READING GOALS IMPLEMENTATION

Big Horn High School School Improvement

“More matter with less art”

(Hamlet Act 2, scene 2, 92–99)

“What’s the bottom line?”

(Bobby St. John)

Reading Goals

Objective: A 10% increase of Tenth and Eleventh grade students will demonstrate a proficiency of Reading in English Language Arts by 6/03/2011 as measured by PAWS.

Strategy 1: Major points and supporting details – All students will practice identifying and discussing major points and supporting details in expository and content area readings.

Strategy 2: Text-to-world connections – All student will learn and practice the reading strategy of making text-to-world connections specific to expository text.

Reading Goals

Objective: A 10% increase of 10th and 11th grade students will demonstrate a proficiency of Reading in English Language Arts by 6/03/2011 as measured by PAWS.

Strategy 1: Major points and supporting details – All students will practice identifying and discussing major points and supporting details in expository and content area readings.

Strategy 2: Text-to-world connections – All student will learn and practice the reading strategy of making text-to-world connections specific to expository text.

Objective: A 10% increase of Tenth and Eleventh grade students will demonstrate a proficiency of Reading in English Language Arts by 6/03/2011 as measured by PAWS.

Strategy 1: Major points & supporting details – All students will practice identifying and discussing major points and supporting details in expository and content area readings.

Strategy 2: Text-to-world connections – All student will learn and practice the reading strategy of making text-to-world connections specific to expository text.

Reading Goals

Reading Goals

Objective: A 10% increase of Tenth and Eleventh grade students will demonstrate a proficiency of Reading in English Language Arts by 6/03/2011 as measured by PAWS.

Strategy 1: Major points and supporting details – All students will practice identifying and discussing major points and supporting details in expository and content area readings.

Strategy 2: Text-to-world connections – All students will learn and practice the reading

strategy of making text-to-world connections specific to expository text.

Expository Texts:

These texts include such things as textbooks, documentaries, speeches, print news media, encyclopedias, biographies, scientific explanations, and historical and political analyses. These are usually read to learn new information that increase a reader’s understanding of some topic.

(PAWS Assessment Descriptions)

RETURN

Strategy 1

Major points and supporting details – All students will practice identifying and discussing major points and supporting details in expository and content area readings.

Strategy 1 Activities

1. Teachers will demonstrate and teach strategies for identifying major points and supporting details in expository text.

2. Teachers will provide students with expository reading opportunities in content area classrooms.

3. Students will read expository text in each classroom and summarize the main points and details monthly. Teachers will provide written and verbal feedback to students regarding their summaries using a common rubric.

Strategy 1 Activities

1. Teachers will demonstrate and teach strategies for identifying major points and supporting details in expository text.

2. Teachers will provide students with expository reading opportunities in content area classrooms.

3. Students will read expository text in each classroom and summarize the main points and details monthly. Teachers will provide written and verbal feedback to students regarding their summaries using a common rubric.

Strategy 1 Activities

1. Teachers will demonstrate and teach strategies for identifying major points and supporting details in expository text.

2. Teachers will provide students with expository reading opportunities in content area classrooms.

3. Students will read expository text in each classroom and summarize the main points and details monthly. Teachers will provide written and verbal feedback to students regarding their summaries using a common rubric.

What you can do in your classroom

Model reading and finding main points and supporting details

Assign expository readingAsk students to identify main points and

supporting details in the reading you assign or do in class through outlining, webbing, charting, etc.

Have students at least once per unit plan read, break out main points and supporting details, and summarize the text (It doesn’t have to be a major project, but record what you did on your unit plan)

“What’s the bottom line?”

We need to ask students to read to learn new

information to increase their understanding ask our students to write summaries or

expository responses about the main point of their reading…

AND

record it.

Strategy 2

Text-to-world connections – All students will learn and practice the reading strategy of making text-to-world connections specific to expository text.

Strategy 2 Activities

Teachers will incorporate and model the Think-Aloud strategy in their classrooms on a monthly basis.

Students will read expository texts and implement two strategies: Activating Prior Knowledge and Making Text-to-World Connections.

After reading expository texts, students will respond to what they have read using specific textual details, applying it to broader topics and issues.

Using the PAWS rubric, teachers will provide feedback for the student’s written responses.

Strategy 2 Activities

Teachers will incorporate and model the Think-Aloud strategy in their classrooms on a monthly basis.

