Unlocking Literacy: Enhancing Reading Proficiency

"How can targeted interventions improve the reading proficiency of 8th-grade multilingual students at Jessie Clark Middle School?"

Multilingual students who engage in targeted, culturally responsive reading interventions will demonstrate improved reading proficiency, as measured by formative and summative assessments.

LITERATURE REVIEW

Research Threads:
- "Culturally Responsive Teaching and Multilingual Education" by Geneva Gay
- "Principles of Second Language Development" by Stephen Krashen
- "The Role of Vocabulary Development in Reading Comprehension" by Michael Graves

Research Methods

Key Themes:
- Language Acquisition and Literacy Development: Explore second language (L2) acquisition theories and how they relate to literacy development.
- Culturally Responsive Pedagogy: Investigate methods to integrate culturally relevant texts and practices to make reading more accessible.
- Differentiation and Scaffolding: Examine the impact of scaffolding reading tasks to meet individual proficiency levels.

At Jessie Clark Middle School, we believe every student has the potential to thrive, and literacy is the key to unlocking that success. “Unlocking Literacy” is dedicated to supporting our 8th-grade multilingual learners by strengthening their reading proficiency and academic confidence. With classes having 17 EL students, 14 different home languages in classrooms with a size of 29 in the room, and some who have behavior concerns, we need to recognize the need for intentional, research-based strategies and purposeful scheduling. Being able to make connections with individual students and have them feel seen, heard, and understood is the main prerogative of a great teacher. Being able to have students grow and learn the content is a bonus.

By incorporating culturally relevant texts, targeted vocabulary instruction, and differentiated reading supports, we can create meaningful learning experiences that empower our students. To make this happen immediately, I’m seeking dedicated professional development time to collaborate with EL staff on developing lessons that directly support these students. Looking ahead, I envision a structured co-planning model where EL and English/SS teachers can intentionally align instruction by subject area/grade level. Together, we can ensure our multilingual learners not only improve their reading skills but also gain the confidence they need to succeed.

Thank you for being open to supporting this initiative!

Driver diagram

Goals:
By May 2025, 80% of multilingual students will increase their reading proficiency levels by 10% as measured by formative and summative assessments.
Objectives:
1. Implement differentiated reading instruction based on students' language proficiency levels.
2. Integrate culturally relevant texts to increase engagement.
3. Provide targeted vocabulary instruction to bridge comprehension gaps.
4. Foster collaborative reading strategies, such as peer-assisted learning.

Intervention Plan

A. Diagnostic Phase

Assess Student Reading Levels: Use initial diagnostics such as the ACCESS for ELLs test and school-based formative assessments to understand the current reading proficiency levels of multilingual students.

B. Instructional Strategies

Targeted Instruction:
- Differentiation: Group students by reading level and provide tailored instruction for decoding, fluency, and comprehension.
- Scaffolding: Use visual aids, graphic organizers, and sentence starters to support reading comprehension.

Culturally Relevant Materials:
- Select texts that reflect students' cultural backgrounds, ensuring that reading materials are relatable and engaging.

Vocabulary Development:
- Implement a systematic vocabulary program where students engage with high-frequency academic words and tier 2 words.

Collaborative Learning:
- Implement paired reading and peer-assisted learning strategies to create a supportive reading environment.

C. Technology Integration

Use educational technology platforms (such as Newsela, IXL, or i-Ready) that offer differentiated reading materials and track individual student progress.

D. Progress Monitoring and Feedback

Conduct weekly formative assessments (e.g., quizzes, reading logs, short writing tasks) to monitor progress and adapt instruction as needed.
Hold bi-weekly conferences with students to discuss individual progress and set goals.

Types and Ways to Collect Student Data

Quantitative Data:
- Pre- and post-intervention reading assessments (ACCESS scores, KSA practice tests)
- Weekly reading fluency and comprehension tests

Qualitative Data:
- Student reading journals and reflections
- Teacher observations and feedback from peer-assisted learning groups

MAp Growth Fall '24-Spring '25

2nd Period

MAp Growth Fall '24-Spring '25

3rd Period

MAp Growth Fall '24-Spring '25

6th Period

MAp Growth Fall '24-Spring '25

7th Period

Data Changes for year - by class

Weekly Reflection: Students complete a self-assessment every Friday, reflecting on their work completion for the week and setting goals for the following week.

Choice Boards: Assign a choice board of tasks for major projects, allowing students to select tasks that interest them or suit their learning style (e.g., visual project, written report, video presentation).

Group Projects: Incorporate collaborative projects to increase peer accountability for work completion.

Formative/Summative Scores: Give multiple opportunities for students to display what they know outside of just tests and quizzes.

How-to Guide for Teachers Implementing the Plan

Assess Students: Use diagnostic tests to establish reading proficiency levels.
Group Students: Create reading groups based on proficiency levels for targeted instruction.
Select Texts: Choose culturally relevant reading materials.
Incorporate Vocabulary Instruction: Focus on tiered vocabulary development in daily lessons.
Use Scaffolds: Implement graphic organizers, sentence frames, and peer-assisted learning to support reading comprehension.
Monitor Progress: Use formative assessments weekly to check for growth.

Adjust Instruction: Modify teaching strategies based on formative assessment data.

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