Literacy Plan

2012 Missouri Department of Elementary and Secondary Education
1he ueparLmenL of LlemenLary and Secondary LducaLlon does noL

dlscrlmlnaLe on Lhe basls of race, color, rellglon, gender, naLlonal
orlgln, age, or dlsablllLy ln lLs programs and acLlvlLles. lnqulrles
relaLed Lo ueparLmenL programs and Lo Lhe locaLlon of servlces,
acLlvlLles, and faclllLles LhaL are accesslble by persons wlLh dlsablllLles
may be dlrecLed Lo Lhe !efferson SLaLe Cfflce 8ulldlng, Cfflce of Lhe
Ceneral Counsel, CoordlnaLor Clvll 8lghLs Compllance (1lLle vl/1lLle
lx/304/AuA/Age AcL), 6
Lh
lloor, 203 !efferson SLreeL, .C. 8ox 480,
!efferson ClLy, MC 63102-0480, Lelephone number 373-326-4737 or
11? 800-733-2966, fax number 373-322-4883, emall

2

Comm|ss|oner and State 8oard of L|ementary
and Secondary Lducat|on
Dr. Chr|s N|castro "#$$%&&%#'() #* +,-./0%#'
eter I. nerschend 1)(&%,('0
kev. Stan Arch|e 2%.(31)(&%,('0
Deborah L. Dem|en
I. M|chae| onder
Syb| S|aughter
kusse|| C. St|||
1he m|ss|on of the M|ssour| Department of
L|ementary and Secondary Lducat|on |s to
guarantee the super|or preparat|on and
performance of every ch||d |n schoo| and |n ||fe.
1he ueparLmenL of LlemenLary and Secondary LducaLlon does noL dlscrlmlnaLe on Lhe
basls of race, color, rellglon, gender, naLlonal orlgln, age, or dlsablllLy ln lLs programs
and acLlvlLles. lnqulrles relaLed Lo ueparLmenL programs and Lo Lhe locaLlon of
servlces, acLlvlLles, and faclllLles LhaL are accesslble by persons wlLh dlsablllLles may be
dlrecLed Lo Lhe !efferson SLaLe Cfflce 8ulldlng, Cfflce of Lhe Ceneral Counsel,
CoordlnaLor Clvll 8lghLs Compllance (1lLle vl/1lLle lx/304/AuA/Age AcL), 6
Lh
lloor,
203 !efferson SLreeL, .C. 8ox 480, !efferson ClLy, MC 63102-0480, Lelephone number
373-326-4737 or 11? 800-733-2966, fax number 373-322-4883, emall
clvllrlghLs[dese.mo.gov.
L|teracy Adv|sory Comm|ttee Members
Donna A|exander 4%0()/.5 "#'&-60/'0 "('0)/6 718"
D|ane Auds|ey "#$$-'%./0%#' 9)0& "#'&-60/'0 8+:+
L|nda 8rad|ey 9&&#.%/0( 1)#*(&&#) "#6-$;%/ "#66(<(
Lana 8rooks +/)65 "=%6,=##, :->()?%&#) 8+:+
Dr. 8arbara Cross|and 1)#*(&&#) @#)0=A(&0 B%&&#-)% :0/0( C'%?()&%05
kae Daugherty D)/%'() B%&&#-)% 7(/,%'< E'%0%/0%?(
Iam|e Dome|r F%',()</)0(' D(/.=()
Dr. Laur|e Ldmondson 9&&#.%/0( 1)#*(&&#) 8)-)5 C'%?()&%05
Susan I|sher +6($('0/)5 "#$$-'%./0%#' 9)0& :->()?%&#)
Me||a Irank||n G%<= :.=##6 +'<6%&= D(/.=()
Dr. Caro| G|||es 9&&%&0/'0 1)#*(&&#) C'%?()&%05 #* B%&&#-)%
hy|||s narr|s 8%)(.0#)H B%&&#-)% 1/)('0 E'*#)$/0%#' 7(&#-).( "('0() I1E7"J /0 4EKD
Dr. kebecca nase|t|ne 8%)(.0#) B%&&#-)% 7(/,%'< E'%0%/0%?(
Dr. Marty nawk|ns 4%0()/.5 "#'&-60/'0
G|nger nenry :>(.%/6 +,-./0%#' 8%)(.0#) 8+:+
Dr. Sharon noge 9&&%&0/'0 "#$$%&&%#'() L**%.( #* "#66(<( /', "/)(() 7(/,%'(&& 8+:+
8eth nouff +6($('0/)5 1)%'.%>/6
Dana numphrey :(.#',/)5 "#$$-'%./0%#' 9)0& "-))%.-6-$ "##),%'/0#)
Debb|e Iameson D%06( M D(/.=()N+6($('0/)5 4%0()/.5 "#/.=
Donna Iohnson B%,,6( :.=##6 4%0()/.5 "#/.=
Dr. An|ta Lae| 9&&%&0/'0 1)#*(&&#) 4%'.#6' C'%?()&%05
Dr. Amy Lann|n 8%)(.0#) B%&&#-)% O)%0%'< 1)#P(.0
Ireda Mark|ey +/)65 "=%6,=##, :>(.%/6%&0
Dr. 8arbara Mart|n 1)#*(&&#) C'%?()&%05 #* "('0)/6 B%&&#-)%
G|enda Monach|no F%',()</)0(' D(/.=()
neather Myers K%)&0 Q)/,( D(/.=()
kathy arr|s :->()?%&#) K(,()/6 1)#<)/$& 8+:+
IoAnne ka|ston 8%)(.0#) +/)65 4(/)'%'< 8+:+
Mo||y koe +6($('0/)5 4%0()/.5 "#/.=
Sherr| Sampson 9&&(&&$('0 8%)(.0#)
Iana Schm|dt 1)#P(.0 8%)(.0#) G(/)0 #* B%&&#-)% 718"
1hea Scott 8%)(.0#) D=)(( D%()(, B#,(6& 8+:+
Dan|e||e Se||enr|ek G%<= :.=##6 +'<6%&= D(/.=()
Iu||e Sheerman G%<= :.=##6 +'<6%&= D(/.=()
Dr. kathy 1hornburg 9&&%&0/'0 "#$$%&&%#'() L**%.( #* +/)65 /', +R0(',(, 4(/)'%'< 8+:+
Lva 1rumbower :>((.=34/'<-/<( 1/0=#6#<%&0
C|a|re Wa||ace +6($('0/)5 "-))%.-6-$ :>(.%/6%&0
Dr. Mary We|ss-Ch|tt|m 4%0()/.5 :>(.%/6%&0
Car|a Whee|er 9&&%&0/'0 :->()%'0(',('0 "-))%.-6-$
hy|||s Wo|fram 8%)(.0#) #* :>(.%/6 +,-./0%#'
Debb|e Wood K#-)0= Q)/,( D(/.=()
Appendlx C: 8eferences 78

Missouri State Comprehensive Literacy Plan
TABLE OF CONTENTS
ln18CuuC1lCn 4
S1AnuA8uS-8ASLu Cu88lCuLuM 13
LLAuL8SPl & SuS1AlnA8lLl1? 18
lnS18uC1lCn & ln1L8vLn1lCnS 26
ASSLSSMLn1 49
A81nL8SPlS 33
8ClLSSlCnAL uLvLLCMLn1 63
ALNDICLS
Appendlx A: LlLeracy AssessmenL lnvenLory 71
Appendlx 8: Clossary of 1erms 73
Appendlx C: WhaL Lo Look lor 93
Appendlx u: 8eferences 112
3

lntroduction
1he Missouri Department o Llementary and Secondary Lducation ,DLSL, has long held high standards and expectations or students. 1he
Outstanding Schools Act o 1993 called together master teachers, parents, and policy makers rom across the state to create Missouri academic
standards. 1he result o that work was the Show-Me Standards, which were adopted by the Missouri State Board o Lducation in 1996. 1hese
standards detailed the competencies that were considered to be essential or students exiting high school to hae mastered in order to lead
productie, ulilling, and successul lies as they continued their education or entered the workorce.
In June o 2010, 1he Missouri State Board o Lducation, along with many other states, adopted the Common Core State Standards ,CCSS,.
These new standards continue Missouris tradition o high expectations or students and will help guide districts in reising local curricula.
Seeking to include all stakeholders in the task o deeloping a statewide literacy plan, DLSL established a Literacy Adisory Board. 1his Board
is made up o representaties rom school districts, community and parent groups, higher education institutions, and DLSL. 1he purpose o
this Board is to positively impact the literacy lives of Missouris students through creating a literacy vision, establishing literacy goals and
oering urther direction to school districts.
Current research on literacy deelopment, literacy instruction, and student and teacher learning has been used to guide discussion and to
deelop this state literacy plan. A study o best practices in literacy instruction and literacy support or optimal deelopment has resulted in the
deelopment o an eectie literacy ramework comprised o the ollowing six core components:
Standards-based Curriculum
Leadership and Sustainability
Instruction and Interentions
Assessment
Partnerships
Proessional Deelopment
4

Lach component, necessary or the literacy deelopment o all children educated within the Missouri public school system, is interwoen to
create a ull picture o literacy education in the state o Missouri. 1his plan explains the core components and encourages a systemic and
synchronized approach that includes state, district, and community inolement.
M|ssour| L|teracy 8|rth-Grade 12 State |an
1he ollowing actions and eidence outline DLSLs commitment of support to districts and schools in meeting the goal o a ully implemented
literacy plan.
Component DLSL Act|ons Lv|dence
Standards-
based
Curr|cu|um
uLSL wlll provlde resources and Lools LhaL
AdopL Common Core SLaLe SLandards
Support alignment of curriculum to Missouris state
sLandards
Allgn currlculum wlLh evldence-based llLeracy
lnsLrucLlon and developmenLally approprlaLe
assessmenL
SupporL dlsLrlcLs ln lnLegraLlng llLeracy lnsLrucLlon
across Lhe currlculum Lo faclllLaLe sLudenL learnlng
Lncourage lnLenLlonal plannlng Lhrough lessons LhaL
foster students use of thinking and communication
skllls ln Lhe servlce of all learnlng
SupporL dlsLrlcLs ln developlng and communlcaLlng
pollcy expecLaLlons for all chlldren and youLh
uevelop blrLh Lhrough 3-year-old language and llLeracy
learnlng sLandards (wlLhln a seL of comprehenslve
learnlng sLandards) LhaL are arLlculaLed wlLh k-12
sLandards
SupporL career and vocaLlonal educaLlon collaboraLlon
and plannlng
1) Crosswalk beLween Crade Level LxpecLaLlons (CLLs)
and Course Level LxpecLaLlons (CLLs) and Mlssourl
SLaLe SLandards
2) Common core currlculum maps
3) CommonallLy documenL
4) lnLer-agency meeLlngs and dlscusslon lncludlng Larly
and LxLended Learnlng, Cfflce of College and Career
8eadlness, and Plgher LducaLlon
3

Leadersh|p uLSL wlll
SupporL dlsLrlcLs ln Lhe developmenL of a communlLy
llLeracy vlslon for all sLudenLs, blrLh-grade 12
uevelop and dlssemlnaLe a sLaLe llLeracy plan
SupporL llLeracy Leams ln plannlng professlonal learnlng
opporLunlLles ln llLeracy
CommunlcaLe Lhe lmporLance of quallLy preschool
experlences for achlevemenL ln Lhe prlmary grades and
supporL dlsLrlcLs ln developlng a vlslon of collaboraLlon
beLween early chlldcare servlces and elemenLary
schools
CommunlcaLe Lhe lmporLance of llLeracy ln college and
career readlness and supporL dlsLrlcLs ln developlng a
vlslon for susLalnlng Lhls emphasls beglnnlng ln mlddle
school and conLlnulng Lhrough Lhe LranslLlon from hlgh
school Lo posLsecondary lnsLlLuLlons and work
1) MeeLlng agendas and summarles
2) LlLeracy plannlng documenLs for schools and dlsLrlcLs
onllne, lnLeracLlve llLeracy modules, Common Core
Currlculum Maps
3) lnLer-agency meeLlngs and dlscusslons, lncludlng: Larly
and LxLended Learnlng, Cfflce of College and Career
8eadlness, and Plgher LducaLlon
6

Instruct|on
and
Intervent|ons
uLSL wlll provlde, wlLhln Lhe sLaLe llLeracy plan, resources LhaL
romoLe currenL llLeracy and learnlng research
Are developmenLally approprlaLe for learners
Comblne readlng, wrlLlng, and communlcaLlon
experlences LhaL lead Lo a hlgher level of Lhlnklng
Address Lhe needs of sLudenLs whose readlng, wrlLlng,
and communlcaLlon skllls are below grade level, on
grade level, and above grade level
lan for conLlnulLy and conslsLency durlng key sLudenL
LranslLlon polnLs
Lmbed culLural awareness ln llLeracy approaches
SupporL declslon-maklng aL all levels, blrLh Lhrough
grade 12 LhaL ls based on Lhe analysls of mulLlple daLa
sources and Lypes
rovlde llLeracy-rlch experlences, dlverse LexLs,
resources, and models Lo faclllLaLe readlng, wrlLlng, and
communlcaLlon skllls developmenL LhaL meeL Lhe
dlverse needs of sLudenLs
1) Cnllne resources
2) Currlculum maps
7

rofess|ona|
Deve|opment
uLSL wlll fosLer a conslsLenL, sLaLewlde approach Lo Leachlng
llLeracy by
Lncouraglng dlsLrlcLs Lo ensure LhaL llLeracy
professlonal developmenL aL all levels ls hlgh quallLy,
[ob-embedded, ongolng, and research-based
SupporLlng dlsLrlcLs ln allgnmenL for conslsLency and
conLlnulLy ln lmprovlng Lhe readlng, wrlLlng,
communlcaLlon skllls, and academlc achlevemenL of all
sLudenLs, blrLh Lhrough grade 12
rovldlng resources for expllclL, sysLemaLlc llLeracy
lnsLrucLlon, lncludlng readlng, wrlLlng, and
communlcaLlon experlences across Lhe currlculum
rovldlng lnformaLlon abouL recommended early
language and llLeracy sLandards
romoLlng professlonal learnlng opporLunlLles and
resources for all, lncludlng Lhose avallable vlrLually
8ecommendlng follow-up procedures LhaL lnclude
analysls of sLudenL work/performance, a reflecLlve
evaluaLlon process, and plannlng for lmprovemenL
romoLlng Lhe role of lnsLrucLlonal/llLeracy coaches ln
Leacher professlonal learnlng
1) Mlssourl SLaLe LlLeracy lan
2) Cnllne lnformaLlon lncludlng, buL noL llmlLed Lo:
WrlLe Lo Learn
Mlssourl WrlLlng ro[ecL (MW)
Conference on Lhe ?oung ?ears
Mlssourl lnLernaLlonal 8eadlng AssoclaLlon
(MCl8A)
Mlssourl AssoclaLlon of 1eachers of Lngllsh
(MA1L)
Mlssourl 8eadlng lnlLlaLlve (M8l)
Assessment 1hrough Lhe SLaLe LlLeracy lan, uLSL wlll provlde
Culdance Lo dlsLrlcLs ln developlng a balanced sysLem
of assessmenL (e.g., screenlng, progress monlLorlng,
formaLlve, ouLcome)
rofesslonal learnlng and supporL ln daLa analysls
Culdance Lo dlsLrlcLs ln ldenLlfylng sLudenLs LhaL need
addlLlonal llLeracy supporL, lncludlng sLudenLs who are
mosL aL rlsk and Lhose who are performlng beyond
peers
ulsLrlcLs wlLh annual assessmenL daLa
1) SLaLe LlLeracy lan, AssessmenL ComponenL
8

artnersh|ps uLSL wlll
CollaboraLe wlLh a llLeracy cohorL from hlgher
educaLlon enLlLles Lo provlde guldance on:
LlLeracy lnsLrucLlon wlLhln educaLor
preparaLlon programs
SupporL Lo beglnnlng Leachers on Leachlng
llLeracy
SupporL Lo Leacher preparaLlon programs and
beglnnlng Leachers Lo ensure sLudenLs are
college and career ready
lncorporaLlng a focus on llLeracy ln leadershlp
developmenL programs
lncorporaLlng and communlcaLlng Mlssourl
sLaLe sLandards lnLo preparaLlon programs
lncorporaLlng and communlcaLlng llLeracy plan
lmplemenLaLlon lnLo preparaLlon programs
rovlde famllles and school communlLles wlLh
lnformaLlon abouL Mlssourl llLeracy sLandards
LsLabllsh a deslgnaLlon for quallLy preschool programs
who parLner wlLh dlsLrlcLs
1) LlLeracy advlsory Leam meeLlng agendas and mlnuLes
2) Mlssourl SLaLe LlLeracy lanarLnershlp secLlon
3) 8evlsed programs and documenLs relaLed Lo educaLor
preparaLlon
4) 8eporLs and oLher documenLs demonsLraLlng resulLs of
varlous collaboraLlon efforLs
CollaboraLe wlLh early llLeracy agencles and parLners Lo
supporL early chlldhood Leachers ln developmenL of
Leachlng and learnlng sLraLegles Lo supporL llLeracy plan
SLrengLhen coordlnaLlon of Lhe sLaLewlde sysLem of
supporL by sharlng sLraLegles, currlcula, lnLervenLlons,
and assessmenLs Lo enhance llLeracy developmenL
CollaboraLe wlLh parLners (e.g., MCl8A, Mlssourl
AssoclaLlon of 1eachers of Lngllsh, MW, M8l) Lo
promoLe llLeracy plannlng and Lo supporL school and
dlsLrlcL llLeracy Leams
CoordlnaLe efforLs wlLhln uLSL offlces Lo ensure LhaL
9

undersLandlng and lmplemenLaLlon of llLeracy plan are
conslsLenL for schools and dlsLrlcLs
Lncourage dlsLrlcLs Lo parLner wlLh local clvlc
organlzaLlons and buslnesses for communlLy supporL of
llLeracy learnlng
10

LLAuL8SPl & SuS1AlnA8lLl1?
S1AnuA8uS-8ASLu Cu88lCuLuM
lnS18uC1lCn & ln1L8vLn1lCnS
ASSLSSMLn1
Missouri Comprehensive Literacy Plan
A81nL8SPlS
8ClLSSlCnAL uLvLLCMLn1
11

Missouri Comprehensive Literacy Plan
LLADLkSnI
&
SUS1AINA8ILI1
S1ANDAkDS-
8ASLD
CUkkICULUM
INS1kUC1ICN
&
IN1LkVLN1ICNS
ASSLSSMLN1 kCILSSICNAL
DLVLLCMLN1
Ak1NLkSnIS
LLAkNLk DLVLLCMLN1
12

Standards-Based Curriculum
In June o 2010, 1he Missouri State Board o Lducation adopted the Common Core State Standards ,CCSS,in Lnglish Language Arts,
including Literacy in listory, Social Studies, Science, and 1echnical Subjects, which will sere as the oundation or instruction. 1he CCSS will
inorm educators concerning what students in Missouri should know and be able to do in order to become lie-long learners and productie
citizens in the global marketplace.
1he Common Core State Standards were deeloped through an eort coordinated by the National Goernors Association ,NGA, and the
Council o Chief State School Officers (CCSSO). Their purpose was to produce a set of common standards that are research and evidence
based, aligned with college and work expectations, rigorous, and internationally benchmarked (CCSSO and NGA, 2010, p. 3). The K-12
standards or Lnglish Language Arts ,LLA, were deried by translating the College and Career Readiness ,CCR, Anchor Standards into age-
and attainment-appropriate terms. In constructing these standards seeral sources were taken into consideration. 1he standards were
influenced by high performing states standards and international models, and with input from scholars, assessment developers, proessional
organizations, educators, parents, students, and other stakeholders.
1he CCSS in LLA hae been compared to both the Show-Me Standards and the Missouri Grade and Course Leel Lxpectations. As a result
o the comparison process, it has been determined that there is close alignment among all three documents.
Plans are currently underway to proide educators throughout the state with the resources needed to ully transition to the CCSS by the 2014-
2015 academic year. Additionally, Inant and 1oddler ,birth-three years o age, Standards or literacy hae been deeloped. 1hese standards
were aligned with the existing Larly Childhood Standards which address children ages our through kindergarten. 1he Larly Childhood
Literacy Standards had preiously been aligned to the Grade and Course Leel Lxpectations K-12.
13

-

S1ANDAkDS 8ASLD CUkkICULUM
8|rth-reschoo| r|mary Intermed|ate M|dd|e n|gh
1he curr|cu|um |s
r|gorous, |ntent|ona|,
and a||gned to
M|ssour| state
standards to
promote student
|earn|ng success.
Lnsure learnlng
acLlvlLles relaLed Lo
early language and
llLeracy are allgned Lo
Lhe Mlssourl Larly
Learnlng SLandards
Lnsure school
currlculum ls allgned
Lo Lhe Mlssourl
Show-Me SLandards
Lnsure school
Lo Lhe Mlssourl
Show-Me SLandards
Lnsure school
Lo Lhe Mlssourl
Show-Me SLandards
Lnsure school
Lo Lhe Mlssourl
Show-Me SLandards
lmplemenL and
monlLor a research-
based, dlfferenLlaLed
currlculum LhaL
allows for conLlnuous
progress for all
sLudenLs Lo meeL
Lhelr learnlng needs
lmplemenL and
monlLor a research-
currlculum LhaL
progress for all
sLudenLs Lo meeL
lmplemenL and
monlLor a research-
currlculum LhaL
progress for all
sLudenLs Lo meeL
lmplemenL and
monlLor a research-
currlculum LhaL
progress for all
sLudenLs Lo meeL
lmplemenL and
monlLor a research-
currlculum LhaL
progress for all
sLudenLs Lo meeL
Lmbed age-
approprlaLe llLeracy
lnsLrucLlon and
acLlvlLles across Lhe
currlculum
Lmbed expllclL
llLeracy lnsLrucLlon
and acLlvlLles across
Lhe currlculum
Lmbed expllclL
Lhe currlculum
Lmbed expllclL
Lhe currlculum
Lmbed expllclL
Lhe currlculum
Lnsure common
lnsLrucLlonal
vocabulary across
and beLween grade
levels.
Lnsure common
lnsLrucLlonal
vocabulary across
and beLween grade
levels.
Lnsure common
lnsLrucLlonal
vocabulary across
and beLween grade
levels.
Lnsure common
lnsLrucLlonal
vocabulary across
and beLween grade
levels.
Lnsure common
lnsLrucLlonal
vocabulary across
and beLween grade
levels.
14

