Literacy Plan

EDUC 645
Spring 2014
Emily VerSchneider
Nicole Young

Section 1: Literacy Need

After reviewing different data in a Virginia Beach City Public Elementary School, we
have come to the conclusion that students in grades 3-5 need more assistance with determining
the difference between themes of a story and the authors purpose for writing a story. After
speaking with a Reading Specialist in this school, she advised me that this is not only a school
wide need, but a city wide need. Contextually, this stems from students being taught persuade,
inform, and entertain or PIE when being taught authors purpose in Virginia Beach. Recently, all
3rd- 5th grade students in this specific middle economic class school were tested on authors
purpose and theme. This was a second quarter city wide assessment where every child was
required to read the same story with the theme of generosity. City wide data showed that
students in these three grades mixed these two concepts up due to the topics similarities.
Specifically in the elementary school where I examined data, 78 percent of students did not
accurately determine the two concepts throughout the story.
There are a few contextual factors that could affect this specific need in this area of town.
However, after speaking with the Reading Specialist, the main contextual factor is an outdated
curriculum teaching old information to teacher and on to students. This school system is of
middle socio economic status. There is 45 percent males in this school and 55 percent females.
The ethnic makeup is 44% Black, 5% Hispanic, and 51% White. Most parents have a travel time
of 16 minutes to work in this area, where the majority of the jobs occupied are business related.
There are many stay at home parents in this area, as well.

Section 2: Possible Solutions

After examining the literacy need at this school, we have come up with two possible
solutions to the problem at hand. Both programs have been developed by companies to assist
schools and school divisions with literacy improvement.
The first option for a program is published by Smart Tutor Education Programs. This
program can be beneficial to an entire schools with lessons tailored for Kindergarten to fifth
grade. Smart Tutor is an online based program that allows for teacher, parents, and student login.
The educational program prides its self in being tailored to suit various learning styles. The
publishers state, This award-winning, automated learning program is proven effective for:
homeschool students, struggling and at-risk students, students with special needs, students on
grade-level, and advanced or gifted students. There are hundreds of different types of students
that are engaged in classrooms on a daily basis in this school building, we want to ensure that all
students needs are being met; not only the strugglers. The program is set up so that students can
log in and work on particular elements; phonics, vocabulary, reading comprehension, etc. There
are various levels that the students can achieve. The program adjusts itself to a students needs.
For instance, if a child is struggling the program will adjust itself so that it is on a more
instructional level for the student. Also, if the program reads that questions are not challenging a
learner it will adjust itself accordingly. Although this seems like a perfect solution, we know that
every program can present challenges and flaws.
Smart Tutor is an online based program. The first question we must ask ourselves is how
it will be implemented. Is this something that will be used at school, at home, or both? We have
to remember the students who may not have access to internet or a computer at home. In this
particular school that would not be a problem; however, it we are considering taking this
program district-wide that may be an issue. Also, this program prides itself in being aligned with

national standards or common core. This particular school district is located in the
Commonwealth of Virginia which does not use Common Core standards, instead instruction is
aligned with SOLs (Standards of Learning).
The second option that we are considering for a possible solution is Read About. This is a
program published by scholastic that focuses on reading content and comprehension. A quote
that the program prides itself on is, Read About is a personal reading coach for every student.
This is very powerful. In this day money hinders us from having as many resources in the
classroom, but if we can find a program that is a personalized coach for every student it may help
to bridge that gap. This is a very motiving program for students. There are ranks that children
are trying to achieve, so while they are reading they need to work on comprehension skills in
order to get all of the answers correct at the end of the passage to move with rank up. The way
that the program is tailored to individual students level is powerful; it grows with the students
and their ability. Read About goes one step further with differentiation. It not only adjusts to
students strengths and weakness but it adjusts to their interests. It provides passages that will
motivate students to learn because they are passionate about the topic at hand. The students log
in and receive passages that pertain to their reading level. They complete activities that are
related to fiction and non-fiction texts. Students must follow along while they are read the
passages. They are tested on whether they are following along and asked to click on certain
words such as a pair of homophones or definitions.
Possible pitfalls that may occur with using this program is internet access and standard
alignment. When it comes to standard alignment, it can be used as a positive or negative. It is not
aligned with one specific standard (ex. Common Core, SOLs, Etc.) instead, it has been blended
between all standards seen across the nation to provide the best instruction possible. With that

being said, Read About meets the requirements of the following funding opportunities: Title I,
Title I, Part A-SES, Title I, Part C-Education of Migratory Children, Title III, 21st Century
Community Learning Centers, IDEA/Special Education Funds. This shows that it is recognized
to be beneficial in these areas. Another pitfall is the use of the internet. Students will either be
required to use this during school, at home, or both. If at-home use is required we have to
consider students who may not have internet readily available.

Section 3: Solution
Read About is a Scholastic program online that is set up to be specific for each student.
Read About provides students with a log in and password which is specific to them. Each child

starts from the beginning of the program and works their way through the program based on their
independent reading level. They are to listen to a recording of passages, non-fiction and fiction,
on their reading level. Throughout the reading students are to click on different parts of speech,
definitions, etc. This is to make sure students are following along and listening to directions. A
big part of literacy is reading and following directions which shows comprehension. It is
important for them to click on the assigned answer or they will not be able to continue. After
they hear the reading passages and complete the follow along activities, the students will be
asked specific questions about the passage. These questions include questions about theme, and
authors purpose. Many of these questions are focused on these two topics, which are our topic
of concern for Virginia Beach Public Schools.
Our literacy need was theme and authors purpose and the difference between them. Read
About was chosen as our solution due to the in depth discussion of both theme and authors
purpose and the difference between them.
Every child will need a computer with internet access to be able to access this program.
They will need to be able to set up a password and a log in number. Also, students will need the
program purchased by their school system. Although it is not necessary, headphones may be a
helpful material for each student as they will be able to focus in on their own reading passage
when it is reading to them. Students will need to know strategies such as how to listen, focus,
and understand the question at hand. Teaching this to students should be just a review to them at
the fourth grade level, however this solution can be used at any grade as it determines a childs
independent reading level.
Implementation should start with purchasing the program through the school and then
with a discussion of the program to the students, how it works, and why it is important. It is

