Teacher Name:_____________________________________________________ SEMESTER 1 CENTRAL IDEA (MAIN IDEA) EXERCISES RELATING TO OUR DATA WISE PLAN

Reitzs learner-centered-problem (LCP) is that students often read, but do not understand. We agreed to place a whole-school effort into helping students become better readers by working on the central idea/main idea of informative reading selections once per grading period. We agreed to use a graphic organizer, to add analytical questions, and to use a shared scoring rubric for the graphic.

**************************************************************************** 0 = inaccurate central idea with no support

--Nothing is right: the central idea is wrong and there are no supporting details.

1 = minimally accurate central idea with limited support showing limited comprehension of ideas
--The central idea is somewhat accurate, but only has (1) clear supporting detail.

2 = mostly accurate central idea with basic support showing basic comprehension of ideas
--The central idea is mostly accurate and includes at least (2) clear supporting details.

3 = accurate central idea with support showing extensive comprehension of ideas

--The central idea is accurate, and includes (3) directly stated supporting details.

4 = accurate central idea with support showing full comprehension of complex ideas
--The central idea is accurate, and includes (3) supporting details from the most complex ideas within the text.

*****************************************************************************
For each class, determine the number and percentage of 0s, 1s, 2s, 3s, and 4s. The log sheet will serve (2) purposesone, to see if progress is occurring; and two, to hold conversations among colleagues about how we accomplish the exercise and what works and what works better.

CENTRAL IDEA (MAIN IDEA) LOG SHEET

CLASS and PERIOD
(Record class data for 1st & 2nd grading period side by side for easy comparison at end of semester.)

# OF 4s and %

# OF 3s and %

# OF 2s and %

# OF 1s and %

# OF 0s and %

1. 1. 2. 2. 3. 3. 4. 4. 5. 5.
*Attach a copy of each text used to accomplish the above task and give to your department chair at end of each semester.

Teacher Name:_____________________________________________________ SEMESTER 2 CENTRAL IDEA (MAIN IDEA) EXERCISES RELATING TO OUR DATA WISE PLAN
Reitzs learner-centered-problem (LCP) is that students often read, but do not understand. We agreed to place a whole-school effort into helping students become better readers by working on the central idea/main idea of informative reading selections once per grading period. We agreed to use a graphic organizer, to add analytical questions, and to use a shared scoring rubric for the graphic.

**************************************************************************** 0 = inaccurate central idea with no support

--Nothing is right: the central idea is wrong and there are no supporting details.

1 = minimally accurate central idea with limited support showing limited comprehension of ideas
--The central idea is somewhat accurate, but only has (1) clear supporting detail.

2 = mostly accurate central idea with basic support showing basic comprehension of ideas
--The central idea is mostly accurate and includes at least (2) clear supporting details.

3 = accurate central idea with support showing extensive comprehension of ideas

--The central idea is accurate, and includes (3) directly stated supporting details.

4 = accurate central idea with support showing full comprehension of complex ideas
--The central idea is accurate, and includes (3) supporting details from the most complex ideas within the text.

*****************************************************************************
For each class, determine the number and percentage of 0s, 1s, 2s, 3s, and 4s. The log sheet will serve (2) purposesone, to see if progress is occurring; and two, to hold conversations among colleagues about how we accomplish the exercise and what works and what works better.

CENTRAL IDEA (MAIN IDEA) LOG SHEET

CLASS and PERIOD
(Record class data for 1st & 2nd grading period side by side for easy comparison at end of semester.)

# OF 4s and %

# OF 3s and %

# OF 2s and %

# OF 1s and %

# OF 0s and %

1. 1. 2. 2. 3. 3. 4. 4. 5. 5.
*Attach a copy of each text used to accomplish the above task and give to your department chair at end of each semester.