-

rovlde evldence LhaL
currlculum lesson
plans show
lnLenLlonal plannlng
that fosters childrens
use of crlLlcal Lhlnklng
and communlcaLlon
skllls
teachers unit and
lesson plans show
that fosters students
and communlcaLlon
skllls
Leachers unit and
lesson plans show
and communlcaLlon
skllls
teachers unit and
lesson plans show
and communlcaLlon
skllls
Leachers unit and
lesson plans show
and communlcaLlon
skllls
locus currlculum on
selecLed books,
wrlLlng, and
communlcaLlon
sLraLegles and
acLlvlLles
lmplemenLed
program wlde
locus currlculum on
selecLed readlng,
wrlLlng, and
communlcaLlon
sLraLegles
lmplemenLed school-
wlde
locus currlculum on
selecLed readlng,
wrlLlng, and
communlcaLlon
sLraLegles
lmplemenLed school-
wlde
locus currlculum on
selecLed readlng,
wrlLlng, and
communlcaLlon
sLraLegles
lmplemenLed school-
wlde
locus currlculum on
selecLed readlng,
wrlLlng, and
communlcaLlon
sLraLegles
lmplemenLed school-
wlde
lnclude currlculum
that guides students
use of Lechnology Lo
gaLher, organlze,
manlpulaLe, and
express ldeas and
lnformaLlon for a
varleLy of auLhenLlc
purposes and
audlences
lnclude currlculum
gaLher, organlze,
manlpulaLe, and
express ldeas and
lnformaLlon for a
purposes and
audlences
lnclude currlculum
gaLher, organlze,
manlpulaLe, and
express ldeas and
lnformaLlon for a
purposes and
audlences
lnclude currlculum
gaLher, organlze,
manlpulaLe, and
express ldeas and
lnformaLlon for a
purposes and
audlences
13

-

8eflecL collaboraLlon
among all early care
and educaLlon
sLakeholders
lncludlng famllles
among all Leachers
and oLher educaLlon
sLakeholders
lncludlng famllles
among all Leachers
and oLher educaLlon
sLakeholders
lncludlng famllles
among all Leachers
and oLher educaLlon
sLakeholders
lncludlng famllles
among all Leachers
and oLher educaLlon
sLakeholders
lncludlng famllles
Allgn and arLlculaLe
horlzonLally and
verLlcally wlLhln Lhe
school and wlLh oLher
early chlldhood
enLlLles Lo provlde a
seamless LranslLlon
from class-Lo-class,
grade-Lo-grade, and
school-Lo-school
horlzonLally and
school and wlLhln
oLher schools ln Lhe
dlsLrlcL Lo provlde a
seamless LranslLlon
grade-Lo-grade, and
school-Lo-school
horlzonLally and
school and wlLhln
seamless LranslLlon
grade-Lo-grade, and
school-Lo-school
horlzonLally and
school and wlLhln
seamless LranslLlon
grade-Lo-grade, and
school-Lo-school
horlzonLally and
school and wlLhln
seamless LranslLlon
grade-Lo-grade, and
school-Lo-school
lnclude a balanced
sysLem of assessmenL
wlLh boLh formal and
lnformal evaluaLlon
Lechnlques
lnclude a balanced
lnformal evaluaLlon
Lechnlques
lnclude a balanced
lnformal evaluaLlon
Lechnlques
lnclude a balanced
lnformal evaluaLlon
Lechnlques
lnclude a balanced
lnformal evaluaLlon
Lechnlques
Challenge and
develop childrens
ablllLles Lo Lhlnk
crlLlcally aL hlgh levels
Challenge and
develop childrens
ablllLles Lo Lhlnk
Challenge and
develop childrens
ablllLles Lo Lhlnk
Challenge and
develop childrens
ablllLles Lo Lhlnk
Challenge and
develop childrens
ablllLles Lo Lhlnk
16

-

ls chlld-cenLered and
allows for
opporLunlLles Lo
exLend Lhe
currlculum Lhrough
lnqulry-based
acLlvlLles and pro[ecLs
ls sLudenL-cenLered
and allows for
opporLunlLles Lo
exLend Lhe
currlculum Lhrough
lnqulry-based
ls sLudenL-cenLered
and allows for
opporLunlLles Lo
exLend Lhe
currlculum Lhrough
lnqulry-based
ls sLudenL-cenLered
and allows for
opporLunlLles Lo
exLend Lhe
currlculum Lhrough
lnqulry-based
ls sLudenL-cenLered
and allows for
opporLunlLles Lo
exLend Lhe
currlculum Lhrough
lnqulry-based
ConLlnuously
evaluaLe, revlew, and
revlse Lhe currlculum
LhroughouL Lhe enLlre
blrLh Lhrough grade
Lwelve sysLem
ConLlnuously
blrLh Lhrough grade
Lwelve sysLem
ConLlnuously
blrLh Lhrough grade
Lwelve sysLem
ConLlnuously
blrLh Lhrough grade
Lwelve sysLem
ConLlnuously
blrLh Lhrough grade
Lwelve sysLem
17

Leadership & Sustainability
LIILC1IVL LLADLkSnI
Leadership is one o the key components in any literacy initiatie. Seeral stakeholders are inoled within this component, including
administration, literacy coaches, literacy teams, and building sta, as collaboratie eorts are made to ensure a common set o alues and
belies that guide literacy instruction oer time.
Adm|n|strat|on (r|nc|pa|, Ass|stant r|nc|pa|, D|rector):
Of primary importance is the role of the principal or administrative leader. Booth and Roswell (2007) state, There are two types o expertise
needed in order to seriously improe literacy in schools: one area is expertise in the content o literacy, the other is expertise in leading the
change process (p.7). In order to develop and implement these areas of expertise so crucial to a strong literacy program, school administrators
must:
participate in proessional deelopment opportunities to deelop personal knowledge o literacy principles and practices,
enrich personal knowledge and understanding o exemplary teaching strategies, materials, and assessment and ealuation procedures,
clearly articulate high expectations o all sta and students,see Action Plan pp. 21-24,,
utilize a literacy walk-through obseration to ensure curricular implementation,
utilize a literacy walk-through obseration to gather data or strengthening continuing proessional deelopment ,see appendices,,
ensure ample time or enriched literacy deelopment and learning or sta members and students. 1his includes time or collaboration
among sta members as well as maximizing time or literacy instruction within the classroom,
participate with aculty in literacy training oered through proessional organizations and,or priately oered workshops,
participate in the deelopment o support opportunities or students, both within and outside o the school day, such as needed
interentions, homework help, early learning and parent inolement, credit recoery, and extra-curricular actiities related to literacy
e.g., writing camps, book clubs, etc..
18

In addition, the principal and,or administrator are also the primary change agents and inluential in setting the ision and mission or the
school. Biancarosa (2004) states, without a principals clear commitment and enthusiasm, a curricular and instructional reform has no more
chance o succeeding than any other school wide reform (p.21). Through active participation during the literacy initiative, the
principal,administrator will be able to assess the use o literacy strategies within the classroom, and, through collaboration with a literacy
coach,literacy leader, proide appropriate support or the classroom teacher.
Administratie researchers ,Sebring and Bryk, 2000, lullan, 199, Joyce and Showers, 1995, hae shown sustained, long-term commitment to
the proessional growth o teachers to be a critical unction o eectie school leadership. 1he Missouri Department o Llementary and
Secondary Lducation requires high inolement and commitment on the part o building leadership.
L|teracy 1eams:
Although the building principal,administrator is a key component o the literacy initiatie, leadership responsibilities are shared. 1he
establishment o a Literacy 1eam allows building sta to be represented in the decision-making process. Included in this team are literacy
proessionals, such as literacy coaches, media specialists, and others who are knowledgeable in literacy practices, methods, and resources.
Included in the team are teachers rom each grade leel and content area as well as any special populations. 1he role o the Literacy 1eam is
multiaceted and includes:
reiewing data on student perormance to identiy areas to be considered or proessional deelopment,
analyzing and then using data to make sound instructional decisions,
working to optimize aailable resources or literacy instruction,
deeloping and implementing a building literacy plan,
deeloping a building action plan,
proiding support or new and existing sta
proiding input when considering the addition o new sta.
19

In addition to literacy teams that include literacy coaches,literacy leaders, structures can inole grade leel teams, departmental teams, ertical
teams, cross-discipline teams, and teams with same clientele e.g., a student who is working with a Special Lducation teacher, a Speech and
Language teacher, and,or an Occupational 1herapist should hae a team composed o those teachers as well as the classroom teacher.
L|teracy Coaches:
1he literacy coach is a aluable leader and support system to all charged with the task o proiding learners with opportunities to deelop
literate lies. 1he state expects that the proessionals chosen as literacy coaches hae appropriate licensure, extensie practical experience in the
instruction o literacy, and knowledge o adult learners and their speciic needs . 1he primary role o the literacy coach is to proide
proessional deelopment or teaching sta that includes the ollowing components:
teacher obseration accompanied by ollow-up discussions,
demonstration teaching and co-teaching also with ollow-up discussions,
acilitation o book study groups or classroom research groups,
proiding resources on and ideas or working with struggling students,
proiding leadership or interention teams.
Additionally, literacy coaches may be asked to coordinate literacy assessments and data management to support teachers in the understanding
and use o assessment inormation. 1he literacy coach oers support to aculty in a non-ealuatie role, knowing that building and maintaining
trust is imperatie when asking teachers to learn, step out o their comort zones, and engage in the risk-taking behaior that is required to
grow as an educator.
It is also expected that the Literacy Coach is proided with the time and resources necessary or engaging in proessional deelopment. 1he
Literacy Coach is a lie-long learner, needing to stay abreast o newly introduced research in the areas o literacy, data analysis, and adult
learning.
20

Instruct|ona| Staff:
At the heart o all student learning is the instructional sta. 1eachers carry the responsibility or implementing and sustaining the use o literacy
practices deeloped through the proessional deelopment opportunities proided by the building and team leaders. Inolement o teachers
across content areas or disciplines other than Communication Arts is essential or understanding that the teaching o literacy is interwoen
throughout all aspects o learning.
In order to sustain literacy eorts, instructional sta:
hae and demonstrate knowledge o reading and reading instruction,
hae and demonstrate knowledge o writing and writing instruction,
implement eectie literacy instructional practices within the Communication Arts schedule,
implement eectie literacy instructional practices across content areas,
understand the deelopmental nature o literacy learning,
collect and analyze data and, based on their analyses, make appropriate instructional decisions.
21

-
-
-
-

LLADLkSnI & SUS1AINA8ILI1
ADMINIS1kA1ICN
Co||aborat|ve efforts
are necessary to
ensure a common
set of va|ues and
be||efs wh|ch gu|de
||teracy |nstruct|on
over t|me.
arLlclpaLes ln llLeracy
professlonal
developmenL
opporLunlLles
professlonal
developmenL
opporLunlLles
professlonal
developmenL
opporLunlLles
professlonal
developmenL
opporLunlLles
professlonal
developmenL
opporLunlLles
SLakeholders lnclude:
AdmlnlsLraLors
LlLeracy Leams
LlLeracy coaches
lnsLrucLlonal sLaff
Lnrlches personal
knowledge and
undersLandlng of
exemplary Leachlng
sLraLegles, maLerlals,
and
assessmenL/evaluaLlon
procedures
Lnrlches personal
knowledge and
undersLandlng of
exemplary Leachlng
and
procedures
Lnrlches personal
knowledge and
undersLandlng of
exemplary Leachlng
and
procedures
Lnrlches personal
knowledge and
undersLandlng of
exemplary Leachlng
and
procedures
Lnrlches personal
knowledge and
undersLandlng of
exemplary Leachlng
and
procedures
ArLlculaLes hlgh
expecLaLlons of all
sLaff and sLudenLs
ArLlculaLes hlgh
expecLaLlons of all
sLaff and sLudenLs
ArLlculaLes hlgh
expecLaLlons of all
sLaff and sLudenLs
ArLlculaLes hlgh
expecLaLlons of all
sLaff and sLudenLs
ArLlculaLes hlgh
expecLaLlons of all
sLaff and sLudenLs
uLlllzes llLeracy
observaLlons Lo gaLher
daLa Lo supporL
conLlnulng
professlonal
developmenL
uLlllzes llLeracy
observaLlon Lo gaLher
daLa Lo supporL
conLlnulng
professlonal
developmenL
uLlllzes llLeracy
daLa Lo supporL
conLlnulng
professlonal
developmenL
uLlllzes llLeracy
daLa Lo supporL
conLlnulng
professlonal
developmenL
uLlllzes llLeracy
daLa Lo supporL
conLlnulng
professlonal
developmenL
Lnsures Llme for
llLeracy developmenL
and learnlng
Lnsures Llme for
and learnlng
Lnsures Llme for
and learnlng
Lnsures Llme for
and learnlng
22

SupporLs early
learnlng and parenL
lnvolvemenL
SupporLs
opporLunlLles boLh
wlLhln and ouLslde of
school day for
sLudenLs, l.e.
lnLervenLlons, parenL
lnvolvemenL
SupporLs
opporLunlLles boLh
school day for
sLudenLs, l.e.
lnLervenLlons, parenL
lnvolvemenL
SupporLs
opporLunlLles boLh
school day for
sLudenLs, l.e.
lnLervenLlons,
homework help,
parenL lnvolvemenL
SupporLs
opporLunlLles boLh
school day for
sLudenLs, l.e.
lnLervenLlons, credlL
recovery, parenL
lnvolvemenL
LI1LkAC 1LAMS
Analyze and use daLa
Lo help make
lnsLrucLlonal declslons
Lo help make
Lo help make
Lo help make
Lo help make
8evlew sLudenL
performance daLa Lo
help gulde
professlonal
developmenL
8evlew sLudenL
performance daLa Lo
help gulde
professlonal
developmenL
8evlew sLudenL
performance daLa Lo
help gulde
professlonal
developmenL
8evlew sLudenL
performance daLa Lo
help gulde
professlonal
developmenL
8evlew sLudenL
performance daLa Lo
help gulde
professlonal
developmenL
rovlde resources for
uevelop and
lmplemenL a llLeracy
plan
uevelop and
plan
uevelop and
plan
uevelop and
plan
uevelop and
plan
uevelop and
lmplemenL an acLlon
plan
uevelop and
lmplemenL an acLlon
plan
uevelop and
lmplemenL an acLlon
plan
uevelop and
lmplemenL an acLlon
plan
uevelop and
lmplemenL an acLlon
plan
23

rovlde supporL for
new and exlsLlng sLaff
rovlde supporL for
rovlde supporL for
rovlde supporL for
rovlde supporL for
rovlde lnpuL when
conslderlng Lhe
addlLlon of new sLaff
rovlde lnpuL when
conslderlng Lhe
rovlde lnpuL when
conslderlng Lhe
rovlde lnpuL when
conslderlng Lhe
rovlde lnpuL when
conslderlng Lhe
LI1LkAC CCACn
rovldes professlonal
developmenL for
Leachlng sLaff
developmenL for
Leachlng sLaff
developmenL for
Leachlng sLaff
developmenL for
Leachlng sLaff
Cbserves,
conferences, co-
Leaches, models, and
provldes resources
Cbserves,
conferences, co-
provldes resources
Cbserves,
conferences, co-
provldes resources
Cbserves,
conferences, co-
provldes resources
SupporLs daLa analysls SupporLs daLa analysls SupporLs daLa analysls SupporLs daLa analysls
SupporLs sLaff ln non-
evaluaLlve role
evaluaLlve role
evaluaLlve role
evaluaLlve role
INS1kUC1ICNAL S1AII
lmplemenLs effecLlve
early llLeracy
lnsLrucLlonal pracLlces
undersLands llLeracy
developmenL of
learners
developmenL of
learners
developmenL of
learners
developmenL of
learners
undersLands early
Pas a Lhorough
knowledge of readlng
and readlng
lnsLrucLlon
Pas a Lhorough
and readlng
lnsLrucLlon
Pas a Lhorough
and readlng
lnsLrucLlon
Pas a Lhorough
and readlng
lnsLrucLlon
24

CollecLs and analyzes
daLa and makes sound
based on LhaL daLa
Pas a Lhorough
knowledge of wrlLlng
and wrlLlng lnsLrucLlon
Pas a Lhorough
Pas a Lhorough
Pas a Lhorough
llLeracy lnsLrucLlonal
pracLlces wlLhln
llLeracy block and
across conLenL areas
pracLlces wlLhln
llLeracy block and
pracLlces wlLhln
llLeracy block and
pracLlces wlLhln
llLeracy block and
based on LhaL daLa
based on LhaL daLa
based on LhaL daLa
based on LhaL daLa
23

lnstruction & lnterventions
1he Show-Me Standards, approved as a final regulation by the Missouri State Board of Education (1996), state: In Communication Arts,
students in Missouri public schools will acquire a solid oundation which includes knowledge o and proiciency in:
speaking and writing standard Lnglish, e.g., usage, punctuation, spelling, and capitalization,
reading and ealuating iction, poetry, and drama,
reading and ealuating noniction works and material, e.g., biographies, newspapers, technical manuals,
writing ormally, e.g., as reports, narraties, essays, and inormally, e.g., such as outlines, notes,
comprehending and ealuating the content and artistic aspects o oral and isual presentations, e.g., story-telling, debates, lectures,
multi-media productions,
participating in ormal and inormal presentations and discussions o issues and ideas,
identiying and ealuating relationships between language and culture.
Literacy has always been a collection of cultural and communicative practices shared among members of particular groups (NC1L position
paper, http:,,www.ncte.org,positions,statements,21stcentdeinition,. Literacy practices depend upon and change with culture and society. As
our society becomes more complex, there are more demands made on teachers and students. It is necessary to ensure that our students hae
deeloped proiciency with the tools o technology and are prepared or the lexibility needed to access multiple literacies. At the same time,
students must be given opportunities to build relationships with others to pose and sole problems collaboratiely and cross culturally and
that all who are involved with students literacy development are mindful of the cultural competence needed to serve all students
,www.ncte.org,positions,statements,21stcentdeinition,.
1he state literacy plan encompasses all aspects o reading, writing, listening, and speaking using appropriate methods, strategies, and materials
needed or the success o all learners both in school and in lie. Instruction ocuses on all learner groups, including age and grade leel groups,
such as birth-ie-year-olds, kindergarten-third-grade, upper elementary, middle school, high school, and special populations such as special
education, gited, and Lnglish Language Learners ,LLL,. It is important to recognize that certain instructional strategies, structures, and
26

methodologies are more applicable and appropriate to speciic learner groups. 1hereore, it is suggested that teachers utilize those appropriate
or their learners.
1nL DLVLLCMLN1 CI LI1LkAC: LLAkNING 1C kLAD AND WkI1L
Cra| Language
Language is the means by which the literate person communicates, so language is the basis o literacy. Oral language acquisition is one o the
oundational skills that leads to the ability to communicate through reading and writing. It leads to greater comprehension, a stronger
ocabulary, and more explicit writing ,Shanahan, as cited in MacArthur, Graham, & litzgerald, 2006,.
Research has shown that while some children come to school with strong communication skills and a ocabulary o oer 5,800 words, others
come with a limited ocabulary o 2,900 words and ewer school-appropriate communication skills ,Paynter, Bodroa, & Doty, 2005,.
1hereore, it is ital that oral language opportunities be emphasized not only in preschools and the primary grades but also throughout the
elementary, middle, and secondary leels.
Preschool children learn how language works by actiely and purposeully interacting with other people and their enironment. As they hae
more opportunities to express themseles, they increase their understanding o how language works by building on what they already know and
reising their theories o how language operates. Lxamples o opportunities or language deelopment include conersations during which the
child engages in initiating and responding appropriately with adults and peers through sharing inormation and giing directions, especially
during play, engaging in turn-taking conersations, and asking why, what, when, and where questions. 1hey use complete sentences o arying
lengths when using descriptie language ,color words, sizes, and shapes,, asking and answering questions or inormation, and using new
ocabulary during play. It is also important that children use language to pretend or create, such as making up rhymes and songs and telling real
or make beliee stories.
27

