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I do think that this information is valuable to bring to PLCs. I think it's a great idea to look at this data to find out which students are struggling readers. It's important that we, as teachers, do not overlook these students in our classroom, we need to help them even more.

Most often, if students are avoiding reading and writing, it's because they do not understand. Therefore, if we can target these students through data, we can reach out to them and modify instruction as needed.

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In order to support the specific learning needs of struggling readers, I will need to modify and scaffold instruction. One way to modify instruction is to give students step-by-step instructions on what they are required to do. Furthermore, the instructions must set a purpose for the students. For example, when giving students a reading passage, I will give them a purpose for their reading. If the students are reading a persuasive speech, I will ask them to read through the speech and annotate for points that signal persuasion. In addition, I will make sure that students have access to vocabulary terms that may hinder their reading. I will make sure they know all worlds to help them understand their reading passages.

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Prompt 3: Drawing Conclusions from PARCC Data

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Prompt 3: Drawing Conclusions from PARCC Data

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According to the 15-16 PARCC data, my students are not meeting expectations in the sub-claim of informational text and written expression.

Based on the discipline of social studies, my students should be exposed to more informational text and be both required and encouraged to write more in the classroom. Social studies text includes primary sources and informational text, therefore, my class will be an opportunity for students to be exposed to more informational text.

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Prompt 2: GATES Scores // Struggling Students

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Prompt 2: GATES Scores // Struggling Students

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COMPREHENSION

Colin            Braeden            Shakira             Elainna
Kylie             Sidney              Khiya                 JT
Amira           Ja'lill

VOCABULARY

+ Kara         Alexis

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Prompt 1:  Reading Below Grade Level in the SS Content Area

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Prompt 1:  Reading Below Grade Level in the SS Content Area

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Students who are reading two or more levels below their grade level will experience a major negative impact on their success for reading and writing tasks in social studies.

In social studies, students are required to read many different texts, several which include content-based vocabulary. If students cannot read at their grade-level, they will severely struggle in class. Many texts in social studies class require the reading of primary sources.

Furthermore, with the introduction of the CCSS, students are being required to do more writing in the social studies classroom. Therefore, students won't be able to successful if they cannot write at the level they are expected.

Students will become better readers and writers the more they read and write, therefore, if students are to be successful they will need to increase their writing and reading skills.