Using Oregon English Language Arts and Literacy Standards to Help Learners Excel

Data-Based Instruction and Assessment
Student’s Name
University
Course
Professor
Date
Data-Based Instruction and Assessment
From the Sample Standardized Test Scores within High School Reading/Writing for Informational Text, it is evident that the students need help with their skills. Students performed well in some specific areas, including vocabulary acquisition and usage, integration of knowledge and ideas, range of reading, and level of text complexity, where over 20% of the students were highly proficient. The results also reveal that over 50% of the students were proficient in vocabulary acquisition and language. Nonetheless, there are a few areas that need attention. The paper will use the Oregon English Language Arts and literacy standards which outline the information, concepts, and abilities that all learners need to be equipped with to excel in finance, college-entry courses, the workplace, and military duty.
From the standards, it is notable that the students performed poorly in the following areas, with over 30% of the class population having problems in using conventional English grammar and terminology standards in writing and speaking to exhibit grasp of the language, assessing how a writer utilizes rhetoric to promote their perspective or goal in a book and establishing rhetoric is used to advance author's standpoint or objective. Also, the students had low proficiency in reading levels and understanding text complexity. There is also a visible gap in investigating substantive issues or texts and writing arguments to support statements supported by sound justification and relevant and adequate evidence. Students also need to enhance their ability to write insightful texts to investigate and communicate sophisticated ideas, theories, and facts succinctly and correctly via the proper selection, structure, and material assessment.
To enhance students' knowledge and fill in the mentioned gaps, I will utilize several reading and writing resources in the content areas. First, I will adopt digital learning resources, which have several advantages. Several of the lessons may be recorded, meaning that if students forget anything or later realize they don't comprehend something, they may go back and revisit the class to acquire the needed information (Dodero et al., 2015). With the use of digital learning, students will be able to access their educational materials at any time. Another advantage of digital learning is that students will become members of a linked network. Thanks to messaging apps and email, they won't have to wait till their next class to ask pending questions. The resource also assists students in taking control of their learning, which can be quite powerful and may boost self-confidence, allowing them to perform even higher. The second strategy I would utilize visual books, which are a great way to reach out to struggling or unintereste...