Students will read expository texts and implement two strategies: Activating Prior Knowledge and Making Text-to-World Connections.

After reading expository texts, students will respond to what they have read using specific textual details, applying it to broader topics and issues.

Using the PAWS rubric, teachers will provide feedback for the student’s written responses.

Strategy 2 Activities

Teachers will incorporate and model the Think-Aloud strategy in their classrooms on a monthly basis.

Students will read expository texts and implement two strategies: Activating Prior Knowledge and Making Text-to-World Connections.

After reading expository texts, students will respond to what they have read using specific textual details, applying it to broader topics and issues.

Using the PAWS rubric, teachers will provide feedback for the student’s written responses.

Strategy 2 Activities

Teachers will incorporate and model the Think-Aloud strategy in their classrooms on a monthly basis.

Students will read expository texts and implement two strategies: Activating Prior Knowledge and Making Text-to-World Connections.

After reading expository texts, students will respond to what they have read using specific textual details, applying it to broader topics and issues.

Using the PAWS rubric, teachers will provide feedback for the student’s written responses.

Strategy 2 Activities

Teachers will incorporate and model the Think-Aloud strategy in their classrooms on a monthly basis.

Students will read expository texts and implement two strategies: Activating Prior Knowledge and Making Text-to-World Connections.

After reading expository texts, students will respond to what they have read using specific textual details, applying it to broader topics and issues.

Using the PAWS rubric, teachers will provide feedback for the student’s written responses.

What you can do in your classroom

Model the reading strategies Assign expository readingHave students “write to think”

Respond to the text by writing about connections Write a paragraph response to a prompt asking

students to link the text to other events in the world.Use the PAWS rubric to score student writing

“What’s the bottom line?”

We must create school-wide opportunities for students to

practice good reading strategiesread to understand how information in

the text fits into broader topics and issues, and then

write about it;

… moreover, we must keep a record of it.

Where do we go from here?

Add strategy activities to your unit plans for both main ideas & details and text-to-world connections

Provide staff presentations monthly of what teachers are doing

Share source ideas for expository reading material

Celebrate the things we do well and dance…a lot

Response Prompt Examples

Main ideas & details“List three things we can do to solve this problem.”“Identify three indicators from the reading that Wyoming could

potentially develop a diamond mining industry.”Write a one-paragraph summary of this article.

Information Relationships“How does this resemble another situation in current world

affairs?” “Write about how this subject might affect a similar event in the

world.”How is the issue of pledging allegiance currently being played out

in the news or in other historical examples?

 

Score Definition

2 Main ideas and details from the text are accurate, logically connected to each other and to the task, and sufficient to support the reader's position

1Main ideas and details from the text are somewhat accurate and connected to each other and to the task. Details are insufficient or inappropriate to support the reader's position.

0The response does not address the task. The response provides few or no accurate details from the text, and these details are not relevant to the task.

Main ideas & details rubric

Information Relationships (text-to-world)

Score Definition

2Main ideas from the text are accurately and logically connected to commonly understood concepts about the world and to the task, and sufficient to support the reader's position.

1Main ideas and details are somewhat accurate and connected to commonly understood concepts about the world and to the task. Details are insufficient or inappropriate to support the reader's position.

0The response does not address the task. The response provides few or no accurate details from the text, and these details are not relevant to the task.

Main ideas and details resources

http://www.educationoasis.com/curriculum/GO/GO_pdf/mainidea.pdf

Think Alouds

Simply put, this is reading a text to or with your class and stopping intermittently to say what you are thinking about the text at that particular moment.

A similar Step-Up strategy is a teacher-led reading where the teacher pauses in the reading and asks students to write something about the text.

It is important to provide students with photocopied text that they may annotate for this purpose, have students keep 2-column notes, or provide sticky-notes to students to write their reactions and stick to the text.

Activating Prior Knowledge

Engage students in discussion about what they already know about a subject prior to reading

Use a KWL Chart http://www.educationoasis.com/curriculum/GO/GO_pdf/kwl_chart.pdf

Connections

Text-to-Self – Students identify something in the text that reminds them of something from their life

Text-to-Text – Students identify another text that reminds them of the text they are reading

Text-to-World – Students identify details from the text that remind them of something they know about the world

*Each label has a hyperlink to a web page example form.

Resources for Social Studies

http://www.facinghistory.org/resources/strategies/deepening-literacy-text-self-