Session 3 Assignment: Literacy Plan Critique Directions
Session 3 Assignment: Literacy Plan Critique Directions Find your school or district's Literacy Plan
Find your school or district's Literacy Plan (all districts were required to submit one to the State Department of Education in 2017). Select an area of literacy instruction that would benefit the teachers in your school. Write a critique of the literacy plan for your school or district based on the ideas from Chapter 5 of Taking Action on Adolescent Literacy , by Irvin, Meltzer, and Dukes (see attached). Be sure to cite at least three references (see attached also) to the resources provided in this session in your response, including the work you're using to base your critique on. Follow the steps below to complete this assignment: Create a new document of your choosing (Word, Google Docs, Open Office - anything that can be saved/exported to PDF format).
Write your critique. Make sure that it is approximately 500 words. Make sure to reference the grading rubric in either the syllabus or below this assignment description to understand word requirement expectations. Save your critique as a PDF file with the naming convention Critique_FirstNameLastName. If your name is Walter Payton, your document name would be Critique_WalterPayton.
Upload and submit your saved document to the upload interface below. Points Possible : 30
Paper For Above instruction
Introduction
The importance of comprehensive and effective literacy plans in fostering student achievement cannot be overstated. As districts are mandated to submit literacy plans, it is vital to critique these documents to ensure they meet best practices and adequately support teachers and students. This critique examines a district’s literacy plan with a focus on improving instructional strategies in adolescent literacy, guided by principles from Chapter 5 of "Taking Action on Adolescent Literacy" by Irvin, Meltzer, and Dukes.
Overview of the District’s Literacy Plan
The chosen literacy plan from a mid-sized school district emphasizes foundational literacy skills for elementary students and incorporates initiatives for core reading instruction, professional development, and assessment strategies. The plan underscores the importance of literacy as a gateway to academic success across subject areas. However, the document primarily concentrates on early literacy and less on adolescent literacy, which reflects a critical gap.
Analysis Based on Chapter 5 of "Taking Action on Adolescent Literacy"
Chapter 5 addresses the need for differentiated instructional strategies tailored to adolescents' developmental and motivational needs. The critique reveals that the district’s literacy plan falls short of incorporating these principles, particularly in fostering engagement and providing targeted interventions for struggling adolescent readers.
First, the plan lacks a focus on content-area literacy, an essential component highlighted in Chapter 5, which stresses integrating literacy strategies across disciplines. Implementing discipline-specific strategies, such as scaffolded questioning and text-based discussions in science and social studies, could significantly enhance student comprehension and engagement (Moje et al., 2014).
Second, the plan does not sufficiently prioritize professional development directed at secondary educators to implement adolescent-focused literacy strategies. According to Shanahan (2017), ongoing training and collaborative planning are vital to fostering literacy-rich environments in middle and high schools. The absence of these initiatives limits teachers’ capacity to address diverse literacy needs effectively.
Third, the document neglects to emphasize the use of formative assessments tailored to adolescent learners’ literacy development. Incorporating regular, data-driven assessments allows teachers to adjust instruction dynamically—best practices supported by Irvin et al. (2011)—yet this is noticeably absent in the current plan.
Recommendations
To address these gaps, the district’s literacy plan should integrate content-area literacy strategies across all disciplines, emphasizing engagement and motivation for adolescent learners. Developing targeted professional development workshops on adolescent literacy best practices and implementing regular formative assessments can further support teachers. These modifications will align the plan more closely with research-backed strategies from Chapter 5.
Conclusion
Critiquing the district’s literacy plan through the lens of Chapter 5 reveals opportunities for strengthening literacy instruction among adolescent students. Emphasizing content-area strategies, professional development, and formative assessment implementation will better equip teachers to meet the diverse literacy needs of their students, ultimately fostering greater academic achievement.
References
- Irvin, L. K., Meltzer, J., & Dukes, M. (2011). Taking Action on Adolescent Literacy. International Reading Association.
- Moje, E. B., C. J. Collin, J. M. Sutherland, & P. P. Krajcik. (2014). Content-area literacy instruction: Bridging the gap between research and practice. Journal of Adolescent & Adult Literacy, 58(8), 529-534.
- Shanahan, T. (2017). Developing disciplinary literacy: What teachers need to know. Reading Research Quarterly, 52(1), 139-144.
- Irvin, L. K., Meltzer, J., & Dukes, M. (2011). Taking Action on Adolescent Literacy. International Reading Association.
- Additional scholarly sources supporting adolescent literacy strategies (e.g., Biancarosa & Snow, 2006; Duke & Mallette, 2011).