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Trentacoste, Stefanie - 3rd Grade Reading CLASSROOM-FOCUSED IMPROVEMENT PROCESS UPDATE: 5-10-13

DATA SOURCES: Selected Response questions (SRs) and Brief constructed response questions (BCRs) in the short cycle
assessments(SCA 3) Two Days in May.

MAJOR CURRICULUM INDICATORS OR OBJECTIVES COVERED IN THE MOST RECENT ASSESSMENT:
Standard 3.1: General Reading Processes; Indicator 1:
B.1.a. Apply Phonics Skills;
D.3.a. Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression
E.4.a. Identify and explain the main idea;
c. Identify and explain what is not directly stated in the text by drawing inferences;
d. Draw conclusions based on the text and prior knowledge;
Standard 3.3: Comprehension of Literary Text; Indicator 3: Use elements of narrative texts to facilitate understanding;
A.3.e. Identify and explain relationships between and among characters, setting, and events;
f. Identify and describe the narrator;
A.6.a. Identify and explain main ideas and universal themes;
A.7.d. Summarize;

Step 1: Identify the relevant assessments and define the terms used in the assessment data reports (as needed).
April BCPS short-cycle assessment. Nothing out-of-ordinary occurred during the assessment.

Step 2: Identify the questions to answer in this data dialogue.
To what extent can our 3rd graders, 8 months into the school year, make judgments and summarize information using facts from the text,
apply phonics skills and word analysis, and interpret authors use of language to aid comprehension.

Step 3: Identify the major patterns of students strengths and needs at the class level (if possible, by using more than
one data source).

MAJOR PATTERNS OF CLASS STRENGTHS MAJOR PATTERNS OF CLASS NEEDS
(1.B.1.a) Apply phonics skills Assessment Limits: -Initial
and final consonant blends (3 letters) -Vowel patterns
(1.D.3.b) Use word structure to determine the meanings
of words.
(1.E.4.a) Identify and explain the main idea.
(3.A.3.f) Identify and describe the narrator.
(3.1.D.3.a) Use context to determine the meanings of word.
(3.1.D.3.d) Use new vocabulary in speaking and writing to
gain and extend content knowledge and clarify expression.
(3.3.A.7.d) Identify and explain figurative language.
Step 4: Use the Reflection Guide to help identify the instructional factors that might have contributed to the patterns
of student weaknesses. Identify the steps that team members will take to address the patterns of class-level
weaknesses and determine when and how re-assessment will occur.

STEPS THE TEAM WILL TAKE TO ADDRESS PATTERNS OF CLASS NEEDS
Work on figurative language, especially with phrases that are not everyday idioms.
Cause and effect and Main Idea are skills that have been mastered according to the SCA 3 data; however, these skills will continue
to be reviewed and applied in future instruction.
Use visual aids and tools, such as highlighter, to identify certain vocabulary within the text in order to use context clues to determine
the meaning of the unfamiliar words.
Use graphic organizers to illustrate various meanings of multiple meaning words for visual learners.
Integrate several literary texts that incorporate figurative language.
Use media and other resources that present similes and idioms visually and orally.
Provide foldables and organizers for students to determine literal and figurative meaning of certain phrases in poetry and within the
text; Two Days in May.

CONTINUE WITH STEPS 5 AND 6 AFTER RE-TEACHING HAS OCCURRED (IF NEEDED).
Step 5: After whole-class re-teaching (if necessary), name the students who excelled and the students who still need
additional assistance. Identify and implement in-class enrichments and interventions for these students.

STUDENTS
WHO
EXCELLED

IN-CLASS
ENRICHMENTS
TO IMPLEMENT
STUDENTS
WHO NEED
ADDITIONAL
ASSISTANCE
IN-CLASS INTERVENTIONS
TO IMPLEMENT

Rodnee
Jaiden
Timothy
Samuel
Camille
Kaila
Brionn
Jadyn




Instructional Activity
Write a description in
prose or poetry using
sensory details and
vivid language with
active verbs and
colorful adjectives.
Leaderships roles in
station activities, and
pair with lower level
students.
Leveled questions.




Naomi
Reigna
Damon
Mia
Logan
Robert
Mia
Chisom
Jonathon
Martin
Faidat

We will use a version of echo on, echo off in a small group
setting. We will:
Model phonic skills such as prefixes and suffixes.
Listen and view vocabulary through an array of different
tools and methodologies.
Read the text and complete the graphic organizers with
students, explaining each step of the thought process as
we go along.
Display color photographs for deer in their natural
habitats and discuss the essential elements that deer
need in order to survive.
Provide additional modeling/chunking for anthology
selection. (Read the Summary Masters/Listen to
Selection Tapes)
Teach strategy/skill using Anthology Selection (Preteach
Lesson Extra Support Handbook pp. 132-133)
Enriching activities for
main idea and
supporting details
would be presented in
a research project.
Essential question,
How do people co-
exist with animals in
similar habitats?
Practice/Apply at independent reading levels using
Anthology, Leveled Readers, Theme Paperbacks, Self-
Selected
Provide Flexible Group; If the students require extra
support in completing a story-map by identifying the
problem/solution, provide additional modeling and guided
practice in completing the story-map. Use Extra Support
guide questions in the Teachers Edition on pages 73 and
84 to facilitate discussion.
Have them listen to Two Days in May on the Audiotape
for Animal Habitat and read the Selection Summary
while others read Segment 1 of the selection.
Have them read The Upside Down Elephant in the
Readers Library collection for Animal Habitats while
others read Segment 2 of Two Days in May.

Step 6: Use the Reflection Guide to help identify and then implement one or two improvements in future instruction.
Plan for the next data analysis session.

To provide more focused feedback to students, we will develop customized analytic rubrics especially for the skills in which the
students are having the most difficulty, such as phonics skills and context clues across multiple texts. We will use these to provide
students with more specific feedback on each component of their responses.
Remaining question: What strategies, other than direct instruction in small groups, are effective in helping students acquire essential
interpretation and higher-level reading skills, such as summarizing main ideas of given texts and making judgments?

Next Meeting: Planning time two weeks from today.

Next story is in the Theme 5: Voyagers; Trapped By the Ice.

Response will be:
More background knowledge about setting and story elements.
Increase amount of visuals to aid students with vocabulary analysis and word study skills.
Integrate media resources to meet individual learning needs. (i.e. Safari Montage, DVDs, teachertube and brainpop videos, etc.)
Lesson Examples
Using real world pictures to make connections to literal and figurative language within the text.
Provide visual aids, photographs, and videos from Safari Montage and Brainpop.com for building and enriching on vocabulary.
In mixed ability groups of five or six, students will discuss questions regarding red check skills for making judgments.

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