Confidential
Literacy Learning Support Plan – Language Arts: Reading (Form 222-4)
Northern Lights School Division #113
_______________________________
_____________________________
Student
School
20_______- 20______
Year
A Literacy Learning Support Plan:
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December 2013
Identifies the student’s current level of performance as determined by at least one assessment
Is required for students who are at frustration level reading for their grade, and have not made progress with at least two cycles (4-6 weeks) of intensive
intervention (LNC).
Identifies the zone of proximal development for instruction to begin for the student, that correlates to the components of reading and language arts reading
outcome(s)
Establishes SMART goals for the student to achieve in identified reading component(s) by the end of the academic year
Is implemented by the classroom teacher, with additional support and resources where needed by the LNC and resource teacher(s).
Specifies the provision of interdependent team supports for the student and the classroom teacher by a variety of school personnel, and the home where
possible.
1
Learning Support Plan – English Language Arts: Reading
Reading Level
Phonemic Awareness
Phonics
Semantics / Vocabulary
Grammar / Syntax
Comprehension
Enter relevant TOLD categories:
P4 (ages 4-7) or I4 (ages 8-17yrs).
Language Component
Also include descriptor (very
poor/poor/low average etc.)
Assessments
(select assessment data relevant
to age/level of student to show
current level of performance)
NLSD/SRSD Levels 1-27
NLSD#113 Reading Assessment
(Running Record)
Accuracy __ %
Fluency notes: ________________
Early Literacy Assessment
- rhyme recognition: /5
- rhyme production: /5
- alliteration awareness: /5)
- blending: /5
Instructional Reading Level: ____
Early Literacy Assessment
- letter name: /26
- letter sound: /26
- letter recognition: /26
Nonsense words /60
(or Names Test /70)
NLSD Sounds & Letters
Assessment /43
PPVT-4A/B
standard score: ______
- Receptive vocab.
- Shared/interactive language
study: Word families:
onsets/rimes.
- Differentiated
developmental spelling
- Reading /chanting +
Letter/word hunts, cloze,
- Word sorts, Word wall
games (I Spy), WordBuilding, word games,
- Shared Reading big books
with rhyme, rhythm,
repetition, alphabet books
Other:
- Oral language activities:
retell/recall, discussion
- Essential Academic Vocabulary/
Morphology - preview/review
concepts and vocabulary using
realia and visuals, picture sorts/
word sorts, semantic concept
attainment ladder/circle,
dictogloss, Frayer model, word
sort, captions/labels, cloze,
semantic mapping,
- Word Bank/ Word wall work,
PWIM, Learning logs/ dialogue
journals
- Writing Workshop (writing
process)
TOLD-4 scale score 1-20
- Picture vocab.: ______
- Relational vocab.: ______
- Oral vocab or Multiple
Meanings.: ______
TOLD-4 scale score 1-20
- Syntactical understand;.___
or Sentence Comb _____
- Sentence Imitation: ____
or Word Order _____
- Morph Completion: ____
NLSD/SRSD Levels 1-27
NLSD#113 Reading Assessment
Comprehension %
Early Literacy Assessment
- Oral Language: /15
SMART GOALs (re: ZPD)
Action Plan (re: SMART goals)
(Highlight strategy focus)
Classroom Teacher(s):
_____________________
Suggested Instructional
Strategies*
A)- whole group
B)- small group/
Individual
*Teach via Gradual Release of
Responsibility:
Modelled/ Shared / Guided/
Independent Practice
Use Think Alouds to show:
- Using Fix-up strategies:
sound out/peel off,
chunking, skip/read on, reread, cross-check.
- Independent reading (easy),
writing (composing)
- Interactive / Shared writing,
reading own writing
- Fluency: Listening to good
readers (read-aloud,
listening centre) Timed rereading, echo/choral
reading, Readers Theatre
Other:
- Phonemic Awareness /
interactive oral language
activities: -rhyming,
segmenting syllables:
clapping & other physical
response, singing/chanting,
-listening to stories & poetry
( books with rhyme, rhythm
& repetition,)
- Language experience drawing/writing stories
- reading/retelling own
stories,
- Oral Cloze
Other:
Other:
Additional supports (LNC/ RT)
__________________________
Follow-up Plan
- Assessment / Date(s),
Progress Review Meeting Date(s):
December 2013
2
- Oral language activities:
retell/ recall, discussion.
- Writing process:
proofreading/editing
- Use of mentor texts as
models
- Syntax Surgery
- Cloze
- Teach cohesion Links,
transition words, idioms,
- homonyms, synonyms
- Morphology – root words
prefixes/suffixes etc.
Other:
- Think Alouds: show Retell/recall reading ( by oral,
written response, use of
graphic organizers,)
- Teach comprehension
strategies: Predict, Connect
prior knowledge, Visualize,
Infer, Summarize, Identify
main points & details.
- Free Voluntary Reading of
high interest books
- Reading independent level
books (easy reading)
- Writing process/ traits:
proofreading/revision
Other:
Student: ______________________________ Attendance: _______ Grade: ______ School: ______________________________ Date: _________________
NOTES
Interdependent Team Signatures
Interdependent
Team
- Strategies,
Responsibilities
and Supports
Classroom Teacher, LNC Teacher, Resource Teacher and in-school Administrator: Participate in TAT (Interdependent team)
meeting to collaboratively develop a Learning Support action plan based on student’s needs identified through assessment. Discuss
instructional strategies, resources and supports. Schedule regular progress review meetings and adjust plan as necessary.
Classroom Teacher: Carry out LSP action plan including identified targeted instruction and assessments. Begin instruction at the
student’s zone of proximal development (ZPD), using Gradual Release of Responsibility (GRR) instructional approaches. Record
assessment data. Meet with team for scheduled progress review and collaboratively revise plan and make any agreed upon
adjustments.
LNC Teacher: Initial assessment, and collaborative development of the Learning Support Plan. Facilitate implementation of the
action plan by providing coaching, support and resources to classroom teacher as identified in the action plan. Follow-up
assessment, record data. Meet with team for scheduled progress review and collaboratively revise plan and make any agreed upon
adjustments.
Resource Teacher: Additional assessment, resources and coaching as needed according to the Learning Support Plan. Meet with
TAT team for scheduled progress review and collaboratively revise plan and make any agreed upon adjustments.
In-school Administrator: Collaborate with teachers to develop the LSP. Monitor/supervise to support implementation of the LSP.
Student Support Worker: Contact home on days when student has unexcused absences from school.
December 2013
3
Classroom Teacher: ____________________________________________
In School Administrator: ________________________________________
LNC Teacher: __________________________________________________
Resource Teacher: _____________________________________________
Student Support Worker: ________________________________________
Other support (specify): _________________________________________