Llementary children also need opportunities to talk in order to strengthen their communication skills. Lncouraging sharing time in the early
grades and small-group actiities with an emphasis on clear communication throughout the grades will strengthen oral language. Actiities such
as dialogic reading, interactie read alouds, share time, book discussions, and ocabulary deelopment in authentic situations, i.e., situated in
purposeul reading and writing eents with whole text, will strengthen students oral language ability, increase academic achieement, and
acilitate their deelopment into literate adults.
Oral language deelopment continues into middle and secondary schools where students need ample opportunities to work on more
sophisticated skills such as using speciic ocabulary, precision, expansion, and modiying a message or an intended audience. Actiities such
as book discussions, small group collaborations, and Socratic Seminars acilitate the growth o oral language abilities.
kead|ng
Reading is a process that inoles actiely engaging with text while using prior knowledge and experience to construct meaning. According to
Clay (1991), reading [is] a message-getting, problem-soling actiity which increases in power and lexibility the more it is practiced (p. 6).
Learning to read inoles the reader in authentic, daily encounters with text that proide the opportunity to construct meaning using
comprehension strategies while lexibly using problem-soling strategies based on syntactic, semantic, graphic, and pragmatic cueing systems.
lurthermore, learning to read is a deelopmental process that must be continuously supported and expanded. In this complex process o
learning to read, it is imperatie that students are paired with teachers who hae a deep and thorough knowledge o the reading process as well
as methods and strategies to implement instruction eectiely.
Wr|t|ng
Reading and writing are reciprocal processes. In discussing the connection between reading and writing, 1he National \riting Project along
with Carl Nagan propose, Readers and writers use the same intellectual strategies. Better writers tend to be better readers |and| tend to read
more than poorer writers.(2003, p. 31, As in learning to read, learning to write requires daily opportunities or learners to engage in
discussions o how writers compose the texts that are read to them as well as those they read themseles, and daily opportunities to engage in
28

the actual process o writing. \riting instruction ocuses on composing a purposeul message or an intended audience while engaging in the
processes o prewriting, drating, reising, editing, and publishing.
1nL 1LACnING CI kLADING AND WkI1ING
All literacy learners need to be engaged in speaking, listening, reading and writing or authentic purposes many times throughout the school
day. As mentioned earlier, reading and writing are reciprocal processes, the goal o the reader is to use language to understand what the writer
is attempting to communicate while the goal o the writer is to use language to communicate a message to the reader. Reading and writing
instruction inole many aspects that include the ollowing:
concepts about print,
the components o reading and writing instruction,
how instruction o the components is organized within the day,
the instructional methods used to teach those components.
Concepts About r|nt
At an early age, children who are exposed to print begin to deelop theories about how print works. 1hrough adult-mediated experiences with
text, children learn that written words tend to ollow certain rules on a page. 1hey learn that books hae a distinct ront and back, on which
page they are to begin reading, and where to start reading on the page. Children learn the direction to ollow when reading, that words are
clusters o letters and that they hae boundaries, and they learn how to moe rom one line o text to the next and rom one page o text to the
next. \oung children also deelop the understanding that the print as well as the illustrations or pictures tell the story. All o these concepts
about print are deeloped when young children are regularly exposed to texts through shared reading and writing experiences. During shared
reading o big books and poetry, the teacher explicitly engages children in discussions o how print works and carries a message or the reader.
Shared and interactie writing are logical extensions o shared reading in that the teacher is able to proide or children a model o how to
place letters and words on the page, explicitly showing students how to orm letters and words.
29

1he Components of kead|ng Instruct|on
\hen discussing the components o reading instruction, it is important to bear in mind that these components are not meant to be isolated
rom authentic reading eents. On the contrary, in order or young and more mature learners to embrace the true meaning o what it is to read,
they must be presented with text that has meaning or them and that makes sense in their lies. \ith that in mind the components o reading
instruction, as explained in the ollowing sections, are presented as parts o a whole, not to be ignored but to be explored within the ramework
o whole text.
"#$%&'() *+,-&%&.. the awareness that words are made up o indiidual sounds ,Opitz, 2000,,
"#$%(). the relationship between the letters o written language and the indiidual sounds o spoken language,
/01&%)2 reading with accuracy, phrasing, and intonation with a rate appropriate to the readers purpose,
3$),410,-2 the meanings and pronunciations o words needed or learning and understanding the world,
5$'6-&#&%.($% the result o the ability to construct meaning while engaging with text.
honem|c Awareness
Phonemic awareness, knowing that words hae indiidual sounds, is best learned in rich oral language and print enironments. According to
Opitz ,2000,, there are research-based best practices that should inorm instruction when ocusing on phonemic awareness. 1hese include:
Lmbedding phonological awareness into eeryday reading and writing experiences such as read aloud, shared reading, guided
reading, independent reading, interactie writing, and writing workshop.
Proiding time or children to write and allowing or inented spelling.
Reading aloud childrens literature that focuses on rhyme, alliteration, phoneme substitution, and phoneme segmentation.
1he research has shown that children who participate in playul, authentic literacy experiences perorm as well or better than those whose
instruction has ocused on isolated phoneme tasks. ,See Opitz, 2000, and Strickland, 1998, or speciic examples o instructional practices.,
30

hon|cs
Phonics is the relationship between how a word sounds and how it is represented in its graphic orm, its orthography. Learning the system o
phonics is a deelopmental process, and as children experience text they begin to deelop an orthographic processing system to decode written
language ,Dorn & Soos, 2001,. Strickland provides guidelines for phonics instruction and within those guidelines states that, Learners need
to see the relevance of phonics for themselves in their own reading and writing and that memorizing phonics rules does not ensure
application o those rules, (1998, p.25,. 1he study o phonics is the study o how written language works and is most eectie when
connected to authentic, deelopmentally appropriate reading and writing needs.
Phonics instruction takes place within a literate enironment and is connected to the learners needs as they discover and interact with the
world o print. 1eachers guide children as they begin to build an awareness o how the alphabetic system works. \hile engaging in shared and
interactie reading and writing, learners analyze print and discuss the characteristics o words.
Cognitie theory shows that the brain seeks to organize inormation into meaningul units, thereore, children need to explore the patterns
ound in written language. Children deelop theories about how words work through inductie word analysis, discoering patterns, and
deeloping language to describe those patterns ,Dahl, Scharer, Lawson, & Grogan, 2001,. Learners need opportunities to work with letters,
word chunks, words, patterns, analogies, origins, deinitions, and usage in order to grow as readers and writers.
I|uency
1he luent reader orchestrates knowledge o the syntactic, semantic, and graphophonic cueing systems coupled with knowledge o how
language sounds, e.g. phrasing, in order to coney an oral interpretation o written text. 1hus, luency is much more than accuracy and speed, it
is a complex process whose deelopment is dependent upon many opportunities to engage in listening to and reading meaningul text.
31

1here are eectie routes which assist readers as they deelop luency. One o those routes, reading aloud using teacher modeling, is, according
to Allington, a critical contributor to the development of fluent reading ,2009, p. 22,. Rereading o amiliar texts and wide reading o texts
that are at the readers independent level are also known to be highly eectie, research-based methods o deeloping luency. Allington warns,
though, that too-hard texts and lots o oral reading during reading lessons create a|n| . . . instructional actor that works against deeloping
fluent engaged readers (2009, p. 41,. le suggests that, especially when considering luency deelopment, students read texts where at least
ninety-eight to ninety-nine percent o the words are amiliar.
\hen considering assessment, luency is obsered in terms o phrasing, accuracy, expressie interpretation, and rate appropriate to the text and
the readers purpose. 1he National Assessment o Lducational Progress ,NALP, has proided a our-point Integrated Reading Performance
Record Oral Reading Fluency Scale (Fountas & Pinnell, 2001, p. 491,. 1his scale proides guidance in the assessment o luency based on
phrasing, syntax, and expression. lountas & Pinnell ,2001, proide general guidelines or both oral and silent reading rates, howeer, they also
caution that rate and fluency are dependent upon the readers purpose but not dependent upon error-ree reading. If the readers purpose is to
comprehend a technical, non-iction text, the proicient reader may adjust their rate at times, slowing down when the demands o the text
and,or unamiliar technical ocabulary require a closer look. I the reader is engaging with a sophisticated noel that has multiple characters
and plot lines or that uses a literary deice such as lashback, the reader may choose to stop and look back into the text to recall certain eents
or characters in order to acilitate understanding. 1hereore, when assessing or luency and reading rate, it is important to take note the
readers purpose and type of text.
Vocabu|ary
There is a direct, positive relationship between the depth of a learners vocabulary and the learners academic success. The deelopment o
ocabulary is dependent upon the oral language enironment as well as the lie experiences proided a learner. Some learners come to school
with many rich experiences rom which to draw, while others hae ery limited experiences. It is the responsibility o those in charge o
teaching children to proide learners with many opportunities to strengthen their knowledge o the language that enhances academic success.
32

Vocabulary is deeloped through both wide reading and direct instruction. Marzano ,2003, deeloped action steps or both direct and indirect
instruction in ocabulary. 1hese steps include: proiding learners with lie experiences that expand their knowledge o the world and the
content they are exploring, proiding opportunities or wide reading, and proiding direct instruction o ocabulary critical to understanding
content-area concepts.
Direct instruction inoles the learner in actiely deeloping knowledge o a word both in linguistic and nonlinguistic terms. Marzano ,2004,
states that successul ocabulary instruction includes the ollowing research based components:
Lectie ocabulary instruction does not rely on deinitions.
Students must represent their knowledge o words in linguistic and nonlinguistic ways.
Lectie ocabulary instruction inoles the gradual shaping o word meanings through multiple exposures.
Teaching word parts enhances students understanding of terms.
Dierent types o words require dierent types o instruction.
Students should discuss the terms they are learning.
Students should play with words.
Instruction should ocus on terms that hae a high probability o enhancing academic success ,pp. 0-89,.
Vocabulary deelopment is not limited to the language arts but must be a part o all content-area instruction. 1he type o strategy used in
ocabulary instruction will depend on the age and needs o the learner, howeer, in all cases ocabulary is best taught when learners experience
a need to comprehend words and concepts encountered in iction and non-iction texts as well as in the world around them.
Comprehens|on
Learners must be metacognitie, that is, they must be aware o what and how they are thinking as they uncoer the meaning o texts. 1he use
o metacognitie strategies transcends reading and applies to all content areas and all grade leels. Keene and Zimmerman ,200, state:
33

1he research is now clear that instruction that actiely engages students in asking questions, summarizing and synthesizing text, and
identiying important ideas improes comprehension, and that proicient reading inoles using more than one strategy at a
timeUsing background knowledge, inferring, creating mental images, and monitoring comprehension also contribute to active and
engaged reading. The goalis to have children use all of these strategies at once ,pp. 2-28,.
1he ocus o comprehension instruction is to model or students how to be actie in the reading process through monitoring their own use o
metacognitie strategies or understanding while reading, writing, listening and speaking.
Summary
Phonemic awareness instruction and phonics instruction usually occur in the early years o reading deelopment. Such instruction can be
systematic in nature while being integrated with purposeul, authentic reading instruction. lluency instruction oten takes the orm o repeated
reading, and it is necessary or the teacher, through reading aloud, to model expression and accuracy or learners. Vocabulary is deeloped
through both incidental learning and direct instruction and should be incorporated into reading instruction at all leels and in all content areas.
Additionally, luency has a direct impact on comprehending text. Comprehending, or uncoering meaning in text, is at the heart o reading
both in teaching and learning. 1he use o the preiously mentioned metacognitie strategies is key in comprehension instruction at all leels
and in all content areas.
1he Components of Wr|t|ng Instruct|on
1he teaching o writing, the learning o writing, and the act o writing are:
all complex in nature,
processes that inole reading, studying what authors do and how they do it,
researching, thinking, and practicing.
34

According to Ray ,2001,, essential characteristics in the teaching and learning o writing include: choices about content, time or writing,
speciic teaching about writing, talking about writing, periods o ocused study, publication rituals, high expectations and saety, and structured
management.
Donald Graes and his colleagues studied closely what writers do, rom ideas to inished texts, and rom their research identiied the mostly
recursie steps that writers make use o as they write ,Ray, 1999,. 1hese steps, reerred to as process writing, generally consist o the ollowing
elements:
Prewriting
Drating
Reising
Prooreading,Lditing
Publishing
rewr|t|ng
Prewriting is a process o gathering ideas through obserations and relections o the writers life and world in the case o narratie writing, or
gathering inormation and doing research in the case o expository writing. 1his may be accomplished through sketching and,or jotting notes
in a journal. 1he writer may use a graphic organizer to organize thoughts or may just put pen to paper to get impressions down in writing.
Prewriting is a time to imagine what can be.
Draft|ng
Drating is when the writer takes the seed planted during prewriting and begins to grow the text in the orm the writer enisions. During the
drating process, the writer composes reely with a ocus on deeloping the content o the writing.
33

kev|s|ng
During the reision process, the writer rereads with an eye or strengthening the writing. 1he writer makes decisions regarding the quality o
the writing and attends to eatures such as a strong beginning, middle, and end, word choice, sentence structure, oice, and the deletion o
unnecessary words, phrases, or sections o the writing.
roofread|ng]Ld|t|ng
At this point the writer is once again rereading, howeer the goal is now to polish the piece o writing, taking into account the needs o the
reading audience. 1he writer edits or the conentions o spelling, grammar, punctuation, capitalization, etc. lere the ocus is on the inal
product, that which is made aailable to the reading public.
ub||sh|ng
Publishing is the celebration o the writer. 1he writer makes decisions about the organization o the text and then composes it in its inal
ormat in preparation o presenting it to the intended audience.
1he writing process is not linearwriters may begin with prewriting or simply jump into writing as ideas occur. 1he writing process may be
recursiewriters may drat and redrat or reise and, ater receiing input, reise again as needed. 1he elements noted aboe are the
oundational components or writing instruction.
Crgan|zat|on and Instruct|onkead|ng and Wr|t|ng Workshop
Reading and writing workshops proide a structure or teaching and learning that ensures opportunities or all students to learn. 1his structure
proides our settings or learningwhole group, small group, one-on-one, and independent. During the reading and writing workshops,
learners are either meeting in small groups, conerencing with the teacher, reading and writing independently, or, at the primary grades,
36

engaging in authentic literacy learning in centers. Both reading and writing workshop are based on an apprenticeship model. 1he teacher is the
cratsperson and proides the model o how a reader or writer successully engages with print. 1he learner is the apprentice and obseres as
the teacher engages in the crat and then applies what the learner has obsered. 1he teacher obseres as the learner applies and proides
guidance when needed.
1he ollowing sections proide explanations or each part o the reading and writing workshops and include examples o instructional methods
used within the workshop setting.
kead|ng Workshop
7#$0& 8-$16 (%.9-1)9($% typically occurs at the beginning o reading workshop. 1he teacher proides brie, ocused, and explicit direct
instruction centering on one concept, a concept that is based on the learners needs, the components of reading instruction, and the
curriculum.
:(,0$8() ;&,<(%8, an instructional method deeloped by 1he Stony Brook Reading and Language Project, inoles reading to
preschool-age children. Using this method, the adult helps the child become the teller o the story. 1he adult becomes the listener, the
questioner, and the audience or the child. In dialogic reading, there is an emphasis on ocabulary expansion through the luent and
expressie reading experienced and heard by the child. 1he undamental reading technique in dialogic reading is the PLLR sequence:
1he adult"rompts the child to say something about the book, =valuates the childs response, =xpands the childs response by
rephrasing and adding inormation to it, and ;epeats the prompt to make sure the child has learned rom the expansion.
>%9&-,)9(?& -&,< ,0$1< occurs in a whole group setting. 1he teacher reads appropriate, pre-selected texts aloud to students while
modeling luent, expressie reading. Students are inited to interact with the teacher and,or other students, e.g., 1urn-and-1alk, Pair
Share, at pre-determined points in the text or the purpose o deepening understanding. Interactie reading, as described here, is
37

appropriate or early childhood through elementary, howeer, learners o all ages will beneit rom discussion o text or deeper
understandings.
@#,-&< -&,<(%8 is a procedure during which the teacher and students join together to read rom an enlarged text. Initially, the teacher
reads to the students who join in, when they are able, during subsequent readings. Shared reading allows students to read more diicult
text than they could read independently. Since support is oered by both the teacher and the group, this type o reading oers an
opportunity or less proicient readers to join in successully. Shared reading is oten done in early childhood through elementary
settings, howeer, it is appropriate or all ages through choral readings and readers theater.
A#& .',00 8-$16 .&99(%8 ollows the ocus lesson. 1he teacher guides learners as they practice the concept being taught and,or engage in
discussion regarding a text the students hae read. 1he groups are lexible and change requently. Guided reading, literature-based discussion
groups, and Socratic Seminar are three methods o instruction used in the small group setting.
During 81(<&< -&,<(%8, the teacher meets with a small group ,two to six students, who demonstrate similar reading processes or
similar needs. Using a careully selected text that offers a moderate amount of challenge (Fountas & Pinnell, 2001, p. 191), the
teacher introduces the text while proiding just enough support or the students to read the entire text silently. 1he teacher selects
salient teaching points during and after the reading based on observations of the readers behaviors. While instruction may center on
word soling strategies, the main ocus is always comprehension o the text. 1his type o instruction is typically appropriate or primary
and elementary learners, howeer, the learners needs should always be the guiding principle.
In 0(9&-,91-&B4,.&< <(.)1..($% 8-$16., small groups o students meet to hae in-depth conersations regarding their responses to
literature read prior to the groups meeting. Initially the teacher helps guide the discussion, but oer time, s,he becomes just another
participant in the discussion. 1hrough structured discussion and extended written and artistic response, literature-based discussion
38

groups guide students to deeper understandings o the text. School librarians play an important role in supporting literature discussion
by collaborating with teachers on literature sets to be oered, by proiding curriculum-drien collections, and by proiding resources
or research on particular authors, genres, etc. 1eaching through literature-based discussion is appropriate and eectie or elementary,
middle and secondary leels.
A#& @$)-,9() @&'(%,- is a method o engaging students in intellectual discussion. Socrates deeloped this method o instruction in
order to encourage students to think or themseles rather than being told what to think. \hen his students asked questions, he
responded with questions rather than answers.
Prior to the seminar, students are gien a piece o text that may be ound in literature, history, health, philosophy, art, or music. Using
open-ended questions, teachers prompt students to orm answers using diergent thinking as opposed to searching or correct answers.
Open-ended questions allow students to think critically, analyze multiple meanings in text, and express ideas with clarity and
conidence. 1he seminar method is appropriate or elementary through high school learners.
>%<(?(<1,0 )$%C&-&%)(%8 is a powerul method o instruction that occurs during the reading workshop. At this time the teacher meets with
indiidual students, to engage them in discussion regarding the concept being taught, discuss what the reader is independently reading, or
conduct a brie assessment o reading behaiors. 1he teacher takes notes while conerencing with the reader in order to gather data or
relection and uture instruction. Conerencing is appropriate and eectie or primary, elementary, middle and secondary leels.
1he workshop ends with a .#,-(%8 .&..($%. 1his session may include students describing how they applied the concept learned during the
ocus lesson, how they applied other strategies during their reading, or it may simply be readers sharing their excitement or the books they
read during workshop that day. 1his type o instruction is appropriate or all learner groups.
39

1he goal o the Reading \orkshop is to proide a structure which will open the world o reading to students, resulting in the deelopment o
lie-long readers. Reading workshop is organized to ensure that students spend most o their time reading independently with limited whole
group instructional time. Allington ,2001, speaks out on the subject o what happens in many schools as a result o more time spent working
on reading actiities than allowing students time to read books. Our schools create more students who cav read than students who ao read
,p.8,. le goes on to argue that research strongly supports proiding students with larger chunks o time deoted to actual reading in the
classroom. Reading \orkshop places the bulk o time in the hands o readers and gies them the strategies and time necessary to read and
discuss texts that connect to their interests and their lies.
Wr|t|ng Workshop
1he writing workshop structure mirrors that o reading workshop. \riting workshop begins with a whole group ocus lesson. 1he teacher
proides direct and explicit instruction ocusing on one aspect o the writing process. 1he students then apply to their writing what was
modeled in the ocus lesson. During writing workshop, students spend most o their time writing, e.g., generating ideas or a drat, composing,
rereading, reising, editing a drat, or publishing a piece o writing. \hile students are writing the teacher coners with a small group or an
indiidual.
7#$0& 8-$16 (%.9-1)9($% inoles the teacher planning and implementing brie ocus lessons that are appropriate to the audience and ocus
on the curriculum and learners needs. 1he ocus lesson is presented to all students in the classroom. 1he instruction could encompass any
aspect o writing and the writing process, e.g., concepts about print, getting ideas, learning from authors, writers craft, or working with
words,language, as determined through thoughtul teacher planning.
During the early primary grades, teachers may choose to use shared and interactie writing as methods o assisting learners in deeloping an
understanding o how writers use print and language to coney a message. In both shared and interactie writing, the teacher and the students
generate and write text collaboratiely. \ith interactie writing, the teacher shares the pen with students who contribute to the text when they
are able.
40

A#& .',00 8-$16 .&99(%8 ,%<D$- (%<(?(<1,0 )$%C&-&%)(%8 ollows the ocus lesson. In the small group setting, the teacher engages writers in
a guided writing lesson based on a shared need o the learners. During indiidual conerencing, the teacher listens to and obseres the writer,
proides feedback on the writers strengths, and a suggestion for the writer to add to the ...writers repertoire of strategies (Fletcher &
Portalupi, 2001, p. 52,.
\riting workshop is a structure or the teaching and learning o the writing process during which learners hae time to write daily usually on
sel-selected topics. Instruction and learning ocus on the goal o ostering lie-long writers and is based upon our principles:
Students will write about their own lies and,or their own interests.
1hey will use a consistent writing process.
1hey will work in authentic ways.
Instruction will oster independence.
\riting workshop is designed or use in all grade leels. Students hae a large amount o choice in their topic and style o writing. 1he teacher
acts as a mentor author, as s,he models writing techniques and coners with students as they moe through the writing process. Direct writing
instruction takes place through the ocus lesson at the beginning o each workshop and is ollowed by actie,independent writing time. Lach
workshop ends with students sharing either a piece o writing or how they used a writing strategy.
Inqu|ry and kesearch
In order to support the deelopment o critical thinking, learners must be taught how to analyze and synthesize inormation. 1eaching students
how to research a topic o interest can be started at an early age with more complex resources and analysis and synthesis tasks required as
students progress in age. 1he process o research should be taught and applied not only in literacy studies but also across disciplines at all ages.
41

