| Goal and Action Step 1 | Action Step 2 | Action Step 3 | |
| Action Step |
Independent and guided writing for 3 rd grade, Followed by: Observing students during class sessions. Issuing assignments to distinguish learning abilities. Holding weekly sessions in addition to regular classes for the various learner dependent on the abilities. Designing customized study plans for learners with slow learning. Evaluating the mastery level of learners after the additional sessions. |
Monitoring learner reading performance based on qualitative and quantitative data. Evaluating student understanding of classroom concepts through personal interviews. Utilizing outside-classroom activities to evaluate learner understanding of classroom concepts. Utilizing school literacy data during horizontal and vertical sessions (John, 2016). |
Ensure learners access resources for both readings and writing to complement the knowledge gained in class. Ensuring access to beneficial technology, which is restricted to learning activities. Generating and sustaining a class library. Providing enough writing materials (John, 2016). |
| Timeline | November 2020 ongoing | November 2020 ongoing | November 2020 ongoing |
| Stakeholders |
Literacy specialists Classroom Teachers Parents School principal |
Literacy specialists Classroom Teachers Parents School principal |
Literacy specialists Classroom Teachers Parents School principal |
| Collaboration Needed |
School principal to provide a standard literacy plan which will act as a guide for instructors. Both instructors and the principal school follow-ups on the effectiveness of the designed literacy plans on learners. Providing alternatives for learners who may not fit into the template literacy plan. |
School principal to provide a literacy plan which will act as a guide for instructors. Both instructors and the school principal should follow-up on the effectiveness of the designed literacy plans on learners. Providing alternatives for learners who may not fit into the template literacy plan. |
School principal to provide a literacy plan which will act as a guide for instructors. Both instructors and the principal school follow-ups on the effectiveness of the designed literacy plans on learners. Providing alternatives for learners who may not fit into the template literacy plan. |
| Potential Barriers |
Lack of proper coordination between instructors and school administration, slowing down implementation Inconsistency among learners, making it hard to keep track of performance. Inadequate resources to support extra sessions for learners with lower learning ability. |
Lack of proper coordination between instructors and school administration, slowing down implementation Some students may be unwilling to disclose what they feel or do not like about classwork, which would make it difficult for instructors to evaluate them. Failure by learners to participate in activities outside the classroom. |
The risk of learners diverting from using technology for educational to recreational purposes. Learners may mismanage library resources, which would make the project unsustainable. Lack of proper coordination between instructors and school administration, slowing down implementation |
| Family Communication Plan |
Using assignments that require parent participation to assess the availability of parents and guardians. Initiating direct phone calls to parents and guardians. Use of shared technology platforms for all parents, such as social media and bulk emailing. |
Using assignments that require parent participation to assess the availability of parents and guardians. Direct phone calls to parents and guardians. Use of shared technology platforms for all parents, such as social media and bulk emailing. |
Using assignments that require parent participation to assess the availability of parents and guardians. Direct phone calls to parents and guardians. Use of shared technology platforms for all parents, such as social media and bulk emailing. |
| Progress Monitoring |
Improved reading and writing ability among learners Contacting parents to enquire about the behavior of learners when away from school. Conducting assessment tests to test understanding. Having one-on-one interviews with learners and parents/guardians on their view on learners' academic progress. |
Improved reading and writing ability among learners Contacting parents to enquire about the behavior of learners when away from school. Conducting assessment tests to test understanding. Having one-on-one interviews with learners and parents/guardians on their view on learners' academic progress. |
Improved reading and writing ability among learners Contacting parents to enquire about the behavior of learners when away from school. Conducting assessment tests to test understanding. Having one-on-one interviews with learners and parents/guardians on their view on learners' academic progress. |
Evaluation tools measure the effectiveness of objectives and methods of reading and writing alongside measuring the learning experience's richness. Evaluation tools can be qualitative or quantitative. Quantitative tools include written tests, oral questions, and practical sessions, while qualitative tools include rating scales, questionnaires, and interviews (Seldin, 2019).
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The rationale for the plan was creating a systematic and detailed way forward to raise literacy levels. The literacy plan provides a guide for instructors and parents, as well as stakeholders. The assessment results will be used to customize teaching practices and objectives for learners, making learning more inclusive. Every learner has a different learning ability; therefore, understanding their weaknesses and strengths helps professionals deliver better education quality ( Eyles et al., 2016 ). The assessment results will also be essential in designing other literacy plans. Implementing the action plan is expected to promote reading and writing skills since it proposes to meet individual students' needs. Understanding the needs of different learners will encourage them to speak out in class since they feel appreciated, making teaching for the instructor easier.
References
Eyles, A., Hupkau, C., & Machin, S. (2016). Academies, charter, and free schools: do new school types deliver better outcomes?. Economic Policy , 31 (87), 453-501.
John, P. D. (2016). Lesson planning and the student-teacher: re‐thinking the dominant model. Journal of Curriculum Studies , 38 (4), 483-498.
Seldin, P. (2019). Changing practices in evaluating teaching.
