Transcript Utica Community Schools - DAVIS-DATA

Tier II Reading Goals
7th Grade Geography
• Based on a variety of reading assessments, the 7th
grade teachers have identified several deficiencies
in comprehension of informational text:
– MEAP – Inference, Locating Supporting Evidence
– Explore Test – Identifying Main Ideas, Generalizations,
Locating Supporting Evidence, Vocabulary
– School-wide Expository Test – Identifying Main Ideas,
Inference, Locating Supporting Evidence
Tier II Strategies
Persons Responsible
Implementations, Resources,
Start and End Dates
Progress Monitoring
The teachers will use the “X Marks
the Spot” strategy to teach
identifying main ideas.
Persons Responsible: 7th Grade
Geography Teachers
The students will be able to
determine the main ideas of a text
Resources: A Handbook of
Content Literacy Strategies
(Stephens & Brown, 2005), ELA
GLCEs: R.CM.07.03.
Teachers will use common
Expository Text Comprehension
Assessment every 10 weeks to
monitor progress.
The teachers will use the
“Descriptive Pattern Organizer ”
strategy to teach locating
supporting evidence.
Persons Responsible: 7th Grade
Geography Teachers
The students will be able to locate
supporting textual evidence.
Resources: Classroom Instruction
that Works (Marzano, Pickering, &
Pollock, 2001), ELA GLCEs:
R.CM.07.04.
Teachers will use common
Expository Text Comprehension
Assessment every 10 weeks to
monitor progress.
The teachers will use the “QAR”
strategy to teach inference.
Persons Responsible: 7th Grade
Geography Teachers
The students will improve their
inferential skills.
Resources: A Handbook of
Content Literacy Strategies
(Stephens & Brown, 2005), ELA
GLCEs: R.CM.07.03.
Teachers will use common
Expository Text Comprehension
Assessment every 10 weeks to
monitor progress.
Tier II Reading Goals
8th Grade U.S. History
• Based on a variety of reading assessments, the 8th
grade teachers have identified several deficiencies
in comprehension of informational text:
– MEAP – Generalizations, Identifying Main Ideas
– Explore Test – Identifying Main Ideas, Generalizations,
Locating Supporting Evidence, Vocabulary
– School-wide Expository Test – Identifying Main Ideas,
Inference, Accessing Prior Knowledge, Metacognition,
Vocabulary, Cause and Effect
Tier II Strategies
Persons Responsible
Implementations, Resources,
Start and End Dates
Progress Monitoring
The teachers will use the “Quick Write”
strategy to activate prior knowledge.
Persons Responsible: 8th Grade U.S.
History Teachers
The students will activate their prior
knowledge before reading a text.
Resources: A Handbook of Content
Literacy Strategies (Stephens & Brown,
2005), ELA GLCEs: R.CM.08.01.
Teachers will use common Expository
Text Comprehension Assessment every 10
weeks to monitor progress.
Persons Responsible: 8th Grade U.S.
History Teachers
The students will be able to think about
and choose comprehension strategies.
Resources: A Handbook of Content
Literacy Strategies (Stephens & Brown,
2005), ELA GLCEs: R.MT.08.01.
Teachers will use common Expository
Text Comprehension Assessment every 10
weeks to monitor progress.
Persons Responsible: 8th Grade U.S.
History Teachers
The students will improve their
understanding of content vocabulary.
Resources: A Handbook of Content
Literacy Strategies (Stephens & Brown,
2005), ELA GLCEs: R.WS.08.01,
R.WS.08.04, R.WS.08.07
Teachers will use common Expository
Text Comprehension Assessment every 10
weeks to monitor progress.
Persons Responsible: 8th Grade U.S.
History Teachers
The students will improve their inferential
and cause & effect skills as well as be able
to identify main ideas and locate
supporting evidence in a text.
The teachers will use the “Factstorming”
strategy to teach thinking about reading
comprehension.
The teachers will use the “Word of the
Day” strategy and “Vocabulary Cards”
strategy to teach content vocabulary.
The teachers will use the “History
Frames” strategy to teach inference, cause
& effect, locating supporting evidence,
and identifying main ideas.
Resources: Reading and the High School
Student (Buehl, 2001), ELA GLCEs:
R.CM.08.03.
Teachers will use common Expository
Text Comprehension Assessment every 10
weeks to monitor progress.
Tier II Reading Goals
9th Grade World History
• Based on a variety of reading assessments, the 9th
grade teachers have identified several deficiencies
in comprehension of informational text:
– MME – Generalizations, Identifying Main Ideas,
Inference
– Explore Test – Identifying Main Ideas, Generalizations,
Locating Supporting Evidence, Vocabulary
– School-wide Expository Test – Inference,
Chronological Order, Cause and Effect, Identifying
Main Ideas.
Tier II Strategies
Persons Responsible
Implementations, Resources, Start
and End Dates
Progress Monitoring
The teachers will use the “Cause &
Effect Timeline” strategy to teach
inference and chronological order.
Persons Responsible: 9th Grade World
History Teachers
The students will improve their
inferential, chronological order, and
cause & effect skills.
Resources: Building Reading
Comprehension Habits in Grades 612 (Zwiers, 2006), ELA HSCEs:
9.CM 2.1.2, 9.CE 2.1.5.
The teachers will use the “History
Frames” strategy to teach inference,
cause & effect, locating supporting
evidence, and identifying main ideas.
Persons Responsible: 9th Grade World
History Teachers
Resources: Reading and the High
School Student (Buehl, 2001), ELA
HSCEs: 9.CM 2.1.2, 9.CE 2.1.6.
Teachers will use common Expository
Text Comprehension Assessment
every 10 weeks to monitor progress.
The students will improve their
inferential and cause & effect skills as
well as be able to identify main ideas
and locate supporting evidence in a
text.
Teachers will use common Expository
Text Comprehension Assessment
every 10 weeks to monitor progress.
The teachers will use the “Text
Transformation” strategy to teach
generalizations, inference, identifying
main ideas, and content vocabulary.
Persons Responsible: 9th Grade World
History Teachers
Resources: Building Reading
Comprehension Habits in Grades 612 (Zwiers, 2006), ELA HSCEs: 9.CE
2.1.4, 9.CE 2.1.6.
The students will improve their
understanding of content vocabulary,
inferential skills, and generalizing skills
as well as be able to identify main
ideas .
Teachers will use common Expository
Text Comprehension Assessment
every 10 weeks to monitor progress.