Group 4:
P. Chalmers
Two Year Schoolwide Plan
Program Grade / Common Core, GSEs, AASL
Name Subject Information Literacy Standards,
and/or ISTE Standards
Ready, Set, Grades K-5 / GSE-3RL10 - By the end of the year,
READ ~ Library read and comprehend literature,
Know your Orientation including stories, drama, and poetry at
Library the high end of the text complexity
Target band independently and proficiently.
Audiences: GSE-3RI10- By the end of the year,
Contributed K-5 with in- read and comprehend informational
by: depth activities texts, including history/social studies,
Cathy for grades 3-5 science, and technical texts, at the high
Kastner (Trivia Sheet, end of the text complexity band
QR Codes, independently and proficiently.
OPAC lessons) * Note: Each grade K-5 has specific RL
and RI 10 standards similar to grade 3. I
chose to use grade 3 for this example,
but all RL10 & RI10 standards would
be appropriate depending on grade
level.
AASL 1.B.1 - Providing experiences
with and access to resources,
information, ideas, and technology for
all learners in the school community.
AASL 4.A.2- Identifying possible
sources of information
AASL 5.A.1- Reading widely and
deeply in multiple formats and write
and create for a variety of purposes.
AASL 6.A.1 - Responsibly applying
information, technology, and media
learning
AASL 6.A.2 - Understanding ethical
use of information
E. Cleaves
J. Fronk
C. Kastner
H. Misztak
Description of Program / PR Plan / Timeline
Resources Used
Program: August -
The purpose of the library orientation is to September
familiarize students with the access that (Years 1 & 2)
they have to information. It is especially
important to share this information at the It is unlikely
beginning of each school year and then this can be
review it throughout the year as needed. completed in
Being familiar with the media center will one session.
help increase circulation and expose This can be
students to the books that they will need broken into
access to throughout the year. During the two sessions,
orientation, the following topics will be one in August
addressed: and one in
● Visiting the media center - as a September
class and as a student. Students each year.
will be given specifics about
where to sit as a class and how to
line up for checkout.
● Review the rules and expectations
in the media center: Review
safety procedures at this time as
well. For grades 3-5 read Library
Lion as an introduction.
● Book care: Students will be
reminded about how to treat the
books (no coloring, drawing,
folding pages, spine treatment,
book damages and replacement
costs, etc.). Read Mr. Wiggle’s
Book to K-2 students and discuss
it.
● Checkout information: Remind
students about how many books
they can check out, due dates,
book returns, etc.
● Media Center Tour: Visit the
different sections of the media
center including: everybody
books, chapter books, nonfiction
books, reference section, graphic
novels, etc. For grades 3-5, a QR
code scavenger hunt will be
completed.
● OPAC: Students in grades 3-5
 will learn where to find the
OPAC for the media center and
how to use Destiny to search for a
book. This will be completed as
a whole group using the
SmartBoard and then in small
groups using chromebooks.
● Book selection: Discuss the
Lexile Level and AR color codes
on the book spine. Also teach
students where to find shelf
markers and how to use these.
The younger students will
actually practice this activity.
Remind students that if they did
not use a shelf marker, it is best to
return the book to the book
return.

PR Plan- Both the media specialist and

the students will make advertisements
about the orientation on the morning news
during the first week of school. Students
will report for orientation during their
assigned rotation schedule during August
and September. Students in grades 3-5 will
be given a trivia sheet to complete as they
view the morning announcements. Each
student who has a correctly completed
trivia sheet at the beginning of the
orientation session will be given their
choice of a prize (bookmark, eraser,
pencil, etc.).

Resources Used:

Read Alouds:
Grades: K-2
Craig, P. (2003). Mr. Wiggle’s book.
Columbus, OH: Waterbird Books.

Grades 3-5
Knusden, M. (2006). Library lion.
Somerville, MA: Candlewick Press.

