A Coherent Planning Tool for Literacy

Building Name Hayes Elementary School District: Fremont City Schools

CIP Literacy Goal: Students in K-6 will improve their comprehension skills as a result of using comprehension strategies.

Performance Indicator: Increase the extended meaning section from the off-grade, 4^th, and 6^th proficiency tests by 5% by 2002.

KEY COMPONENTS/STRATEGIES	SUPPORT/ RESOURCES	PRINCIPAL RESPONSIBILITY	TEACHER RESPONSIBILITY	TIMELINE	EVALUATION
Vision Statement Every child will achieve success in literacy learning in grades K-6. This success will enhance learning in all subject areas, helping to create a love for learning and a successful life.
Teaching/Learning /Effective Core Programs Use researched based strategies for comprehension Students will use and reflect on the use of: · Activate prior knowledge Determine the most important ideas in a text Ask questions of themselves, the authors, and texts Create visual images Draw inferences from text Retell what is read · Use a variety of fix-up strategies Teachers will model comprehension strategies through read alouds Teachers will demonstrate and model activities to extend comprehension strategies Background Knowledge · Semantic Map Anticipation Guide Structured Overview Vocabulary · Concept of Definition · Concept Circles · Personal Clues Comprehension Circle Story Story Pyramid Anticipation Guide Application/Extension Character Rating Scale Emotion’s Chart RAFT/About Point	Title One OhioReads Professional Video Tapes Mosaic Of Thought Beyond Leveled Books Snapshots Strategies That Work Thinking Works	Develop and present information with Title One teacher Informal observation and feedback Encourage professional reading Order Taberski’s On Solid Ground Principal and Title One provide framework for the activities	Model, demonstrate and provide guided practice as reflected in lesson plans Post strategies for student and teacher reference Investigate questions/rubrics that reflect the seven strategies of comprehension. This may be done during independent reading time. Planned read alouds Starting in November, use one activity from each of the four categories weekly (model, whole class, small group, individual) This can be done on the chalkboard, with chart paper, on overhead, during oral discussion or as an individual activity	2001-2002 2001-2002 2001-2002	Observation in the classroom Pre/Post student assessment Teacher survey at end of the year Pre/Post silent comprehension Lesson plans Twice a week Samples displayed in the classroom
Professional Practice/Ongoing P.D. View videos Implement strategies Implement activities Attend Jan Cosner, writing consultant Work with Literacy Consultant Visit other schools Attend October district in-service on balanced literacy	OhioReads General Funds Title One funds	Schedule consultant Provide for substitutes for visitations Prepare materials for strategies and activities	Participate actively Follow-up by using strategies and activities in the classroom Share with colleagues	Two Fridays every month during the 2001-2002 school year	Evaluation forms Visitation reports Use of activities and strategies in the classroom Follow-up discussions
Assessment/Accountability/Safety Nets Running Records DRA Grades 1-4 Individual Student Conference Form Interest Inventory	Snapshots Professional books	Check LA folders	Administer running records Have student conferences concerning strategies learned Administer Interest Inventory	Twice a year Twice a year as needed Beginning of year	Graph results or running record
Home/School/Community Partnerships Add comprehension component to the existing At Home Reading program Home-School Connection Sheet (Parent/student written responses) Parent meeting to explain At Home Reading Program and the importance of reading at home Family Literacy Night (students and parents share published works) Principal, teacher, parent, student compact Utilize adult volunteers Good Beginnings (New kindergarten program for at-risk students)	Title One Parent volunteers Community donations OhioReads purchased materials OhioReads Partnership with County Extension Office	Attend and participate in parents meetings Sign parent compact Find Volunteer coordinator Organize 4 night meetings	Promote importance of book reading at home Participate in parent meetings Sign parent compact Allow students to read with volunteers Implemented program with literacy training for students and parents	2001-2002 September 2001 Spring 2002 September 2001 October to May August 2001	Number of students participating Number of books read Parent attendance Number of compacts signed and returned Number of volunteers Survey