In the 21
st
century, attention must be paid to the arious research tools aailable or learner use, including inormation and communication
technology. Due to the astness and constant change o technology resources, it is prudent to deelop knowledge o the ethical, responsible
use o these tools.
IN1LkVLN1ICNS
C|assroom Intervent|ons
Classroom interentions occur naturally as the teacher obseres and responds to all learners strengths and needs. During literacy instruction
there are multiple opportunities or teachers to scaold learners through small group instruction and indiidual conerencing. 1he teacher
notes those literacy processes oer which the learner has control, and then proides timely and speciic eedback regarding the process oer
which the learner is beginning to deelop control. loweer, when the learner does not demonstrate growth within regular classroom
instruction, urther assessment and interention can occur with the assistance o a literacy interention team. 1he ollowing section discusses
one model or urther interention.
kesponse to Intervent|on
Response to Interention ,R1I, was established in the 2004 Indiiduals with Disabilities Lducation Act ,IDLA,. 1he law stipulates that
identiication o speciic learning disabilities can be based on the childs response to appropriate instruction in regular education settings,
delivered by qualified personnel (U.S. Department of Education, 2004,
hLLp://ldea.ed.gov/explore/vlew/p/2CrooL2Cregs2C3002Cu2C300232L3092Cb2C12C, !une 3, 2010,. \hile the law
requires identiication o struggling students it does not require uniersal screening. Many schools that assess periodically ,at least three times a
year, or the competencies that are predictie o perormance on a state assessment are already conducting uniersal screening ,Koaleski,
2009,. 1eachers are urged to choose screening tools that proide a broad picture o the reading process.
42

The RTI process begins with the teachers identification of a student who is not showing adequate growth as a result of regular classroom
instruction. 1he teacher meets with the literacy interention team, proiding data or discussion. Once the student has been identiied as
needing more support, assessment measures are used to discoer what the diiculty is and how to support the student. As Johnston ,2010,
points out, the goal is to have instructionally releant information about the students learning, acquired and examined in a way that makes it
likely to be used (p.97). Dorn & Henderson (2010), for example, use a literacy diagnostic which includes:
running records to assess text leel, strategic behaiors and luency,
writing samples,
obseration checklists and rubrics,
word identiication or deelopmental spelling tests,
reading logs,
ormal test results,
written responses to reading,
selected class work ,p. 10,.
These measures are often already a part of a teachers daily work and can give valuable information in a timely manner.
1he teacher and the literacy interention team meet to analyze and discuss the assessment data. Based upon the data, the teacher and the team
deelop a plan or the learner that will include speciic interentions at the 1ier 1, 1ier 2, and,or 1ier 3 leels as, while tiers are not stipulated
in the law, most R1I programs include a tiered model o interention.
43

1|er 1 (1he Core rogram)
1he law proides that all children hae access to strong classroom reading instruction. At 1ier 1, dierentiation o instruction, assignments,
strategies and materials is expected. Large organizing strands such as reading workshop, guided reading, and indiidualized reading hae more
potential or meeting indiidual needs. \ithin these strands students are reading books at appropriate leels and teachers are conerring with
readers while suggesting those strategies that target the readers needs. Instruction should proide a balanced approach that includes
dierentiation, programs in which all children read the same book at the same time in a large group setting will not be as strong a 1ier 1 Core
Program because there is less dierentiation.
1|er 2 (Intervent|on)
1ier 2 is or those students who do not improe in the core curriculum. Interentions may include increased time spent reading or writing,
instruction in a smaller group, more intense instruction, and,or more appropriate techniques and strategies targeted to the need. 1his
supplemental instruction is proided by teachers such as the reading coach, 1itle I teacher, or someone who has licensure in special reading
and,or successul experience working with struggling readers and thus should be leading the interention team.
1|er 3 (Intervent|on)
1he most indiidualized interentions should occur at 1ier 3, and these interentions are generally proided outside o the classroom. In order
to be eectie, the collaboration between the classroom teacher and the literacy specialist is essential. 1his leel o support should be proided
by teachers who hae the deepest knowledge o and experience with teaching struggling readers. 1his might be the reading coach, 1itle I
reading teacher, or interention specialist. Also, the time might be lengthened or this interention. I the child does not improe with this
support, the next step is assessing the student to see i a learning disability is present.
44

rogress Mon|tor|ng
Progress monitoring is used to estimate the rate o improement, ind those students who are not making improement, and determine which
teaching strategies are more or less eectie or students. Although there are many commercially produced progress monitoring tools aailable,
schools are also encouraged to utilize classroom data based on instructional interentions as this inormation may be matched closer to both
the children and the curriculum.
1he National Center on Response to Interention ,www.rti4success.org, proides suggestions or how to use progress-monitoring tools.
Mesmer and Mesmer (2008) suggest that the monitoring tool selected for reading should assess the skills and strategies that hae been
targeted or interentions, they should show change oer time, and they should be sensitive to small changes (in Owocki, 2010, p. 7).
1eachers must be careul to hae multiple measures and not depend on one quick and easy measure which may not assess the targeted
interention. Buum, Mattos and \eber ,2009, indicate that using curriculum-based assessment ,CBA, is a alid way to monitor progress.
CBA is measurement that uses direct observation and recording of a students performance in the local curriculum as a basis or gathering
inormation to make instructional decisions, (p. 206). This has strong implications for teacher observation, running records, informal reading
inentories, and teacher-made tests as well as using check-lists and anecdotal observations in documenting benchmarks for childrens growth
and progress. Ultimately, the tools best used or progress-monitoring should mirror the kind o reading in which students are engaged.
In summary, RtI is a general education ramework that helps schools identiy and support students through classroom instruction as well as
interention. 1his ramework is based on the idea that appropriate instruction will be eectie or the majority o students. R1I is dependent
upon highly qualiied teachers who hae learned to identiy student needs and then, with the assistance o a literacy interention team, choose
or develop the most appropriate curricular instruction to meet the students particular needs. For RTI to be successful, on-going proessional
deelopment, collegial collaboration ,in some schools this is PLC,, the gathering o meaningul data that measure interentions, and the
analysis o the data to make indiidual instructional decisions are ital. 1he most important aspect o R1I work is the student: his,her needs,
strengths, interests, and attitudes toward reading. I teachers keep the student irst and oremost in the process, they will be more successul.
43

INS1kUC1ICN & IN1LkVLN1ICNS
Instruct|on |s
|ntent|ona|, based on
the learners needs
and a||gned to
M|ssour| State
Standards.
Lnsure young
chlldren are exposed
Lo and engaged wlLh
a language- and
prlnL-rlch
envlronmenL.
Lnsure learners are
exposed Lo and
engaged wlLh a
language- and prlnL-
rlch envlronmenL LhaL
supporLs Lhelr growLh
as sophlsLlcaLed
language users.
Lnsure learners are
exposed Lo and
engaged wlLh oral
language and prlnL
LhaL supporLs Lhelr
growLh as
sophlsLlcaLed
language users.
Lnsure learners are
exposed Lo and
engaged wlLh oral
language and prlnL
LhaL supporLs Lhelr
growLh as
sophlsLlcaLed
language users.
Lnsure learners are
exposed Lo and
engaged wlLh oral
language and prlnL
LhaL supporLs Lhelr
growLh as
sophlsLlcaLed
language users.
Cral language
acLlvlLles are
lncorporaLed dally
Lhrough Leacher read
alouds, poeLry,
dlaloglc readlng, and
song.
Cral language
acLlvlLles are
lncorporaLed dally
Lhrough Leacher read
alouds, poeLry,
dlaloglc readlng,
song, and dlscusslon
of llLeraLure.
Learners are engaged
ln dlscusslon of
dlverse genres wlLh a
focus on dlvergenL
Lhlnklng.
ln dlscusslon of
focus on dlvergenL
Lhlnklng.
ln dlscusslon of
focus on dlvergenL
Lhlnklng.
Cn a dally basls,
young chlldren are
exposed Lo wrlLLen
language Lhrough
Leacher read alouds.
Cn a dally basls,
learners are glven
exLended perlods of
Llme Lo read and
wrlLe auLhenLlc LexL
wlLhln Lhe
readlng/wrlLlng
workshop sLrucLure.
Cn a dally basls,
learners are glven
exLended perlods of
Llme Lo read and
wlLhln Lhe
readlng/wrlLlng
workshop sLrucLure.
Cn a dally basls,
learners are glven
exLended perlods of
Llme Lo read and
wlLhln Lhe
readlng/wrlLlng
workshop sLrucLure.
Cn a dally basls,
learners are glven
exLended perlods of
Llme Lo read and
wlLhln Lhe
readlng/wrlLlng
workshop sLrucLure.
46

Cn a dally basls,
young chlldren have
opporLunlLles Lo
experlmenL wlLh
wrlLlng Lools and
maLerlals and have
avallable Lo Lhem a
varleLy of resources
Lo faclllLaLe wrlLlng.
1he componenLs of 1he componenLs of
readlng, wlLh a focus
on comprehenslon,
are expllclLly LaughL
Lhrough Leacher Lhlnk
alouds and modellng.
LlLeracy ls lnfused
across Lhe
currlculum,
emphaslzlng
sLraLegles for
comprehendlng whlle
readlng non-flcLlon
LexL.
1he wrlLlng process ls
LaughL expllclLly
1he componenLs of
on comprehenslon,
1he componenLs of
on comprehenslon,
LlLeracy ls lnfused
across Lhe
currlculum,
emphaslzlng
sLraLegles for
comprehendlng whlle
readlng non-flcLlon
LexL.
LaughL expllclLly
on comprehenslon,
LlLeracy ls lnfused LlLeracy ls lnfused
across Lhe
currlculum,
across Lhe
currlculum,
emphaslzlng
sLraLegles for
comprehendlng whlle
readlng non-flcLlon
LexL.
emphaslzlng
sLraLegles for
comprehendlng whlle
readlng non-flcLlon
LexL.
LaughL expllclLly
LaughL expllclLly
47

LlLeracy ls lnfused LlLeracy ls lnfused
across Lhe
currlculum,
emphaslzlng
sLraLegles for wrlLlng
non-flcLlon LexL
whlch lnclude Lhe use
of Lechnology and
research.
LlLeracy lnLervenLlon
Leams use
assessmenL daLa Lo
develop approprlaLe
lnsLrucLlonal
lnLervenLlons for
sLudenLs who have
been ldenLlfled as
needlng supporL
beyond core
classroom
lnsLrucLlon.
rogress ls monlLored
Lhrough conLlnuous
analysls of learner
performance.
lnLervenLlons may be
ad[usLed based on
Lhe analysls of Lhe
daLa.
LlLeracy ls lnfused
across Lhe
currlculum,
emphaslzlng
non-flcLlon LexL
of Lechnology and
research.
LlLeracy ls lnfused
across Lhe
currlculum,
emphaslzlng
non-flcLlon LexL
of Lechnology and
research.
Leams use
assessmenL daLa Lo
develop approprlaLe
lnsLrucLlonal
lnLervenLlons for
sLudenLs who have
been ldenLlfled as
needlng supporL
beyond core
classroom
lnsLrucLlon.
Lhrough conLlnuous
analysls of learner
performance.
ad[usLed based on
Lhe analysls of Lhe
daLa.
across Lhe
currlculum,
emphaslzlng
non-flcLlon LexL
of Lechnology and
research.
Intervent|ons LlLeracy lnLervenLlon
Leams use
assessmenL daLa Lo
develop approprlaLe
lnsLrucLlonal
lnLervenLlons for
sLudenLs who have
been ldenLlfled as
needlng supporL
beyond core
classroom
lnsLrucLlon.
Lhrough conLlnuous
analysls of learner
performance.
ad[usLed based on
Lhe analysls of Lhe
support student Leams use
|earn|ng and are assessmenL daLa Lo
based on develop approprlaLe
appropr|ate lnsLrucLlonal
assessments lnLervenLlons for
sLudenLs who have
been ldenLlfled as
needlng supporL
beyond core
classroom
lnsLrucLlon.
Lhrough conLlnuous
analysls of learner
performance.
ad[usLed based on
Lhe analysls of Lhe
daLa. daLa.
48

Assessment
A comprehensie assessment system is a necessary component o literacy instruction. 1eachers and administrators must be knowledgeable o
assessment instruments designed or a ariety o uses with the intention o selecting and administering assessments that will proide the most
aluable insights. In order to analyze and use data to design and implement instruction, assessment must be timely, appropriate, and
purposeul.
Assessment and ealuation are critical components o a literacy plan in our important areas:
understanding the needs o learners,
classroom practice,
monitoring the eectieness o the curriculum,
comprehensie literacy program ealuation.
All aspects o assessment share the same goals:
to acilitate the successul implementation o a comprehensie literacy program,
to measure student achieement,
to support and drie instruction,
to acilitate the proessional growth o teachers and administrators as their belies and classroom instruction shit to align with literacy
best practices.
In creating an eectie literacy plan, it is important to continually reiew current assessment practices to ensure that learner needs are
addressed. Measurement choices must hae a clear purpose and plan o action at the classroom and,or district leel. lormatie and
summatie assessments are designed to be used in the learning context as assessment for learning and assessment of learning respectiely,
,State o Louisiana, Adolescent Literacy Plan, p. 1,. Schools can use alid, reliable ormatie assessments to identiy student strengths and plan
for instruction that closely aligns with the students needs. Summative literacy assessments are used to measure the degree to which students
hae learned or met perormance standards.
49

Screening instruments are used to assess learner knowledge and skills and may be used to assist in the determination o student placement or
dierentiated purposes. Screening measures can be administered by teachers or other sta members who hae been trained in their
administration.
Iormat|ve Assessment
lormatie assessments are time-eicient, objectie measures which check student progress. 1hese assessments are used continually throughout
the school year to identiy student strengths and needs and are utilized to guide instruction and interention. Lxamples o ormatie
assessments include screening instruments and progress monitoring tools such as benchmarks and curriculum-based assessments ,see
Appendix A,.
1he purpose o ormatie assessment is to gauge the deelopment o all learners toward proiciency. Data rom ormatie assessments proide
inormation to plan and guide instruction and interentions which blends naturally into classroom practice. 1he teacher obseres the learner
and uses anecdotal records to make notes o learning behaiors and,or analyzes data gathered using assessment tools such as those noted
below. lormatie assessment can begin with benchmark measures that use ...direct observation and recording of a students performance in
the local curriculum as a basis or gathering inormation to make instructional decisions, (Buffum, Mattos, & Weber, 2009, p. 206). The
ollowing are examples o ormatie assessment tools used or documenting a learners academic growth:
CLASSkCCM ASSLSSMLN1 ICk INS1kUC1ICNAL LANNING
Screen|ng
teacher obserations,
checklists,
30

anecdotal records,
running records,
teacher-constructed and commercially-produced tests.
1hese tools are administered by trained teachers and sta.
C|assroom D|agnost|c Assessments
Classroom diagnostic assessments proide in-depth inormation that assists the teacher in planning or the instructional needs o the learner.
1hese assessments can be considered or use as screening tools as well as ormatie assessments. 1he ollowing are some examples:
running records,
miscue analysis,
inentories,
unit tests,
writing assessments.
Summat|ve Assessment
Summatie assessments are outcome measures that proide accountability data used to guide the deliery, implementation, and ealuation o
the schools literacy program. These assessments are frequently group administered; however, student progress data can be reported on an
indiidual, class, school, or group basis and is oten reported to stakeholders such as DLSL, local communities, and parents. Lxamples o
summatie assessments include Missouri Assessment Program ,MAP, Grade Leel 1ests and Lnd o Course ,LOC, exams, end o chapter
tests, and the new assessments produced by the Smarter Balanced Assessment Consortium in response to the Common Core State Standards.
31

ICkMAL DIAGNCS1IC MLASUkLS
\hen a student is not progressing with current instructional and interention eorts ormal diagnostic measures are used to proide in-depth
inormation or making instructional placement decisions. Diagnostic measures should be administered by trained sta such as a school
psychometrist.
IMLLMLN1A1ICN CI A CCMkLnLNSIVL ASSLSSMLN1 SS1LM
In order to implement a comprehensie and eectie assessment system that includes both ormatie and summatie assessments, schools
must establish an organized routine that is ealuated and, when necessary, reised on an annual basis. 1his routine should include:
establishing a master schedule identiying dates or assessment,
creating a plan or scoring assessments and entering and summarizing data ,this can include web-based management systems as well as
teacher-based management systems,,
training o sta in administering assessment measures,
training o sta in analyzing and using assessment data,
ensuring testing materials and supplies are adequate and aailable.
32

ASSLSSMLN1
Mu|t|p|e assessment
strateg|es shou|d be
used to mon|tor and
mod|fy |nstruct|on |n
meet|ng student
needs and mov|ng
them toward
prof|c|ency.
use approved early
chlldhood screenlngs
and assessmenLs Lo
ldenLlfy lndlvldual
needs of chlldren.
rovlde an
assessmenL process
LhaL lncludes self-
reflecLlon by sLudenLs
as well as lnformal
and formal
assessmenLs Loward
learnlng goals
rovlde an
assessmenL process
LhaL lncludes self-
as well as lnformal
and formal
assessmenLs Loward
learnlng goals
rovlde an
assessmenL process
LhaL lncludes self-
as well as lnformal
and formal
assessmenLs Loward
learnlng goals
rovlde an
assessmenL process
LhaL lncludes self-
as well as lnformal
and formal
assessmenLs Loward
learnlng goals
8ase lnsLrucLlon and
placemenL of chlldren
on mulLlple sources
of lnformaLlon.
placemenL for
chlldren on mulLlple
sources of
lnformaLlon.
placemenL for
chlldren on mulLlple
sources of
lnformaLlon.
Lnsure sysLemaLlc
schedule of
assessmenL
Lnsure sysLemaLlc
schedule of
assessmenL
Lmbed auLhenLlc
assessmenL wlLhln
Lhe currlculum
Lmbed auLhenLlc
assessmenL wlLhln
Lhe currlculum
Lmbed auLhenLlc
assessmenL wlLhln
Lhe currlculum
Lmbed auLhenLlc
assessmenL wlLhln
Lhe currlculum
Lmbed auLhenLlc
assessmenL wlLhln
Lhe currlculum
Address key
sLandards ln all
developmenLal
domalns and conLenL
areas
Address key
sLandards ln all
conLenL areas
Address key
sLandards ln all
conLenL areas
Address key llLeracy
sLandards ln all
conLenL areas
Address key llLeracy
sLandards ln all
conLenL areas
use assessmenL
resulLs Lo change
lnsLrucLlonal
pracLlces and
sLraLegles
use assessmenL
resulLs Lo change
lnsLrucLlonal
pracLlces and
sLraLegles
use assessmenL
resulLs Lo change
lnsLrucLlonal
pracLlces and
sLraLegles
use assessmenL
resulLs Lo change
lnsLrucLlonal
pracLlces and
sLraLegles
use assessmenL
resulLs Lo change
lnsLrucLlonal
pracLlces and
sLraLegles
33

ASSLSSMLN1
Share resulLs of
assessmenL
lnformaLlon wlLh
famllles ln a Llmely
manner
uLlllze a
comprehenslve
wrlLLen assessmenL
plan LhaL ls
undersLood by
personnel and
famllles
Share resulLs of Share resulLs of
assessmenL
lnformaLlon wlLh
manner
uLlllze a
comprehenslve
wrlLLen assessmenL
plan LhaL ls
undersLood by
personnel and
famllles
CollecL boLh
quanLlLaLlve and
quallLaLlve daLa for
analysls and declslon-
maklng
use progress
monlLorlng on a
regular basls
Share resulLs of
assessmenL
lnformaLlon wlLh
manner
uLlllze a
comprehenslve
wrlLLen assessmenL
plan LhaL ls
undersLood by
Share resulLs of
assessmenL
lnformaLlon wlLh
manner
uLlllze a
comprehenslve
wrlLLen assessmenL
plan LhaL ls
undersLood by
personnel and
famllles
CollecL boLh
quanLlLaLlve and
maklng
use progress
monlLorlng on a
regular basls
assessmenL
lnformaLlon wlLh
manner
uLlllze a
comprehenslve
wrlLLen assessmenL
plan LhaL ls
undersLood by
personnel and
famllles
CollecL boLh
quanLlLaLlve and
maklng
use progress
monlLorlng on a
regular basls
personnel and
famllles
CollecL boLh
quanLlLaLlve and
maklng
use progress
monlLorlng on a
regular basls
34

