Sarah Fadness

February 17, 2016

To Interview Committee:

My name is Sarah Fadness and I am writing on behalf of the fourth grade

teaching position. I am submitting my Literacy Plan per the interview teams
request to gain insight regarding my beliefs on reading, writing, and word
knowledge development, as well as the needs of the students based off of
the data I have received about their progress throughout third grade. I have
received my Education degree in Elementary/Middle from Alverno College.
There I have gained skills and strategies that have helped to prepare me for
teaching students to be successful in literacy and how to help these fourth
graders be successful in literacy.
Throughout my literacy plan, you will find my philosophy and beliefs
regarding literacy and theories I find successful in the classroom.

Below are

my statements regarding reading, writing, and oral language with word

knowledge development. Also, you will find my role as the teacher including:
assessments, concepts/skills and strategies, instruction, and my classroom
design. Thank you for your time and consideration.

Sincerely,

Sarah Fadness

Goals
My goals for the twenty-one fourth graders are based off of the
projected reading levels by the end of fourth grade. The Oconomowoc Area
School Districts Instructional Guided Reading Levels state that the projected
reading level by the end of fourth grade should be at level S which is in the
Advanced stage. With that in mind, my reading level goal for my students is
to help them achieve reading success by becoming the best reader they can
be as well as having the students come as close to level S or surpassing it if
they can.

Each student is at different developmental levels and will each

reach different reading levels as we progress through the school year. Part of
the students becoming the best reader that

they can be includes

continuously working on their fluency, comprehension, and how many words

they can read per minute. I want my students to be readers that use their
determination and grit to assist them in moving forward.

Their grit as

learned in my literacy courses will help students to increase their motivation,

persistence, positive attitude towards reading and writing, as well as student
desire to read and choose their own books. In fourth grade, students will
expand the types of text they read from nonfiction, fiction, fantasy, poems,
and historical fiction. They will become well rounded and will successfully be
able to read different genres as well as across the content areas.
Disciplinary Literacy expresses the importance in content area literacy
because it has everything to do with deeper learning (Lent, 2016). By the

end of fourth grade, students will be reading and writing numerous times a
day across the disciplines as well as the knowledge and application for
literacy changing across the contents.

In Literacy for the 21 st Century,

Tompkins says, All children should be fluent readers and writers by the end
of third grade (Tompkins, 2014) Based off of those findings, my writing goal
for the students would be to write as frequently as they can, and the more
they write the better the quality will become from the continuing practice. In
fourth grade students will expand their writing by responding to literature,
and they will write essays and reports. The Common Core Standards expand
on these and by the end of fourth grade students will be writing opinion
pieces supporting reason, informative pieces, as well as writing over
extended periods of time. (English Language Arts Standards, 2016). My goal
is for the fourth graders to become fluent writers as well as their awareness
of genres and they can organize their writing into stories, reports, letters,
and poems (Tompkins, 2014). Reading, writing, and orthographic knowledge
all intertwines.

Word study is vital for continuing success and will be

displayed in my classroom.

My word study goal for my students is to

enhance their skills at spelling words with more than one syllable and reach
the Syllables and Affixes Spelling stage or Derivational Relations Stage
depending on where they are. Students in the Syllables and Affixes Spelling
stage tend to be in upper elementary grades when they are expected to spell
words with many syllables (Bear, 2012).

During this stage, we want our

students to explore spelling patterns and how those affect the meanings of

words (Bear, 2012).

We will learn about and students will be able to

successfully use inflectional endings, and compound words. I want to instill

word curiosity in my students in that they will search for new words to
enhance their writing that they learned from their readings or word sorts.
The benefits of being word curious will enhance their reading and writing
because they can recognize as well as derive meaning from numerous words.
It is very cyclical and the benefits for the students are tremendous. I believe
that with persistence towards these goals, my students will enhance their
literacy skills which will carry over into all aspects of their lives, as well as
their increased preparation for fifth grade.

My classroom will be a

collaborative effort between my students and me. With that being said, in
the beginning of the year, we will create classroom academic goals such as
read a little bit more every day, proofread your papers more frequently, add
more detail to each paper, and stop and jot while reading. Collaboration is
vital and writing out our classroom goals on anchor chart paper puts it into
perspective for students and they can sign it.

By doing that, they are

masters of their own education with myself as a facilitator to guide them.

Lastly, I believe in classroom goals because as a class we can all lift each
other up to make sure we are being the best literacy learners that we can be.
Analyze Data and Diagnosis of Literacy Needs
Fourth graders typically range from age eight to ten. In one year there
are many different developmental changes with language and cognitive
growth with both effecting their literacy developmental levels.

Eight year

olds language development emphasizes that they like to talk and are rapidly
enhancing their vocabulary (Wood, 2007). Nine year olds love descriptive
language and they enjoy new vocabulary (Wood, 2007). At a cognitive level,
they are intellectually curious, and they are able to manage more than one
concept at a time (Wood, 2007). Lastly, ten year olds are better at listening,
expressing their thoughts, and they read avidly (Wood, 2007). Ten year olds
are able to concentrate for longer periods of time and are able to think more
abstractly (Wood, 2007).

It is vital to know the cognitive and language

characteristics of fourth grade students because it assists the teacher in

differentiating instruction.

I may have students at lower language and

cognitive levels and will plan for that instruction. For example, seven year
olds are becoming better listeners and speak precisely while they show
interest in the meaning of words (Wood, 2007).

Eleven year olds enjoy

arguing and debating as well as imitating adult language (Wood, 2007).

From knowing the variation amongst the students, I can take that information
to ensure that I am helping my students achieve success to the best of their
ability.
Overview:
This fourth grade class will have twenty-one students in it, all with
varying needs to be addressed. Based off of the data from the third grade
teacher, I am able to see the growth that each child made while in third
grade, classroom D. All of the data to follow was gathered at the end of their
third grade year. The forms of assessment used are as followed: Fountas and

Pinnell Benchmark Assessment, the Writing Assessment based off of

Teachers College rubrics, and Words their Way through the Elementary or
Primary Spelling Inventory.

As a class, the data shows that their reading

instructional levels range from K-P. Level P is where a third grader should be
by the end of the year as stated by the Oconomowoc Area School District.
Accuracy levels over the classroom range from 94-100. Comprehension
ranges from 5-9. Fluency ranges from 1-3. Their words per minutes as a
class ranges from 35 words to 125 words in a minute. Lastly, their writing
ranges from 1-3, and by the end of third grade they should be at a level 3.
The ranges are wide and as a teacher, I will look closely at each range with
the behaviors in them to see how to enhance them for student success.
Reading:
Based off of the reading ranges from the data, students range from
Transitional to Self-Extending Readers (Fountas & Pinnell, 2001). Transitional
Readers are considered levels H to M while Self-Extending encompasses M to
R (Fountas & Pinnell, 2001). Characteristics on Transitional Readers in the
class with K to M reading levels includes: reading silently most of the time,
large range of words that can be automatically recognized, use multiple
sources of information while reading for meaning, integrate sources of
information such as letter relationships, meaning, and language structure,
self-checking, they do not rely on illustrations, they can understand/interpret
illustrations to enhance the text, they can begin to read different genres,
flexibility with problem solving, and they can read with fluency (Fountas &

Pinnell, 2001). Students who are in the Self-Extending range are able to read
silently, read fluently when reading aloud, sustain reading over texts with
multiple pages including periods of time, gain additional meaning from
illustrations, analyze words and attempt new ones, they begin to identify
with characters in the books, and they are able to make connections with
previous texts (Fountas & Pinnell, 2001). As an educator it is important to
know specifics about each category of reading development because it will
help us with classification of our students and from that we can guide our
teaching. First and foremost we have to know our students and from that we
will learn what works best for them and can differentiate our instruction from
that.

Some students may need more time to practice individually while

others may benefit from having the concept re-modeled to them or they are
moving towards the next developmental level, Advanced.
Accuracy means that the students are correctly reading the words.
Accuracy levels as a class range from 94-100 percent.

The Fountas and

Pinnell Benchmark Assessment says that the instructional level for students
reading levels A-K should be at 90-94 percent accuracy with levels L-Z at 9597 percent (Fountas & Pinnell, 2001). Instructional level is crucial because
the text is academically challenging, but the student is still able to read it.
From looking at the data, each student is able to successfully read the text at
their level by accurately reading the words.

The student at 94 percent

accuracy is at a level K, right where they should be. The students at a level
98 to 100, shows that they are at an independent reading level and that the

text at hand may be too easy for them because they are not being
academically challenged because they can correctly read all the words to
gather basic understanding from them.

This data is beneficial because it

allows me to see that every child is reading a text where they can correctly
read the words.
Comprehension levels as a class range from 5 to 9. Levels 5 to 6 in
which eleven students are at is considered limited comprehension (Fountas &
Pinnell, 2001). Although the students are able to read the text, they have
difficulties deriving meaning from it.

Levels 7 to 8 is considered to be

satisfactory comprehension with nine students in the class in that range

(Fountas & Pinnell, 2001). That means those students in the satisfactory level
are able to understand what they are reading and can take some meaning
away from it. Lastly, 9 to 10 serves as excellent comprehension (Fountas &
Pinnell, 2001). One student in the class is at excellent comprehension and
they can take meaning away from their texts.

Also, students were asked to

write a response to what they were reading to demonstrate their

comprehension. As a class their ranges were from 1 to 3. In the class, five
students are at a level one, eleven students are at a level two, and five
students are at a level 5. One was very limited in their response, two
demonstrated partial understanding, and three was excellent understanding
(Fountas & Pinnell, 2001).

