This working document is collaboratively development among TCR professional development and Harvey School District #152.

The purpose of this plan is to:

1. Define essential elements of a comprehensive plan to promote reading in the content areas (RICA). These content literacy skills (cause and effect, inference, evaluate and comprehend, generalize) are assessed in the ISAT test. Such a comprehensive plan for RICA will include three elements:

• Curriculum model
• Technology model
• Professional development model

1. Identify observable indicators of RICA in action to guide in-class modeling, observing, feedback among a cadre of teachers.
2. Identify observable indicators of RICA in action to guide program evaluation.
3. Define a specific TCR use/implementation model that will improve student achievement in RICA.

2. Use a variety of groupings that gives guidance, leads to independence, and develops teamwork skills. These are especially important for graphic organizers.
• teacher-guided whole group
• in pairs, complete same graphic organizer with new topic
• repair a "broken" graphic organizer
• independently complete a graphic organizer
1. print
2. online

• teacher-selected activity
• teacher selects topic, student selects activity
• student-selected activity

2. Engage Learners

• ask questions to activate prior knowledge
• ask students why question is important
• introduce key vocabulary
• relate to real-world

2. Use graphic organizers to increase social interaction among students, increase the number of higher-order thinking questions, teach students to analyze informational text.

• have students select the best graphic organizer for the task
• show the pre-completed examples
• define the task (use an active verb to start)
• complete in a teacher-guided mode
• state the ideas in simple language…simple is good
• encourage students to refine each step
• don’t worry about spelling/mechanics…just the ideas
• Good questions to ask the class
• What is the most important thing to show about…?
• Does everyone agree?
• Does that idea belong here or there?
• Can you add an important detail?
• What evidence is there?

• In-Classroom
• projector on teacher-station for whole-group
• mini-lab for cooperative learning
• Lab
• independent work
• pairs
• At-home
• article and self-check for homework
• blank graphic organizer for homework
• online access

2. Use print to complement/extend the technology, and increase time-on-task

• articles
• Self-checks
• activities
• graphic organizers
• Project Checklists

1. Plan lessons to link reading skills with relevant content (e.g. science and social studies)

2. Organize a curriculum map (example below) to link reading with standards, topics in Science and social studies

• develop an agenda
• develop a team of parent experts
• write a letter introducing TCR and giving username/password access information

2. In-class, follow-up support

• demonstrate use of each major program elements
• observe use of e3ach program component
• discuss and give feedback
• identify problems impeding effective use
• share problems/solutions with other members of the cadre