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Reading Seven

Page history last edited by Lora Louquet 9 years, 7 months ago

PLC Oct.pdf



About this Workspace

This workspace has been provided for grade level PLC teams to construct curriculum development initiatives, lesson planning integration webs and the creation of nine week SMART goals. Once these spaces become available you will be able to post organizational comments about grade level PLC's meeting ideas. The individual grade level work space is also a means for PLC leaders to coordinate events, which should include material selection and data driven decision making strategies. Please use the posting features on this page to coordinate your meetings and for your team members to share ideas. 

Content Analysis

Process:  The process of content analysis is a two step process. The first step requires the PLC team to identify past skills that have not been mastered at 80% in the previous grade level. The second step in the content analysis process requires the grade level PLC team to look at the content areas that were not mastered by students in the grade level the previous school year.  


Prior Grade Level Content Analysis

It is important that grade level PLC teams identify what students will need to master from the previous year. These strategies will become a part of your SMART Goal Action Plan of skills that need to be reinforced to ensure a solid foundation of skills for future mastery.  Record your strategies as they are related to the content areas selected on your Grade Level Wiki page.  


Content Area  Stratagy           

1. R.  Identifies author's position                            

 tie to real life, powerpoint,                                                                    

2. R.  Identifies major and minor elements of the plot

read a variety of short stories, use flip chart to identify each element,

draw pictures to demonstrate knowledge of elements 






Grade Level Content Analysis

In step two B, each PLC grade level team will review Content Analysis data from the previous year to determine what content areas within the curriculum will need to be stressed in terms of student mastery. Any content standard from the previous year at grade level that is below the benchmark of 60% will constitute the construction of a SMART Goal. Once these areas are determined each grade level PLC team will then construct a SMART Goal to support those skills needed to ensure student mastery of content standards. 

List Review Team Members Below                                        

Jean Kolsky, Traci Small, Marilyn Black 


I . Review of  Indicator Data

 List three facts of accomplishment that stand out.

  1. Reading made AYP 
  2. Word Structure was 89% 
  3. Context Clues were 82% 

Make a statement of what can you celebrate from last year's established SMART goals?

  • Reading made AYP through Safe Harbor in all categories 

II. Record Your Teams Findings

Select and identify those essential standards  that need improvement and list below.

Areas of improvement:

  • R.    Text Structure
  • R.    Summarizing and Paraphrasing
  • R.  Author's Purpose   
  • R.   Characters


Identify which instructional subgroups are in need of overwhelming instructional support by specific indicators. (Subgroups at DCMS include free and reduced Lunches, ELL, and Special Education)

III. Based on your teams data analysis, what are your teams greatest areas of concern?

  • Author's Purpose and Characters

IV. List ways in which instructional focus will be administered to resolve and target the greatest areas of concern as identified in problem statement number 4.

  • Chunking,
  • checking for understanding more frequently,
  • re-reading, highlight and underline important information by teachers and students,
  • Cornell note-taking,
  • using diagrams

V. Develop specific measurable SMART goals with for each instructional indicator that has been identified in statement number 2.  



Increase 5% as evidenced on mastery check on following objectives:

  • R. Author's Purpose
  • R.   Summarizing and paraphrasing
  • R.   Text Structure
  • R.   Characters 


Focus Areas for Future Action Needed:





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