Scavenger Hunt QR Code Example:

 Reading 3rd Grade CCSS.ELA-Literacy.RL.3.1
Buddies Reading Ask and answer questions to
demonstrate understanding of a text,
Contributed referring explicitly to the text as the
by: Jessica basis for the answers.
Fronk
CCSS.ELA-Literacy.RL.3.10
By the end of the year, read and
comprehend literature, including
stories, dramas, and poetry, at the high
end of the grades 2-3 text complexity
band independently and proficiently.
ELACC3RF4
a. Read on-level text with purpose and
understanding.
b. Read on-level prose and poetry
orally with accuracy, appropriate rate,
and expression on successive readings.
c. Use context to confirm or self-correct
word recognition and understanding,
rereading as necessary.
d. Read grade-appropriate irregularly
spelled words.
AASL3.B.1
Using a variety of communication tools
and resources.
AASL2.C.1
Engaging in informed conversation and
active debate.
AASL2.C.2
Contributing to discussions in which
multiple viewpoints on a topic are
expressed.
AASL3.C.1
Soliciting and responding to feedback
from others.
Program: August-April
Reading Buddies is a concept that pairs year 1
different levels of readers together for read
aloud, in order to benefit all parties
involved. This program will focus on 3rd
grade students who are considered
“bubble kids” based on school reading
assessments. These students do not receive
any support outside of the classroom (i.e.
ESOL, SpED), however, they could
benefit from the small group or one-on-
one attention. They will be paired with an
adult from the community who has
volunteered and been trained to be a part
of the Reading Buddy Program. The goal
is to provide one-on-one reading
assistance while forming a relationship
and connection with a trusted adult. It
allows the student to become more
confident in their reading abilities, have a
model for fluent reading in order to help
build fluency, allows students free choice
of reading material in hopes to develop a
great love for reading, and builds on the
students’ self-confidence. The adult
reading buddy will be provided with a set
of questions for reference, based off the
standards, to ask the student in a
conversational way to ensure
comprehension. Reading Buddies will
take place weekly in the Media Center
over the students’ lunch time.
PR Plan:
Since this program is not for all students,
the students who have been selected will
receive notification via flyer and
permission slip in their weekly folders. A
parent letter will also be sent home to
explain the program and why their student
was picked.
Resources:
Cart of books used specifically for reading
buddies to be kept in the media center
Pre-K Early Pre-K
Readers Georgia Early Learning and
Challenge Development Standards (GELDS):
CLL2.4b Connects new vocabulary
Contributed from activities, stories and books with
by: Ebonie prior experiences and conversations.
Cleaves CLL5.4c Discusses books or stories
read aloud and can identify characters
and setting in a story.
CLL5.4d Makes real-world
connections between stories and real-
life experiences.
CLL8.4a Demonstrates interest in
different kinds of literature, such as
fiction and non-fiction books and
poetry, on a range of topics.
CLL8.4c With prompting and support,
tracks words from left to right, top to
bottom and page to page.
CLL8.4e Identifies the front, back, top
and bottom of a book. Points to the title
of familiar books or stories and where
to begin reading a story.
AASL Standards:
AASL I.B.1. Providing experiences
with and access to resources,
information, ideas, and technology for
all learners in the school
community.
AASL I.D.2. Reinforcing the role of the
school
library, information, and technology
resources in maximizing learning and
institutional effectiveness.
Historical Grades 3-5 / Georgia Standards of Excellence for
Timeline ~ Research Skills Social Studies:
A Walk
Through Target SS3H2 Describe European
America Audience: exploration in North America.
Grades 3-5 a. Describe the reasons for and
Contributed obstacles to the exploration of N.
by: America.
Cathy b. Describe the accomplishments of:
Kastner John Cabot (England), Vasco Núñez de
Balboa (Spain), Hernando de Soto
(Spain), Christopher Columbus (Spain),
Henry Hudson (The Netherlands), and
Jacques Cartier (France).
SS3H3 Explain the factors that
shaped British Colonial America.
c. Describe colonial life in America
from the perspectives of various people:
Program: August -
The Pre-K Reading Challenge is a 3- May, Year 1
tiered program that introduces Pre-K
students to the Media Center, encourages
read aloud time at home and at school and
helps students develop new vocabulary
introduced through reading.
PR Plan:
Parents/ guardians of incoming pre-k
students will receive a small packet
promoting the program, identifying its
goals and a suggested list of books to read
aloud at home. Information on how to
obtain a library card from the public
library will also be included.
Resources:
Bright from the Start: GELDS. (2018).
Retrieved from
http://www.gelds.decal.ga.gov/
Program: December-
The historical timeline will include February
standards-based research in the media (Year 1)
center and a culminating presentation for
grades 3-5. The program will focus on:
research skills, collaboration, and
presentation.
● Prior to December: Meet with
teachers to discuss the project and
review the SS standards that will
be addressed in this project.
Adapt as needed per grade level.
● December: During the December
rotations to the media center,
students will be introduced to the
project.
○ Students will select
topics from a list (see
large landowners, farmers, artisans,
women, children, indentured servants,
slaves, and American Indians.
SS4H1 Explain the causes, events,
and results of the American
Revolution
a. French and Indian War, 1765 Stamp
Act, the activities of the Sons of
Liberty, the Daughters of Liberty,
Boston Massacre, and Boston Tea Party.
SS4H5 Explain the causes, major
events, and consequences of the Civil
War.
d. Describe the roles of Abraham
Lincoln, Robert E. Lee, Ulysses S.
Grant, Jefferson Davis, Thomas
“Stonewall” Jackson, and William T.
Sherman.
e. Describe the effects of war on the
North and South.