These comprehension levels affect students

reading progress, so it is important to teach students how to derive meaning

from their fiction text.

Fluency in this incoming fourth grade classroom ranges from 1 to 3.

Six students have a one in fluency. A one means that they read primarily in
two-word phrases with some three and four word groups and some word by
word reading, no smooth expressive interpretation or pausing guided by
authors meaning and punctuation, no appropriate stress, and a slow rate
most of the time (Fountas & Pinnell, 2001). Seven students are at a level
two. Level two is a step up from one with the student reading primarily in
three or four word phrase groups, some smooth, expressive interpretation
and pausing guided by the authors meaning and punctuation, and with more
appropriate stress and rate with some slowdowns (Fountas & Pinnell, 2001).
Lastly, eight students are at a level three fluency level. A level three is the
top fluency score.

Students in this fluency level read primarily in larger,

meaningful phrases or groups, mostly smooth, expressive interpretation and

pausing guided by authors meaning, and punctuation, appropriate stress,
and rate with only a few slowdowns (Fountas & Pinnell, 2001). With a little
over a fourth of the class at a level one, it is prominent that as a class we
need to work on fluency.
Amongst these students, the words per minute ranges from 35 to 125
words a minute.

That is a wide range among twenty-one students.

The

student who reads 35 words a minute is at a reading level M with 99 percent

accuracy, but has a level one in fluency. I would work with that student to
increase their fluency because that will allow them to increase their words
per minute. The more words per minute that the students are reading, the

more fluid they are as readers and as a teacher we want that for our
students. Also, I see correlation between comprehension and fluency in that
if a student is at a lower level of fluency, perhaps they have difficulty reading
because they cannot derive meaning from it to comprehend their text. Many
of these play off each other because if they are not able to successfully read
the words, they will not grasp meaning from the text. Also, some may be
able to read and recognize the words without comprehending what they are
reading.

If we can help students to increase a category, it may inevitably

overflow into the others.

If students are able to increase the amount of

words per minute that they are able to read, it will increase their fluency.
The

more

fluency

students

have

when

reading,

the

better

their

comprehension because they can take reading a step further and focus on
meaning verses simply reading the words. Lastly, word study and knowing/
being exposed to a variety of words will help students read more efficiently
because they will have recognized the words. From recognizing the words,
they can see what context it is set in to help them derive meaning.

It is

important for students to know about prefixes and suffixes because it will
help them when reading. For example, they will know the difference between
prefixes and suffixes. Being able to decipher those will help them to see if it
is past or present tense, plural, or in the future such as pre-. What they
know about how words work will overflow into their writing. For example, it
may be reflected in their word choice and how they spell the words.

Continuously working on these skills over the year will help students to
become stronger readers and writers.
Writing:
Reading and writing intertwine in everything we do and that is
demonstrated in our teaching of literacy.

Lucy Calkins and the Teachers

College have rubric guides for narrative writing, opinion writing, and
informative writing. Based off of that, they have guidelines or points that
students should achieve by the end of the year. For third grade, by the end
of the year students should be at a level three.

In writing, Lucy Calkins and

the Teachers College have half points in which students could be at a 1.5, 2.5
3.5, or 4. The half points represent the mid-level. In the writing narrative
category, there are two students at level 1.5 and one at a level zero. That is
a first grade level and falls under the Early stages of writing (Fountas &
Pinnell, 2001).

The level zero tells me that perhaps the student was not

tested in this category, they could be an English Language Learner, or they

will benefit from more assistance. There are seven students at a level two
and five students at a level 2.5, under the Early/ Transitional stage of writing
(Fountas & Pinnell, 2001). Four students are at a level three and one is at a
level 3.5, which would encompass the Transitional/Self-Extending stages
(Fountas & Pinnell, 2001).
The characteristics in students writing who are in the Early stage
varies. This stage is typically seen in first and second graders. During this

stage students are writing more words that they know, they are able to write
left to right across numerous lines, they can write 20-30 words correctly, and
they use letter-sound and visual information to spell words (Fountas &
Pinnell, 2001). Also, they use approximation frequently when spelling words,
they can form most letters accurately, they are able to compose two to three
sentences about a single idea, they begin to notice an authors style and
may incorporate it in their writing, they write about topics familiar to them,
they remember messages while spelling words, consistently use spacing,
they relate drawings and writing to create meaningful text, and they are
rereading their writing (Fountas & Pinnell, 2001). All of these skills lays for
the foundation of their literacy achievements and what is to come for them
as writers. The characteristics for students in the Transitional stage are the
spelling of many words conventionally and near-accurate attempts, they
have the ability to work on writing over several days, they produce pieces of
writing that incorporate dialogue with beginnings and endings, development
of ideas, implement a flexible range of strategies to spell words, conscience
of their own spelling and writing skills, can write in a few genres,
demonstrate the ability to think about ideas while encoding written
language, they use punctuation and capitalization,
incorporate

new

understanding

of

how

and they continue to

authors

communicate meaning (Fountas & Pinnell, 2001).

use

language

to

Lastly, students in the

Self-Extending stage spell most words quickly without thinking about it, they
proofread to find errors, they have expanded writing vocabulary, they

organize information, they can write for many pages, their writing develops a
voice, they use what they know from reading in their writing, they write for
many purposes, and can critique their own writing as well as their peers
(Fountas & Pinnell, 2001).

As a teacher it is important to know the

characteristics of the varying stages because each child in this class is at a

different level and we have to know the characteristics and what to pay
attention for in their writing.
Lucy Calkins and the Teachers Colleges rubric for narrative writing is
shown through structure, development, and language conventions with
different characteristics in each.

The details in structure level 3 and 3.5

state that in this category the writer tells the story piece by piece, they use a
beginning to set up their story, the story was told in order, the writer chose
the action or feeling to make a good ending, the writer used paragraphs to
separate what happened in the story. The development of their writing
includes elaboration with the writer to show what happened to the
characters and they wrote the story in a way for the reader to get an image
in their head.

Language conventions encompasses the writer using what

they know about spelling to help him spell and the writer uses punctuation in
dialogue correcting with commas and question marks.

Level 2 and 2.5

encompasses the structure of the writer writing about what happened one
time, thinking about a good way to start the story, they begin to use order
words, they think of how to end the piece, and they are able to write more
over several pages. Development involves trying to bring the characters to

life with detail and they chose words to help readers picture a story. Also,
they are able to spell a word based off of what they know about the word and
they can use quotation marks to show what a character said.
characteristics for level one narrative writing includes:

Lastly, the

the writer wrote

down about a time they did something, they tried to make a beginning to
their story, the pages are put in order, they end their story, and they can
write across a couple pages. For development, the writer puts picture from
their mind onto the page, and used labels and words to give details. Lastly,
language conventions involves the writer used what they know about chunks
to help them spell and they spelled all the word wall words correctly.
Because there is a range of students in the class, it is important to know
these specific characteristics. From knowing this, we can help our students
to expand their abilities and surpass their limits as well as helping me to
differentiate instruction or individuals, small groups, or the whole class.
As a class for opinion writing, they range from level 1.5 to 3.5. One
student is at a 1.5, four students are at a 2, eight students are at a level 2.5,
seven students are at a level 3, and one is at a level 3.5. This range among
the students is narrower than narrative writing, but the characteristics in this
style of writing differ. Typically by the end of third grade based off of Lucy
Calkins, students should be at a level 3. Those characteristics from Teachers
College involve telling the reader their opinion with ideas on a text, they
begin by setting up what to expect, their ideas are connected with reasons
and examples, and they have an ending that relates to their opinion. Also,

they are not only telling the readers to believe them, but they get the reader
thinking in certain ways. When it comes to spelling, the writer uses what
they know about word families and spelling to spell and edit. As for level
two, the writer wrote their opinion with some reasons as to why, they had a
beginning that set readers up for what to expect, they connected parts, they
have an ending to remind the readers of their opinion, and they spell words
from what they know about spelling patterns.

Lastly, level one opinion

writing entails writing their opinion or likes/dislikes and said why that is, they
wrote a beginning which stated their opinion, they writer wrote an ending for
their piece, the writer got the readers attention, wrote one reason for his
opinion, and they spelled words based off what they know about spelling.
The form of informative writing is staggered throughout the class with
a wide range among the students from zero to level 3.5. Lucy Calkins and the
Teachers College have a rubric to describe the specifics of each level which I
used to demonstrate the characteristics to follow. The one student with a
zero may mean that the student was not tested for informative writing or
they may have no understanding of what is means to write informative
pieces. The levels we do know include one student at a level 1.5 with the
characteristics encompassing the writer teaching the readers about a topic,
the writer named their topic in the beginning that caught the readers
attention, they told different parts about the topic on different pages, they
wrote an ending, they told about their topic part by part, they incorporated
facts into the writing to teach about the topic, they used labels to give facts,

and they used all they knew about words and chunks to help them spell. The
data shows that four students are at a level 2 and six students are at a level
2.5.

The qualities of the students at this level are as follows: the writer

taught readers some important points on a subject, the writer wrote a

beginning in which they named the subject to the readers, they used words
to show they had more to say such as and, they wrote some sentences to
wrap up their piece, their writing had different parts each telling different
information, they used different kinds of information such as facts, details,
definitions, and steps, they used what they knew about spelling and used
punctuation.

Lastly, for informative writing, there are eight students at a

level 3 and one at level 3.5.

