DSAC Grant for SY 14-15
Part III – Required Program Information (Narrative ) and Instructions
Keys to Literacy
NOTE: Words in italics are for guidance about responding to the grant. Words NOT in
italics can be lifted and copied.
Section A
1.
Describe the collaboration process you engaged in with your DSAC team.
2. List numerically the activities, strategies, and initiatives that you propose.
For example, if you are proposing Keys Professional Development, you would list the topic(eg
Key Comprehension, Key Vocabulary, Keys to Close Reading, Key Content Writing, Keys
Argument Writing, ANSWER Key to Extended Response) and the kind of support (eg initial for
teachers, follow up for teachers, coach or building facilitator, administrator)
Section B
In this section, there are four topics that must be addressed for each initiative, strategy or activity you
are proposing. You will find verbiage below for the four topics as they relate to each Keys to Literacy
Professional Development offering.
Topic 1: Description of the activity, strategy, or initiative
Key Comprehension (gr 4-12) and Key Comprehension for Primary Grades (gr K-3)
The Key Comprehension Routine (grades 4-12) embeds comprehension strategy instruction in all content
areas, using existing reading and instruction material. The routine includes these skills and activities: main
idea and text structure, top-down topic webs, two-column notes, summarizing, and generating questions.
When adopted by a school or district, students will learn a routine for active reading and writing that is
consistent as they move from grade to grade and subject to subject.
The Key Comprehension Routine for Primary Grades has been adapted for use in grades K-3. The skills and
strategies of the routine have been modified to be introduced through oral language, the use of pictures in
addition to words, and more age-appropriate application of the strategies.
The Keys to Close Reading (Grades K-12) shows participants how to plan and conduct a close reading lesson.
The Common Core literacy standards emphasize the use of challenging text at all grade levels and for students
to apply close reading skills. Close reading is figuring out what a text says by thinking critically about the
words and ideas in the text.
This professional development will build educator capacity by teaching best instructional practices, giving
educators the tools they need to implement the MA Curriculum Frameworks, aligning with the MA Teacher
Evaluation Rubric, and providing opportunities for ongoing support, collaboration, modeling, and guided
practice for teachers, building-based facilitator/coaches, and administrators.
The core instructional strategies taught in the Comprehension Routine directly relate to improving student
performance by enabling them to better access, understand, and write about the content they are reading,
hearing about in a lecture, or encountering digitally.
Educators who are trained in Comprehension will be doing and learning the following:
Key Comprehension (gr 4-12) and Key Comprehension for Primary Grades (gr K-3)
Learning Outcomes - During this professional development, participants will:
 Become familiar with the research about effective comprehension instruction.
 Learn a routine for teaching comprehension strategies that is embedded in classroom instruction
using content reading material and core reading program instruction.
 Learn how to develop lesson plans that use topic web graphic organizers, two-column notes,
summary, and question generation.
 Learn how to teach categorizing and main idea skills, including techniques for helping students
identify and state main ideas.
 Learn how to teach students about text structure, including the use of “read aloud” and “think aloud.”
 Receive guided practice and feedback for how to develop lessons incorporating the skills noted
above.
 Share and learn from peers during small-group sharing meetings facilitated by a trainer.
Syllabus for Initial Training - Participants should bring content reading materials to use during the training
Day 1
 Review of essential teaching principles: gradual release of responsibility, scaffolding, differentiated
instruction, and modeling
 Overview of the five components of reading; factors that can affect comprehension
 Review of the research on effective comprehension instruction
o Main idea skills: Categorizing, Paragraph-level main ideas, Multi-paragraph level main ideas
 Use of think aloud and read aloud to teach meta-cognition
 Text structure at the sentence, paragraph and text levels
o Top-Down Topic Webs: Format, Sub-webs, Scaffolding webs
 Practice generating topic webs using content classroom material
Day 2
 Note taking
o Two-column note taking format
o Detailed notes vs. big picture notes from reading
o Note from expository and narrative text
o Editing notes
o Notes from listening
 Practice generating notes using content classroom material
 Summarizing
o How to summarize
o Using a summary template
o Essential writing skills for summarizing
