Grade Level Literacy Action Plan

Briana Jenkins
Grand Caynon University
Dr. Lisa Trait
Wednesday 21 December 2022

Grade Level Literacy Action Plan

Eighth-grade instructors will be prepared to use this literacy action plan to benefit their learners through cooperation and dedication to promoting literacy skills. The plan will also go over how to encourage, set up, and maintain collaboration between grade-level groups throughout this action plan. It will additionally cover the roles of a student advocate and the interactions and duties of the district, school, and community representatives in encouraging reading and writing throughout the curriculum.

Curricular Focus

Teachers must employ standards that could be applied to a range of texts, particularly informative ones, because Sciences and History Classes significantly depend on them to reach all students across many curriculum areas. The literacy guidelines used in this action plan include RI.4.2 and RI 4.3 because they emphasize core concepts, key information, and summary. It also requests that certain historic, technical, scientific, or texts’ ideas, events, procedures, or concepts be examined to clarify certain details regarding a certain subject (Common Core State Standards, 2020). These standards are ideal for assisting teachers in providing flexible literacy education. Teachers of all subject areas can include responsive literacy instruction. According to Callins, utilizing active teaching techniques increases student involvement and emphasizes the need to include students in the selection of the learning and curriculum processes (2006, p. 63). It is crucial to do this in order to use a variety of resources “to create and structure engaging learning opportunities, monitor student progress formatively, change instruction as necessary, and evaluate learning using a variety of sources of data” (Krasnoff, 2007, p.3).


Education should emphasize collaboration, which in a Professional Learning Committee (PLC) refers to a systematic procedure whereby teachers cooperate to influence their classroom practices. This is carried out in a manner that will benefit their learners, team, and institution while also producing greater results. The PLC’s core purpose is to concentrate on and strive toward every student’s ongoing commitment to education.
The beauty of cooperation is the capacity to draw on multiple viewpoints and ideas and the opportunity to share accountability for a student’s development. PLCs are successful when participants care about a student’s education. This increases the likelihood that the student will succeed. Learning becomes even more affordable and efficient due to peers exchanging ideas, resources, information, and expertise. The school board, school leadership, and superintendent can establish clear goals and guidelines for what is anticipated in the district rather than micromanaging instructors and then grant teachers the freedom to i2

Implementing Content Area Literacy Activities

Briana Jenkins
Grand Canyon University
Dr. Lisa Trait
Wednesday 21 December 2022


As a reading specialist or literacy specialist, it is essential to support teachers in providing additional support to struggling students in reading and writing. One way to do this is by working with small groups of students and providing specific feedback to teachers about their needs. In this reflection, I will describe my experience using an informational or narrative text and an aligned activity to support students in reading and writing and provide feedback to my mentor teacher about student progress and next steps. I will also discuss how this experience of modeling literacy as content area integration will guide my future professional practice.

Implementing the Text and Aligned Activity

I chose to use an informational text about the life cycle of a butterfly and an aligned activity that involved creating a timeline of the different stages of the butterfly’s life cycle. Before implementing the action with the whole class or small group of students, I shared it with my mentor teacher and made adjustments based on their feedback. I used questioning strategies, content area vocabulary, and text features during the reading and activity to support student understanding and engagement (Maryland State Department of Education, 2022). For example, I asked questions about the text’s central idea and used vocabulary related to the life cycle of butterflies. I pointed out text features such as headings and captions to help students better understand the content.

Providing Feedback to the Mentor Teacher

After implementing the activity, I provided my mentor teacher feedback about student progress and the next steps. I shared my observations about which students seemed to have a good understanding of the material and which students may need additional support. I also suggested some strategies that could be used to help these students better understand the content, such as providing further explanations or providing visual aids (CCSSO, 2019). I also identified English Language Arts standards and a content area topic for which I could develop a lesson in the future. I discussed these ideas with my mentor teacher, and we agreed that I could teach a lesson about the life cycle of plants to the same small group or whole class in a future field experience.

Reflection on Modeling Literacy as Content Area Integration

My experience modeling literacy as content area integration was enriching. It was satisfying to see the students engage with the text and activity and to be able to provide support and guidance as they worked through the material. This experience has also helped me better understand the importance of integrating literacy instruction into content-area lessons. By using texts and activities closely aligned with the content being taught, students can make connections between the language a

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