Lucy Calkins and the Teacher College have

specific guidelines for the qualities in the students informative writing and
they

include,

teaching

readers

about

subject,

putting

ideas

and

observations into their piece, their beginning prepares the reader for the
information, they use words to show sequence, their ending draws
conclusions by asking questions, they grouped their information into parts,
they wrote facts, definitions, and observations about the topic, and they used
what they know about spelling, but also sought out assistance from peers.
Word Study:
Word study is interwoven into reading and writing because they all
form the concept of literacy. The data shows that the students were given
two Words their Way assessments, once in the beginning of the year and
once at the end. Every child was tested in the beginning of the year, but

eight students data is missing from the end of the year. In the beginning of
the year, the data shows that students ranged from Letter Name Alphabetic
Middle to Within Word Pattern Middle. The end of the year data shows that
those who were tested range from Word Pattern Middle to Word Pattern Late.
The end of the year data that is given displays a closer range than the
beginning of the year.

Bear touches base that while students are in this

stage, they are able to read and spell many words correctly because of their
automatic knowledge of letter sounds and short vowel patterns (Bear, 2012).
This level of spelling may begin in first grade and expand to fourth grade.
This level of orthographic development lasts longer than the Letter NameAlphabetic stage because of the extensive vowel pattern system (Bear,
2012).

This stage begins when students can correctly spell most single-

syllable short vowel words correctly (Bear, 2012).

While in the stage,

students are learning the common long vowel patterns and the less common
patterns (Bear, 2012). The focus of the within word pattern stage is primarily
on the pattern layer of the English orthography, but students extend into the
meaning portion (Bear, 2012). As a teacher it is important to know the word
study development of your students because it overflows into reading and
writing and vice versa.

Knowing this about the students and that by the

ones who were tested, each student was at the Within Word Pattern Spelling
stage. I can help students reach the next level by teaching them to spell and
read words with more than one syllable as well differentiating instruction and
word sorts that during spelling time. This is all intertwined that if students

are exposed, can spell and read more complex words, which will increase
their fluency and comprehension. When they are reading a higher level text,
they will be more familiar with bigger words and can fluently read them
while grasping an understanding.
When looking across the data many of these students are performing
below the anticipated grade level performance expectations in reading and
writing. It is my job to make sure that students are increasing their reading,
writing, and spelling skills to prepare them for fifth grade. As a group this
class has a community strength of reading accuracy. The Fountas and Pinnell
Assessment found the class to have an accuracy level ranging from 94-100
percent accuracy.

That means students are actively reading either

instructional material or independently and are successful at accurately

saying most words. At the end of the year, only one student is at the reading
level a third grader in by the end of the year should be at. Students need to
increase their reading comprehension because as a class it ranges from 5-9,
with most of the class being at a level 5-6 which means limited
comprehension. The comprehension scores could be a factor to the fluency
scores in which students could also benefit from.

The data shows that

students with limited comprehension scores tend to have lower fluency

scores. That means they are not smoothly reading the text and because of
that the students are focused on the words and not what the words are
trying to tell them.

Also, students word study can too cross over into their

reading and writing because of its importance to literacy.

Word study

influences what words students are able to read in a text and what words
they can read and spell in their writing.

Although each student whose data

is shown for the end of the year Words their Way is under the Within Word
Pattern Stage, one student is in the early stage, a couple are in the middle
stage, and a few are in the later stage.

That allows us to see the

developmental difference amongst the students in orthographic knowledge.

The difference may account for the varying comprehension and fluency
levels. It all intertwines in that if students have trouble saying and spelling
words, which is shown in other literacy aspects. For example, their reading
influences their writing that the higher the level of reading, the more the
student knows about text which becomes a reflection in their writing. The
data shows a variety of ranges and areas of improvement for all students.
Information that is still needed:
While analyzing the data, it became evident that information is still
needed in order to create and differentiate instruction. Because of the two
students who are reading at a level K, I would need to find out if there is an
outlying reason for that.

For example, I want to know if they are English

Language Learners, have a reading disability, or perhaps they are new to the
school and having trouble adjusting. Despite the reason, I want to figure out
the possible reason, so I can better help them increase their reading level
which will help them increase their writing skills. Also, one student has a
zero for narrative and informative writing. In order to best help them, I need
to know why that is a zero. I need to know if the zero means that they were

absent on the day that assessment was administered, did they not want to
take it, or does it mean that the scored a level 0 for those two types of
writing.

Lastly, the final piece of missing information I need is the final

Words their Way end of the year assessment.

The data shows that eight

students have blank boxes for the final assessment. I need to know why it is
blank and if all those students were administered the assessment or not.
Outside the data, I want to know my students holistically as the whole child,
their likes and dislikes, not solely what the data tells me. In the beginning of
the year, I will have the students fill out an inventory chart with what they
like about reading, what they like to read, do they read for fun, are they
curious to discover new words, do they enjoy writing, and what types of text
interest them. Knowing my students is one of the most important things in
being a teacher because the better you know your kids, the better you can
help to reach their full potential. Also, I want to know what strategies, if any,
do all the students use when reading when they come to an unfamiliar word,
what they are understanding from the text, or what they do when they are
writing and are not quite sure how to spell something. With their writing, I
want to know what they enjoy writing about. From that, I can see how they
organize and express their thoughts. This will help me to teach the students
strategies that they can use when they encounter unfamiliar words. Figuring
out these missing pieces will allow me to gauge my instruction as well as
differentiating it to best help all the students achieve success.
Assessments to give at the Beginning of the Year:

As learned in my literacy courses at Alverno, I know that the summer is

a struggling time for students in that they can potentially drop a reading
level each month over summer vacation if they do not read. In the beginning
of the year it is important to assess them to see where their reading level
falls. Going from there we can see what text they should read and to make
sure it is in their Zone of Proximal Development. They should be able to read
and derive meaning from the text while still being academically challenged.
In order to assure I am working towards my students needs and best
interests, I would administer a running record, a part of the Benchmark
Assessment, while having them read at the level they left off with in 3 rd
grade. Just like how the data I have received has scores for everyone from
the beginning of the year in third grade, I would also do that for fourth grade.
I know that the three months of summer vacations can change their levels if
they are not actively reading.

Because of that, I cannot solely base my

instruction goals off of where they were at the end of third grade, three
months ago. Administering the Fountas and Pinnell Benchmark Assessment
will allow me to assess students levels after having three months off. From
the Benchmark Assessment, I will be able to see where students land with
their reading level, their accuracy, comprehension, fluency, words per
minute, as well as their writing. During the Benchmark, the students will be
administered a running record. After the running record, I can have them
recall to me what happened in the text, allowing me to see where their
comprehension is at.

Also, through the form of observation, I can see if

students are implementing good reading strategies.

Also, an assessment

that I need to administer to students with the missing words their way
assessment, is the Spelling Inventory. Because they are missing the end of
the year assessment, I only have the beginning of third grade to go off of. By
the time these student have reached fourth grade, a full year has gone by
and those scores may not be as reliable. Also, I would have each student
take the spelling inventory because they had three months off and I want the
most accurate results. After having the students take the Elementary/Primary
Spelling Inventory, I can see where students are orthographically which will
also be reflected in the writing they will be doing. I will look at the running
records because they can help me to learn more about their word study
knowledge.

For example, from analyzing their running record, I can learn

more about their orthographic knowledge. Their running record will show me
their self-correction rate as to if they are aware of the words they are saying.
Also, I would need to assess their writing and that can be done by having
students write about themselves with what they like/dislike or write about
their summer vacation. If they do not want to write about either of those,
they can choose their topic whether it is about Disneyland or cars, I want
them to be comfortable with their writing topic because I believe that is
when you may get the best results out of them.

Through this narrative

writing, not only will I be able to learn more about them, I can see where
they are with writing in regards to having an introduction, body paragraphs,
if they have main points, I can see their spelling, and if they have some sort

of a conclusion. Also, I need to have students write opinion and informative

pieces along with narrative, so I can see their knowledge on writing in
different styles. This will help me to see what writing level every student is
at as well as what needs to be remodeled and their writing strategies. By
seeing the strategies they use while writing can help me to see which I
should remodel or new ones to introduce. I can then create my instruction
based off of their pieces.

By administering these assessments in the

beginning of the year, I can see where students are at and specify goals
centered off of it.
Assessment to monitor literacy growth throughout the year:
Monitoring student growth is key.

Throughout the year I will use

observation, running records, conversations, and writing samples as a form

of assessment for student understanding. Many of these are an informal way
where I can assess the students without them particularly knowing that they
are being assessed. This can allow me to get the most raw and relevant data
because students will not feel a form of pressure from an assessment. When
conferencing with students, I will use a checklist based off of what I am
looking for, so I will frequently update it. An example of part of my checklist
may include reading with expression, their volume, are they stopping and
jotting, and are they able to make inferences.

Each conference will be

different, I will continuously look for their volume, fluency, and accuracy, but
I will hone in on something particular such as inferences. Students will also
fill out reading logs, so they know their goals, but also they can see how far

they have come. Their reading log will also help me to see their interests
and what they enjoy reading. Also, assessments that I can use throughout
the year will be their writing samples, it will allow me to see what stage of
writing they are at as well as word study because I can see their spelling of
words. To help me assess their writing samples, I am able to use rubrics from
Teachers College which helps to guide where students writing may fall. Also,
from Teachers College I can use their checklist for what to do next,
instruction wise, based off of their writing. I do not want to be the only one
assessing in our classroom. Self-Assessment is a valuable skill to have and
Teachers College has a writing checklist where students can check off if they
have applied something to their writing, they are starting to, or they have
not yet. This will get students thinking about their own writing from where
they are currently to where they can be. I believe it will help them see the
bigger picture as well as setting goals if they have not met something quite
yet.

