Literacy Guide Implementation Objectives

Teachers will learn about, practice, and refine their knowledge and skills, ultimately deepening their understanding and expertise in literacy instructional practices and strategies to positively impact student outcomes. The following objectives have been outlined for effective implementation of the Grades 9-12 Literacy Field Guide Plan.

Instructional Targets

Grade Level Objectives


Environmental Considerations and Changes

  • Flexible layout ensuring opportunity for whole group, small group and independent learning
  • Contains classroom libraries consisting of literary and informational texts
  • Evidence of authentic student work throughout the classroom
  • Rich with digital and media content and access to technology for learning
  • High quality learning environment ensuring various opportunities for personalized learning.

Grade Level Standards Implementation

  • Understand the physical, social, emotional, and cognitive development stages of primary grade students
  • Understand and integrate grade level band progression Language Arts, Content Standards and Social and Emotional Standards
  • Understand how the WIDA standards impact English Language Learners
  • Understand the needs of SWD and Gifted students
  • Understand and apply the grade level expectations band progression Language Arts standards and what students need to know and be able to do
  • Consistent yet differentiated implementation of grade specific standards.
  • Increased literacy readiness for English Language Learners, SWD and Gifted Students.
  • Increased understanding of how children with various needs learn new knowledge resulting in more effective instruction.

Planning Curriculum and Instruction

  • Design text-based standards, aligned instruction
  • Infuse the seven curriculum components appropriately throughout classroom instruction.
  • Continuously work towards encompassing all six shifts of literacy
  • Use the universal design for learning principles when planning lessons for students
  • Focus on integration of standards and not isolation of standards
  • Use developmentally appropriate practices when instructing primary grade students
  • Develop a coherence series of text that will build knowledge of words and the world through read alouds.
  • Use appropriately complex texts in instruction
  • Use district recommended instructional materials and supplemental resources for remediation and enrichment
  • Ensures coverage of grade specific standards and a conscious orientation towards teaching learning.
  • Ensures careful selection of developmentally appropriate, research based instructional strategies to propel students learning.
  • Strategic selection of complex texts and instructional materials that align to standards and promote deeper thinking.

Use Data To Drive Deliberate Practices And Instruction

  • Use formative assessments to inform instruction
  • Use summative assessments to determine student mastery of standards
  • Develop and use performance tasks and associated rubrics to inform instruction and show student mastery of standards
  • Utilize the state writing rubric for assessing student writing
  • Use data appropriately as part of the Response to Intervention (RtI) process
  • Effective interpretation and analysis of student data to drive instructional decisions
  • Increased ability to provide personalized, differentiated instruction to students.
  • Ensures multiple methods to monitor student progress

Professional Learning

  • Attend district professional development opportunities
  • Read professional articles and journals
  • Collaborate and plan with colleagues through school-based professional learning communities
  • Evaluate student performance samples and plan authentic teaching and learning experiences with grade-level colleagues
  • Continuous expansion of knowledge and skills to implement effective best practices to help students learn at the highest levels.
  • Strengthens educators performance levels resulting in increased student achievement.
  • High quality teaching and learning.

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