Partnerships
Partnerships between schools and businesses, schools and community programs and organizations, and schools and other educational entities
are essential components in ostering a culture o literacy. A list o suggested resources will be noted in the ollowing sections.
8us|ness and Government:
Large and small businesses can work in conjunction with schools to promote literacy. Lxamples o these partnerships include corporations that
oer grants and scholarships to both teachers and students which support literacy ,e.g., through proessional deelopment and book
donations, and literacy education or those pursuing a teaching career. Small businesses are oten a part o Partners in Lducation ,PIL, as they
join classrooms in meeting literacy goals, sponsoring literacy eents, and sharing with students inormation about their businesses. Schools
hae the opportunity to inole local goernment stakeholders in literacy councils and may choose to send sta representaties to state-wide
literacy councils. 1he ollowing resources each proide a component o literacy support:
State Interagency Coordinating Council ,SICC, ,SpLd resource,
Region lealth and luman Serices
Department o lealth and Senior SericesBureau o Special lealth Care Needs
Missouri Department o Special lealth Care Needs
Missouri Association o Rural Lducation
Adult Lducation and Literacy ,DLSL,
Region lealth and luman Serices
Missouri Parent Inormation and Resource Center ,PIRC,
Commission on Adult Basic Lducation ,COABL,
National lead Start lamily Literacy Center
33

llorence Crittendon Centers
Missouri State Library
Ioundat|ons:
Corporate lunding, e.g. 1arget, Pepsi Cola, Dollar General, \al-Mart
Priate loundations, e.g. Kauman loundation, Kellog loundation, lallmark lamily loundation, Barbara Bush Literacy loundation
Community,Ciic Organizations, e.g. Masons, Lyons, Optimists
rofess|ona| and Serv|ce Crgan|zat|ons:
Proessional organizations oten promote literacy and teacher education through scholarships, materials donations, and inormation. Lducators
hae opportunities to be members in teacher organizations, many o which oer educational resources as well as scholarships or both teachers
and students. 1here are associations school districts can choose to belong to that proide leadership inormation and support. Serice
organizations oten ocus on literacy and hae scholarships and grants aailable. State and local libraries and library councils partner with
schools to ensure that books are in the hands o students and teachers. State and local charitable literacy oundations oten proide books and
other literacy materials to students in need. 1he ollowing organizations oer literacy support or schools:

Missouri lumanities Council
League o Latin American Citizens ,LULAC,
Parenting Link
National Council on the Lducation o Black Children ,NCLBC,
National Black Child Deelopment Institute ,NBCDI,
Missouri Community Action Agencies ,MCAC,
36

lealth Literacy Missouri ,bullying,social networking,

Practical Parenting Partnerships
National Center or lathering
National Association or the Lducation o \oung Children ,NAL\C,
Mid-America 1eachers o Lnglish to Speakers o Other Languages ,MID 1LSOL,
Commun|ty Invo|vement and Iam||y Lngagement:
Community inolement includes partnerships with arious community members including parents and other amily members,guardians, child
care proiders, olunteers, homework centers, and other entities who want to be inoled with literacy deelopment. lor example, many
schools hae strong and eectie P1A,P1O organizations. 1hese organizations oten help raise money or special projects, olunteer time or
school actiities, and ensure that a connection with parents and community members is strong. Local ater-school care centers and homework
help centers ,e.g. Caring Communities, should be partnered with schools and DLSL in order to hae current inormation and strategies
regarding homework help. Many communities hae the Parents as 1eachers program in which school personnel proide in-home educational
inormation and modeling or parents o young children. Listed below are suggestions or community and amily engagement resources:
Local Interagency Coordinating Council ,LICC, ,SpLd resource,
Adult and Basic Lducation ,ABL,
L|teracy Crgan|zat|ons:
Many literacy organizations proide not only literacy inormation but oten are a source or literacy materials and supplies. Schools and
indiidual sta members can beneit rom partnering with these organizations through their research journals, instructional ideas, book
donations, and scholarships, just to name a ew. 1he ollowing is a list o some o the aailable literacy organizations:
International Reading Association ,IRA,
37

National Council o 1eachers o Lnglish ,NC1L,
Scholastic Global Literacy Campaign
Read Across America
National Urban Alliance,IRA Urban Literacy Initiatie
Literacy Inestment or 1omorrow ,LIl1,
Kansas City Literacy
Missouri Association o Colleges or 1eacher Lducation ,MAC1L,
National Center or lamily Literacy ,NClL,
Literacy Inormation and Communications System ,LINCS,
National Institute or Literacy ,NIlL,

Reach Out and Read
Raising A Reader
Books to Go ,library partnership,
lirst Books
Literacy Councils across Missouri
Lducat|ona| Lnt|t|es:
Schools beneit rom partnering with nearby uniersities and colleges through student teaching programs, proessional deelopment programs,
and research eorts in the area o literacy. Speciic examples o this type o partnership include:
Missouri Uniersity Lxtension Programs
National Association or the Lducation o \oung Children ,NAL\C,
38

College,uniersity teacher education students placed in local school districts or student teaching purposes. 1his is beneicial to both
entities as the student teacher is learning rom experienced teachers while oten bringing new ideas or literacy learning to the school.
Uniersity students inoled in the teaching lellows program ,teaching while, with the support o a uniersity mentor and liaison,
completing a Masters degree in one year,. lellows receie a post-graduate degree while learning to teach with experienced mentors and
sta support.
1he Llementary Lducation Senior \ear on Site Program ,S\OSP, is oered through the MU College o Lducation. 1his is a
collaboratie eort between MU aculty and partner public school aculty and administrators that proides year-long mentorship and
student teaching experiences or preserice teachers.
Proessional deelopment through both coursework and targeted workshops is aailable through higher education institutions.
1eachers and other school sta members beneit rom this and are able to then implement new learning in classrooms and school
districts.
Uniersities and colleges that are research institutions oten partner with local schools to conduct both qualitatie and quantitatie
research which can beneit both entities.
Schools hae the opportunity to oer input into the deelopment and reinement o teacher preparatory programs which can
lreedom Schools
strengthen the college program and ultimately impact the eectieness o teachers.
1he uture plan is to establish dialogue between DLSL and representaties o higher education institutions or the purpose o discussing best
instructional practice that can be shared through both aenues.
39

Ak1NLkSnIS
An essent|a| Schoo|s and bus|nesses work together to support ||teracy through:
component |n
foster|ng a cu|ture of
||teracy |s the not|on
classroom visits for
readlng aloud Lo
sLudenLs
career and llLeracy
purposes
career and llLeracy
purposes
career and llLeracy
purposes
career and llLeracy
purposes
of partnersh|ps
between schoo|s
and:
special activity
sponsorshlp
speclal acLlvlLy
sponsorshlp
special activity
sponsorshlp
special activity
sponsorshlp
special activity
sponsorshlp
Businesses and
government
grant awards for
Leachers
grant awards for
Leachers
grant awards for
Leachers
grant awards for
Leachers
grant awards for
Leachers
Professional and
serv|ce organ|zat|ons
Partners in
LducaLlon (lL)
Partners in
LducaLlon (lL)
Learning tours Internships
Student
scholarshlps
Communities and
fam|||es
L|teracy
organ|zat|ons
Educational
ent|t|es
Schoo|s and government work together to support ||teracy through:
involvement of
local governmenL
sLakeholders and
sLaff represenLaLlves
ln llLeracy counclls
involvement of
local governmenL
sLakeholders and
involvement of
local governmenL
sLakeholders and
involvement of
local governmenL
sLakeholders and
involvemenL of
local governmenL
sLakeholders and
Schoo|s and profess|ona| organ|zat|ons support ||teracy through:
leadership
lnformaLlon and
supporL
leadership
lnformaLlon and
supporL
leadership
lnformaLlon and
supporL
leadership
lnformaLlon and
supporL
leadership
lnformaLlon and
supporL
literacy
scholarshlps
literacy
scholarshlps
literacy
scholarshlps
literacy
scholarshlps
literacy
scholarshlps
60

Ak1NLkSnIS
literacy
lnformaLlon
llLeracy
lnformaLlon
literacy
lnformaLlon
literacy
lnformaLlon
literacy
lnformaLlon
literacy materials
and resources
literacy materials
and resources
literacy materials
and resources
literacy materials
and resources
literacy maLerlals
and resources
Schoo|s and serv|ce organ|zat|ons support ||teracy through:
book donations book donations book donations book donations book donations
promotion of
llLeracy campalgns
promoLlon of
llLeracy campalgns
promotion of
llLeracy campalgns
promotion of
llLeracy campalgns
scholarships and scholarships and
granLs
scholarships and
granLs
scholarships and
granLs
sysLems such as
arenLs as 1eachers
promotion of
llLeracy campalgns
scholarships and
granLs granLs
Schoo|s and commun|t|es]fam|||es work together to support ||teracy through:
sharing of literacy
sLraLegles for
parenLs, careglvers,
and volunLeers
sharing of literacy
sLraLegles for
and volunLeers
sharing of literacy
sLraLegles for
and volunLeers
sharing of literacy
sLraLegles for
and volunLeers
sharing of literacy
sLraLegles for
and volunLeers
establishment of
common goals wlLh
organlzaLlons such as
1A/1C
esLabllshmenL of
common goals wlLh
1A/1C
establishment of
common goals wlLh
1A/1C
establishment of
common goals wlLh
1A/1C
in-home supporL communication communication
wlLh afLer-school care
cenLers and
homework help
cenLers
wlLh afLer-school care
cenLers and
homework help
cenLers
61

professlonal
llLeraLure
professlonal
developmenL
opporLunlLles
scholarshlps
placement of
sLudenL Leachers ln
early chlldhood
involvement in
Leachlng lellows
program
support of SIOSP
sLudenLs ln early
chlldhood seLLlngs
professional
developmenL
opporLunlLles
Lhrough coursework
and workshops
partnering for
research purposes
development and
reflnemenL of
Leacher preparaLlon
programs
professional
llLeraLure
professional
developmenL
opporLunlLles
scholarshlps
placement of
sLudenL Leachers aL
prlmary level
involvement in
Leachlng lellows
program
support of SIOSP
sLudenLs aL Lhe
prlmary level
professional
developmenL
opporLunlLles
Lhrough coursework
and workshops
partnering for
research purposes
development and
reflnemenL of
Leacher preparaLlon
programs
professlonal
llLeraLure
professlonal
developmenL
opporLunlLles
scholarshlps
L|teracy Crgan|zat|ons support ||teracy through:
Schoo|s and other educat|ona| ent|t|es support ||teracy through:
placement of
sLudenL Leachers aL
lnLermedlaLe level
placement of
sLudenL Leachers ln
mlddle school seLLlng
involvement in
Leachlng lellows
program
involvement in
Leachlng lellows
program
support of SIOSP
sLudenLs aL Lhe
lnLermedlaLe level
support of SIOSP
sLudenLs aL Lhe
mlddle school level
professional
developmenL
opporLunlLles
Lhrough coursework
and workshops
professlonal
developmenL
opporLunlLles
Lhrough coursework
and workshops
partnering for
research purposes
parLnerlng for
research purposes
development and
reflnemenL of
Leacher preparaLlon
programs
development and
reflnemenL of
Leacher preparaLlon
programs
professlonal
llLeraLure
professlonal
developmenL
opporLunlLles
scholarshlps
professlonal
llLeraLure
professlonal
developmenL
opporLunlLles
scholarshlps
placement of
sLudenL Leachers aL
Lhe secondary level
involvement in
Leachlng lellows
program
support of SIOSP
sLudenLs aL Lhe
secondary level
professional
developmenL
opporLunlLles
Lhrough coursework
and workshops
partnering for
research purposes
development and
reflnemenL of
Leacher preparaLlon
programs
62

Professional Development
Undergirding eectie literacy instruction and strong literacy leadership is quality proessional deelopment proided to administrators and all
sta inoled in literacy instruction. Ongoing proessional deelopment supports the notion o lielong learning or learners o all ages.
Proessional deelopment, as deined by one o the leaders in the field, is those processes and activities designed to enhance the
proessional knowledge, skills, and attitudes o educators so that they might, in turn, improe the learning o students (Guskey, 2000, p. 16,see
also National Sta Deelopment Council, 2009,. 1his is especially true in the area o literacy because learning is based on a complex set o
ariables which require a coherent application o numerous instructional strategies ,Snow, 1998,. A state proessional deelopment plan must
address, at a minimum,
the standards by which proessional deelopment programs are designed and implemented,
the content that high quality proessional deelopment ,lQPD, must address,
the state inrastructure and policies charged with designing and oerseeing proessional deelopment,
and the ealuation o proessional deelopment at the state leel.
S1ANDAkDS:
Missouri has long subscribed to the standards outlined by 1he National Sta Deelopment Council ,2009,. 1hese are
Context Standards: Staff deve|opment that |mproves the |earn|ng of a|| students:
organizes adults into learning communities whose goals are aligned with those o the school and district ,Learning Communities,,
requires skillul school and district leaders who guide continuous instructional improement ,Leadership,,
requires resources to support adult learning and collaboration ,Resources,.
rocess Standards: Staff deve|opment that |mproves the |earn|ng of a|| students:
uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improement
,Data-Drien,.
63

uses multiple sources o inormation to guide improement and demonstrate its impact ,Laluation,,
prepares educators to apply research to decision making ,Research-Based,,
and \ei, Darling-lammond, Andree, Richardson, & Orphanos, 2009.,
uses learning strategies appropriate to the intended goal ,Design,,
applies knowledge about human learning and change ,Learning,,
Proides educators with the knowledge and skills to collaborate. ,Collaboration,.
Content Standards: Staff deve|opment that |mproves the |earn|ng of a|| students:
prepares educators to understand and appreciate all students, create sae, orderly, and supportie learning enironments, and hold high
expectations or their academic achieement ,Lquity,,
deepens educators' content knowledge, proides them with research-based instructional strategies to assist students in meeting rigorous
academic standards, and prepares them to use arious types o classroom assessments appropriately, ,Quality 1eaching,,
proides educators with knowledge and skills to inole amilies and other stakeholders appropriately ,lamily Inolement,.
Research in the area o proessional deelopment has expanded on the practical application o these standards. Some o the indings regarding
the characteristics o eectie proessional deelopment that hae special releance to the state plan are
ocused on speciic curriculum content,
organized around real problems o practice,
connected to teachers work with children;
linked to analysis o teaching and student learning,
intensie, sustained and continuous oer time,
supported by coaching, modeling, obseration, and eedback,
connected to teachers collaborative work in learning communities;
integrated into school and classroom planning around curriculum, instruction, and assessment.
,See Darling-lammond & Richardson, 2009, Jaquith, Mindich, \ei, & Darling-lammond, 2010, \ei, Darling-lammond, & Adamson, 2010,
64

It is important to note that these research-based elements o eectie proessional deelopment must be applied comprehensiely, in a
synthetic ashion. lor example, or proessional learning communities ,PLCs, to be eectie, research supports the statement that PLCs must
ocus on content that aects real practice along with other elements o the standards o good proessional deelopment, e.g., on-going,
embedded, etc. ,Sawchuk, 2010, Slait, Nelson, & Kennedy, 2010, and \ei, et al., 2010,.
CCN1LN1:
1he speciic instructional content to be addressed in the Missouri Comprehensie Literacy Plan is described in the narraties ound in the
Instruction section aboe. In addition to these instructional strategies, proessional deelopment must ocus on other areas.
A$6(),0 *-&,.: 1here are numerous topical areas that literacy educators must be aware o beyond instructional strategies. 1hese would include
the ollowing:
human learning theory,
Cognitie Coaching and presentation skills,
brain research and literacy,
Response to Interention,
eectie assessment.
E-$16.: Classroom teachers are just one o the key groups o educators who must receie ligh Quality Proessional Deelopment ,lQPD,.
Other groups would include:
A Statewide Program o Literacy Coach 1raining: Literacy coaches are an important component o an eectie literacy instructional
program ,lall, 2004,. It is critical that there be a consistency o approach and content.
Literacy 1eam 1raining: Research on PLCs supports the statement that in order to be eectie, they must ocus on content ,Slait et
al., 2010, Keller, 2010,.
63

Administrator 1raining: As stated by the International Reading Association ,IRA,
,http:,,www.reading.org,General,Publications,Reading1oday,R1\-0804-proposal.aspx,, Administrators must be trained as
instructional leaders who support and understand teachers efforts to improve reading instruction (2010). As with coaches and literacy
teams, a proessional deelopment program that meets standards, e.g., on-going, embedded, data-drien, ealuable, etc., must be
deeloped to ensure a consistent and eectie statewide eort
Support 1eachers: Special Lducation, LLL, and other teachers who may or may not hae speciic classrooms must hae the same
opportunities or lQPD.
In addition to these specific groups, the states HQPD program must take into account dierences that occur among the ollowing educators.
Grade leel: As grade leels increase, there is more departmentalization o subject areas and, as a consequence, there is speciic training
designed to meet the dierent needs o content area teachers. 1hus, in addition to general reading and writing instructional strategies,
content area teachers learn how to embed literacy instructional strategies and assessments in their content teaching.
Demographic dierences: 1here are regional, e.g., rural,urban, socio-economic, cultural, linguistic, and other dierences in student and
community populations that require lexible approaches to proessional deelopment training.
INIkAS1kUC1UkL AND CLICILS:
An eectie inrastructure or lQPD would include a state leel coordinating body o literacy and proessional deelopment. 1his group
would hae the responsibility o establishing guidelines related to the content and process o proessional deelopment. Representaties rom
district and state leels would comprise this coordinating body and would include those persons who hae theoretical and practical expertise in
the ield o literacy instruction as well as those who are knowledgeable o the characteristics o lQPD. 1he coordinating body would be
responsible or analyzing the eectieness o current PD structures within the state and recommending restructuring as needed. 1he body
would also be responsible or proiding recommendations or unding, procedures by which programs would be held accountable or results,
acilitation o collaboration and statewide consistency, and mechanisms by which new programs can be ealuated.
66

Lva|uat|on:
A meaningul and useul ongoing ealuation system is critical to the eectieness o lQPD. 1his ealuation system would answer questions
about what programs are working, what eiciencies can be improed through collaboration, what new programs desere support, and other
critical concerns.
As with proessional deelopment in general, the ealuation process related to proessional deelopment is guided by published standards and
research in the area. 1he Joint Committee on Standards or Lducational Laluation ,JCSLL, ,1994, identiied thirty standards aggregated into
our categories:
1. Utility: intended to ensure the evaluation will sere the practical inormation needs o intended users.
2. Feasibility: intended to ensure that an evaluation will be realistic, prudent, diplomatic, and frugal.
3. Propriety: intended to ensure that an evaluation will be conducted legally, ethically, and with due regard or the welare o those
inoled in the ealuation, as well as those aected by the results.
4. Accuracy: intended to ensure that an evaluation will reveal and convey technically adequate information about the features that
determine worth or merit o the program being ealuated.
The evaluation of professional development for the Comprehensive Literacy Plan will subscribe to the principles of Utilization-locused
Evaluation (Patton, 1997), an evaluation process or making decisions about ealuation issues in collaboration with an identiied group o
primary users focusing on their intended uses of evaluation (p. 20). It is important to note that while useful evaluations are not the same as
scientiic research, they are eidenced-based actiities with the ollowing guidelines:
Evaluation is a narrative based on empirical evidence that is derived and verifiable by observation or experiment.
1ransparency, replication, and other empirical alues are important qualities o the narratie.
1he principle o conerging eidence, i.e., multiple sources o data and interpretation, are used in deeloping the narratie.
1he narratie is the result o a cogent collaboration between ealuators and intended users.
67

lollowing Guskey ,2000,, an ealuation o proessional deelopment actiities must report at a minimum on the ollowing categories.
1. Participants Reaction Outcomes
2. Participants Learning Outcomes
3. Participants' Use o Knowledge and Skills Outcomes
4. Organization Change Outcomes
5. Student Learning Outcomes
In addition to these concerns, an ealuation process must be concerned with the implementation o state, district, and local leel eorts, e.g.,
monitoring whether state policies and inrastructure are operating as intended. A ully deeloped ealuation plan will include:
A Logic Model: An essential step or the ealuation plan is the deelopment o a basic logic model that describes the elements o
program implementation ,inputs, and how they are connected to desired outcomes ,outputs,. An additional beneit o the logic model
is that it proides an explicit ramework to guide the collaborations between participating stakeholders.
Laluation strategies including speciication o process and outcome research questions, methodologies, and reporting.
A large number o ealuation instruments and sources o data can be applied to create an eectie ealuation. 1hese instruments and data
sources can include sureys, reiews o documents, e.g., annual program reports, budgets, demographic data collected by the state or students,
educators, and communities, and outcome data, e.g., state test scores, school ormatie assessments. Lspecially important in terms o
ealuation tools should be the capacity to do ield work to obsere irst-hand the implementation o proessional deelopment and its eects
on educators practices and student achieement.
68

kCILSSICNAL DLVLLCMLN1
n|gh qua||ty rovlde Lralnlng on
lmplemenLaLlon of
Mlssourl lnfanL and
1oddler SLandards
and Larly Chlldhood
SLandards
rovlde supporL ln all
domalns and conLenL
areas of early
chlldhood.
rovlde ongolng
Lralnlng and supporL
ln Lhe analysls of
sLudenL daLa
rovlde a varleLy of
avenues for PCu,
e.g., professlonal
learnlng
communlLles,
coachlng and
menLorlng, llLeracy
Leams, Lo supporL
Leacher pracLlce
rovlde Lralnlng on
lmplemenLaLlon of
Lhe Common Core
SLaLe SLandards
rovlde llLeracy
ln all conLenL areas.
rovlde ongolng
ln Lhe analysls of
sLudenL daLa
rovlde a varleLy of
avenues for PCu,
e.g., professlonal
learnlng
communlLles,
coachlng and
menLorlng, llLeracy
Leams, Lo supporL
Leacher pracLlce
rovlde Lralnlng on
lmplemenLaLlon of
Lhe Common Core
SLaLe SLandards
rovlde llLeracy
ln all conLenL areas.
rovlde ongolng
ln Lhe analysls of
sLudenL daLa
rovlde a varleLy of
avenues for PCu,
e.g., professlonal
learnlng
communlLles,
coachlng and
menLorlng, llLeracy
Leams, Lo supporL
Leacher pracLlce
rovlde Lralnlng on
lmplemenLaLlon of
Lhe Common Core
SLaLe SLandards
rovlde Lralnlng for
Lhe lmplemenLaLlon
of llLeracy wlLhln all
conLenL areas.
rovlde ongolng
ln Lhe analysls of
sLudenL daLa
rovlde a varleLy of
avenues for PCu,
e.g., professlonal
learnlng
communlLles,
coachlng and
menLorlng, llLeracy
Leams, Lo supporL
Leacher pracLlce
rovlde Lralnlng on
lmplemenLaLlon of
Lhe Common Core
SLaLe SLandards
rovlde Lralnlng for
Lhe lmplemenLaLlon
of llLeracy wlLhln all
conLenL areas.
rovlde ongolng
ln Lhe analysls of
sLudenL daLa
rovlde a varleLy of
avenues for PCu,
e.g., professlonal
learnlng
communlLles,
coachlng and
menLorlng, llLeracy
Leams, Lo supporL
Leacher pracLlce
profess|ona|
deve|opment (nD)
supports ||teracy
|nstruct|on and
strong ||teracy
|eadersh|p
69

