LiteracyintheUpperElementary-

Recommendations for Year 2 of LA Curriculum Implementation

Charge
:
Assess current elementary literacy daily schedule and

instruction at a selected grade level in a Minnetonka Elementary

School.
Background
: The elementary learning experience must provide the
foundation for student literacy skills. These skills include reading,
writing and word study. School must make a literacy block a priority in the daily elementary
schedule. Upper Elementary lead teaching staff wanted recommendations to ensure their
instructional time with new curriculum was effective in supporting student growth.
Process
:

Identify elementary school.

Meet with lead 5th grade literacy teacher to review current practices.
Assess current schedule against best practice based on leading literacy research.
Compare findings with other metro school districts.
Offer recommendations and planning for the 2016-2017 school year.

Outcome
: To complete as assessment of current upper elementary grade literacy schedule and
practices leading to recommendations based on findings as they plan for the 2016-2017 school
year.
Minnetonka Literacy Plan
Literacy in the 21st Century will mean the ability to find information, decode it, critically
evaluate it, organize it into personal digital libraries and find meaningful ways to share it
with others. Information is a raw material students will need to learn to build with it. - The
World is Flat, by Thomas L. Friedman

Research and Data:

Conducted a Discussion and Review of Year 1 of Implementation:
Curriculum- Making
Meaning.
Implementing based on New Curriculum Recommendations.
Collecting Data as year progresses.
Minimizing the incorporation of additional units or resources to ensure
feedback and analysis of new curriculum can be completed with depth.
SWOT Analysis- Key Findings.
Making Meaning
was selected because of its alignment to standards.

Common assessment exist for every grade and every elementary subject.
Not yet completed process to identify power standards.
Elementary school population continuing to change, students needs are also shifting.
Strong parent/family involvement and support.
Energetic and empowering leadership.
New curriculum is engaging and dynamic, questions around potential for gap areas to
exist.
Common assessments...yes.every grade every subject

Observation- Key Findings.

Strong use of small group work and one to one teacher meaning.
Conferences provide key opportunity to share with parents and engage family in
work of school.
Large access to technology (chromebooks, iPads, SMARTboards).
Fantastic staff committed to the success of all learners.
Positive energy in building and each classroom.
Students find ownership in their work and are anxious to share learning with
classmates and visitors.
Recommendations
Based on Review of West Metro Literacy Programs, Best Practice and Alignment to District
Literacy Plan.
1. Ensure the use of a Common Daily Schedule that places literacy work (reading/writing) at
the center of the day. Research supports that the amount of time spent reading is a key
factor in both comprehension and an increase in vocabulary (See Sample Schedule Below).
a. Create Schedule for Grades K-2 and 3-5.
b. See Sample Below.
2. Build a Language Arts team (with immersion teachers) to identify Power Standards that
drive curriculum.
a. Seek outside support, training or use district reading specialist to lead the power
standard discussion.

3.
4.
5.
6.

b. Build team that includes multiple perspectives and voices from all grade levels and
languages.
c. Team must operate with norms and be committed to creating learning targets that
ensure the success of all learners.
d. Develop a
standards
review process to identify Power Standards that will drive
instruction.
e. Realign assessments, key sight words, additional resources to support identified
Power Standards.
f. Ensure the alignment of grading and test practices reflect the identified Power
Standards.
g. Communicate Power Standards and use of assessments to ensure student success
with all reading staff.
Revisit common assessments and review data. Identify trends and use the data to develop
new student opportunities for year two.
Ensure culturally responsive teaching strategies and the use of texts that serves as
amirror for all students.
Provide new teachers with training centered on Districts literacy plan, use of curriculum
and literacy strategies supporting reading by third grade.
Continue Staff Development centered on Literacy.
a. http://www.cehd.umn.edu/reading/
b. http://www.kellygallagher.org/
c. https://www.collaborativeclassroom.org/professional-development-deepening-teac
her-practice

SAMPLESCHEDULE
Area

Minutes

Reading

80-90 Minutes

Writing

35-45 Minutes

Math

60 Minutes

Science/Health/Social Studies

45-60 Minutes

PE/Music/Art (Specials)

45-60 Minutes

Lunch/Move Time

45 Minutes

Other

30-70 minutes
- (depending on numbers use for
each area)

TOTAL

390 MINUTES