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A Whole‐Class Support Model for Early Literacy: The Anna Plan
Author(s) -
Miles Pamela A.,
Stegle Kathy W.,
Hubbs Karen G.,
Henk William A.,
Mallette Marla H.
Publication year - 2004
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1598/rt.58.4.1
Subject(s) - psychology , class (philosophy) , mathematics education , literacy , plan (archaeology) , primary education , pedagogy , computer science , artificial intelligence , history , archaeology
The Anna Plan is a unique delivery model for enhancing schoolwide literacy instruction in the primary grades. Based on the principles of Reading Recovery and Four Blocks literacy instruction, it provides supplementary reading instruction through the distinctive use of teaching staff. Over six years, it has resulted in sweeping changes in the way literacy instruction occurs as well as noteworthy increases in children's reading abilities. This article gives a brief history of the authors' work within the Anna Plan, explains each of the model's seven tenets, and describes the research base that drives it. The focal point of the article is the detailed description of the organization and components of the five‐day framework used to augment classroom reading and writing instruction. Finally, the authors recount how the Anna Plan has been embraced by two elementary schools and offer some conclusions about what contributes to the success of whole‐class support models for early literacy.