Appendices
70

Appendix A
LI1LkAC ASSLSSMLN1 INVLN1Ck
1he ollowing is a partial listing o the aailable assessments that could be used or screening, progress monitoring, and,or diagnosing reading
and writing diiculties. |Note: 1he Missouri Department o Llementary and Secondary Lducation does %$9 endorse nor imply endorsement o
the ollowing assessments. 1his appendix is to be used solely as a resource or educators to better inorm assessment choices and decisions.|
S ~ Screening D ~ Diagnosis PM ~ Progress Monitoring
E-,<& F,'& $C A&.9 @G(00. H&,.1-&< @ : "H *<'(%(.9-,9($%
K-12
Analytical Reading
Inentory ,ARI,
8
th
Ld.
\oods & Moe
lluency, accuracy, comprehension ,oral &
silent reading, in narratie & content area text
X X X Indiidual
PreK-12
Bader Reading and
Language Inentory and
Reader Passages-5
th
Ld.
Comprehension, phonics, writing, phonemic
awareness
X Indiidual
K-12
Burns,Roe Indiidual
Reading Inentory 2006
Comprehension, retellings, graded word lists
or placement with graded reading
X X Indiidual
PreK-12
Classroom Reading
Inentory ,Silaroli and
\heelock,
\ord recognition, phonics, comprehension X X Indiidual
K-1 Clays Observation Survey
Phonics, phonemic awareness, word reading,
letter identiication, luency, written
ocabulary
X X Indiidual
K-Adult
Comprehensie 1est o
Phonological Processing
,C1OPP,
Phonological awareness, phonological
memory, rapid naming
X X X Indiidual
K-Adult
Diagnostic Assessments
o Reading ,DAR,
lluency, comprehension, phonics X
Indiidual
1-12
Degrees o Reading
Power ,DRP,
Comprehension ,measures using noniction
and prose paragraphs,
X
Indiidual, group
,includes Spanish,
71

E-,<& F,'& $C A&.9 @G(00. H&,.1-&< @ : "H *<'(%(.9-,9($%
K-6
Dynamic Indicators o
Basic Larly Literacy Skills,
6
th
Ld. ,DIBLLS,
Phonemic awareness, phonics, luency X X
Indiidual
PreK-12 Dolch \ord List \ord recognition X Indiidual
K-8
Deelopmental Reading
Assessment 2 ,DRA,
lluency, comprehension X X Indiidual
1-9
Lkwall,Shanker Reading
Inentory
Comprehension, phonics, listening
comprehension
X X Indiidual
K-12
Gates-MacGinitie Reading
1est, 4
th
Ld.
General assessment o reading achieement,
ocabulary,word knowledge, comprehension
X Group
PreK-Adult
Group Reading
Assessment and
Diagnostic Laluation
,GRADL,
Phonological awareness, sentence
comprehension, passage comprehension,
ocabulary, listening comprehension
X X X Group
1-12
Gray Oral Reading 1est
,GOR1,
lluency X X Indiidual
2-Adult
Gray Silent Reading 1est
,GSR1,
Comprehension X X Indiidual, Group
PreK-12
Indiidual Reading
Inentory ,IRI,
Independent, Instructional, lrustration
reading leels, listening comprehension
X X Indiidual
9-Adult
Nelson-Denny Reading
Surey
Vocabulary deelopment, comprehension,
reading rate
X Indiidual
K-3
Phonological Awareness
Literacy Screening ,PALS,
Phonological awareness, phonics, letter
identiication, word recognition
X X Group, Indiidual
PreK-Adult
Peabody Picture
Vocabulary 1est ,PPV1,
Vocabulary, word knowledge X X X Indiidual
K-12
Record o Reading
Behaiors ,Running
records,
lluency, comprehension, word knowledge X X X Indiidual
1-12
Reading Leel Indicator
,RLI,
Comprehension X
Group ,includes Spanish,
72

E-,<& F,'& $C A&.9 @G(00. H&,.1-&< @ : "H *<'(%(.9-,9($%
1-12
Stanord Diagnostic
Reading 1est4
th
Ld.
,SDR1-4,
Phonics, ocabulary, comprehension X Group
PreK-Adult Sort-R \ord recognition X
Classroom screening
,teacher,
K-8
Qualitatie Reading
Inentory, 5
th
Ld., ,QRI,
Accuracy, rate, strategies, comprehension,
word identiication, listening comprehension
X X Indiidual
K-12
1est o Language
Deelopment ,1OLD-2,
Combinationsentence combining,
ocabulary word ordering, grammar,
comprehension, malapropisms
X X Indiidual
2-12
1est o Reading
Comprehension ,1ORC-
3,
Comprehension, general ocabulary, syntactic
similarities, paragraph reading, sentence
sequencing. Measures content area ocabulary
in math, social studies and science.
X X Indiidual, group
K-12
1est o \ord Knowledge
,1O\K,
Vocabulary X Indiidual
1-Adult
1est o \ord Reading
Liciency ,1O\RL,
\ord recognition X Indiidual
K-2
1exas Primary Reading
Inentory ,1PRI,
Phonemic awareness, phonics, luency,
ocabulary, comprehension
X X X Indiidual
K-1 \opp-Singer Phonemic awareness X X Indiidual
K-12
\oodcock Reading
Mastery-Reised
Visual auditory learning, letter identiication,
word identiication, word comprehension, text
comprehension
X X Indiidual
1-12
Scholastic Reading
Inentory ,SRI,
Vocabulary, luency, passage details, cause and
eect relationships, sequencing, drawing
conclusions, making connections, and
generalizations
X X
Indiidual
,computerized,
K-12
Reading Inentory or the
Classroom, 4
th
Ld.
Reading o connected text, word analysis,
comprehension, miscue analysis, listening
comprehension
X X Indiidual
73

E-,<& F,'& $C A&.9 @G(00. H&,.1-&< @ : "H *<'(%(.9-,9($%
K-
Gray Oral Reading 1est-
Diagnostic ,GOR1-D,
Paragraph reading, decoding, word
identiication, word attack, morphemic
analysis, contextual analysis, and word
ordering
X Indiidual
PreK-12
Basic Reading Inentory
,Jerry Johns,
Larly Literacy Assessment: includes concepts
about print, word knowledge, phoneme
awareness and segmentation, and passage
reading
Reading Inentory: includes graded word lists,
oral and listening comprehension
X X X Indiidual
1-12 Miscue Analysis
Language cueing systems ,graphophonic,
syntactic, semantic, pragmatic,, reading
strategies, comprehension
X X Indiidual
K-12 AIMS \eb lluency, comprehension X X Indiidual
Adapted from: Reading Assessment Inventory New Hampshire Department of Education
74

Appendix B
GLCSSAk CI 1LkMS
,)9(?& ?$()&
writing in which the subject o the sentence perorms the action o the erb
,)9(?& ?$()& - My sister decorated the cake.
6,..(?& ?$()& - when the subject receies the action The cake was decorated by my sister.
,<,8& a short statement expressing a generally accepted truth. (e.g., The proof is in the pudding.)
,CC(I&. a word element ,e.g., preix or suix, that can only be used when attached to a root or base word
,00(9&-,9($% the repetition o an initial sound in a line o poetry or in a sentence in prose
,001.($% a reerence to a person, place, eent or thing in history, myth, or another work o literature
,%,0$82
an expression showing similarities between two things. (Analogies show relationships. For example, Explain
how the relationship between thermometer and temperature is similar to the relationship between odometer and
distance. Analogies take the printed form A:B :: C:D and are read A is to B as C is to D.)
,%,02.(.
separating a text or structure into its parts to explain how the parts work together to create a speciic eect or
achiee a purpose
,%)#$- )#,-9
a chart that is co-constructed by a teacher and students. Its purpose is to put in writing the learning that is taking
place in the classroom. 1he chart should hae a single ocus and an organized, deelopmentally appropriate
appearance.
,%&)<$9& a short narratie o eents or incidents, oten included in a longer text to support a point or pattern in the text
,%%$9,9&
an actie reading strategy which promotes critical thinking, marking the text and recording such things as literary
deices and elements, questions, key words, etc.
,%9()(6,9($% 81(<&
a pre-reading strategy which prepares students to consider the major themes and concepts o a written work
through a series o statements that address the concepts, rather than the story.
,-81'&%9
a claim supported by reasons, acts and details, arguments hae arious structures, but all are based in an initial
claim deeloped through logic
,..&..'&%9
1he process o documenting, usually in measureable terms, knowledge and skills. Assessments are used by
schools, states, or the federal government to measure a students progress toward measureable learning
standards.
73

,..&..'&%9
J926&.K
A26&. $C *..&..'&%9.:
5$''$%: a type o ormatie assessment, oten team-deeloped in order or teachers to estimate students
progress toward meeting speciic learning goals
/$-',9(?&: although it may take the orm o a standardized test, it is usually designed by the teacher to
collect inormation used to inorm ongoing instruction on a student's work, and may not necessarily be used
or grading purposes
>%9&-(' $- 4&%)#',-G ,..&..'&%9.L are standardized ,the administration and scoring procedures are the
same or all examinees,. 1hey are gien periodically to measure progress toward more content than
ormatie assessments, but not as much content as summatie assessments. 1he results can be aggregated
and, i score distributions meet technical criteria, scores can be incorporated into accountability systems.
"-$8-&.. '$%(9$-.L inorm the teacher about a students progress, determine if the student is making
progress, and proide timely measures to inorm instruction.
@)-&&%(%8 (%.9-1'&%9.L predict which students are likely to experience diiculty and identiy students who
are at-risk and in need o urther assessment.
@1'',9(?&: usually a standardized test, gien at the end o instruction, to coer broad content. 1he results
can be aggregated and hae traditionally weighed heaily in accountability systems.
,..&..'&%9
J(%.9-1'&%9.K
*..&..'&%9 (%.9-1'&%9.: tools used to determine a learners academic progress. The instruments can be formal
or inormal, and may require specialized training. See the Missouri Literacy Plan or urther explanation.
Lxamples include:
anecdotal records
checklists
commercially-produced tests
inentories
miscue analysis
running records
teacher obserations
teacher-constructed
unit tests
writing assessments
76

*..&..'&%9 (9&' 926&.: ormal assessments are generally made up o our means by which to assess student
learning.
5$%.9-1)9&<B;&.6$%.& >9&'. J5;KL the main purpose o a constructed-response item is to address targets
and claims that are o greater complexity. 1hey ask students to deelop answers without suggested answer
choices.
"&-C$-',%)& A,.G. J"AKL the LLA Perormance 1asks ocus on reading, writing, speaking and listening,
,..&..'&%9 and research claims. 1hey measure capacities such as depth o understanding, interpretie and analytical
J(9&' 926&.K
@&0&)9&<B;&.6$%.& >9&'. J@;KL traditionally known as Multiple Choice, selected-response items include a
stimulus and stem ollowed by three to ie options rom which a student is directed to choose only one.
A&)#%$0$82B&%#,%)&< >9&'.DA,.G. JA=KL technology-enhanced items can proide eidence or LLA
practices that could not be as reliably obtained rom traditional SRs and CRs. 1echnology-enhanced items
may stand alone or may be a tool used as part o the Perormance 1ask and,or Constructed-Response items.
Seeral 1L types include reordering text, selecting and changing text, and selecting rom drop-down menus
ability, basic recall, synthesis, and research. 1hey may take place oer time.
77

,..&..'&%9
J?$),410,-2K
*..&..'&%9 3$),410,-2L
50,('.L Smarter Balanced assessment uses eidence-centered design ,LCD, to deelop an assessment
system. As a part o this design, Smarter Balanced established our claims regarding what students should
know to demonstrate readiness or college and career.
:(.9-,)9&-: the incorrect response options to an SR item
:(.9-,)9&- *%,02.(.: the item writers analysis of the options or rationale for inclusion of specific options
>9&': the entire item, including the stimulus, question,prompt, answer,options, scoring criteria, and
metadata
M&2: the correct response,s, to an item
N69($%.: the responses to a selected-response ,SR, item rom which the student selects one or more
answers
@)$-(%8 ;14-(): the descriptions or each score point or an item,task that scores more than one point or
a correct response
@9&': the statement o the question or prompt to which the student responds
@9('101.: the text, source ,e.g., ideo clip,, and,or graphic about which the item is written. 1he stimulus
proides the context o the item,task to which the student must respond
A,-8&9L within the Smarter Balanced assessment design, students progress is measured using claims. Under
each claim are targets more closely examining student learning
A,.G: similar to an item, yet typically more inoled and usually associated with constructed response,
extended-response, and perormance tasks
A$6B@)$-& ;&.6$%.&: one example o a complete and correct response to an item,task
,..&..'&%9 (%.9-1'&%9.
tools used to determine a learners academic progress. The instruments can be ormal or inormal and may
require specialized training. See the Missouri Literacy Plan or urther explanation. Lxamples include:
anecdotal records
checklists
commercially-produced tests
inentories
miscue analysis
running records
teacher obserations
teacher-constructed
unit tests
writing assessments
78

,%&)<$9,0 -&)$-<.
written obserations o what a student is doing or saying. 1hey are an inormal means o keeping track o a
students progress.
,..(.9&< +-(9(%8
composing a message in which the teacher and students always share the "thinking" and sometimes share the
pen ,e.g., shared writing, modeled writing, interactie writing,
4,.() 4(40($8-,6#()
(%C$-',9($%
citation used at the end o text in list o works cited or consulted
4(,.
the slant that is presented in a text: the slant is reealed through the text structure, selected details, and word
choices
4$$G <(.)1..($%.
small groups o students who gather together to discuss, in depth, a piece o literature. 1he discussion is guided
by students' responses to what they hae read. Book discussions proide a way or students to engage in critical
thinking and relection as they read, discuss, and respond to booksO
4$$G 9,0GD4$$G +,0G
a reading strategy in which students or the teacher preiews the text by looking through the pages or text
eatures, key ocabulary or concepts
)&%9-,0 (<&, a main idea in an inormational text
)&%9-,0 '&..,8&
In the CCSS at lower grades, central message is the main point or essence o the text. Central message becomes
theme in the upper grades.
)#,-,)9&- 9-,(9.
aspects o the character: physical appearance, personality, speech, behaior,actions, thoughts and,or eelings,
interactions with other characters, etc.
)#,-9(%8 , 9&I9
a during-reading strategy in which the reader responds to the text paragraph-by-paragraph, writing a 1-chart
summary o the main idea o the paragraph on the let side and a brie list o the deice,deices ,e.g., parallel
structure, repetition, loaded words, used to deelop the main idea on the right side o the chart.
)(9,9($%
a reerence which documents the source o a quote, act, or idea:
parenthetical citations are used internally in texts ollowing the inormation
bibliographic citations are used at the end o texts in lists o works cited or consulted
)(9& to identiy the source o inormation, including quotes, acts, statistics, and ideas included in a text
)0,(' an assertion o the truth o something, typically considered as disputed or in doubt
79

)0,..-$$' <(,8%$.9()
,..&..'&%9.
assessments which proide in-depth inormation that assists the teacher in planning or the instructional needs
o the learner. 1hese assessments can be considered or use as screening tools as well as ormatie assessments.
1he ollowing are some examples:
running records
miscue analysis
inentories
unit tests
writing assessments
)0$.& -&,<(%8 independent reading o complex texts to gather eidence, knowledge, and insight or writing or discussion
)$#&.(?& <&?()&.
elements that bind writing together, cohesie deices include transitional words and phrases as well as repetition
of key words and reference words that point back to ideas in the text
)$00,4$-,9($% to work together in a joint intellectual and,or creatie eort
)$00,4$-,9(?& (%.9-1)9($%,0
.9-,9&8(&.
a method,structure in which students team together to learn content, ,e.g., ishbowl, gallery walk, Socratic
Seminar,
)$'6,-&
to tell how things are alike, to examine both points o similarity and dierence, but generally with the greater
emphasis on similarities
)$'6-&#&%.($% the result o the ability to construct meaning while engaging with text
)$'6-&#&%.(?& ,..&..'&%9
.2.9&'
addresses all o the ollowing purposes or assessment:
predict which students are at-risk and in need o urther diagnostic assessment
inorm and guide teaching and learning
inorm school leaders about the eicacy o programs
hold schools accountable or meeting achieement goals
inorm the public about student achieement
)$%)&69. $C 6-(%9
theories about how print works, the rules o written words - letters, words, directionality, punctuation and other
skills in order to be a successul reader
)$%C&-&%)(%8
a powerul method o instruction that occurs during the reading and writing workshop.
In reading workshop, the teacher meets with indiidual students, to engage them in discussion regarding
the concept being taught, discuss what the reader is independently reading, or conduct a brie assessment
o reading behaiors.
In writing workshop, the teacher engages indiidual writers in a guided writing lesson based on the need o
the learners.
Conerencing is appropriate and eectie or primary, elementary, middle and secondary leels.
)$%%$9,9($% attitude and emotional eelings associated with a word or idea
80

5$%.9-1)9&< ;&.6$%.&
J5;K
as assessment item which requires students to deelop a response without suggested answer choices
)$%9-,.9 to explain how things are dierent
)$%?&%9($%.
a rule or practice based on general consensus, rules apply to capitalization, punctuation, spelling, grammar and
usage
)$1%9&-B)0,(' a claim that negates or disagrees with the thesis,claim
)-&<(40& belieable, worthy o conidence, reliable
)1&(%8 .2.9&'.
methods o language deelopment used simultaneously as language users speak, listen, read, and write:
E-,6#$6#$%&'() 51&(%8 @2.9&'L Graphophonemic cues are related to the graphic representations
,grapho-, o sounds ,phoneme, we hear ,both indiidual letters and letter combinations, in words. 1hese cues
inole using the letters o the alphabet and the conentions o print.
@2%9,)9() 51&(%8 @2.9&'L Syntactic cues inole identiying the unction o a word ,noun, erb, adjectie,
aderb,. 1hey rely on the knowledge o how the structure o the Lnglish language works and the language
patterns associated with it.
@&',%9() 51&(%8 @2.9&'L Semantic cues are related to meaning and proide guidance as the reader attempts
to make sense o a text. A reader must be able to attach meaning to words and hae some prior knowledge to
use as a context or understanding the word. 1he reader must be able to relate the newly learned word to prior
knowledge through personal associations with text and the structure o text.
"-,8',9() 51&(%8 @2.9&'L The pragmatic system involves the readers purpose and aim while reading; it
goerns what the reader considers important and needs to understand.
,see State Literacy Plan,
<&0(%&,9& describe or list with detail and precision
<&%$9,9($% a words literal or dictionary meaning
<(,0&)9
the language spoken by the people o a particular place, time or social group
-&8($%,0 <(,0&)9: spoken in a speciic geographic region
.$)(,0 <(,0&)9: spoken by members o a speciic social group or class
<(,0$8() -&,<(%8
an interactie method o reading picture books with children, when reading dialogically, adults encourage
children to become actiely inoled in the reading process asking questions and allowing children
opportunities to be storytellers
<(,0$81& discussion between two or more people
<(8(9,0 '&<(, any orm o electronic communication: wikis, blogs, nings, digital ideos, digital art, \ou1ube, etc.
<(8(9,0 .$1-)&. inormation published and organized electronically and aailable oer a network, typically the Internet
81

