literacy+goals

TEACHER NAMES: Bithorn, Haentges, Schraufstetter, Wagner GRADE: 6, 7 and 8 ** Evidence of Completion: ** The students have been reading and writing on a daily basis in science class. They have read the textbook, laboratory procedures and Current Science magazine. The students have written papers at every grade level. (Science and Sports, Famous Scientists, Persuasive essays) In addition, students wrote lab write-ups to explain the observations and conclusions of the labs that they performed. || ** Evidence of Completion: ** Students read and discussed topics from current periodicals. All classes participated in hands-on laboratory procedures and students were given assignments to explain the scientific principles behind what they observed. || ** Evidence of Completion: ** Science teachers have word walls in their classrooms to introduce new vocabulary. This allows students to look for familiar prefixes and suffixes to use prior knowledge to give clues to the meaning of new vocabulary words. || ** Evidence of Completion: ** All grade levels of science classes have used mnemonics for science topics such as prefixes of the metric system, steps of mitosis, order of the planets, and colors of the spectrum. 2. Exit Slips-we use this strategy to immediately check for comprehension by either writing or verbally a clear understanding of the lesson. ** Evidence of Completion: ** All grade levels have used an exit slip to check for understanding of the topic being covered for that day. 3. Word Walls-all of the science dept. is currently developing word walls. We all have different styles at the moment to check to find the best way for the students to utilize this new strategy. ** Evidence of Completion: ** Science classrooms have word walls in place to reinforce the current vocabulary terms on a daily basis. || ** Evidence of Completion: ** All grade levels have been assigned writing projects in science class. Students read each other’s papers and made suggestions for improvement. Students are given time for editing to correct grammar and spelling errors. Grading rubrics include writing quality as well as science content. ||
 * DEPARTMENT: Science
 * Year:** 09-10 || ||
 * ** QUESTION ON READING AND WRITING ** || ** RESPONSE TO QUESTION ON READING AND WRITING. ** ||
 * How will your department members have students read, write and discuss a topic or activity related to a lesson each day? || The Science Dept. reads, writes and discusses vocabulary and science concepts everyday. They read the text, write notes, and discuss underlying concepts.
 * Identify one of the four guiding principles that your department will focus on for the next ten weeks? || The Science Dept. seeks to provide instruction embedded in authentic experience. Science works well at this task because science happens every day in the news. Teachers bring life lessons from the newspaper and current events as well.
 * How will your department members demonstrate a literacy rich classroom (Refer to the checklist in your packet). || All of the science teachers have developed a word wall and will be using strategy number 1 from the Tonawanda pamphlet. We will be using Determining importance because this strategy discusses the text and looking for purpose and information in each lesson.
 * What three RWAC strategies will your department use on a consistent basis to ensure reading comprehension skills are being taught? || 1. Mnemonics-science uses this skill many times. Examples include I Paid More At Tops to memorize the steps of mitosis.
 * How will you check for writing quality (e.g., spelling, punctuation, and agreement of subject and verb, control of verb tenses)? Proofreading, editing, and revision should be expected. || Science uses lab write-ups. Expository articles and summaries using SUTW summary skeleton. Using the text for expository reading and note taking using J.O.T. Research papers with works cited. Use of graphic organizers for cause and effect and compare and contrast.