 Practice generating summary using content classroom material
 Question Generation
o Questions at all levels of Bloom’s Taxonomy and question words
 Practice generating questions using content classroom material
 Combining the activities in the classroom
Keys to Close Reading (gr K-12)
The Common Core literacy standards emphasize the use of challenging text at all grade levels and for students
to apply close reading skills. Close reading is figuring out what a text says by thinking critically about the
words and ideas in the text. It is sometimes described as deep reading, reading like a detective, and unpacking
or dissecting the text. Most students need explicit instruction for how to read text closely. Teachers provide
this instruction by planning and conducting close reading lessons when they model through think aloud and
provide guided practice. Participants will view videos of classroom close reading lessons and have an
opportunity to prepare a text selection for a close reading lesson.
Learning Outcomes - During this professional development, participants will:
 Learn the definition of close reading and related Common Core standards
 Learn the characteristics of a close reading lesson
 Plan a close reading text: select sample text, analyze text complexity, generate questions, plan the
think aloud
 Generate text-dependent questions
 Learn the stages of a close-reading lesson
 Learn how to support and provide scaffolds for struggling readers
In order to have a lasting, sustainable impact on instruction, quality professional development must be more
than individual workshops or training days. The KTL professional development model includes hands-on
initial training that shows teachers how to apply research-based instruction. They also include follow-up PD
provided by KTL trainers AND building-based peer coaches, with an emphasis on peer collaboration. Follow
up support follows the Gradual Release of Responsibility Model, also known as I-We-You, where KTL trainers
demonstrate the PD skills early in adoption, then work with educators to develop lessons together and apply
the strategies, before finally turning responsibility over to teachers for independent use. In addition, district
and building administrators are trained to recognize and set expectations for program usage and to support
teachers and coaches as they implement the strategies.
Timeframe, Participants, & Funding – see the chart below, including the sample.
Schools
Involved &
Their Level
Number of
Participants
per School
Eg Powers
Middle School
– Level 3
Powers: 35 SS,
Science, ELA,
Math & Special
Ed teachers.
Keys PD
Topic
Type of
Support/
Provided by
Whom?
Key
Initial
Comprehension Training/KTL.
Coach
Training/KTL.
On-going
Teacher
Support/KTL &
building
coaches.
Timeframe
DSAC Funds
Needed
Initial: Jan,
2015 two
days.
$XXXX for
consultants
Coach: Feb
2015 two
days
On-going:
Three days
Mar-June,
2015
$XXXX for
substitutes
$XXXX for
stipends
$XXXX for
materials
$XXX for
travel
PD Provider/Facilitator Name:
Keys to Literacy
319 Newburyport Turnpike, Suite 205
Rowley, MA 01969
www.keystoliteracy.com
978-948-8511
Keys to Literacy is responsible for providing literacy professional development for administrators
and teachers in grades K-12. Keys to Literacy meets the MA Standards for High Quality
Professional Development (HQPD), is an approved state professional development provider, and
has been pre-qualified to offer PD from the DSAC PD menu. KTL has 11 trainers, all of whom have
at least a Master’s degree in Reading or a related field and many years of experience in the
classroom as teachers and administrators and in PD as teacher trainers and literacy experts.
Resumes are available on request.
Topic 2: Rationale for selecting this activity, strategy, or initiative
Here, they want you to address:
 The strategic goals the activity supports
 The educator, school and/or district needs being addressed
 How the activity addresses and supports these goals. Possible verbiage to include:
o This PD addresses needs identified from standardized testing and supports better
instructional practices on the part of our teachers. It is research-based and is
evaluated continually to ensure it meets the stated needs. In addition, Keys PD
promotes collaboration among educators, is taught by knowledgeable professionals,
and provides a coherent and cumulative learning experience for educators.
 How the activity connects to one or more of the indicators in ESE’s Conditions for School
Effectiveness. Possible verbiage to include:
o KTL PD supports the following Conditions for School Effectiveness: 1) developing
effective school leadership via administrator and coach training; 2) developing
effective instructional practices using research-based strategies and support; 3)
providing the opportunity for a variety of informal assessment tools of student
literacy; 4) professional development with a job-embedded approach that is
content-oriented and has multiple opportunities for collaboration; and 5)support
for Tier I and Tier II instruction.