To monitor student orthographic knowledge development throughout

the year, I can do that through running records by hearing how the
pronounce words and which words they can read. Although there are more
formal ways to assess orthographic knowledge, a quick and easy way is
through spelling inventories. Spelling inventories are quick to administer and
easy to score while be a valid and reliable source of what students know
about words (Bear, 2012).

Administering a spelling inventory much like a

spelling test, can be a quick check in to see how we are progressing

throughout the year in regards to out orthographic knowledge. Assessment

throughout the year correlates to feedback. Students will be given feedback

through individual conferences when I will tell them something they are
doing well to keep up their momentum, but also something they can improve
on to become a stronger reader. It is important for students to know where
they stand in order for them to surpass that and feedback is a great way to
accomplish that.
Comprehensive Instructional Plan:
Beliefs:
My beliefs on how students learn literacy best is based off of Lev
Vygotsky.

His theory is student centered, allowing students to take

command of their own learning. I believe students learn literacy best when
they are given multiple chances to practice and apply their skills in a variety
of settings.

I believe students learn literacy best when they are given

opportunities to see models by the teacher, participate in class, given

chances to practice, and perform the material.

I believe children learn

literacy best when it is child centered, they are responsible for their learning
with myself serving as a reference.

Finally, I believe students learn from

mistakes, mistakes lead to growth.

Lev Vygotsky demonstrated the importance of having the classroom
centered around the students. Vygotskys ideas begin with the teacher
modeling a concept to the students. Modeling how to read or think aloud to
the class shows teaches them about language and what proper reading

sounds like and writing looks like. Students are able to hear the teacher and
try to implement proper reading for themselves as well as how to think.
Modeling the thought process while thinking aloud is vital. Children are not
born and know how to think about texts, it is our job to help them build that.
Hearing teachers think aloud and going through the thought process of
inferring and questioning, will transfer into their own reading.

Not only are

they seeing the concept, the important aspect is they are seeing how to do it
correctly in a safe atmosphere where they can try new things. This allows
time and are proponents for students to apply these skills because students
learn better when they can make the concept relatable.
The Sociolinguistic Theory encompasses learners using language to
organize their thoughts (Tompkins, 2014).

Developmentally, all students

need to talk and they learn through conversations. In my classroom, I will

allot time for students to turn and talk with peers about what they are
learning. Students learn from each other and turn and talks are reflections of
it.

Like Vygotsky, I believe that students should be reading, writing, and

have orthographic knowledge in their Zone of Proximal Development. That is

their sweet spot where they are still being academically challenged, but they
are able to read and comprehend the text. As my students continue to learn
and evolve, I will gradually withdraw my support because they are able to
complete it individually. Gradually withdrawing support refers to the method
of gradual release of responsibility and scaffolding. Gradual release of
responsibility involves gradually giving students more responsibility and they

take ownership of their learning. Scaffolding encompasses demonstrating,

guiding, and teaching students while varying the amount of support they
provide according to the instructional purpose and the students needs
(Tompkins, 2014). Types of scaffolding include modeled reading and writing,
shared reading and writing, interactive reading and writing, guided reading
and writing, and independent reading and writing (Tompkins, 2014). Taking
Sociolinguistics a step further, I believe that students get the most out of
their learning when it is authentic.

The idea of authentic and meaningful

learning correlates with the Situated Learning Theory (Tompkins, 2014). Like
Tompkins states, learning should be a function of activity (Tompkins, 2014).
Children learn best through organic and meaningful activities that they see a
relevance to (Tompkins, 2014).

The classroom is a community and the

learning done in the classroom should be a reflection of that. Students will

become better readers and writers through interactions with their peers
because their peers serve as more knowledgeable others (Tompkins, 2014). I
will serve as the skilled model, but students will be given opportunities to
learn and explore literacy for themselves.
Also, my beliefs align with the Critical Literacy Theory.

Language is

means for social action and students can become advocates for change
(Tompkins, 2014).

In fourth grade, students are able to read books that

encounter social issues.

We as teachers can prepare our students to be

activists for change that they believe in. Through literacy, we are preparing
our students for their future and for jobs that are not even created yet. We

are preparing our students to take command and state their beliefs with why
they choose to advocate for it.

Expanding the agents of change into the

classroom can create a powerful community that through this we can work
together and see change all based off of what we read and what we write.
The one year we have the students in our classroom, we want to leave a
lasting impact on them and that can be done by teaching them to be critical
readers and to be the change that they want to see.
I will run my classroom with the beliefs in Lev Vygotsky and the
Sociolinguistics Theory with an emphasis in the Situated Learning Theory and
Critical Literacy. I believe that through this theory being student centered
and myself serving as a facilitator, students will achieve literacy success.
They will be given an abundance of opportunities to read, write, learn with
peers, and share their ideas.

They will have organic learning and will

become the best literacy learners and users that they can be.
Concepts and Strategies:
It is my job as an educator to help students develop literacy skills
which can be done through teaching concepts and strategies for students to
achieve success.

In a fourth grade classroom there are developmentally

appropriate concepts for the students level of development. It is my job to

academically challenge the students, but create tangible goals that they can
accomplish. Each year as children progress through school, we expand on
previous knowledge by taking it one step further each year which can be

seen in the Common Core.

The Common Core has a foundation of what

students should know and be able to do by the end of each year and as they
go through the grades, those foundational skills are expanded upon. Each
student will be working towards their reading level, but as a class through
modeling we will continue to activate our background knowledge, ask
questions, make inferences, summarize, and monitoring comprehension,
refer back to the text for detail, compare and contrast points of view and
varying texts, and make connections (Agency, n.d.).

As a class we will

continuously practice writing and work on our planning, drafts, revisions, and
editing through narratives, informative pieces, and opinion pieces (Kelman,
2013). Word study is interwoven with reading and writing. In fourth grade,
we will continue to work on better developing their orthographic knowledge
by expanding what they know about words and how they work, moving them
into words with multiple syllables inevitably expanding their vocabulary
(Bear, 2012). Also, in fourth grade students are reading and writing in the
discipline areas more frequently.

It is important for them to know that

reading and writing looks differently in varying subjects.

All of these skills

and concepts will be worked on to the best of the students learning level.
Reading is a gift and opens the world in the palm of their hands. It is
important to teach students to be inquisitive when they read to truly think
about what message the text is conveying. The Common Core standards
progress through the grades by going more in depth each year. The reading
concepts and strategies that students will work on in third grade have been

previously exposed to the students and while in fourth grade, they will be
increasing their reading level and reading more complex pieces. With my
Alverno education, I have learned to continuously think deeper and more
critically, a skill I wish I had learned earlier. The world is ever-changing and
we need to prepare our students for it.

That aligns with reading and

teaching/modeling to students to ask questions about the text, recall prior

experiences, compare and contrast, make inferences, and make connections
(Agency, n.d.). All of these concepts and strategies involved with reading are
universal. As stated previously in my beliefs section, I believe in the Critical
Literacy Theory.

There are connections between these reading strategies

and the theory in that by asking questions, making inferences and

connections, as well as comparisons, students can take the text and become
agents of social change (Tompkins, 2014).
These fourth graders are now in upper elementary school and are
reading more complex pieces with more content filled stories and data.
When students begin to ask questions when they read a text, they are think
about on a deeper level by asking questions that the text is not directly
upfront about. When they ask questions, they may have to make inferences
about the answer based off of clues from the text. Not every question they
ask will have a direct answer, so we need to teach students strategies for
how to go about answering those questions through inferences and details
from the text.

When students read and make connections, they are more

likely to comprehend what they are reading. Students can make text to text,

text to self, and text to world connection. This puts the book that they are
reading into a more relevant to their lives type of setting.

All of these

strategies help students to closely monitor their reading and see if they are
deriving meaning from the text. These are foundational skills that students
have learned over the course of their elementary school career, but with
having more complex pieces these strategies will help students to better
understand the meaning of the text. Also, fourth graders are expanding their
range of text and an important concept to teach the students is deciphering
genres within texts.

From that, they will be able to tell the difference

between nonfiction and fiction, fantasy and realistic fiction, as well as

autobiographies and biographies. Knowing the type of text they are reading
as well as the structure, will help students to better understand the text to
take meaning away from it.
Comprehension is key, but when reading within the disciplines in fourth
grade, it takes more.

Disciplinary literacy is grounded in inquiry and

emphasizes how students use the knowledge they are learning as a tool to
participate in work within the discipline (Lent, 2016).
disciplines varies based off of the discipline.

Reading within

Students will learn specific

strategies to help them read within the disciplines.

For example, when

reading math word problems, a strategy may be underlining the numbers, so

you know what you are working with. Social studies is a different content
and the reading is done differently. Social studies revolves around dates, so
teaching students that is vital because they generally need to know the

specific time period something occurred. When students know how reading
changes from subjects, the transition period is smooth and the confusion is
low.

Because students will know that reading changes between subjects,

they will need to know that the strategies they use as well as the purpose
changes as well.

When students change subjects, they will have to think

about the thinking they need to be doing. Their metacognition will be useful
as they will use their knowledge about what they know about the subject as
well as their purpose to help them with what thinking needs to be done.
Tompkins refers to metacognition as a sophisticated level of thinking that
students use to actively control their thinking (Tompkins, 2014).

