1. Literacy For All Sunset HS Mission Statement: Provide Sunset students with support in reading, speaking, writing, and critical thinking skills to foster success in high school and future endeavors.

2. Literacy  for ALL Campus Goals: • All students will read at least 5 articles per week across the curriculum to increase their understanding of the content in all of their classes. • All students will write daily in all classes to help them understand and use the content of their classes. • All students will use reading and writing strategies to help them understand and use the content of all classes. • All students will incorporate oral interpretation of content. • All Students will use critical thinking and reasoning skills.

3. Reading Team Mr. Ismail – FacilitatorMs. Stewart – ReporterMs. Cardiel – TimekeeperMs. Peralta – RecorderMr. Dorado/Mrs. Sifuentes – Data teamMr. GutierrezMr. Halpern Mission Statement: Students will read, comprehend, and analyze various reading materials by connecting the reading to real world situations.

4. Writing Team Facilitator: Mr. AlvaradoRecorder: Ms. CorralReporter: Ms. BestTime Keeper: Mrs. PaulData analyst: Mr. BooneData analyst: Mr. TorresIdea man: Mr. ChavezWeb master: Mr. Sierra

5. Speaking Team Reporter-Gloria DominguezTimekeeper-Javier AcevesRecorders-Claudia Armendariz, Marie CauffieldFacilitators-Rosario Miller, Linda TavizonData Team-Gilbert Andrews, Javier Garcia

6. A Plan for Meeting the Five Literacy Goals

7. READING • Activities must be linked to what needs to be mastered in TAKS. • WE ALL MUST BE ON THE SAME PAGE, FOLLOWING THE SAME GUIDELINES. • Recommending students carry notebooks • -notebook will be 10% of the grade (student is responsible for it) • -must have dividers with articles in it • rewards available to students • Weekly drawing (small prize) • Tickets given to them during 4th period • Drawing at the end of the quarter for a bigger prize (plaque/name displayed on LIT FOR ALL WALL)

8. The following skills were agreed on by the Reading Team: • Summarizing • Compare and contrast • Sequencing • Problem solving • Interpreting graphs • Interpreting maps • Cause and effect • Building vocabulary • Analyze sources • Analyze question • Fact & opinion • Note taking

9. The following are the content areas/targeted skills/strategy/article (week one):

10. WRITING TEAM • Skills necessary to improve student writing: • Spelling • Sentence structure • Formal/informal writing • Punctuation • Focusing on topic • Supporting details/topic • Chronological order

11. Write a plan including goals and guidelines for implementation: • Students will improve on their grammar, spelling, and punctuation skills which will be implemented on a daily basis. • According to the guidelines outlined in the daily rubric, students will meet writing expectations .

12. Activities • Graphic organizers (include instructions) • Writing it out • Prompts • Questions

13. Writing Activity for Week 1 • Elective article – writing prompt (Mr. Chavez will provide writing prompt worksheet) • Some people agree that college documents should be translated into Spanish. Others disagree with this, what is your opinion on this matter? Explain in detail. • English – Summary • See attached worksheet • Math – • Graphic organizer (see attachment) • Social Studies – prompt • Explain the importance of national memorials to national unity. • Science – prompt • Do you think that this bio-fuel will ever be sold at gas stations? Why or why not?

14. Week 2 writing assignments • Electives – prompt • Do you think the results of this study would turn out to be the same with human participants? Why or why not? • Social Studies – prompt • Math • Graphic organizer • Science • Summary Worksheet • English • Summary worksheet

15. SPEAKING TEAM • Skills Schedule: • Students will read the same article 1st period and speaking team will happen 2nd period. • Strategies for both small and larger 2nd period class. • Students will need to use a complete sentence to explain… • The main idea of the article. • What did you understand? • What is your opinion of the article?

16. WEEK ONE Speaking Strategies: • ELA-Write it down! • Large Class-Teacher may assign certain number of paragraphs to groups and have them orally summarize. May have to alternate groups depending on class size. • Small Class- Teacher may assign students to summarize article orally in one to two complete sentences. • Each student should participate at least twice a week. • Teacher can provide a sentence stem for the students. • Math-A guide to Understanding Pi • Large Class-Teacher may assign certain number of paragraphs to groups and have them orally summarize. May have to alternate groups depending on class size. • Small Class- Teacher may assign students to summarize article orally in one to two complete sentences. • Each student should participate at least twice a week. • Teacher can provide a sentence stem for the students. • Social Studies-Across the US Remembering Dr. King • Teacher can call round robin and have the student use a vocabulary word in an original sentence with a minimum of 8 words. • Teacher can ask students to discuss why they think national memorials are important. • Science-The Car that Runs on Chocolate • Teacher can ask students to discuss if they think will ever be sold at gas stations. • Electives-Colleges reach out to Latinos • Teacher can ask students what you think is an effective way to encourage more Latinos to go to college. • Follow up question-How do you feel about translating admission material to Spanish?

17. WEEK TWO- Speaking Strategies: • ELA- The Secret World of Codes and Code Breakers • Large Class-Teacher may assign certain number of paragraphs to groups and have them orally summarize. May have to alternate groups depending on class size. • Small Class- Teacher may assign students to summarize article orally in one to two complete sentences. • Each student should participate at least twice a week. • Teacher can provide a sentence stem for the students. • Math-Birthday Orthodox • Class/Group discussion-Have the students define probability. • Class/Group discussion-Teacher asks the students what is the probability of landing on heads vs. tails? Or the probability of dice. • Social Studies-One Hundred Years of Hope • Class/Group discussion-Teacher will use a sentence stem Allensworth, California is notable because… • Class/Group discussion-How do you feel about living in a city with people of only your race? • Science-A New Wave of Power • Class/Group discussion-What do you think is important from this article? • Class/ Group discussion-How do you feel about using alternative forms of energy? • Elective- Why Afternoon May be the Best Time to Exercise • Class/Group discussion-Do you exercise? • Class/Group discussion-If yes, what time of day do you exercise? • Class/Group discussion-What are the benefits of exercise?

18. TOPICS FOR DISCUSSION

19. Reading Group – • - notebook will be 10% of the grade (student is responsible for it) • -must have dividers with articles in it • -rewards available to students • Weekly drawing (small prize) • Tickets given to them during 4th period • Drawing at the end of the quarter for a bigger prize (plaque/name displayed on LIT FOR ALL WALL) • Using Graphic novels (Ms. Stewart/Ms. Peralta)

20. Writing Group – -The writing group disagrees with the weight that is being suggested by the reading group for the notebooks. -We agree that notebooks are a good idea. -Wednesday should be changed to concept comprehension in accordance to writing strategies. -Mr. Chavez suggested sticking to the Achieve 3000 program because it has the questions and prompts already implemented with the article. (Work smarter not harder.)

21. Speaking Group – • Topics of Concern: • Possibly switching the speaking with the reading. Pre-questions for discussion before the reading. • Who will be the one to make copies for the entire day? • How will the information (copies, articles, etc.) get sent to and from Sunland? • Should Speaking and the Reading Analysis be switched? • Should the writing portion for 4th period be switched around? • We feel that the focus questions in the beginning because of absences during 1st period material will be lost.

22. -Where are we going to keep all the work completed by the students? -How are grades going to be recorded and kept. How will the Data team get these grades to evaluate the data? -Who will be making the copies for the students? -Are we going to need paper for copies? Ms. Kreye has informed me that we have more than enough paper to make copies and we have money to order more paper if needed.