What makes the activity a high-leverage strategy that will contribute to turnaround efforts.
Possible verbiage could be:
o (If this plan is to provide more support for PD in which teachers have already been
trained): Our teachers have already been trained in these strategies and they need
more on-going follow up support in their classrooms to ensure they are using the
skills often and with fidelity. Teachers have reacted favorably to the PD, stating that
it is practical and easily adaptable, so we expect it to be used and to impact
turnaround efforts. Also, KTL has MA state survey data showing that 90% of trained
teachers say “the PD enhances my students’ ability to understand the reading and
learn my subject area content,” which bodes well for improved achievement.
o (If this plan is to provide new PD): We have had positive results with other Keys to
Literacy PD and we expect this program to similarly contribute to turn around
efforts.

How the activity, strategy or initiative will ultimately reach the classroom. Possible verbiage:
o Keys to Literacy strategies are practical and immediately adaptable for classroom
use. During initial and follow up training, KTL trainers help educators apply the
strategies to their own content to be used right away. KTL will also model lessons
or observe teachers in their classrooms, and administrators are encouraged to hold
teachers accountable for the strategies. Finally, building coaches are on hand to
facilitate classroom use.

Use of supporting evidence. They want to see the information and evidence you used to
identify and select this activity and the process you used to analyze and reflect on this
information. Be sure to say who was involved in this selection process.
Topic 3: Anticipated changes
We expect to see changes in educator knowledge and instructional practices and, ultimately, in
students’ ability to independently use the strategies. Early Indicators of change are teacher use of
any of the following: Implementation Folders, lesson plans with Comprehension strategies
embedded, and evidence in the classroom of explicit instruction for Identifying the Main Idea, Top
Down Topic Webs, Two Column Notes, Summarizing, and Question Generation along Bloom’s
Taxonomy. The graphic organizers are a quick visual indicator of changes in instructional practice.
Over time, teachers will combine multiple strategies and enable students to use the strategies on
their own, with evidence shown in student notebooks. The Walkthrough Guide below shows
evidence of use for Key Comprehension:
The Key Comprehension Routine: Grades 4-12
Administrator Walk Through
Are teachers implementing the Key Comprehension instructional practices in order to address state
literacy standards and meet the needs of their students?
Place a check in the column for each indicator observed during the visit. Use the space provided to make any notes or reflections
to facilitate follow-up discussion with the teacher.

Instruction Indicators
General Strategy Instruction
Provides students with explicit instruction for how to use a
strategy, including:

set clear goals and directions

modeling

guided practice

independent practice, including opportunities
to work in small, collaborative groups to
Notes and Reflection
practice use of strategies
Embeds strategy instruction in content teaching
Gradually releases responsibility to students to
independently use the strategies
Provides scaffolding of strategies for students who are
struggling to use them independently
Main Idea Skills
Models and “thinks aloud” the process of determining the
main idea while reading; points out to students the main
ideas in text they are reading
Has students categorize vocabulary words
Graphic Organizer: Top-Down Topic Web
Provides or has students develop top-down topic webs for
classroom content
Has students refer to and use top-down webs during
reading and classroom instruction to make connections.
Has students use top-down webs as an after strategy to
review information, create questions, study for tests, or
generate a summary
Two-Column Notes
Provides or has students develop two-column notes from
reading or lecture
Models and teaches note taking sub-skills (e.g.,
paraphrasing, writing concisely)
Summarizing
Teaches students the steps for generating a summary and
encourages them to follow these steps
Provides the Summary Template to assist students in
generating summaries
Provides a list of transition words to use for writing
summaries; models how to use them
Has students generate summaries from top-down topic
webs or two-column notes
Question Generation
Uses Bloom’s Taxonomy as a model for teaching question
generation at all levels of thinking
Provides a list of question terms and phrases
Identifies and describes types of questions generated by
the teacher
Has students generate questions at different levels of
Bloom’s Taxonomy based on top-down topic webs, twocolumn notes, or text
Topic 4: Monitoring implementation and assessing change
We will monitor implementation in a variety of ways that align to SMART criteria. First, we will
field a pre- and post-survey to assess teachers’ knowledge about the Comprehension strategies,
determine if their usage of strategies is increasing or not, and learn their opinions about the PD’s
effectiveness. We will also gather informal feedback from KTL trainers and building coaches about
overall evidence of use for the strategies, which can be gained by working with small groups of
teachers or observing in classrooms. In addition, Walkthroughs by administrators should be used
to track progress. As the follow up sessions progress, we can adjust the focus, frequency or the
teachers participating in the sessions to address any issues.
Responsibility for monitoring:
Identify the person responsible for coordinating this process.
The timeline for collecting pre-and post-survey data will be before the first training and after the
last, with at least 4-6 months in between. Keys trainers will meet with teachers XXXX times based
on the proposed plan, after which KTL will provide a written report for district and building
administrators noting general themes or trends. In addition, building coaches will meet with their
peers regularly to support use of strategies and understand general progress and themes.
Comprehension-specific Walkthroughs should happen at least twice per 6 months. Results of the
surveys, trainer and coach reports, and Walkthroughs with trends will be shared with the teachers
as they are available.