It is a

control mechanism that involves both student awareness about their thinking
and their active control of thinking (Tompkins, 2014). Their metacognition
and what they know about the varying disciplines and the reading and
writing done it them will help them tremendously.
Writing concepts and strategies for fourth grade includes writing in
different styles. As a class we will continuously practice writing and work on
our planning, drafts, revisions, and editing through narratives, informative
pieces, and opinion pieces (Kelman, 2013).

Students have learned the

writing process involving planning, drafting, revisions, and editing, as well as

what goes into a paper with an introduction, body paragraphs, and a
conclusion.

Students are going to academically push themselves and will

write a little bit more each time whether it is an extra detailed sentences or
more, it gets them to expand their thoughts. The Common Core Standards

for writing states that students will be able to produce opinion pieces with
information, support, and reasoning.

They will write informative pieces to

convey an idea clearly through detailed information with facts related to the
topic. They will be able to write narratives with descriptive detail to express
experiences and situations.

Writing may involve doing research and that

may happen within the disciplines. Students need to know how to complete
research and decipher what information is relevant and should be used.
Lastly, students will be able to write over extended periods of time. This too
correlates to the Critical Literacy Theory because students can use writing as
a form of being a social agent of change by writing about how we can create
a safer world or climate change.

Students have untapped power waiting

within them to be unleashed. All of these skills will help students to become
stronger individual writers. Also, students will need to know how we write
differently based off of our audience. For example, students will know that
we write differently when addressing the teacher or our peers.
Lastly, word study is intertwined in reading and writing. We want
students to keep up their word curiosity we can do that by teaching them
strategies of what to do when they come across unfamiliar words. Students
will continue to work on better developing their orthographic knowledge by
expanding what they know about words and how they work, moving them
into words with multiple syllables inevitably expanding their vocabulary
(Bear, 2012). Their vocabulary will expand by the reading they are doing
with having bigger words in the text. Their broadened vocabulary will not

only be evident when they are able to read, pronounce, and verbally say the
word, but they are able to efficiently use it in their writing to relate to an idea
or add more detail. Also, with word study encouraging students to use the
words they learn about is important because it overflows into all aspects of
literacy.
These concepts and strategies are important for fourth graders. They
are preparing them beyond the classroom, but to be effective citizens by
being inquisitive and asking questions when you read, writing for a purpose,
and broadening your vocabulary to express ideas. Each student can develop
and progress at each of these because they are working to better themselves
and where they are at.
Instructional Strategies:
As educators we know that all children do not learn the exact same
way, so we cannot teach as if they all learn the same way. Because I know
that my students do not learn the same way, I will differentiate my
instruction to meet their varying needs. My overall goal as a teacher is for
my students to be successful, take responsibility for their learning, and to be
able to prompt themselves.

My instruction is a direct reflection of how I

believe children learn best. The Sociolinguistics Theory with an emphasis in

the Situated Learning Theory and Critical Literacy is a reflection of what my
instruction will be like. My instruction will have modeling read alouds, think
alouds, guided reading, students will independently read, be given authentic

learning experiences and time to share their thoughts.

My instruction for

writing will include shared writing, guided writing, they will be writing
frequently, and will expand their word study knowledge.
Through Vygotskys idea of modeling, I can demonstrate to students
the type of thinking they can be doing when they read, how to dig deeper to
use the strategies such as inferring, questioning, and predicting that they
have learned, and I can read aloud to demonstrate what reading should
sound like. Read alouds and think alouds can be accomplished during minilessons, students will be given chances to express their ideas and that will be
done through turn and talks. Tompkins states, As teachers teach lessons
about strategies and skills, they provide practice activities and supervise as
students apply what they are learning (Tompkins, 2014). Turn and talks are
beneficial for any age. Developmentally children need to talk and channeling
that into academics is key to maintaining the best of both worlds with
students getting their natural chatter out while being academically
productive. Vygotsky goes into detail about the benefits students have when
given chances to talk about what they are learning and it enhances the
learning that occurs (Tompkins, 2014).

Reading and thinking aloud to

students helps to teach them what they can be doing when they
independently read.

It serves as repetition for good reading and what

good readers do. Through each read aloud, a specific concept or strategy
may be taught and demonstrated to students then they will be given time
during readers workshop to practice it. For example, before having students

work on inferences when reading, I will model it during our read aloud.
Students will not only see the demonstration of making inferences when
reading, but they will be given chances to participate in applying this during
turn and talks. Knowing this will help all the students increase their
comprehension levels.

The data shows that many students would benefit

from this. This will allow students to enhance their accuracy, fluency, and
comprehension through multiple instructional strategies.
As I have learned in detail in my literacy courses, guided reading can
occur in any grade, not just solely for beginning readers.

Guided reading

may occur in small groups when students all have the same book at their
instructional level or on an individual basis, but the students are reading at
their own pace and the teacher is near for support (Fountas & Pinnell, 2001).
From this data, I can see that guided reading would be beneficial for students
with lower comprehension and fluency levels because many students can
benefit from the same assistance. During this time, I can work with a small
group and teach them literacy strategies and skills to help them with their
comprehension which will assist their fluency. Guided reading is not the time
for me to teach new concepts or to do much talking, it is the students time,
but I will address a strategy for the students to use while reading (Fountas &
Pinnell, 2001). I will choose a book at an appropriate level for the students
and the learning goal (Rog, 2011).

My role in guided reading involves

introducing the story and providing a sentence overview of what the book is
about (Fountas & Pinnell, 2001). The introduction sets up the book for the

students with the title, author, and a brief sentence overview about what it is
about (Fountas & Pinnell, 2001).

I will make connections to their prior

knowledge, so students may anticipate what the story is about without going
into the story blind (Fountas & Pinnell, 2001). While they are reading, I will
be listening to each student and will provide support as needed (Fountas &
Pinnell, 2001). During this time, I may need to re-demonstrate concepts to
students and this would be a good time. After the book, I will have students
talk about what they read and we will begin with the whole text before we
focus on parts (Fountas & Pinnell, 2001).

Also, I will prompt students to

explain their thoughts, giving them the chance to think through the book and
what they know about it. This will be done during reading workshop while
the other students are reading independently. Since the text may be longer,
this can be done over a period of a couple days where the students have to
use their recollection to remember the story. This instructional strategy will
allow me to work with a group of students who are all struggling in a certain
area and I can help clear up confusions.
A big part of readers workshop is independent reading. Independent
reading had students reading texts at their appropriate level where they are
academically challenged, but are still able to read it (Tompkins, 2014). When
students are beginning independent reading, I will set a routine for them with
expectations of what to do during independent reading time (Fountas &
Pinnell, 2001). Daily routines will make the transition to independent reading
smoother. While they are reading I will be around to conference with them to

assess how they are doing.

When conferencing I will observe who needs

more assistance and can differentiate my instruction. At this time, I will have
students read part of their book to me and I will record notes based off of
what I observe. These various ways of reading gets students involved in the
text and they gain more reading experience. I believe the most beneficial
way for students to become better readers is through practice. During this
time, I can re-model to students the thought process or strategy and take it
at a slower pace if needed. From the individual attention, the student may
grasp a stronger understanding and can better apply it to their own reading.
Not only am I a demonstrator to students, but they are demonstrators to
each other. On a daily basis, students are modeling concepts to their peers.
As I have learned throughout my Education courses at Alverno, we are all
smarter when we work together and communication is key. I am not the only
teacher in my classroom and I encourage student interaction, so they can
learn from one another.
Also, for reading during readers workshop, I will incorporate literature
circles. Literature circles are also known as literature studies. This brings
students together for an in depth discussion of a work of fiction or nonfiction
(Fountas & Pinnell, 2001). The discussion emerges from the students own
personal responses to the text and may focus on any aspect- characters,
events, genre, or an authors writing style and literary techniques (Fountas &
Pinnell, 2001).

As students participate in literature studies, they are

developing new understandings as readers (Fountas & Pinnell, 2001).

Through conversations with their peers, they will develop a deeper

understanding of the text because they learn ideas from their peers. Also,
literature circles will help to increase the enjoyment of reading, engage them
in meaningful conversations of the text, as well as help to further develop
their critical thinking skills (Fountas & Pinnell, 2001). Literature circles are
great opportunities that reflect the Critical Literacy Theory because students
could read books that relate to relevant issues in their society. Through their
conversations they can delve into those issues more as well as ways they
can become agents of change. During literature circles, I am able to observe
specific groups and use a created checklist to monitor for their development.
Based off the diagnosed needs of the students, they could benefit from
literature circles because it allows them time to talk over the text. Talking
over the text will help to increase their comprehension of the text. This will
help with comprehension because having in depth conversations creates
opportunities for the students to critically think about the text which will
inevitably increase their comprehension of what they are reading.
My writing instruction will encompass modeling, shared writing, guided
writing, and time for students to write independently.

These instructional

strategies will create a positive mixture of modeling, writing as a class, and

writing independently.

I will model strategies to the class during a mini-

lesson through writing on an anchor chart or on the SMART board. This will
serve as a demonstration for what good writing can look like as well as
time for me to think aloud while I write. During shared writing, we as a class

are creating a piece while I am writing it. Students will be actively involved
in the writing rather than observing. While doing shared writing, students
can suggest the words and sentences that the teacher writes (Tompkins,
2014). This works for any grade because while students are telling me what
to write, I am writing it correctly and that serves as a teaching point for what
writing should look like. For example, our piece may include quotation marks
and I can write them, so students know how to properly implement them into
their writing.