<(8(9,0 9&I9
text that has been conerted to a digital ormat and can be accessed electronically. Digital text can be searched,
rearranged and read aloud by an electronic deice.
<(.)(60(%& a branch o knowledge or teaching, subject o study
<$',(%B.6&)(C()
+$-<.D?$),410,-2
ocabulary speciic to a particular ield o study ,domain,, such as the human body, 1ier 1hree words
<-,C9(%8
a step in the writing process in which the writer takes the seed planted during prewriting and begins to grow the
text in the orm the writer enisions. During the drating process, the writer composes reely with a ocus on
deeloping the content o the writing.
&<(9(%8D6-$$C-&,<(%8
a step in the writing process in which the writer polishes the piece o writing, taking into account the needs o
the reading audience. 1he writer edits or the conentions o spelling, grammar, punctuation, capitalization, etc.
1he ocus is on the inal product.
&0&'&%9. $C <-,',
eatures o a drama or play, which may include, but are not limited to:
cast
dialogue
scene
stage directions
&'&-8&%9 -&,<&-D9&I9
a student on the path to luent literacy, beore conentional reading and writing skills emerge, emergent texts
hae repeated sentence patterns, simple story lines based on amiliar experiences and illustrations to support the
text.
&..&%9(,0 P1&.9($%
an oerarching question which does not hae a speciic answer, stimulates thought and prookes additional
questions
&92'$0$82 the study o the origin o words and the way in which their meanings hae changed oer time
&16#&'(.' mild or indirect word or expression substituted or one considered to be too harsh or blunt
&?,01,9& to make a judgment o quality based on eidence
&?(<&%)&
acts, igures, details, quotations, or other sources o data and inormation that proide support or claims or an
analysis and that can be ealuated by others, should appear in a orm and be deried rom a source widely
accepted as appropriate to a particular discipline, as in details or quotations rom a text in the study o literature
and experimental results in the study o science.
&I&'60,-2 9&I9 texts which illustrate the rigor appropriate or each grade leel or grade band ,see CCSS Appendix B,
&I6$.(9($% a comprehensie description and explanation to inorm a reader about a speciic topic
=I9&%<&< ;&.6$%.& J=;K
an item administered during the perormance task component o an assessment. No single LR is administered in
isolation, but as part o a collection. 1ypically 6 to 9 LR items,tasks sere to measure chains o reasoning asking
students to justiy their answers.
82

C,40&
a ictional narratie meant to teach a moral lesson, traditionally has animals as main characters who speak and act
like human beings
C,00,)($1. -&,.$%(%8 a ailure in logic that renders an argument weak or inalid, a misleading or unsound argument
C(81-,9(?& 0,%81,8&
word or phrase not intended literally, it is used or comparison, emphasis, clarity, or reshness o thought which
may include, but are not limited to:
adage
euphemism
hyperbole
idiom
metaphor
oxymoron
paradox
personiication
pun
simile
symbol
C(81-,9(?& '&,%(%8 non-literal meaning o a word or phrase, usually inoles iguratie language
C(0' 9&)#%(P1&.
eatures o a ilm, which may include, but are not limited to:
lighting
sound
color
camera ocus,angles
C(-.9#,%< ,))$1%9
direct personal obseration or experience ,e.g., irsthand account o a war,
in later grades, reerred to as primary source
C(-.9 6&-.$% a point o iew in which the narrator participating in the action tells the story
C(.#4$+0
an instructional strategy in which a small group o students engages in a process o discussion while other
students surround them to watch and comment on what is taking place in the fishbowl
C0,.#4,)G
literary technique in which the author presents inormation that happened beore the eents currently taking
place
C01&%)2
knowledge o the syntactic, semantic, and graphophonic cueing systems coupled with knowledge o how
language sounds, ,e.g., phrasing, in order to coney an oral interpretation o written text, more than accuracy and
speed,
83

C$)1.&< P1&.9($%
a query narrowly tailored to task, purpose, and audience, as in a research query that is suiciently precise to allow
a student to achiee adequate speciicity and depth within the time and ormat constraints
C$0G9,0& a story or legend orming part o an oral tradition
C$-&.#,<$+ literary technique in which the author proides clues to coming eents in a narratie
C$-',0 =%80(.#D@9,%<,-<
=%80(.#
the most widely accepted and understood orm o expression in Lnglish in the United States, it is used in
academic, business, and proessional contexts
C$-',0 .920& a style o writing that is less personal and more objectie
C$-',9(?& ,..&..'&%9
although it may take the orm o a standardized test, it is usually designed by the teacher to collect inormation
used to inorm ongoing instruction on a student's work, and may not necessarily be used or grading purposes.
Lxamples include, but are not limited to: teacher obserations, checklists, anecdotal records, running records,
teacher-constructed and commercially-produced tests.
C$1%<,9($%,0 +$-G.
texts associated with the ounding o a culture or society, such as well-known goernment documents, persuasie
texts about the ounding, and epics about the origins o the culture
8,00&-2 +,0G
students explore multiple texts or images that are placed ,generally on charts, around the classroom. Students
examine the work or ideas o peers as they walk around the room iewing each chart
8&%&-,0 ,),<&'()
+$-<.D?$),410,-2
ocabulary common to written texts but not commonly a part o speech, 1ier 1wo words
8&%-&
categories used to classiy text, which may include, but is not limited to:
iction
noniction
poetry
drama
inormational
able
olktale
graphic noel
literary noniction
memoir
8-,6#() %$?&0 a book-length narratie in which the story is coneyed to the reader using comic-book ormat
84

81(<&< -&,<(%8
small group instruction where the teacher meets with two to six students who demonstrate similar reading
processes or similar needs. Using a text that oers a moderate amount o challenge the teacher proides enough
support or the students to read the entire text silently, the main ocus is always comprehension o the text. 1his
type of instruction is typically appropriate for primary and elementary learners; however, the learners needs
should always be considered.
#26&-4$0& literary technique in which exaggeration is used to convey meaning (e.g., Ive told you a million times.)
(<($'
term or phrase whose meaning cannot be deduced rom the literal deinition and the arrangement o its parts,
but reers instead to a iguratie meaning that is known only through common use (e.g., I am pulling your leg.
or Youre skating on thin ice.)
(001.9-,9& proide examples or speciic details
(%C&-&%)& a conclusion about the unknown, based on the known
(%C$-',9($%,0 9&I9 text designed to coney acts, may employ techniques such as lists, graphs, and charts
(%C$-',9(?&D&I60,%,9$-2 type o writing which coneys inormation accurately or which explains a concept or situation
(%9&-,)9(?& -&,< ,0$1<
1eacher reads appropriate, pre-selected texts aloud to students while modeling luent, expressie reading.
Students are inited to interact with the teacher and,or other students.
(%9&-,)9(?& +-(9(%8
composing a message in which the teacher and students always share the "thinking" and sometimes share the
pen ,e.g., shared writing, modeled writing, interactie writing,
(%9&-6-&9,9($% explanation or the meaning o something, a stylistic representation o a creatie work or dramatic role
(-$%2
literary technique that contrasts expectations with reality
dramatic irony exists contrast or discrepancy when inormation is known to the reader or audience but unknown
to the characters
situational irony inoles an occurrence that contradicts the expectations o the reader or audience
erbal irony occurs when a writer or speaker says one thing but means the opposite
dramatic irony occurs when a character in a narratie or drama is unaware o something the reader or
audience knows
M7Q
a three column chart that helps students document what they already know ,K, about a topic, what they want
,\, to learn about the topic, and inally what they learned ,L, ater researching a topic or reading a text about a
topic
0&,-%(%8 )$''1%(92 a classroom in which teacher,s, and students actiely and collaboratiely work to help one another learn
0&..$%
a moral,theme
,see theme,
0(%G(%8 +$-<. transition words such as and, then, but; see transitions and temporal words
83

0(9&-,)2 (%9&-?&%9($% 9&,'
a group o proessionals who meet to determine interentions which address the needs o students who are not
making adequate academic progress. 1his team also meets to monitor the ongoing eectieness o the
interentions.
0(9&-,0 0,%81,8& the denotatie meaning o a word or phrase
0(9&-,-2 %$%BC()9($%
genre that uses literary styles and techniques ,iguratie language, imagery, rhetorical deices, etc., in actually
accurate texts. Lxamples include: biography, ood writing, memoir, trael writing, some historical writing, etc.
0(9&-,-2 9&)#%(P1&.
techniques used in writing which are intended to create a special eect or eeling, which may include, but are not
limited to:
euphemism
lashback
oreshadow
hyperbole
idiom
imagery
irony
jargon
metaphor
oxymoron
paradox
personiication
satire
simile
slang
symbolism
0(9&-,91-&B4,.&< <(.)1..($%
8-$16.DQ(9&-,91-& 5(-)0&.
small groups o students who meet to hae in-depth conersations regarding their responses to literature read
prior to meeting. 1hrough structured discussion and extended written and artistic response, literature-based
discussion groups guide students to deeper understandings o the text. 1eaching through literature-based
discussion is appropriate and eectie or elementary, middle and secondary leels.
0$,<&< 0,%81,8& language intended to eoke emotions or to shape attitudes
',R$- &?&%9. most signiicant eents in a story
'&'$(- creatie noniction in which an author recounts experiences rom his or her lie
86

'&%9$- 9&I9
text used as an example o quality writing, a published piece o writing a teacher uses during a lesson to teach a
skill or motiate the students to imitate the skill or style o the author
'&9,6#$-
literary technique that makes a direct comparison between two things in dierent classes, such as loe and a rose
or happiness and a blue sky, a comparison that aoe. vot use the connective words like or as (e.g., Love is a
rose.)
'&9&- the pattern o stressed and unstressed syllables in a line o poetry
'(%(B0&..$%
A short lesson lasting approximately 10-15 minutes.
the teacher includes a direct statement about the concept or skill to be taught,
the teacher models the concept or skill,
the class tries to imitate the concept or skill,
the students apply the skill to their own reading or writing,
the teacher ealuates progress
'$$<
in literaturea eeling created in the reader which is eoked through the language o the text e.g.,
relectie, melancholy
in grammar verb forms used to indicate the speakers attitude toward a fact or likelihood of an
expressed condition or action e.g., indicatie, imperatie, subjunctie
'$-,0 message or lesson to be learned rom a story or eent
'109('&<(, the combined use o seeral media ,e.g., Internet, ideo, audio, textual, graphic,
'109(60& ,))$1%9. sources including both irst and secondhand accounts
'29#
a story, which can be either act or antasy, that explains the inner meaning o the unierse and o human lie.
Myths explain natural phenomena, such as the origins o the unierse and earth, in particular, as well as the
reasons or human behaior and the social order o a culture.
%,--,9(?& writing that relates a story, personal experience
%,--,9$-
the person telling a story, narratie iewpoints include
irst person
third-person omniscient
third-person limited
%$%B0(9&-,0 0,%81,8&
language that departs rom eeryday literal language or the sake o comparison, emphasis, clarity, or reshness o
thought, iguratie language
%1,%)& subtle dierences or shades o meaning
$6(%($% a statement o personal belie, attitude, or preerence. In the CCSS, opinion is a precursor to argumentation.
$-,0 spoken
87

$-8,%(S,9($%,0 .9-,9&82
an approach to organizing the ideas and speciics in a text, examples include deinition, classiication,
compare,contrast, cause,eect, chronological, exposition
$-8,%(S,9($%,0 .9-1)91-&
organizational strategies which may include but are not limited to:
deinition
classiication
exposition
description
$I2'$-$% a igure o speech in which incompatible or contradictory terms appear side by side, (e.g., jumbo shrimp)
6,)(%8 a time manipulation technique used in literary text
6,(-&< -&,<(%8
a during reading strategy where students take turns reading aloud and proiding eedback to each other, pairs can
hae the same reading ability or may include a more luent reader with one who is less luent
6,-,<$I a statement or proposition that seems sel-contradictory but expresses a truth
6,-,00&0 60$9. plots with related story lines that merge in the end
6,-,00&0 .9-1)91-&
deliberate repetition o similar or identical words and phrases in successie lines, sentences or paragraphs, the
deliberate balance o two or more similar words, phrases or clauses in succession
6,..(?& ?$()&
writing in which the subject o the sentence receies the action o the erb
6,..(?& ?$()& - The cake was decorated by my sister.
,)9(?& ?$()& - the subject perorms the action o the erb - My sister decorated the cake.
"&-C$-',%)& =?&%9DA,.G
the LLA eents,tasks ocus on reading, writing, speaking and listening, and research claims. 1hey measure
capacities such as depth o understanding, interpretie and analytical ability, basic recall, synthesis, and research.
1hey may take place oer time.
6&-.$%(C(),9($%
literary technique in which a non-liing or non-human thing ,e.g., animal, plant, object, natural orce, emotion,
idea) is endowed with human senses, characteristics, and qualities (e.g., a happy home)
6&-.6&)9(?& position rom which something is considered or ealuated, standpoint
6#$%&'() ,+,-&%&.. the awareness that words are made up o indiidual sounds
6#$%(). the relationship between the letters o written language and the indiidual sounds
6#$%$0$8(),0 ,+,-&%&..
the ability to recognize that words are made up o a ariety o sound units. 1he term encompasses a number o
sound related skills necessary or a person to deelop as a reader. As a child deelops phonological awareness
she not only comes to understand that words are made up o small sound units ,phonemes,. 1he child also
learns that words can be segmented into larger sound chunks known as syllables and each syllable begin with a
sound ,onset, and ends with another sound ,rime,.
60,8(,-(.' presenting someone elses work or ideas as your own
88

60$9
the main eents o a play, noel, moie or similar work, deised and presented by the writer as an interrelated
sequence o eents, ie basic elements: exposition, rising action, climax, alling action, and resolution
6$(%9 $C ?(&+
chiely in literary texts, the narratie point o iew ,as in irst or third person narration,, more broadly, the
position or perspectie coneyed or represented by an author, narrator, speaker, or character
6$.(9(?& 4&#,?($-,0 .166$-9
J"T@K
a general term that reers to the application o positie behaioral interentions and systems to achiee socially
important behaior change
6-&B+-(9(%8D60,%%(%8
a step in the writing process o gathering ideas, may be accomplished through sketching and,or jotting notes,
utilizing a graphic organizer to organize thoughts, or getting impressions down in writing
6-&'(.& an assertion which orms the basis or an argument, work or theory
6-(',-2 .$1-)& original materials that hae not been iltered through interpretation or ealuation
6-(%9 -()# &%?(-$%'&%9
a classroom,space in which many dierent kinds o printed materials are aailable and,or displayed. Lxamples
o aailable materials include: books, magazines, graphic noels, manuals, and electronic deices. Lxamples o
displayed materials include: signs, labels, wall stories, word walls, charts, poems, and sentence strips.
6-$<1)9($%D6140(.#(%8 a step in the writing process in which the writer composes the text and presents it to the intended audience.
6-$8-&.. '$%(9$-(%8
used to estimate the rate o improement, ind those students who are not making improement, and determine
which teaching strategies are more or less eectie or students.
6-$.& ordinary speech or writing without metrical structure
6-$?&-4 short expressions of popular wisdom (e.g., All good things come to those who wait.)
61% a play on two words similar in sound but dierent in meaning
61-6$.& the reason or which something is presented: to explain or inorm, to entertain, to describe, or to argue
P1,0(9,9(?& ,%,02.(.
1he CCSS recommend that text undergo a three-part analysis to determine placement in a grade band.
Qualitatie analysis is one part o this process and requires examination o the leels o meaning or purpose in
the text, along with structure, language and conentionality, and the knowledge demands o the text. See
Appendix A o the CCSS.
P1,%9(9,9(?& presentation o inormation using numerical data
P1&.9($%(%8
a reading comprehension strategy used beore, during and ater reading in which the teacher and students can
pose questions at literal, inerential and ealuatie leels.
P1$9& to restate, word or word, a portion o a text, a written quote requires quotation marks
-&,<(%8 .9-,9&8(&.
approaches teachers use to help students process, comprehend, and respond to texts: examples include
anticipation guides, book talk-book walk, questioning,
during-paired reading, read aloud, charting a text
89

-&,<(%8 +$-G.#$6
a structure or teaching and learning that ensures opportunities or all students to learn, includes our settings or
learningwhole group, small group, one-on-one, and independent. 1he workshop is based on an apprenticeship
model where the teacher is the cratsperson and proides the model o how a reader successully engages with
print, the learner is the apprentice and obseres and then applies what has been obsered.
-&,.$%.
explanations or justiications or belies. Used in grades K-5 o the CCSS or opinion writing, reasons are
precursors to ctaiv. in grades 6-12.
-&)$1%9 retell in ones own words
-&C0&)9($% to think about and write or speak ones views in response to a text, presentation, or experience
-&8(.9&-.
leel o language appropriate or a situation. lormal register requires correct, standard Lnglish that does not use
slang, inormal register uses relaxed, casual language in which dialect and slang are accepted.
-&810,- 4&,9. a consistent rhythmic pattern or meter, usually ound in poetry
-&.$019($% a conclusion that resoles the conlicts or issues presented in a text
-&9&00 a comprehension strategy in which a student recounts story details more speciically than a summary.
-&?(.(%8
a part o writing and preparing presentations concerned chiely with a strengthening and reworking o the
content o a text relatie to task, purpose, and audience, the author makes decisions regarding the quality o the
text such as a strong beginning, middle, and end, word choice, sentence structure, oice, and the deletion o
unnecessary words, phrases, or sections o the writing. Reising includes adding, deleting, or changing parts o
the text.
-#&9$-()
the study and practice o eectie expression, discourse intended to moe an audience to hold a particular
iewpoint or take a particular action.
-#&9$-(),0 <&?()&.
literary, iguratie, and syntactic deices used in text intended to inluence the audience, which may include, but
are not limited to:
allusion
analogy
understatement
parallelism
repetition
-#2'& repetition o an identical or similarly accented sound ound at the middle and end o words
-#29#' sound deice characterized by the musical quality created by a pattern o stressed and unstressed syllables
-$$9 a unit o meaning rom which words can be made by the addition o preixes, suixes or other modiications
-1%%(%8 -&)$-<. ongoing ormatie reading assessment that analyzes the accuracy and luency o a student's oral reading
.,9(-& literary technique that expresses a critical attitude with humor
90

.),CC$0<(%8
process whereby adults help children learn by supporting their thinking as they attempt to sole problems or
discoer principles
.)&%& diision o a drama or ilm, usually representing what passes between certain o the actors in one place or setting
.)#&',
reader's prior knowledge including experiences and attitudes which inluences the way and depth to which the
new inormation is understood
.)-&&%(%8
assessment o learner knowledge and skills used to assist in the determination o student placement or
dierentiated purposes, can be administered by teachers or other sta members trained in the administration o
the screening tool
.)-(69 written ersion o a drama or ilm used in preparing or a perormance
.&)$%<B#,%< ,))$1%9
deried rom what is primary or original, not irsthand, ,e.g., reading or hearing about an eent is second-hand,
in later grades, reerred to as secondary source
.&)$%<,-2 .$1-)& inormation created ater an eent or period o study by someone who did not experience the eents
@&0&)9&< ;&.6$%.& J@;K
traditionally known as Multiple Choice, selected-response items include a stimulus and stem ollowed by three to
ie options rom which a student is directed to choose only one
.&'(%,0 <$)1'&%9.
well-known writings that depict the core alues and issues central to a culture and that inluence subsequent texts
composed in that culture
.&%.$-2 0,%81,8&
language that appeals to the ie senses and eokes images o how something looks, sounds, eels, tastes or
smells
.&99(%8 geographic location and time period o a story
.#,-& 9('&
a component o both reading and writing workshop. It is a time or students to discuss new learning, describe
how a reading or writing strategy worked, or ask or eedback. Share time is ery ocused on the learning that
has taken place during the workshop and is not a generalized Show and 1ell time.
.#,-&< -&,<(%8
a procedure during which the teacher and students join together to read rom an enlarged text. Initially, the
teacher reads to the students who join in, when they are able, during subsequent readings. Shared reading allows
students to read more diicult text than they could read independently. Since support is oered by both the
teacher and the group, this type o reading oers an opportunity or less proicient readers to join in successully.
Shared reading is oten done in early childhood through elementary settings, howeer, it is appropriate or all
ages through choral readings and readers theater.
.('(0&
literary technique in which two unlike things in different classes are compared, using the words like or as
(e.g., Ice is smooth as glass.,
@(I A-,(9. $C 7-(9(%8
an analytic approach to teaching and assessing writing in which the ollowing traits are addressed: ideas,
organization, oice, word choice, sentence luency, conentions.
91

@$)-,9() @&'(%,-
a method o engaging students in intellectual discussion. Using open-ended questions, teachers prompt students
to orm answers using diergent thinking as opposed to searching or correct answers. 1he seminar method is
appropriate or elementary through high school learners.
.$0(0$P12 a speech in which a character, alone on stage, reeals his or her thoughts
.$%%&9 a lyric poem consisting o 14 lines, usually written in iambic pentameter
.9,%S, diision o a poem consisting o a series o lines arranged together
.920&
a speaker or writers particular use of language; manner of expression. A formal style uses standard formal
Lnglish.
.1'',-2 an objectie restatement o the essential ideas or major points in a text
.1'',9(?& ,..&..'&%9
outcome measure that proides accountability data used to guide the deliery, implementation, and ealuation o
the schools literacy program. These assessments are frequently group administered; however, student progress
data can be reported on an indiidual, class, school, or group basis and is oten reported to stakeholders such as
DLSL, local communities, and parents. Lxamples include Missouri Assessment Program ,MAP,, Grade Leel
1ests and Lnd o Course ,LOC, exams, end o chapter tests, local common assessments and the new
assessments produced by the Smarter Balanced Assessment Consortium in response to the Common Core State
Standards.
.1.6&%.& a quality in a text that arouses expectation or uncertainty about what may happen
.2%9,I the arrangement o phrases and clauses to coney meaning
.2%9#&.(S& integrate a number o ideas, pieces o inormation or data into a coherent whole
9&)#%(),0 '&,%(%8 literal or denotatie meaning
A&)#%$0$82 =%#,%)&<
>9&'. JA=K
assessment items which can proide eidence or LLA practices that could not be as reliably obtained rom
traditional SRs and CRs. 1echnology-enhanced items may stand alone or may be a tool used as part o the
Perormance 1ask and,or Constructed-Response items. Seeral 1L types include reordering text, selecting and
changing text, selecting text, and selecting rom drop-down menus
9&'6$-,0 +$-<. words reerring to time ,e.g., irst, second, last, beore,
9&I9 )$'60&I(92 4,%<
a range o text diiculty corresponding to grade spans within the Standards, speciically the spans rom grades 2-
3, grades 4-5, grades 6-8, grades 9-10, and grades 11-CCR ,college and career readiness,
9&I9 C&,91-&.
parts, other than the body o the text, that designate special eatures ,e.g., ront coer, back coer, title page,
headings, tables o contents, glossaries, electronic menus, icons, captions, bold print, sub headings, indexes, key
words, sidebars, hyperlinks,
92