SS5H1 Describe how life changed in
America at the turn of the century.
b. Describe the impact on American life
of the Wright brothers (flight), George
Washington Carver (science),
Alexander Graham Bell
(communication), and Thomas Edison
(electricity).
SS5H2 Describe U.S. involvement in
World War I and post-World War I
America.
b. Describe the cultural developments
in the 1920s of the Jazz Age (Louis
Armstrong), the Harlem Renaissance
(Langston Hughes), baseball (Babe
Ruth), the automobile (Henry Ford),
and transatlantic flight (Charles
Lindbergh).
SS5H3 Explain how the Great
Depression & New Deal affected the
lives of millions of Americans.
a. Discuss the Stock Market Crash of
1929, Herbert Hoover, Franklin
Roosevelt, the Dust Bowl, and soup
kitchens.
SS5H4 Explain America’s
involvement in World War II.
b. Describe major events in the war in
both Europe and the Pacific; include
Pearl Harbor, Iwo Jima, D-Day, VE and
VJ Days, and the Holocaust.
SS5H6 Describe the importance of
key people, events, and developments
between 1950- 1975.
b. Explain the key events and people of
the Civil Rights movement: Brown v.
standards for each grade
level) and work with a
group to complete the
research. A research
form will be provided.
Students will find 5-10
facts and one or more
images about the chosen
topic.
○ Students will be
reminded of digital
citizenship expectations
and learn/review how to
use Britannica Kids.
Students will also use
the OPAC to utilize
nonfiction texts within
the media center .
○ Parents and potential
guests should be notified
of the presentation dates.
● January: During the January
rotations to the media center,
students will accomplish the
following tasks:
○ Finalize research
○ After viewing
preselected exemplars s
as a whole group,
students will collaborate
with group members
about the best way to
present the information
(Powtoon. Google
Slides, ChatterPix Kids,
etc).
○ Students will work
collaboratively to
prepare the presentation.
○ Students should discuss
ways to enhance the
presentations, i.e. dress
the part, props, etc.
● February: During the February
rotations to the media center,
students will practice the
presentations.
○ The groups should be
arranged in order so that
the progression of the
timeline will be
historically accurate.
○ Guests, including other
grade levels, parents,
and community
 Board of Education (1954),
Montgomery Bus Boycott, March on
Washington, Civil Rights Act, Voting
Rights Act, Thurgood Marshall, Lyndon
B. Johnson, Cesar Chavez, Rosa Parks,
and Martin Luther King, Jr.
SS5H7 Trace important
developments in America from 1975
to 2001.
b. Describe the events of September 11,
2001
c. Explain the impact of the personal
computer and the Internet on American
life.
AASL 4.C.1 Learners exchange
information resources within and
beyond their learning community by
accessing and evaluating
collaboratively constructed information
sites.
AASL 6.A.1 Learners follow ethical
and legal guidelines for gathering and
using information by responsibly
applying information, technology, and
media to learning.
Summer 3-5 Georgia Standards of Excellence:
Reading
Challenge ELAGSE(3,4,5)RF4: Read with
sufficient accuracy and fluency to
Contributed support comprehension.
by:
Heather
AASL- Skills:
Misztak
5.A.1: Reading widely and deeply in
multiple formats and write and create
for a variety of purposes.
1.D.1 Continually seeking knowledge.
ISTE:
1a: Students articulate and set personal
learning goals, develop strategies
leveraging technology to achieve them
and reflect on the learning process itself
to improve learning outcomes.
members should be
invited to see the
timeline event.
○ Groups of people will
rotate through the
timeline, stopping to
view or listen to each
group’s presentation.
PR Plan:
A flyer will be sent home at the beginning
of the activity explaining the program,
announcing the monthly expectations of
the program, and giving the date(s) of the
performances. An additional reminder will
be sent home a couple of weeks before the
presentations reminding parents of the
dates. The activity will also be announced
weekly on the morning news, placed on
the system-wide and school calendars, and
advertised through social media.
Resources:
Britannica Kids
Cox, C. (n.d.). Classroom timelines.
Retrieved from http://www.reading
rockets.org/article/creating-
timelines
Human timeline. (n.d.). Retrieved
from https://www.facinghistory.
org/ resource-library/teaching-
strategies/human-timeline
Program: May –
Students need to continue to read as much August, year
as possible through the summer in order to one
continue growing their Lexile levels.
Reading is a vehicle in which students can
travel to other places and experience new
things with the turn of every page. The
Summer Reading Challenge is a
comprehensive program designed to
encourage readers to engage in reading as
much as possible throughout the summer.
At the end of the school year each student
is given a list of suggested books within
his/her Lexile stretch band. The school
library provides these lists to students and
ensures that the suggested titles are all
housed in the library. Students can fill out
a prize ticket for every book that they read
and drop the ticket into a drawing box. A
display of prizes will be in the main
 hallway of the school for the last two
weeks of school. Students see the prizes
and know that the more reading they do,
the better chance they have of winning!
Students can read the books from their
suggested list or other books that they are
interested in. The school library remains
open 3 days a week with limited hours
throughout the summer. Students can drop
prize tickets at this time, or when they
return to school at the beginning of the
year. A Little Library has been constructed
and placed at the front of the school on the
outside of the building. Students can drop
by this Little Library any time and pick up
or drop off a book to read for free. The
school also purchases an online access to
Tumble Books which allows students to
have a virtual library of books at their
fingertips. The key to this Summer
Reading Challenge is accessibility to
books for all students throughout the
summer as well as rewards for reading.

