rd grade

WPM, onset
sound, sentence
reading, nonsense
words, word
segmentation

3x year

FAST aReading

K-5

Comprehension
skills with
recommended
focus for
instruction

2 year

Title teachers,
Special
education
teachers, and
staff members
certified to
administer the
FAST
assessment.

FAST progress
monitoring

All students
below grade
level will be
progress
monitored on a
weekly basis

Measures
wpm/fluency

Weekly

Staff members
certified to
administer the
FAST
assessment.

Observational
Survey

administered to
the lowest of
1st grade
readers, and to
each newly
enrolled first
grader.

3 x year

Title/Reading
Recovery
teachers

The school will be responsible for:

1. Evaluating the effective implementation of a variety of literacy assessments to
inform instruction and advanced achievement (including both standardized and teacher
developed assessments, CFAs).

2. Providing time and resources for collaboration among instructional staff to

analyze and/or use reading and writing assessment data (PLC time)
3. Have a universal way of collecting, analyzing, and communicating school
assessment data (Google Docs)
4. Using data to evaluate how instruction is meeting the needs of all students by
addressing learning objectives.
The school leader will be responsible for:
1. Ensuring the literacy requirements and expectations are being followed.
Administration will conduct walk throughs 2x per quarter to gather data on
implementation.
2. Review bi weekly PLC minutes related to student data and assessment
3. Ensuring a school schedule and staff personnel to support continuous assessment
and progress monitoring.
The teacher will be responsible for:
1. Collecting, analyzing, and using data on student literacy achievement on an
ongoing basis as part of the instructional planning cycle.
2. Actively participating in school and grade-level collaboration on analysis and use
of student data.
3. Conferencing with students regarding literacy assessment data on a regular basis.
4. Providing frequent opportunities for student self-assessment, reflection, and goal
setting.
5. Working grade-level team members to develop and use common formative
assessments, and summative assessments.
6. Organizing student data for reporting and communicating with parents regarding
student progress.
COMPONENT 4- CURRICULUM AND INSTRUCTION:
Cardinal Elementary will ensure that sufficient time for implementation of our literacy initiative
takes place through language arts instruction. All students in grades kindergarten through 5th
grade will receive 120 minutes of language arts instruction each day, with a heavy emphasis on
reading. Reading instruction will begin during the first week of school and will continue through
the last week of school. Each classroom will provide high quality instruction that aligns to the
Iowa Core Curriculum. The instruction will have a balanced approach to literacy that
encompasses phonemic awareness, comprehension strategy work, and fluency. The following
describes Cardinal Elementarys implementation, format, and resources that will be utilized
daily.
Grad
e
Level

Minutes/Day

Purpose

Resource

What
teacher will
do:

Daily 5

Whole
Group Mini
Lesson

K-5

K-5

60 min 5x wk

20 min 4x wk
(2nd-5th)
20 min 3x wk
(K-1)20 min 4 x
wk

Management structure
facilitates
independent
practice while
teacher has
guided/skill
based
instruction

Comprehensio
n focus with a
connection to
grade level
units of study
and genres.

-Daily Five: Raz

kids with
comprehension
questions and
stories, Teachers
should use
Bookflix only in
moderation,
purposeful literacy
task.
-CAFE
& CAFE
accountability:
http://www.thedail
ycafe.com/articles/
are-they-reallyreading
-Model
Classrooms
Lite
racy
Coaches
Inst
ructional
Coaches
TL
C model
classrooms
Jan
Richardson
Site:
http://www
.janrichard
songuidedr
eading.com
/literacytips
Small group
guided resources:

Teach students
explicitly, the
steps &
expectations for
D5

-Common Core
Texts
-Jan Richardsons
Next
Steps to Reading
-Comprehension

Use GRR each

day to guide a
reading
skill/strategy. The
teacher will
provide mentor

Teacher teaches
small group
lessons while
students are in
rounds
Breakouts are
required to
correlate directly
to the focus
lessons
Student
accountability
piece will be in
place.
Time for student
reflection and
focus wrap up

Small group K-5

Instruction

20 min 5x wk

Mentor text
will be used to
model
comprehensio
n strategies
while also
delivering
content in
connection to
science and
social studies
when using
non-fiction.