9&I9 .9-1)91-&
ramework, organization or oerall design o a work, examples include, but are not limited to:
compare,contrast
cause,eect
chronological
problem,solution
9&I9 926&.D+-(9(%8 926&.
1he CCSS identiies three types o writing:
,-81'&%9B a reasoned, logical way of demonstrating that the writers position, belief, or conclusion is
alid. In K5, the term opinion is used to refer to this developing form of argument.
(%C$-',9($%,0D&I60,%,9$-2 - coneys inormation accurately, includes, but is not limited to: literary
analyses, scientiic and historical reports, summaries, memos, reports, applications, and rsums.
%,--,9(?& - coneys experience, either real or imaginary, and uses time as its deep structure. It can be used
or many purposes, such as to inorm, describe, instruct, persuade, or entertain.
9&I91,0 &?(<&%)& speciic support ound in a text, see eidence
9#&'&
the abstract concept explored in a literary work, underlying or implicit meaning, concept, or message in a text. In
the CCSS at lower grades, central message reers to main point or essence o the text.
9#&.(. the major claim made and supported in a text
9#(%G ,0$1<
an instructional strategy that models thought processes and problem soling in all content areas. In a think aloud
the teacher and,or students erbalize what they are thinking when they encounter diicult or conusing material
as they read, write, or speak.
9$%& a writer or speakers attitude toward the material or audience
9-,)& to ascertain the successie stages in the deelopment or progress ,e.g., tracing the lie cycle o an insect,
9-,%.(9($%. deices or words in a text that smoothly connect two topics or sections to each other
1%<&-.9,9&'&%9 presenting something as less important than it actually is
1.,8&
the way in which words and phrases are typically used in speech or writing, usage, unlike the grammar o a
language, changes continually oer time
?,0(<(92 message that is releant, accurate, justiiable, and logically correct
?&-.& single line o poetry
93

?(.1,0 '&<(,DC$-',9
graphic or isual text including, but not limited to:
illustrations
diagrams
maps
photographs
charts
graphs
timelines
animations
interactie elements on web pages
ideo
?$),410,-2
words one can understand and use correctly, ocabulary is deeloped by proiding learners with lie experiences
that expand their knowledge o the world and the content they are exploring, proiding opportunities or wide
reading, and proiding direct instruction o ocabulary critical to understanding content-area concepts.
?$()& distinctie tone or style o a particular writer, a relection o the personality o the writer
+$-G. $C 6140() ,<?$),)2 well-known texts promoting and protecting human rights
+-(9(%8 6-$)&..
non-linear, recursie steps used by writers in producing text, generally include:
prewriting
drating
reising
prooreading,editing
publishing
+-(9(%8 +$-G.#$6
a structure or teaching and learning that ensures opportunities or all students to learn, includes our settings or
learningwhole group, small group, one-on-one, and independent. 1he workshop is based on an apprenticeship
model where the teacher is the cratsperson and proides the model o how a writer successully engages with
print, the learner is the apprentice and obseres and then applies what has been obsered.
94

Appendix C
WnA1 1C LCCk ICk IN 1nL LI1LkAC CLASSkCCM
kINDLkGAk1LN
. toot for aiatogve avovg aavivi.trator., titerac, teaaer. ava cta..roov teacber.
/N5U@
3>@>A>FE >F 5Q*@@;NNH@
LOOK FOR
A*QM>FE 7>AV A=*5V=;@
ASK
FNA=@
F=WA @A="@
1.
Oerall
Organization
o Literacy
Block
Signiicant amount o time ,at least 50 o aailable
time, allocated or literacy within the school day. Plans
include attention to:
oral language deelopment, ocabulary, usage,
etc.
beginning guided reading, strategy and skill
deelopment, as appropriate
read alouds, discussion
partner reading, independent or emergent
reading, as appropriate
phonological,phonemic awareness
beginning phonics instruction ,sound-symbol
correspondence, letter names,
modeling o writing , can utilize oerhead
projector, smart board, charts,
interactie,shared writing
independent writing
low would you describe your literacy
program
low much time do you ocus on
literacy instruction
\hat components o literacy
instruction do you include on a daily
basis A weekly basis
\hat are your expectations or
student literacy deelopment
\hat aspects o literacy
instruction,deelopment do you eel
are going well
you could use support and perhaps
additional proessional deelopment
93

2.
grouping patterns include whole group, small
low do you group or reading
Instructional group, partner, indiidual and independent instruction
Grouping
work
small groups used when instruction needs to be
targeted speciically to student needs
lexible use o grouping ,groups are not static,
conerencing
ariable grouping based on student
perormance, student interest
\hat do you base that on
low oten are you able to meet with
each student, group
low oten do those groups change
low oten do you conerence with
indiidual learners Discuss what an
indiidual conerence might look and
sound like.
3. Plans include attention to: On what areas o literacy do you
locus o
exploring and expanding language, building
ocus your instruction \hich
Instruction concepts through experience, discussion and
play
building background knowledge and
ocabulary
phonemic awareness ,rhyming, segmenting
sounds, etc.,
systematic, explicit phonics ,. ,66-$6-(,9& to
deelopmental leels: sound-symbol
correspondences, onset-rime work, etc.
strategies or comprehension ,predicting,
clariying, summarizing, inerring,
ostering motiation to read concepts o print
building basic sight ocabulary
beginning writing ,modeling writing or a
speciic purpose, with an intentional
organization, with speciic details across genres
reading and writing standards
low do you integrate language
deelopment with comprehension
and thinking
\hat areas do you eel you need to
ocus on more
In what areas do you eel you need
more proessional deelopment
96

helping emergent spellers use temporary
spelling
communication skills
letter ormation ,handwriting,, spacing between
words
4.
Literacy
Instruction
Kindergarten program includes:
teacher explicitly demonstrating,showing,
modeling the process or steps o how to do
something ,e.g., how to stretch words out to
help in spelling,
during guided reading,read-aloud: teacher
engaging children in meaningul discussion and
posing a range o questions rather than.
primarily asking literal questions
teacher conerencing, listening or watching and
proiding eedback
teacher prompting,proiding scaolding
support to oster independence
Describe how you prepare to teach
new concepts. low do you support a
student who is haing diiculty with
a skill or strategy
low do you determine i students are
not progressing
5.
integration o literacy with opportunities or
\hat does independent time look
Student
play ,signs in block corner, play kitchen,
writing materials easily accessible,
like
Actiities
reading and writing actiities which are
\hat kinds o literacy learning are
when not
engaging, interesting, meaningul
students engaged in and why
Directly
students knowing routines o what to do,
low is emergent literacy encouraged
\orking with when, and where ,at centers, independent time,
the 1eacher
and how to get help i needed
appropriate uses o technology ,computer
sotware, tape recorders, etc.,
\hen students are engaged in
independent literacy learning, how do
you monitor their learning and
behaior
97

6.
Assessment
Practices
teacher notebook or older system or
collecting and maintaining regular assessment
inormationin reading, writing, language
ongoing and consistent assessment practices
,e.g., teacher taking running records, doing
phonological awareness screening, using
checklists or ealuating writing samples,
eidence o using assessment practices to
inorm instruction ,e.g., anecdotal notes, plans,
regrouping based on assessment data,
What do you use to assess students
reading and writing
low oten do you use those
assessment tools
low do students know what targets
are appropriate,what should be
expected
low do you use the inormation
.
Classroom
Lnironment
a ariety o high-quality books ,iction,
noniction, poetry, etc., displayed and easily
accessible to students
print-rich enironments with signs and writing
models displayed
orderly, sae, encouraging enironment,
conducie to reading, writing and talking
authentic literacy actiities: students read and
write or real purposes
routines are established, students know what to
do, when
1ell me about why you hae arranged
the room this way
\hat works in your classroom
enironment, what is diicult
98

8.
Collaboration
with Others
to loster
Literacy
Success
eidence o planning with and consulting with
other sta members
eidence o coordination with early childhood
proiders in the area ,lead Start, Len Start,
child care proiders,
coordinated planning and ollow through with
support serices sta to meet the needs o
students with particular needs
communication and inolement with parent
programs
reciprocal relationship with parents
participation in proessional organizations
In what ways do you communicate
with and work with:
parents,amily members
teachers in other classes
support sta
special educators and reading
specialists
\ho do you connect with outside the
school to oster literacy success
Adapted rom the ^er av.bire PreK1 iterac, .ctiov Ptav or tbe 21.t Cevtvr,.
99

GkADLS 1 3
/N5U@
3>@>A>FE >F 5Q*@@;NNH@
LOOK FOR
ASK
FNA=@
F=WA @A="@
1.
Oerall
Organization
o Literacy
Block
Suicient time or literacy within the school day ,at
least 120 minutes daily,. Plans include attention to:
guided reading, strategy & skill deelopment
read alouds
discussion to promote comprehension
oral language deelopment
independent and partner reading
word,language study ,phonemic awareness,
phonics, spelling, usage
modeling o writing ,utilize oerhead projector,
smart board, chart,
guided,interactie writing
independent writing
sharing & conerring
explicit instruction as well as choice,center
time ,when appropriate
program
are going well
100

2.
Instructional
Grouping
grouping patterns include whole group, small
group, partner and indiidual work
dierentiated
ariable grouping based on instructional leel
interest,choice
Indiidual conerencing
instruction
low does instruction dier
according to student,group needs
low oten are you able to meet with
each group
low oten do you conerence
indiidually with students and what
does that conerencing entail
3.
locus o
Instruction
Instruction includes suicient ocus on:
phonemic awareness ,rhyming, segmenting,
blending, as appropriate
systematic, explicit phonics as appropriate
luency
building background knowledge
strategies or comprehension ,predicting,
ostering motiation to read
building sight ocabulary
writing ,composition e.g., purpose,
organization, details across genres,
spelling
writing in response to literature
\hat areas o literacy comprise the
major ocus o your instruction
\hich reading and writing standards
and thinking
ocus on more
101

4. Instruction includes: Describe how you prepare to teach
Literacy
teacher explicitly demonstrating,explaining the
new concepts
Instruction process or steps o how to do something
during guided reading,read-aloud: teacher
engaging children in actie,meaningul
discussion, posing a range o questions rather
than primarily asking literal questions
teacher conerencing, listening or watching and
proiding eedback
support to oster independence
low do you support a student who is
haing diiculty with a skill or
strategy
low do you help students
understand whats expected in the
standards
low do you determine i students are
not progressing
5.
students actiely engaged with reading or
\hat does independent literacy time
Student
writing connected, meaningul text or the
majority o time during literacy block
look like
Actiities
learning opportunities which are engaging,
\hat kinds o literacy learning
when not
interesting, meaningul
experiences are students engaged in
Directly
students knowing what to do and what they are
and why
\orking with expected to accomplish ,they understand
low do you monitor literacy learning
the 1eacher
routines and expectations and know where to
get help i needed,
o students who are engaged in
independent work
102

6.
Assessment
Practices

teacher notebook or older system or
collecting and maintaining regular assessments
in reading and writing
ongoing and consistent assessment practices
,e.g., running records, phonics screening,
retellings, ealuation o work samples, miscue
analysis,
rubrics, checklists or scales ,linked to
standards, in eidence so that students can see
what is alued
inluence instruction, e.g., regrouping, adjusted
ocus in lesson plans
reading and writing
assessment tools
expected
low do you use the inormation In
what ways does your teaching change
in response to assessment
inormation
.
Classroom
noniction, poetry, etc., well displayed and
easily accessible to students
the room this way.
Lnironment

resources accessible: e.g., word charts, word
walls
writing models & student writing displayed
authentic learning: students read and write or
real purposes
do, when
103

8.
Collaboration
with Others
to loster
Literacy
Success

other sta
support serices sta to meet the indiidual
needs o students
parent outreach and inolement programs
participation in proessional organizations
with and work with:
support sta
specialists
\ho do you connect with outside the
school to oster literacy success
104

GkADLS 3-S
/N5U@
3>@>A>FE >F 5Q*@@;NNH@
LOOK FOR
ASK
FNA=@
F=WA @A="@
1.
Oerall
Organization
o Literacy
Block
Suicient time or literacy within the school day ,the
equialent o at least 90 minutes daily or reading and
word,language study in grade 3, 5 minutes in grades 4
and 5, with an additional 30 to 60 minutes or writing,.
Plans include attention to:
teacher-guided reading, strategy & skill
deelopment
literature study
read alouds
discussion to promote comprehension
ocabulary and oral language deelopment
independent sel-selected reading, possibly
partner reading
word,language study ,includes, spelling,
ocabulary, usage, etc.,
modeling o writing ,use o oerhead projector
or LCD to demonstrate,
independent writing, sharing & conerring
program
are going well
103

2.
Instructional
Grouping
grouping patterns that include the ollowing:
whole group, small group, partner work, and
independent work
dierentiated
ariable grouping based on instructional leel,
speciic strategies, or interest,choice
instruction
low does instruction dier
according to student needs
About how oten are you able to
meet with each group
\hat do other students do when you
work with small groups
3.
Content
locus o
Literacy
Instruction
Instruction that includes a suicient ocus on:
building background knowledge
comprehension strategies ,e.g., predicting,
building students understanding of text
features, literary devices and authors craft
luencyproiding opportunities through
repeated reading
word study
ostering motiation to read
writing dimensions, e.g., purpose, organization,
details,
writing across genres ,e.g., responses to
literature, narraties,
\hat areas o literacy comprise the
major ocus o your instruction
\hich reading and writing standards
strategies
ocus on more
106

4. Instruction that includes: low do you prepare to teach new
Process o
teacher explicitly demonstrating,explaining the
concepts
Literacy
process or steps o how to do something ,e.g., low do you support a student who is
Instruction
use a comprehension strategy,
during teacher-guided reading,read-aloud:
engaging children in actie,meaningul
discussion, posing a range o questions that
include higher-leel thinking rather than
primarily asking literal questions
teacher conerencing, listening,watching and
proiding eedback
support in content area classes so that use o
eectie reading comprehension strategies can
transer to other situations and oster
independence
expectations that students read and think about
content area test material
haing diiculty with a still or
strategy
low do you help students
understand whats expected in the
standards
107

5.
students actiely engaged with reading or
\hat kinds o literacy learning
Student
writing connected, meaningul text or the experiences do students participate in
Actiities
majority o time during literacy block
literacy learning that is engaging, interesting,
during a typical day
when not
meaningul
low much time would you estimate
Directly
students knowing what to do and what they are
that students spend reading during a
\orking with expected to accomplish ,understanding o typical day
the 1eacher
routines and how to get help i needed,
low much time would you estimate
that students spend writing during a
typical day
low do you monitor literacy learning
o students who are working
independently
6.
system or administering, collecting and
Assessment
maintaining regular assessments in reading,
writing
reading and writing
Practices
both ongoing and on-demand assessment
practices ,e.g., teacher-student conerences,
luency checks, miscue analysis or phonics
screening, reading-writing response tasks,
summaries, ealuation o discussion, book logs,
work samples,
a ariety o anchor charts or scoring guides
,e.g., rubrics, checklists or scales, in eidence
so that students can see what is alued in
reading and writing and be able to sel-assess
inluence instruction, e.g., grouping and
regrouping, adjusted ocus in plans
assessment tools
expected
low do you use the inormation
Are there some ways that your
teaching changes in response to
assessment inormation
108

.
Classroom
noniction, poetry, etc., and other reading
materials well displayed and easily accessible to
the room this way.
Lnironment

students
standards,expectations in eidence ,posters,
rubrics on walls,
books organized so students can easily access
by genre, author, interest.
resources accessible: e.g., ocabulary charts,
word walls, models o writing
authentic learning: students read and write or
real purposes
do, when
8.
Collaboration
with Others
to loster
Literacy
Success

other sta
support serices sta to meet the indiidual
needs o students
parent outreach and inolement programs,
participation in proessional organizations,
study groups or other means o expanding
proessional knowledge and continually
improing practice
with and work with:
support sta
specialists
\ho, outside o the school, do you
connect with to oster literacy
success
109

WnA1 1C LCCk ICk IN CLASSkCCMS
GkADLS 6-12
/N5U@ VISITING IN CLASSROOMS LOOK FOR
ASK
FNA=@
F=WA @A="@
1.
At the
beginning o
the class or
period:
Introductory
Actiities
discussion o plan or the class or day
setting the context o lesson
oeriew o key ocabulary and concepts
text preiew, quick write, read aloud,
anticipation guide, study guide, or other
before reading actiity
connections to prior learning or experience
\hat literacy skills are pertinent to
understanding this content
\hat components o literacy will be
coered in this lesson
\hat PD opportunities would
enhance the integration o literacy
instruction in your class
\hat are the main point,concepts
you want students to understand
2.
mini lesson with ocus on key concepts
low do you plan to articulate your
Core Lesson
articulated strategies or comprehension learning strategies ,metacognition,
or \hole
direct instruction on structure,ormat o text,
article, internet site
\hat alternate strategies hae you
Class
modeling, demonstration, ideo, discussion
aried actiity strategies and leels: erbal,
isual, auditory, kinesthetic
clear parameters or assignment and student
inolement in deelopment o scoring rubrics
smooth transition to group or independent
allowing or clariying questions
planned to reach all learners
\hat actiity are the students
engaged in during the ideo,
demonstration, or read aloud to
inole their interest
110

3.
Independent
and,or
Group
Actiity
student engagement with leeled and aried
materials
student choices when appropriate
opportunities or reinorcing and relecting on
ideas through writing, oral discussion,
illustrating, note taking
reciprocal teaching, think-pair-share,
simulations, paired reading
teacher coaching and/or guided practice
\hy hae you chosen this
organizational pattern or grouping
Is the grouping lexible to meet the
students needs?
Do you record obserations
low do you hold indiidual students
accountable or learning the lesson
low do you check or understanding
<1-(%8 the lesson *C9&-
4.
Debrie and
Reiew
Ticket to Leave choices:
Something I learned today
Something more I would like to learn
Lesson summary
share indings or report out
deelop whole class concept map
reiew context or lesson connecting today to
tomorrow ,homework,
\hat inormation needs to be shared
or the beneit o all
low did you determine the method
or sharing,debrieing
\hat unanswered questions remain
\hat did you learn today that will
inform tomorrows lesson?
111

Appendix D
kLILkLNCLS
Allington, R.L. ,2009,. !bat reatt, vatter. iv ftvevc,: Re.earcbba.ea ractice. acro.. tbe cvrricvtvv. Boston, MA: Allyn and Bacon.
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Biancarosa, G., & Snow, C.L. ,2004,. Reaaivg veta ri.iov for actiov ava re.earcb iv viaate ava bigb .cboot titerac,: . reort to Carvegie Cororatiov of
^er Yor/. \ashington, DC: Alliance or Lxcellent Lducation.
Booth, D., & Roswell, J. ,200,. 1be titerac, rivciat. Ontario, Canada: Pembroke Publishers.
Buum, A., Mattos, M. & \eber, C. ,2009,. P,ravia re.ov.e to ivterrevtiov. IN: Solution 1ree Press.
Clay, M. ,1991,. ecovivg titerate: 1be cov.trvctiov of ivver covtrot. Portsmouth, Nl: leinemann.
Dahl, K.L., Scharer, P.L., Lawson, L.L., & Grogan, P.R. ,2001,. Retbiv/ivg bovic.: Ma/ivg tbe be.t teacbivg aeci.iov.. Portsmouth, Nl: leinemann.
Darling-lammond, L., & Richardson, R. ,2009,. Profe..iovat tearvivg iv tbe tearvivg rofe..iov. Dallas, 1X: National Sta Deelopment Council.
Dorn, L.J., & lenderson, S.C. ,2010,. A comprehensie interention model: A systems approach to Response to Interention. In M.\. Lipson
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Dorn, L.J., & Soos, C. ,2001,. baivg titerate viva.: Deretoivg .etfregvtatea tearver.. Portland, ML: Stenhouse.
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lountas, I.C., & Pinnell, G.S. ,2001,. Cviaivg reaaer. ava rriter. : 1eacbivg covrebev.iov, gevre, ava covtevt titerac,. Portsmouth, Nl: leinemann.
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lullan, M. ,199,. !bat. rortb figbtivg for iv tbe rivciat.bi. New \ork: 1eachers College Press.
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Dallas, 1X: National Sta Deelopment. Retrieed rom http:,,www.learningorward.org,news,2010Phase31echnicalReport.pd
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Joyce, B., & Showers, B. ,1995,. tvaevt acbierevevt tbrovgb .taff aeretovevt: vvaavevtat. of .cboot reverat ,2nd ed.,. \hite Plains, N.\.: Longman.
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""#

Louisiana Department o Lducation. ,2010,. Louisianas Adolescent Literacy Plan. Retrieed rom www.louisianaschools.net
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