PR Plan:
The Summer Reading Challenge will be
advertised on the school website, as well
as in all classroom and school newsletters.
Posters and flyers will be created by the
Beta Club and hung throughout the school.
The biggest PR for this challenge comes
from the display of prizes in the main hall.
All students that pass by want to know
how they win those prizes! As soon as
they find out that they only have to read
books, they start reading so that they can
drop in a prize ticket in hopes of winning
the raffle.

References:

https://charts.intensiveintervention.
org/progress-monitoring/hmh-
reading-inventory-formerly-
scholastic-reading-inventory-
reading

https://www.tumblebooks.com/
Boys with 3-5 Georgia Standards of Excellence: Program: September -
Books Club Boys with Books Club is designed to May, Year 2
ELAGSEKRL3: With prompting and provide extra reading support to male
support, identify characters, settings, students scoring in the “Lower
Contributed and major events in a story. Achievement” percentile for reading on
by: ELAGSEKRL4 : With prompting and the MAP test administered at the
 Ebonie support, ask and answer questions about
Cleaves unknown words in a text.
ELAGSEKRL10: Actively engage in
group reading activities with purpose
and understanding.
ELAGSEKRI1: With prompting and
support, ask and answer questions about
key details in a text.
ELAGSEKRI2: With prompting and
support, identify the main topic (main
idea) and retell key details of a text
(supporting details).
AASL:
AASL I.D.3. Enabling learners to seek
knowledge, create new knowledge, and
make real-world connections for
lifelong learning.
AASL I.D.2. Reinforcing the role of the
school
library, information, and technology
resources in maximizing learning and
institutional effectiveness.
AASL II.C.1. Engaging in informed
conversation
and active debate.
AASL II.C.2. Contributing to
discussions in which
multiple viewpoints on a topic are
expressed.
Wax 3-5 Georgia Standards of Excellence:
Museum
ELAGSE (3,4,5)W4: With guidance
Contributed and support from adults, produce
by: writing in which the development and
Heather organization are appropriate to task and
Misztak purpose. (Grade- specific expectations
for writing types are defined in
standards 1-3 above.)
ELAGSE(3,4,5,4) W2: Write
informative/explanatory texts to
examine a topic and convey ideas and
information clearly
AASL- Skills
2.D.1
Seeking interactions with a range of
learners.
1.C.1
beginning of the school year. Participation
is voluntary but highly encouraged for
those identified students.
The students will meet once a week
after school to discuss a preselected book
in a small group setting and have a light
snack. Media Center staff, parents, and
teacher volunteers will be on hand to read
aloud, facilitate the discussions, help with
questions and gauge progress. The goal of
the club is to raise test scores and boost
student confidence in reading.
PR Plan:
Identified students will receive a letter to
parents and permission slip attached to
their MAP test scores. Teachers will also
be asked to contact parents via class DoJo
if permission forms are not returned within
1 week.
Resources:
http://www.readwritethink.org/parent-
afterschool-resources/activities-
projects/start-your-book-club-30289.html
Program: November,
year 2
In order to help students in grades 3-5 gain
a broader understanding of the historical
figures from social studies standards, a
Wax Museum project will be
implemented. Students will have a choice
of three different historical figures to
choose from. The teachers will ensure that
after all choices have been made all of the
important figures from the standards are
represented. A rubric for grading will be
given to each student outlining the grading
criteria. Students will research and write
an informational essay on their chosen
figure. Students will then create 4 slides
with pictures representing their research
on their historical figure. The slides will
be printed for the students to mount on a
small chart board. Students will prepare a
speech in first person narration about their
historical figure. On a Wednesday
afternoon in November the students will
participate in the Wax Museum. From 12-
 Interacting with content presented by
others.
ISTE
3a: Students plan and employ effective
research strategies to locate information
and other resources for their intellectual
or creative pursuits.
3b: Students evaluate the accuracy,
