WGU D188 TASK 2| ACCURATE AND VERIFIED | 2026 UPDATE
Need within School:
An instructional need within our high school science classrooms is to
develop strategies that increase students’ science reading fluency,
vocabulary accuracy, and comprehension of scientific texts. In science,
fluency means the ability to read scientific materials (e.g., lab reports,
diagrams, technical explanations) with sufficient speed and understanding,
while following text structures like headings, graphs, and data tables.
Data:
Currently, only 65% of our students demonstrate grade-level comprehension
when reading science texts such as lab manuals, research articles, or
textbook excerpts. Furthermore, only 58% of students are using scientific
vocabulary accurately in written and oral responses. Proficient reading and
vocabulary use are necessary for understanding complex concepts and
engaging in inquiry-based learning.
School Effectiveness:
Addressing this need will improve our school’s overall effectiveness by:
1. Supporting academic achievement across all science subjects,
including biology, chemistry, and physics. Reading comprehension and
fluency are foundational for understanding experiments, analyzing
results, and preparing for assessments such as end-of-course exams
and standardized tests.
2. Empowering science teachers with specific strategies to integrate
literacy instruction into content teaching, helping students connect
reading and science learning more deeply. These strategies can also
support instruction in other content areas.
Desired Outcomes:
The desired outcomes from this professional development include:
• Teachers learning how to help students navigate complex scientific
texts and improve their comprehension and fluency.
• Teachers integrating strategies for teaching scientific vocabulary and
reinforcing accurate word usage during instruction.
• Students becoming more confident in reading technical material,
resulting in increased engagement and academic performance in
science.
Need within School:
An instructional need within our high school science classrooms is to
develop strategies that increase students’ science reading fluency,
vocabulary accuracy, and comprehension of scientific texts. In science,
fluency means the ability to read scientific materials (e.g., lab reports,
diagrams, technical explanations) with sufficient speed and understanding,
while following text structures like headings, graphs, and data tables.
Data:
Currently, only 65% of our students demonstrate grade-level comprehension
when reading science texts such as lab manuals, research articles, or
textbook excerpts. Furthermore, only 58% of students are using scientific
vocabulary accurately in written and oral responses. Proficient reading and
vocabulary use are necessary for understanding complex concepts and
engaging in inquiry-based learning.
School Effectiveness:
Addressing this need will improve our school’s overall effectiveness by:
1. Supporting academic achievement across all science subjects,
including biology, chemistry, and physics. Reading comprehension and
fluency are foundational for understanding experiments, analyzing
results, and preparing for assessments such as end-of-course exams
and standardized tests.
2. Empowering science teachers with specific strategies to integrate
literacy instruction into content teaching, helping students connect
reading and science learning more deeply. These strategies can also
support instruction in other content areas.
Desired Outcomes:
The desired outcomes from this professional development include:
• Teachers learning how to help students navigate complex scientific
texts and improve their comprehension and fluency.
• Teachers integrating strategies for teaching scientific vocabulary and
reinforcing accurate word usage during instruction.
• Students becoming more confident in reading technical material,
resulting in increased engagement and academic performance in
science.