During shared writing, I will reread our message with the

students, so they can read in numerous times.

If it is written on an anchor

chart, I will place it on the wall for students to reference in the future. An
example of a piece that may be created through shared writing with fourth
graders may be a poem. We could potentially be in a poem unit and I could
write as they verbally told me what to say. As a teacher, I will encourage all
of my students to participate in sharing ideas because it will not only get
them involved in the class, but they will see the product of their words in
written form.

Shared writing is a group effort as we create a writing piece

together as a class.
In guided writing, the students take on the writing role and I will step
back to offer support (Fountas & Pinnell, 2001). Like guided reading, this too
occurs in small groups and I can offer intervention to students with common
needs such as proper punctuation or the pieces that go into writing such as
introductions, body paragraphs and conclusions (Fountas & Pinnell, 2001).
During guided reading, students may work with partners or they may receive

individual support from the teacher where I will re-model ideas. I may offer
assistance from ideas to spelling words to creating ideas to write about, but I
will be there for my students. I will help students from where they are to
where they can be. The best models of good writing are the books the
students enjoy, through those they can see how words are written and how
writing can progress as their knowledge about it increases. Guided writing
time will allow me to observe the students and differentiate my instruction in
the future.
Lastly, independent writing allows students to have a go at it.

In

order for students to become better, they need to be given opportunities to

practice. Independent writing time, allows students a quiet environment to
practice their writing skills.

As students develop, their writing stamina

increases and they can write for longer periods of time. Because students
are writing in different styles such as informative and narrative, I will
encourage students to push themselves by writing a little more each time.
While they are writing I will walk around, offering assistance. Also, I will have
students read and explain their pieces to me.

That will allow me to hear

what they are writing and their train of thought.

I can then have them

expand it by adding more details if needed. Not only will I have them read it
to me, I will read it to look for their structure, punctuation, quotations, and
spelling.

When writing, it is important for my students to recognize word

study because it encompasses spelling with sound recognition (Bear, Words

Their Way, 2012). It is important for students to practice spelling and many

students spell based off of the sounds they hear (Bear, Words Their Way,
2012). Also, word study incorporates vocabulary. As we progress through
the year, they will work at expanding their vocabulary.

They will be

developing their word study knowledge for words with more than one
syllable. Words with more than one syllable are big words and will help
students to increase their vocabulary. Their expanded vocabularies will be
demonstrated through their reading and writing. As they read, they will be
able to accurately say and comprehend what more words mean. In their
writing, it will be reflected by their broader word choice.

From my

conferences I can differentiate instruction when needed in regards to writing

and word study. I can collect their independent writing piece and use it as a
form of assessment either formative or summative based off of what I am
using it for.
By instructing word study, I will give my students chances to talk.
From Yardsticks, I know that students need as well as enjoy talking. We learn
through talking and I want students to communicate with me as well as their
peers. Constant speaking serves as modeling from myself and peers. I can
model word study through read alouds and writing when we reread what we
wrote. This will help my students with sound recognition and will help them
develop word study (Bear, Words Their Way, 2012).

As the data shows, the

students are progressing in their word study and are using bigger words.
Bigger words encompass having more syllables. When we use bigger words
in the classroom, students are more likely to use recognize them in their

reading and implement them in their writing. The more students are able to
practice, the better they will develop word study and their performance
increases in both reading and writing.

Just like writing, their reading will

progress because they are able to accurately recognize, pronounce, and

comprehend the meaning of more words.
Lastly, another instructional strategy that may be used for reading,
writing, or word study encompasses small needs-based flexible groups. In
needs based groups, multiple students can benefit from the same type of
instruction and remodeling. For instance with these fourth graders, the data
shows that they may benefit from fluency with words per minute and
comprehension groups, or writing groups. These small needs based groups
would occur during workshop time while other students are independently
working. This would be valuable because it is a way for meeting the needs
of diverse learners when you can hone in specifically on what they can
benefit from. Also, the handful of students in the group would be working
towards similar goals such as increasing their fluency. During these small
group meetings, I can listen to them read and have them read aloud to me or
observe them write and have them read to me what they wrote.

These

students are getting closer attentions while being able to practice these skills
in a supported environment. This instructional idea can serve as Vygotskys
idea of gradual release of responsibility because in these small groups,
students are doing a little more of the working and thinking each time. Small
needs-based groups will not only benefit the students by working in a small

environment, but I can better monitor their progress and differentiate the
instruction from my findings.
In conclusion, I will differentiate my instruction based off of the needs
of my students. Not every person is the same, which is why I cannot assume
every child learns the same. I will take cues from my students and go from
there. Through conferences, I will see if students need more assistance and
group students based off of their needs. In my classroom, we will all work
together to create a positive learning environment.

My students will be

immersed in reading and writing through anchor charts on my walls with

good techniques.

In my classroom, I am not the only teacher, we are all

teachers because we all learn from one another.

responsibility to assist each other.

It is everyones

I believe that through hands on,

meaningful, and authentic learning, students will flourish and become the
best literacy learners that they can be.

All of these forms of instruction

reflect the Situated Learning Theory in that students are actively engaged in
their learning through meaningful interactions.

They are joining a

community of learners and create engaging experiences through that.

Differentiated Instruction:
As the varying data shows, this group of fourth graders demonstrates
the importance of differentiated instruction. Because there is a wide range
of diverse learners, it is a necessity to teach to their specific needs. This will
be achieved by looking at the students and what they can benefit from to

progress as a literacy learner. Students all learn differently and we need to

teach in a way that they can learn. From looking at the classroom wide data,
it is beneficial to differentiate instruction for all aspects of literacy, reading,
writing, and word study.
Once you move into the upper elementary grades, the ranges of
reading levels can become farther apart. This class ranges from a K to P.
Not only do they have diversity in the text itself that they are reading, but
having varying comprehension and fluency levels. The workshop approach is
not only beneficial because students are immersed in texts, but it allows
time for differentiation. For example, during independent reading time I can
work specifically with individuals or small groups. Above in my instruction
portion, I mentioned the benefits of small needs-based groups which exhibits
differentiation.

While the other students are independently reading, I can

work closely with a small group who are all working towards similar goals. In
this fourth grade class, there are six students at a level one for fluency. I
could work with those six students while their peers are off reading
individually. When working with small groups, I can hear each of them read
as well as demonstrate fluency.

Also, many students with lower fluency

struggle with comprehension. Those correlate because if you are not reading
fluently and are making frequent stops, it disrupts the flow of the book which
hinders your taking away meaning. By working in small groups of students
who can benefit from similar assistance allows the students to learn together
and from one another. Lastly, differentiating instruction for reading comes

from the texts the students are reading. In the workshop approach, students
are reading books in their specific zone of proximal development.

That

means that the students are reading books that they can read, but are still
academically challenged and can benefit from reading the text. Not only can
I speak with small groups during reading time, but I can conference with
students about what they are reading as well as listening to them read. I can
use my observations from that to see what I can do next to better help the
students.
Small needs based group could also work for writing. The data shows
that from the three types of writing assessed, narrative, opinion, and
informative, their levels vary. For narrative writing, there are two students a
level 1.5. I could work with those two during independent writing time. The
small needs based groups would also work for opinion and informative
writing. It would allow me to work with a small group who all has similar
needs. In the small groups we can go over specific details that should be
added to their writing such as more detail or their opinions and ideas.
Working with small groups allows me a chance to better differentiate the
instruction because many of the learners in the group will benefit. When we
are working in groups, the other students are independently writing at their
tables.

Also, just like for reading, I can walk around and conference with

students during writing time. I can ask them what their piece is about and
have them read it to me. I can also read it to check for their structure and
how they are writing.

Word Study too can be differentiated and it should because not every
student is at the same level. Word study can be differentiated by having a
variety of words on our word wall that each student can use certain words.
The words will be strategic because so each student has words on the wall
that benefits them according to their developmental level. Also, during word
study time when students may be sorting words, I can talk with students.
We can practice saying the words together and I can hear where they are at
phonologically. Examples of varying word study instruction can include word
hunts, brainstorming, speed sorts, or draw and label (Bear, Words Their Way,
2012). All of these strategies have students learning about words and are
learning how to spell words, but they do it in a fashion that can be easily
understandable to a student. These different activities can be implemented
with varying students or as a class we can do a brainstorm. Also, word study
can be differentiated through the varying spelling words that the students
get.

Weekly, they can get spelling words that are developmentally and

academically appropriate for them.

Knowing that we cannot teach in a cookie cutter fashion, we have to
differentiate our instruction.

Above I gave some examples, but the most

important part of differentiation comes from knowing your students. When I

know the students, where they are at developmentally, and how they learn
best, then I can specify instruction for them. I want nothing more than for
each student to be successful. In order to help them be successful, I will
teach to their strengths and will differentiate my instruction to their needs.

Materials:
In my classroom, I will take full advantage of all the resources available
to me. The more books my students have access to, the more they are able
to read with a variety of levels and genres accessible. From my learnings,
students at a level H-K should have access to 8-10 books in the book box and
should read one book every fifteen minutes. Students at a level j and higher
should also have 8-10 books in their box and should read at least one
thousand words every 10-15 minutes. The books will be arranged via genres,
but will have dividers in the bins with the reading level. That way students
know the genre they are reading and can read it at their level. I will use
anchor charts to write concepts and strategies on then I will display them on
the wall for students to refer to. Also, I will keep vocabulary words on the
wall for student reference, so they can use it in their writing. I will have post
its available for students to stop and jot to record their thoughts as they
read.