perspective, credibility and relevance of
information, media, data or other
resources.
MakerSpace Grades 2-5 Presentation Standards:
in the Media
Center AASL for School Libraries
1.B.1: The school library enables
Contributed generation of new knowledge by
by: providing experiences with and access
Paige to resources, information, ideas, and
Chalmers technology for all learners in the school
community.
1.D.1: The school library ensures an
inquiry-based process for learners by
establishing and supporting a learning
environment that builds critical-
thinking and inquiry dispositions for all
learners.
2.A.1: The school library supports
balanced perspectives through resources
and learning opportunities by providing
challenging and authentic opportunities
that address the needs of the broad
range of learners.
AASL for Learners
1.B.3: Learners engage with new
knowledge by following a process that
includes generating products that
illustrate learning.
2 all students in grades 3-5 will dress up
like their historical figure and line the halls
holding the chart boards that describe the
important details of their historical figures’
life. Visitors will be able to walk through
the Wax Museum and listen to the
speeches from the students as well as
interact with the Wax Museum
participants.
PR Plan:
The students will create signage to
advertise the Wax Museum date
throughout the school. The 5th grade
Gateway students will create a digital
advertisement will in Canva to showcase
the event. This advertisement will then be
copied to our school website. All
classroom and school newsletters will
advertise the event.
References:
https://www.canva.com/
http://www.discoveryeducation.com/
Program January
A makerspace is a unique learning (Year 2)
environment that encourages, play,
tinkering, and open-ended exploration for
all students. Students are able to learn, Makerspace
create, problem-solve, and work projects will
individually or with peers. Students will be on-going
need an orientation of expectations prior to after
diving in to the makerspace. Prior to orientation.
makerspace orientation a few read alouds
were shared with the students.
● Rosie Revere, Engineer
● Iggy Peck, Architect
● What Do You Do With an Idea?
During the few weeks of orientation,
students will help create rules based off
the questions:
● What is makerspace?
● What are our expectations as
makers?
Students will brainstorm first, then I will
share the other classes ideas. We will then
narrow down our rules. There will be three
options for makers. The first will be for
students to explore the resources such as
legos, marble run, Keeva blocks,
magnatiles, origami, and other crafts. The
2.A.1: Learners contribute a balanced
perspective when participating in a
learning community by articulating an
awareness of the contributions of a
range of learners.
2.A.2: Learners contribute a balanced
perspective when participating in a
learning community by adopting a
discerning stance toward points of view
and opinions expressed in information
resources and learning products.
3.A.1: Learners identify collaborative
opportunities by demonstrating their
desire to broaden and deepen
understanding.
3.A.2: Learners identify collaborative
opportunities by developing new
understandings through engagement in
a learning group.
3.A.3: Learners identify collaborative
opportunities by deciding to solve
problems informed by group
interaction.
4.A.3: Learners develop and satisfy
personal curiosity by engaging in
inquiry-based processes for personal
growth.
4.B.1: Learners construct new
knowledge by problem solving through
cycles of design, implementation, and
reflection.
4.B.2: Learners construct new
knowledge by persisting through self-
direct pursuits by tinkering and making.
ISTE
4a. Students know and use a deliberate
design process for generating ideas,
testing theories, creating innovative
artifacts or solving authentic problems.
4c. Students develop, test and refine
prototypes as part of a cyclical design
process.
4d. Students exhibit a tolerance for
ambiguity, perseverance and the
capacity to work with open-ended
problems.
6a. Students choose the appropriate
platforms and tools for meeting the
desired objectives of their creation or
communication.
Georgia Performance Standards may
apply to individual projects depending
on the grade level and/or content area.
second option will be bins that have task
cards for students to complete using the
materials in the bin. These bins will
