SHADY GROVE ELEMENTARY SCHOOL COMMUNICATION ACTION PLAN
INSTRUCTIONAL STRATEGIES
Team Members: Communication Task Force
Objective:  By the year 2007, 100% of Wissahickon School District graduates will demonstrate effective expressive and receptive communications skills.
ACTION STEPS  TIMELINE ESTIMATED RESOURCES PERSON(S) RESPONSIBLE  INDICATORS OF SUCCESS  DATE COMPLETED
  • Utilize multi sensory approach strategies for phonemic and sight word development
 September 2001-June 2007 Read To Succeed grant, Lindamood Bell™ Programs:
      o Phonemic Sequencing 
         (LiPS)™ 
      o Visualize and 
          Verbalize™ 
      o Seeing Stars™, 
Wilson Program®, 
SRA Kits 		Teacher, specialist

 

 Teacher observation, grade assessment, annotated records, report cards  
  • Utilize and apply a wide range of reading strategies to enhance comprehension
 September 2001-June 2007 Visualize and Verbalize™, Soar To Success®, SRA kits, trade books, anthology, Break Through to Literacy®, graphic organizers, Great Books, 100 Book Challenge®, reading buddies, reading, Book It, reading conference Teacher, specialist Teacher observation, grade assessment, annotated records, report cards  
  • Implement flexible learning groups across the curriculum
 September 2001-June 2007 Integrated curricular materials, guided reading, reading buddies, cooperative groups, interest groups Teacher

 

 Lesson plans  
  • Implement classroom and school wide Sustained Silent Reading
 September 2001-June 2007 Read To Succeed grant, 100 Book Challenge®, classroom library, school library, Book It, Weekly Readers® Teacher, specialist, librarian, parent Observation, reading records  
  • Utilize peer/buddy reading partners across grade levels
 September 2001-June 2007 Books, before school reading Teacher, specialist Teacher observation, lesson plans  
  • Implement reading incentive programs
 September 2001-June 2007 Book It, Reading Olympics, Turn Off TV Week, reading award, 100 Book Challenge® Staff, parent volunteers Reading logs, completion of incentives  
  • Implement daily mechanics of oral/written language instruction
 September 2001-June 2007 Daily Oral Language® program, grammar book, worksheets, portfolios, proud whips, show and tell, current events, Friday poetry reading Teacher, specialist Application of proper grammar in the writing/speaking process, MAT scores  
  • Increase journal writing across the curriculum
 September 2001-June 2007 Journal books, e-mail pen-pal, travel log, story starters, cross-curricular materials Teacher, specialist, parent volunteer Periodic review of journal entries  
  • Incorporate a number of writing incentive programs
 September 2001-June 2007 School/ community pen pals, Wee Deliver program, computer software, Internet, field trips, author/guest visits, newsletter Teacher, students, community Completion of event

 

  
  • Promote instruction in process writing
 September 2001-June 2007 Portfolio, grammar books, reference curricular materials, visual cues, graphic organizers Teacher, students, community Lesson plans, rubrics, finished work  
  • Enhanced use of oral presentations
 September 2001-June 2007 Video/audio taping and AV equipment, props, curricular projects, intercom use, plays, class/peer presentations, show and tell, concerts, poetry workshops, assemblies, current events, student, ambassadors, school-wide student volunteers, fields trip Teacher, students, parent volunteer

 

 

 Rubric score, student participation, teacher observation, parent attendance

 

 

  
  • Implement reading/writing prompts
 September 2001-June 2007 PA standards, PA rubrics, PSSA kits, graphic organizers, anthology, Wissahickon School District anchor papers, writing portfolios, student journals, story starters, Lindamood Bell ™ Programs Visualize and Verbalize™, teacher-made prompts Parents, students, teachers, Reading/ Writing Supervisors, Reading Specialists, Teacher, students, parent volunteer PSSA test scores, student assessment, Rubric score, student participation, teacher observation, parent attendance  

 

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