Connections
-Keys to
Comprehension
-Strategies that
Work
Inst
ructional
Coaches
Lite
racy
Coaches
TL
C model
classrooms

texts to model,
create anchor
charts to guide
students in their
independent
practice (thinking
stems,
expectations). The
whole group mini
lesson will tie to
student D5
literacy tasks.

Differentiate
based on skill.
The focus
lesson in small
group will
connect to the
whole group
focus lesson
(comprehensio
n decoding
strategy). A
variety of
genres will be
used.

Next Steps to
Guided Reading
by Jan Richardson
Personnel
Juli
e Williams
She
lley Peters
TL
C model
classrooms

Teacher will
connect focus
lesson to small
group lesson.

BLAST from
Really Great
Reading

Skill based groups

will need to
change
periodically

Phonics
Blast

K-2 and 15-20 min 4x wk

Title

Work on
phonics and
decoding
strategies

Skills IA
Tutor

3rd-5th

Used 2x-4x week

Skill and
Sheila Fetter
concept driven Cindy Green
lessons that
are
individualized
to student
needs

Teachers will
create Skills Tutor
lessons that are
differentiated for
individual student
needs

Writing
Instruction

K-5

45 min. 4x wk

Teaches
students the

Using GRR
consistently utilize

Lucy CalkinsUnits of Study

with/ Lucy
Calkins

Writers
workshop
process by
using mentor
text and
modeling.
Students are
encouraged to
write while
also
connecting
their writing to
Units of Study.

Words Their 3rd-5th

Way
grade

Word Wall
and High
Frequency
Words

K-5th
grade

10-25 min 5x
week/group
rotations

N/A

TL
C model
classrooms
Sup
ports from
AEApossibly
Fran
McVeigh
Jen
ny
Hadenfeldt

and follow Lucy

Calkins. Mini
lesson with
modeling, using
mentor text 4 x
week.
Writers workshop
model with clear
student
expectations.

Phonics Skills, Jenny Hadenfeldt

Vocabulary
Skills,
Writing Skills,
Differentiated
words/spelling
lessons

Administer
inventory 3-4x
year.

Provides
resources for
students to
refer to.
Incorporates
units of study
vocabulary.

Continually add to
the word wall
- Hig
h
frequency
words
- Uni
ts of Study
vocabulary

N/A

Plan Words Their

Way small group
lessons based on
students need.

Content and lessons will align with IACC. Jan Richardsons Next Steps to Reading will be a
framework for literacy lessons-

INTERVENTIONS
For children reading below grade level, some combination of the core reading program, coupled
with additional highly specific supplemental reading materials and/or intervention programs, will
be used for reading instruction. The combination of materials used will be based on the learning
needs of students.Our commitment is to identify children who are reading below grade level, or
who are otherwise at risk for reading problems, and provide them with unique instruction
based upon their needs. Our plan for interventions:

Program/Intervention

Frequency

Reading Recovery- 1st grade

5x week for students who

Julie Williams
qualify based off observation Shelley Peters
survey data
Priscilla Giltner*

Title 1 Reading (K-5)Comprehensive Literacy

Model

5x week for qualifying

students

Julie Williams
Shelley Peters
Priscilla Giltner

Reading Corp (Kdg-3rd)- 17

students

5x week 20 minutes

Colton Moore
&____________
Sheila Fetter- Internal Coach

Associate working with

students

5x week 15-20 minutes

TBD

Daily small g

Below grade level- daily

On grade level- 3-4x week
Above grade level- 1-2x
week

Classroom teacher and

Special education teachers
Resources: AEA (Jaci
Jarmes, Michelle Deshler),
Title teachers)

Summer Program

8 weeks- 2 hours of literacy

with whole group/guided
instruction

AEA consultants
Jan Richardsons Next Steps
to Guided Reading

After School Program

1st grade students below

grade level

TBD

roup instruction

Personnel

To ensure program compliance in the area of curriculum and

instruction of literacy, the district will be responsible for:
Establishing priorities in standards, curriculum, instruction, intervention, and
assessment.
Selecting and purchasing high quality, research-based, culturally relevant
instructional and intervention materials.
Providing continuous training for the implementation of these materials and the
technology to accomplish district literacy goals.
Training administrators on the proper evaluation of literacy instruction.
The school will be responsible for:
Incorporating literacy goals and plans into each day.