require more problem-solving skills and
work of the students. The third option will
be bins that students can use to collect
materials that they need to create
something for an assignment. Students and
classroom teachers will be able to sign up
for a time to come in the library media
center and work on their projects. These
projects will be protected from others,
unlike the first two options.
Students will be asked to document their
work through a Makerspace Padlet. They
can upload pictures, videos, or post about
their work.
PR Plan
Beside promoting it through class visits to
the library media center, a flyer will be
sent home explaining the new program and
its purpose. There will also be a
introduction of the program at a faculty
meeting sharing with teachers the goals of
the makerspace. At this time, a signup
sheet with be shared with teachers for
collaborative planning on projects. Once
some projects have been completed and
documented another flyer will be shared
with parents to show the program in
action. At this time, a wish list of materials
will also be shared in hopes to get
donations.
Resources:
● Amazon Wish List of materials
● Beaty, A., & Roberts, D. (2015).
Iggy Peck, architect. Boston,
MA: National Braille Press.
● Beaty, A., & Roberts, D. (2013).
Rosie Revere, engineer. New
York: Abrams Books for Young
Readers.
● Yamada, K., & Besom, M.
(2014). What do you do with an
idea? Seattle, WA: Compendium.
Example of Rules:
Makerspace Rules
As Makers, we will…
be respectful of materials and each other
control our volume
be as neat as we can
participate and collaborate
follow rules for the activities
Read Across K-5 CCSS.ELA-Literacy.RL.4.10
America/ Dr. Reading By the end of the year, read and
Seuss Week comprehend literature, including
stories, dramas, and poetry, in the
Contributed grades 4-5 text complexity band
by: proficiently, with scaffolding as needed
Jessica at the high end of the range.
Fronk ELAGSE3RI1
Ask and answer questions to
demonstrate understanding of a
text, referring explicitly to the text as
the basis for the answers.
ELAGSE3RI7
Use information gained from
illustrations (e.g., maps,
photographs) and the words in a text to
demonstrate understanding of the text
(e.g., where, when, why, and how key
events occur).
ELAGSE3RL10
By the end of the year, read and
comprehend literature,
including stories, dramas, and poetry, at
the high end of the grades 2-3 text
complexity band independently and
proficiently.
AASL1.A.1
Formulating questions about a personal
interest or a curricular topic.
AASL3.D.1
Actively contributing to group
discussions.
AASL3.D.2
Recognizing learning as a social
responsibility.
Program: March
The National Education Association Year 2
(NEA) has put together a national. annual
reading celebration that takes place on
March 2nd- Dr. Seuss’s birthday. March 2nd
will start a weeklong celebration of
bringing kids and books together along
with fun activities that get kids reading.
This event will consist of an author visit,
several short Dr. Seuss videos played at
various times throughout the week (a
schedule will be provided). Read aloud
and DEAR (Drop Everything and Read)
time will be allotted every day. Parents
will be invited in to read with classrooms
or join students during their read aloud
and DEAR time. As students finish
reading, they will graph the number of
books (or the minutes they read,
depending on the grade level). Teachers
will also be provided the NEA website
filled with many activities that they can
choose for their students. Each day will
also consist of theme.
● Monday- Cat in the Hat Day-
wear stripes
● Tuesday- Read my shirt day-
wear a shirt that has writing on it
● Wednesday- Fox in Socks- wear
crazy socks
● Thursday- Green Eggs and Ham-
wear green (café’ will also serve
green eggs and ham for lunch)
● Friday- Cozy up to a good book-
wear your PJ’s day
All students will end the week with a
certificate (provided on the website) for
participation in the Read Across America
celebration.
PR Plan:
Each student will go home with a sticker
on their shirts on March 1st to remind them
and their families of Read Across America
week. The event will also be placed
outside on the school’s sign and
announced on the morning news show.
Posters printed from the Seussville
website will be posted around the school
and a “photo booth” will be set up with
Dr. Seuss inspired props. A flyer will be
sent home outlining the upcoming