There will be an abundance of paper and pencils at the students

hands. If technology is available I will incorporate that into the classroom

because every child today is using a form of technology and it is the way of
the future. By playing to the students strengths, they may get more out of
the lesson because it is taught in a form that they respond well to. I want to
have as much access to paper as possible, so we can write frequently and by
doing that, students will become stronger writers in all content areas. A form
of writing that these students will be working on is informative and that may
involve them conducting research. Research materials are also beneficial for

the classroom. Research materials may also be used for critical literacy and
social justice. The Critical Literacy Theory views language as a way for social
action and advocate that students become agents of change (Tompkins,
2014). Students could further their research to become an agent of change
and advocate member of society. They may consist of use of informative
text or access to technology for online research. Either way, students will
have access to research materials for various assignments. I will use every
piece of material and resource that I have to benefit my students and help
them grow academically.
Classroom Management, Classroom Environment and Routines:
I believe the most learning is done when classrooms are ran efficiently
through positive classroom management and set classroom routines. I see
classroom routines and classroom management going hand in hand. The
class routines and a positive learning environment need to be set within the
first weeks of school. I see it as if you set those two up early on, you will not
have to spend much valuable class time managing and redirecting. I am firm
believer that the classroom is a community and home away from home
where we all spend eight hours a day, five days a week.

Because it is a

community, collaboration is key. I do not believe it setting rules because

they seem like a harsh one way street rather I believe in setting
expectations.

Expectations are a two way street that I will follow just as

much as the students will. It is important that the classroom expectations

are created with the class and in my classroom this will be generated the

first day of school. Expectations may include showing respect to all, taking
responsibility, listening when others talk, showing up on time, being
prepared, and treating others the way you want to be treated.

These

expectations will be posted on an anchor chart and will serve as an

agreement between everyone in the classroom. We will all sign the anchor
chart and it will be displayed for the rest of the year. As far as classroom
management, I do not believe in telling a child no simply because they do
not learn from their action. Rather I would refer to our agreement to see if
they are following it. Instead of saying no, I phrase it as a question where
they have to think about their action. For example, if they are talking while
someone else is talking, instead of telling them no I would say, how would
you feel is a peer was not showing you respect and was talking over you? I
think that makes it more relevant to them. Through a mutual understanding
amongst everyone in the class, redirection time will be limited.
I see classroom management and environment coinciding because if
you have positive classroom management, you will have a positive
environment. I want a positive learning environment conducive for learning.
Our classroom environment will consist of class expectations for all which will
keep everyone on the same page.

The classroom will serve as a second

home where we all take part in the running of it. A positive environment
begins from the top down where I will model positivity and optimism every
day to the students. If they see me eager to learn and have a smile on my
face, they are more likely to have one on theirs.

Having a positive

atmosphere will inevitably overflow into the instruction and the learning that
will be done.
Routines make transitions between subjects smoother where more
learning can occur.

I believe that there should be set routines and that

should account for the time of the day where students learn best. Setting up
a

routine

in

my

classroom

will

involve

not

only

working

around

extracurricular courses such as art or gym, but around the students.

For

example, instead of jumping straight in to math first thing in the morning, I

would have students complete some morning work for the first twenty
minutes with quiet music in the background.

This work could consist of

review math problems to get their brains going or journaling time.

By

distinguishing this a part of their routine, they are more likely to be actively
engaged by having time to warm up their brains.

Routines are beneficial

because it keeps the class moving on track with what needs to be

accomplished, but it is always workable based off of student needs. For
example, if I see that students are having trouble I can extend some extra
time to remodel the concept and clear up confusions. During transitions, I
like playing music because it serves as a way to switch subjects without
having to say it repeatedly. Music also lightens the mood for all.
Routines will also be established through the blocked off workshop
approach for reading, writing, and word study. Students will become familiar
with this model and will know what to expect daily with the routines. For
example, this approach will involve a 7-10 minute mini-lesson that will model

a concept, strategy, or words for word study to the students before they are
going to have a go at it for themselves.

Mini-lessons reflect the

Sociolinguistics Theory where students have the opportunity to turn and talk
with their peer about the content. Routines will be established throughout
the workshop that during the mini-lesson, students are expected to be sitting
on the carpet with eyes and ears forward. After the mini-lesson, they will
know to go work individually on their reading, writing, or word sorts, but they
are able to ask a more expert other if they have questions. During this time
students will know that I will be around to talk with them. Time will be
blocked out so that students will become familiar with the routine, plus they
are given numerous times to apply these skills in a comfortable environment.
The word study workshop will be similar to reading and writing where
students will receive a mini-lesson then they will receive a word sort. The
will spend the week working on this sort before moving on or if it is evident
that they would benefit from more time, they will continue to work with those
words. This will allow them to practice spelling the words as well as their
meanings. The workshop approach is very student centered reflecting
Constructivism. Constructivism circulates around the student where they are
actively engaged in their learning (Tompkins, 2014).

Teachers engage

students with experiences so that they construct their own knowledge

(Tompkins, 2014). The workshop is created for students to not only learn the
strategies, but they are given time to implement them.

The workshop

approach is extremely beneficial because students are working in their zone

of proximal development where they can see the most growth.
By setting classroom expectations, a positive environment, and
classroom routines, it makes for a productive learning environment.

The

class is a community where we all will take part to do our fair share to keep it
running smoothly.

I believe that including students in creating classroom

mutual expectations, it not only holds them more responsible for themselves,
but it reduces the redirection time that takes away from the content. Before
I can expect students to do this, I will set the example and model for them
how we will act in our classroom.
Classroom Design:

Because I see the benefits of Vygotskys Sociolinguistics Theory, I have

my classroom set up where students are able to communicate with their
peers.

Tables are extremely important to me because it opens up the

communication and like Vygotsky says, it gives students the chance to talk
about what they are learning. Also, it makes them better citizens because
they are sharing a space with others. They have to think about their table

mates and be effective citizens by not just thinking about themselves

whether that is cleaning up after themselves or using quiet voices. I have a
carpet pictures because fourth graders can also benefit from carpet time.
During this time, a mini lesson can occur and it gets them away from the
distractions that may be waiting for them at their table. Just like students
are able to talk to each other while at their tables, they are able to do that at
the carpet as well. Turn and talks while at the carpet will occur and that will
actively draw students into the learning through meaningful ways. Carpet
time also serves as a place for them to speak with a more expert other. They
can hear a peer model to them the material while it benefits both students.
One student is learning the content while the other is solidifying their
knowledge. The Situated Learning Theory mentions that students join a
community of learners in the classroom and become more expert readers
and writers through interactions with classmates (Tompkins, 2014).

This

occurs during small groups where students are working with peers and as a
group, they are actively engaged in meaningful learning. Situated Learning
Theory says children learn best through authentic and meaningful activities
(Tompkins, 2014). This reflects conversations the group may have together
where they are asking each other questions to deepen their understanding.
The Situated Learning Theory also says that the teacher serves as an expert
other, much like a chef does in a restaurant (Tompkins, 2014).

My role

during this would be to facilitate and ask questions that get students thinking
deeper about the text, their writing, or the words they are working with.

Furthermore, I will read and think aloud for students to see the type of
thinking that I want them to be doing.

Vygotsky with the Sociolinguistics

Theory says that students can accomplish more challenging tasks in

collaboration with adults than on their own (Tompkins, 2014). When I am
near I can guide students and intervene for remodeling if necessary.

Also,

when they are on the carpet for mini-lessons I can use their conversations as
an informal assessment and I can gauge my instruction based off of it.
have a rocking chair where I can sit and an anchor chart easel.

Anchor

charts can be used for any subject and then will be displayed on the wall for
student reference along with the word wall. The word wall will serve as a
reference for students to use when writing where they can incorporate those
words into their pieces.

In a fourth grade word walls may consist of

vocabulary words from the disciplines.

For example, if they are in a

geometry math unit, the word walls may have words such as angle,
diameter, radius, and rays. It would serve as a reference when students are
answering questions.

There could be a math, ELA, science, and social

studies sections, each with different words based off of the unit we are in. It
would serve as a great reminder for the units we are in and how our
vocabulary changes in different content areas.

A classroom library is a

necessity because it allows students a variety of text to choose from. From

those available there is a higher chance there will be something that
interests them which will draw them in to their learning. I would like some
bean bag chairs or comfortable spaces in the room where students can go to

during work time.

It allows them to stretch their legs will meeting their

physical development.

Children like to move and having spaces in the

classroom that they can go to is important. Lastly, a kidney table is not only
for students to sit at, but it serves as a place for small group work. I can sit
with the students and see all of them during small needs based group time. I
can them assist all of them based off of their specific needs. I believe that a
classroom set up like this will enhance the positive atmosphere because it is
geared

towards

how

developmental needs.

children

learn

best

and

also

their

physical

This model will helps students to learn from each

other with myself nearby and they will create meaningful understandings.
From the data, this model will work with these students because we have
students who would benefit from being in the same group and we have more
expert others.

With having the classroom very student centered, each

student wins. They each are given chances to speak with peers, get further
assistance, and they can have a go at the material. This will help all the
students be successful.
Student Motivation:
Learning is not a spectator sport D. Blocher. Students motivation is
vital to learning and progression.