 2 Quarterly walkthroughs by district administration to collect data on

implementation Evaluating and giving feedback to teachers to ensure alignment with the
districts Literacy Plan. = 8 times per year.
Researching, observing, and modeling effective literacy instruction.
Providing opportunities for grade-level/departmental groups to meet at least twice
a month to analyze literacy strategies, assessment, data and student work (PLC).
Providing continuous support for the implementation and use of literacy materials
and technology to accomplish district literacy goals.
The teacher will be responsible for:
Using research-based practices to guide student learning.
Developing instructional activities to increase student independence in literacy
across the curriculum.
Selecting materials and methods to accomplish literacy goals.
Analyzing literacy strategies, assessment data, and student work on a regular
basis.
Using district literacy and technology resources to improve students literacy
achievement and proficiency.

Needs:
Benchmarks along the waysurveys, walkthrough data
Lucy training
Rubrics

Summer Planning:

Daily 5

Grade
Level

Minutes/Da
y

Purpose

K-5

60 min 5x wk Management
structurefacilitates
independent
practice
while teacher
has
guided/skill
based
instruction

Resource

What teacher
will do:

Daily Five: Raz

kids with
comprehension
questions and
stories

Teach students
explicitly, the
steps &
expectations for
D5

Teachers should use

Bookflix only in
moderation,
purposeful literacy
tasks.

Teacher teaches
small group
lessons while
students are in
rounds

AEA
consultants
on staff to
coach with
teachers
Jan
Richardson
Site:
http://www.j
anrichardso
nguidedread
ing.com/lite
racy-tips
CAF
E
accountabili
ty:
http://www.t
hedailycafe.
com/articles
/are-theyreallyreading
Goal
Setting:
https://www
.thedailycaf
e.com/articl

Breakouts are
required to
correlate
directly to the
focus lessons
Student
accountability
piece will be in
place. Writing
notebooks with
reading
reflections will
be in place.
Time for
student
reflection and
focus wrap up

es/goalsandtimelines

Whole
Group
Mini
Lesson

K-5

20 min 4-5x
week

Small
group
Instruction

K-5

Phonics
Blast

K-2

Comprehensi
on focus with
a connection
to grade level
units of
study. Mentor
text will be
used to
model
comprehensi
on strategies
while also
delivering
content in
connection to
science and
social studies
when using
non-fiction.

-Common Core
Texts
-Jan Richardsons
Next
Steps to Reading
-Comprehension
Connections
-Keys to
Comprehension
-Strategies that
Work

Use GRR each

day to guide a
reading
skill/strategy.
The teacher
will provide
mentor texts to
model, create
anchor charts to
guide students
in their
independent
practice
(thinking
stems,
expectations).
The whole
group mini
lesson will tie
to student D5
literacy tasks.

20 min 5x wk Differentiate
based on
skill. The
focus lesson
in small
group will
connect to
the whole
groups focus
lesson
(comprehensi
on decoding
strategy)

Next Steps to
Guided Reading by
Jan Richardson
Personnel
AEA
staff to
consult

Teacher will
connect focus
lesson to small
group lesson.

20 min 4x wk Work on
phonics and
decoding

BLAST from
Really Great
Reading

Skill based
groups will
need to change
periodically

strategies
Skills IA
Tutor

3rd-5th

Used 2x-3x
week

Skill and
concept
driven
lessons that
are
individualize
d to student
needs

Teachers will
create Skills
Tutor lessons
that are
differentiated
for individual
student needs

SUMMER INTERVENTIONS
Program/Intervention

Frequency

Personnel

Title 1 Reading (K-5)

5x week for qualifying

students

Julie Williams
Shelley Peters
Priscilla Giltner

Reading Corp (Kdg-3rd)- 17

students

5x week 20 minutes

Colton Moore

Associate working with

students

5x week 15-20 minutes

TBD

Daily small group instruction

5x week 20 minutes (each

summer school student)

Classroom teacher