Camp Read- K-5th/ Literacy Presentation Standards:
A-Lot Night ELASGSEKSL1: Participate in
collaborative conversations with diverse
Target partners about
Contributed Audiences: kindergarten topics and texts with peers
by: All students and adults in small and larger
Paige groups.
Chalmers ELASGSE1L1: Participate in
collaborative conversations with diverse
partners about
grade 1 topics and texts with peers and
adults in small and larger
groups.
ELAGSE2SL1: Participate in
collaborative conversations with diverse
partners about grade 2 topics and texts
with peers and adults in small and
larger groups.
ELAGSE3SL1: Participate in
collaborative conversations with diverse
partners about grade 3 topics and texts
with peers and adults in small and
larger groups.
ELAGSE4SL1: Participate in
collaborative conversations with diverse
partners about grade 4 topics and texts
with peers and adults in small and
larger groups.
ELAGSE5SL1: Participate in
collaborative conversations with diverse
partners about grade 5 topics and texts
with peers and adults in small and
larger groups.
GSE Standards:
VAK.PR.1 Participate in appropriate
exhibition(s) of works of art to develop
identity of self as artist.
VA1.PR.1 Participate in appropriate
exhibition(s) of works of art to develop
identity of self as artist.
events/activities with an email address of
who to contact if they want to participate.
A robo-call will also be placed nightly to
inform parents and families of the
upcoming daily activities.
Resources:
http://www.seussville.com
/
Educators/educatorReadAcrossAmerica.p
hp
Program: April (year 2)
The spring Literacy Night is an evening
where students, parents, and educators can
come together to motivate, promote, and
celebrate reading and writing. Stations will
be planned and set up throughout the
school that evening in the gym, cafeteria,
media center, and patio.
● Parents and students will receive
a punch card upon entering the
school. When the punch card is
complete, the cards should be
turned in and students can select a
free book.
● Schedule of Events:
○ 5:00-5:15: Arrival.
Educators hand out a
punch card and a reading
pledge card to each
student as they arrive.
○ 5:15-5:35: Whole-group
read aloud: A Camping
Spree with Mr. Magee.
During this time we
stressed the importance
of parents reading with
their kids and talking to
them about what they
read. We also provided a
handout on
comprehension
questions to ask. Before
dismissing to stations we
had parents fill out the
reading pledge and
explained the directions
for the punch cards.
○ 5:35-6:40: Families
move through the
stations and complete
their punch cards.
○ 6:45-7:00: Wrap up,
students who have
 completed their card
should stop by and grab
their free donated book.
● Stations:
○ Puppet Pals: Students
create their own puppet
and write a short story or
poem about it.
○ Story Retelling Cube:
Students will create their
own retelling story cube
to take home. Cube
includes: title, character,
setting, problem,
solution, lesson.
○ Building Words:
Students will take one
sentence strip and write
the phrase: “a camping
spree with Magee”. Cut
between the letters to
make cards. Students
will use the letters to
make as many words as
they can and record
them on their sheet.
○ Game Night: students
can choose a game to
play with their family.
(A variety of games will
be available.)
○ Gone Fishin’ for
rhyming words: Students
will “fish for word cards
and sort them.
○ Read Under the Stars
(flashlight reading):
Students grab a book
from the grade level
basket. They will find a
spot in a tent, on a
sleeping bag or blanket,
outside on the porch and
read.
○ S’Mores Station students
will be making their own
s’more and using their 5
senses to describe it on
the recording poster.
○ A team of teachers from
each grade level, reading
interventionist, and
literacy coach will hold
an informational
meeting for parents to go
 over the reading and
writing standards and
how to support them at
home. Students during
this time will be
listening to a read-aloud
with the library media
specialist.
PR Plan:
A flyer will be sent home to parents one
week prior to the event. Students will be
informed about this event through the
librarian, classroom teacher, and, school-
wide morning show. The event will also be
shared on the school calendar that students
receive at the beginning of the month, the
school website, Twitter account, and
marquee in front of the school.

Resources Used:
● Dusen, Chris V. (2003). A
Camping Spree with Mr. Magee.
San Francisco, CA: Chronicle
Books.

● James, Helen F. (2007). S is for

S’mores: A Camping Alphabet.
Sleeping Bear Press