It is my job as their teacher to initially

motivate them to want to learn, but the goal is for students to be self-driven.
They cannot be passive and expect to grow. We want students to be selfmotivated with their growth in mind.

In the beginning of the year, I will

model motivation to students, but it is on them to want to learn. I believe

that if you force learning on a child, they will push back and not want to try
which is why their own motivation is significant. Every student is not going
to be 100% into the learning every day which is where I come in to motivate
them. Motivating them may entail giving them a couple minutes to talk with
their peers to get them back on track or if I see they are drifting during
instruction, we can all stand up and stretch to get the blood flowing. Both of
these would allow students to move and be the social beings that they are.
Although, I will motivate students and will encourage them to be the best
learner that they can be, my goal is to demonstrate the importance of their
motivation within themselves.

Students will have increased motivation to read and write if it is

involving a topic interested to them. I will allow students to choose books in
their reading levels to read. If they are interested in what they are reading
and writing about, there are higher chances that they are more likely to want
to read and write. Also, I will increase student motivation by them knowing I
am near for assistance if needed.

This fits into the workshop approach

because of the mini-lesson where the students learn the material through me
reading and thinking aloud.

After the mini-lesson they have chances to

practice and perform the material.

This allows me to walk around

conferencing with them to check for their understanding, a form of

assessment. Student motivation will be increased through this because they
are given time to talk about the content with peers and are given work time
to practice instead of being talked for long periods of time. If students know

I am there if they need me, they may be willing to try new things. Another
way to increase their motivation is related to the Vygotsky and the
Sociolinguistics Theory.

The Sociolinguistics Theory promotes students

talking about what they are learning. Giving students opportunities to talk
with their peers about the content may increase their wanting to know the
material. In regards to the Critical Literacy Theory, students are becoming
agents of change. If students see and issue in society that they want to see
change in, they may be motivated to help cause change and that will help
them to learn in a meaningful way. As a teacher I will look for ways that will
motivate my students to want to learn. If they are actively engaged and are
interested in what they are reading and writing about, they are more likely to
want to learn.

Evaluate the Implications of your Plan on Student Learning

If I were to follow through on my literacy plan with these children, I

believe it would increase their literacy development. As stated above, my

goals are based off of where the students should be by the end of fourth
grade, but also from where they are now. From the data of the students
developmental levels, how children learn literacy best, and through
differentiating instruction, I believe that my plan would have a successful
impact on these children.

My goals for these students include getting them as close to a reading

level S or surpassing it, continue to work on their fluency, comprehension,
and how many words they read per minute.

My goals for to better their

writing includes writing as frequently as they can, writing in different styles

such as informative, argumentative, and narrative. When it comes to writing
they will also work on supporting their piece through detail and reason, and
they can write over an extended period of time. My word study goal has
students expanding their spelling skills with using words with more than one
syllable, and getting students to reach the Syllables and Affixes Spelling
stage or the Derivational Spelling stage. Students will further explore how
words work and the meaning of words. I not only want to teach my students
concepts and strategies to get them ready for fifth grade by the end of the
year, but I want to help them to instill a positive attitude towards reading
and writing and a word curiosity. All of these goals correlate because they
can each help to strengthen the others as well as develop lifelong literacy
learners and users in these fourth graders.

These goals can be accomplished in a variety of ways for the students

benefit. My plan has a variety of concepts and strategies that need to be
taught and learned, but they can be done in numerous different ways. For
example, working on fluency and having students in small needs based
fluency groups can also help students to better their comprehension. When
students are able to read the text more fluently, they are more likely to
derive meaning from the text. These goals can be accomplished through a
variety of techniques that I have listed above.

A big way I believe these

goals can be achieved is through the workshop framework. The workshop

approach is beneficial for all the students because they are continuously
working at their own developmental level. During the mini-lesson they are
able to learn the new concept or strategy and see it demonstrated to them.
The mini-lesson will also give students a chance to talk with their peers.
Vygotsky and the Sociolinguistics Theory demonstrates the value of allowing
students to talk with their peers about the concepts. Peers serve as more
expert others and allowing opportunities for students to talk will help solidify
their knowledge. We are all teachers in the classroom and can serve as more
expert others.

Vygotsky emphasizes the importance of using language to

help us talk about what we are learning and from doing that, students will
have a better understanding on the material.

I believe that my literacy plan, if implemented, will accomplish my

goals for these learners.

My plan addresses the needs of these specific

fourth grades and an assortment of ways to help them achieve success. The

variety of ways through hands on, meaningful learning will contribute to the
learning that is already being done.

Through reading, writing, and word

study, students will be working in their zone of proximal development

through the workshop approach. This allows for them to participate in the
learning before practicing and performing. Also, I believe my plans will help
to accomplish these goals because I will be nearby if needed to remodel or
for further explanations.

Strengths of My Plan

I believe the strengths in my plan come from the data. I looked closely
at the data to compare students as well as what they need as a result from
the data.

I looked at each individual student by looking at their reading

levels and how their fluency, accuracy, comprehension and words per minute
played a role in that. Also, I had to analyze their writing and word study
levels to see what can be done to take each student to their next level. I had
to look at data more closely than I have ever had to do and really analyze
what these results mean. Not only did I have to analyze the given results, I
had to make inferences for why they may be like that. I do not know the
students or how they learn best, but yet I had to think about what I could do
to help them. I do believe I was successful at taking my prior and expanded
upon literacy knowledge to create a plan that would assist all these learners.

From what I saw from the data and what I know about differentiating
instruction, I tried to think of ways to use instruction as a way to help all the
students. For example, the data displays some lower level fluency learners
and I took what I have learned about differentiating instruction to say that
implementing small needs based groups would be beneficial. I know that a
handful of students who have lower fluency levels could benefit from working
in small group with their peers who are in the same boat. This also helps me
guide my instruction to meet the needs of this specific group.

Throughout my plan, I tried to use the data and what I know about the
students to drive it. I tried to branch the connection with what I know about
the students to what my instruction can look like to meet their needs.

believe I was successful at taking the data, analyzing the results, and coming
up with potential ways to instruct the students. For example, my instruction
will include the workshop approach for reading, writing, and word study.
Through the workshop, students are actively applying the content or strategy
taught in the mini-lesson. Students are given time to further develop their
understanding while they are working at practicing the content. Also, my
instruction will include various forms of differentiation based off of the needs
of the students.

In my plan I mentioned small needs based groups that

would be useful based off of what the data shows. The small needs based
groups could consist of students with lower frequency or comprehension
levels. Along those lines in instruction, I tried my best to relate it to theory
to demonstrate why I would use it.

An example, would be turn and talks

during my mini-lessons in relation to the Sociolinguistics Theory and learning

through talking about it. Also, more expert others in my classroom reflects
Vygotsky and will help students to help each other. From practicing applying
instruction and theory that supports it, I feel more confident in myself as a
future literacy teacher that I can take data and make an action plan to
implement with goals for the students.

Areas for Further Improvement

I chose to go into the profession of teaching because I enjoy learning.

Every day I am learning right alongside the students.

I do not know

everything I need to know and I have areas that I can further develop. I am
continuously self-assessing myself in regards to what I can do better for the
students.

They deserve the best and because of that, I will continue to

develop as a literacy teacher. There are two areas in particular that I want to
develop, my word study instruction and concepts and strategies for word
study. Word study is as crucial as reading and writing because it intertwines
with it all. I want to continue to learn more ways to better implement word
study and the concepts and strategies that students can learn from it.

believe that in my plan I have a solid understanding and foundation of word

study, but by enhancing my knowledge on it, I can better help the students.

As learned from my literacy courses and from various texts, it is

evident that orthographic knowledge about how words work is a reflection of
reading and writing. If students can expand their own personal word study
level, they will be able to better recognize and understand more words when
reading.

Those new words can be displayed in their writing.

It is a

continuation that they learn how to spell, pronounce, and take meaning from
new words then they can successfully read them and use them in their
writing.

Because it all intertwines, if I can help enhance my word study

knowledge and instruction, that will reflect the students reading and writing.

I believe that if I were to implement my word study instruction with

what I have now, it could potentially help the students, but I do not think that
is enough. These students deserve more and I will work to give that to them.
I want to enhance my word study in all through better instruction,
differentiation, and concepts/strategies. If I were to do this, I believe that I
would be helping students not only achieve success in the present, but for
future success with how words with multiple syllables work. I want to teach
students in a way for long term success and that can be done with stronger,
more developed word study instruction. Because of this, I am going to study,
read, and continue to look for ways to better to teach word study in a way
that I feel confident in for my students.

Works Cited
Agency, T. E. (n.d.). Key Comprehension Strategies to Teach. Retrieved from Reading
Rockets: http://www.readingrockets.org/article/key-comprehension-strategiesteach
Bear, D. (2012). Words Their Way.
English Language Arts Standards. (2016). Retrieved from Common Core State
Standards Initiative: http://www.corestandards.org/ELA-Literacy/W/4/
Fountas, I., & Pinnell, G. S. (2001). Guiding Readers and Writers.
Kelman, J. (2013, November). Your fourth graders writing under Common Core
Standards. Retrieved from Great Kids:
http://www.greatschools.org/gk/articles/fourth-grade-writing/
Lent, R. (2016). This is Disciplinary Literacy. Corwin Literacy.
Rog, L. J. (2011). Read, Write, Play, Learn.

Tompkins, G. (2014). Literacy for the 21st Century. Pearson Education.

Wood, C. (2007). Yardsticks: Children in the Classroom Ages 4-14. Northeast
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