important because students will become familiar with technology, reading questions and
answering them, and practice listening. The next step is to get every child signed up and create a
password they will remember easily. Every child should then be able to use a computer to log in
and begin the program with or without headphones. The program automatically determines the
childs reading and comprehension levels and will begin to test them until the computer finds
their instructional level. The final step in implementation is to continue to use this program
consistently. Having children only use this program once a week is not going to make a large
difference. Students should be required to complete this in their free time, guided reading time
when not with a teacher, or maybe during reading in a station.

Section 4: Professional Development Plan

Theme and authors purpose have been identified as a need in this Virginia Beach,
Public School. Now that we know the need, and know the program that is going to best help our
students succeed, we need to put a plan on implementation together for faculty. Change is never

easy for people; however, this new program and its features are going to bring great change to
the classroom. It will take 2 afternoon sessions of training for the teachers about the benefits,
how-to-use, and other parts of the Read About program. Over the summer, the teacher will be
given 2 practitioner based books to read for professional development in this area. Read About
has a teacher implementation guide that goes along with the program. This will be given to the
teachers prior to the summer beginning so that they can be somewhat familiar with the programs
function and purpose before the training begins. The second book is something that will help
make this new literacy push effective in all classrooms. Spaces & Places: Designing Classrooms
for Literacy is a text by Debbie Diller. If the school is using money to purchase this program,
other steps need to be taken to make the students successful. This program by itself isnt going to
magically fix all problems, teachers need to be on board as use it as a resource in their literacy
instruction. General education teachers, special education teacher, all instructional assistants,
administration, and specialists will receive training on this new program. Reading specialists and
coaches will attend a conference in August so that they can, in turn, train the reminder of the
school and be able to answer any questions that may arise. It is important for administration to be
involved in training because this is what their teachers are being asked to do. It is very important
that there is not a disconnect between teachers and administration, this will help bridge that gap.
Change is never an easy thing to do when someone has been doing something the same
way for many years. This change will be the most difficult for our teachers who have been
around a long time and are hesitant to all of the technology integration. The motivation for
change is going to be evidence of benefits. Current scores will be shown to the staff so that they
can all see where the deficit occurs. Scores from schools who have implemented this program
will also be given and then scores that were achieved after using this program. The motivation

will be the rise in scores, and ultimately the benefit that our students receive from this. As the
lead reading specialist in this school, it will be by duty to do all of these things. I will need to
ensure that teachers are on board with this program so that we can reap all of the benefits that it
has to offer. I will be the lead trainer in the program at our school after attending a conference so
that I will be trained. Support will be given to the teachers in the short term by being very patient
with them as this program is being introduced and working with this as they are asking questions
or possibly giving push back to the program. In terms of the long term, follow up professional
development will be given to listen to concerns, questions, or comments about some successes or
flaws that they may think this program has. I will be available to any teacher, at any time, with
questions or concerns about this program and be happy to assist them in any way possible, even
if that mean me coming into the classrooms and giving the students a tutorial as to how to use
Read About.

Section 5: Timeline for Implementation

Changes do not occur overnight and in order to insure that your plan lasts and is
successful it is important to have a smooth transition. The new reading program will begin in the
2014-2015 school year. It is best to start the year with the new focus rather than to begin in the
middle or towards the end. The summer will be used for teachers to begin to familiarize
themselves with the innovative that we are trying to go with in our school. At the conclusion of

the 2013-2014 school year, teacher will get their professional development readings to be
completed over the summer. At the end of July, myself and another reading specialist will attend
a conference specially tailor to schools wanting to implement Read About into their curriculum.
One week prior to teacher work week, one language arts chair on each grade level will attend a
retreat giving by myself and the school literacy coach. It will take place during the day for about
4 hours. Teacher work week will have 2 different sessions regarding Read About. The first
session will be able to program itself and the second session will be about the best way for
implementation.
This school year is a trial for the program to see what its benefits are and how we can
continue to adjust the program to best suit our students. I will be in classrooms monitoring
instruction and implementation in September and October. On October 25th, there is a teacher
work day that we will have a session where teachers can voice their concerns, frustrations, and
positive feedback that they have seen during the first two months of school. I will continue to be
in classrooms seeing how different teachers and using the program and seeing good ideas that I
can share with struggling teachers. Test scores and teach feedback will be used to assess and
monitor the progress on this new program.
Problems never cease to arise during implantation of new programs. This district is
constantly being hit with budget set-backs and that is a definite possibility here. A possible
problem could be that computers are taken out of the classrooms and only available is schoolwide labs. This could create a huge problem for our intentions of this new program. It is our
intention that students are using it daily during literacy stations. If this is the case, then we will
have to look at using computer resource time or having a schedule to ensure that each class as

access to the lab once a week. It would also be important for us to push at-home use of Read
About. We want to be prepared incase this problem would arise.
This process is not going to be an easy one since we are bringing in an entirely new
program to the building. It is important to always listen to what the teachers have to say because
they are the ones using it daily in their classrooms. I will always have an open door to speak with
teachers about their concerns and to help in any way that I can. It is my duty to ensure that this is
a success program, for the students sake.