Analyzing Language Deficits and Interventions

 Analyze the deficits in 9th,10th, and 11th grade Language. Develop 10 hypotheses for each grade and an intervention strategy for each deficit.

 

Analyzing Language Deficits and Interventions
Research Websites and Files
(1) Using 'PCHS.pdf' (pages 1-2), identify and list all specific "Language" deficits for Grade 9 by examining items marked "DEFICIT" and those with negative L-N (Local - National) values across Capitalization, Content and Organization, Punctuation, Sentence Structure, and Usage.
(2) Using 'PCHS.pdf' (pages 17-18), repeat the deficit identification process for Grade 10 "Language" items.
(3) Using 'PCHS.pdf' (pages 34-35), repeat the deficit identification process for Grade 11 "Language" items.
(4) Based on the specific cluster of deficits identified for Grade 9 (e.g., Pronoun Case, Parallel Structure, Semicolon), formulate 10 distinct hypotheses explaining potential root causes for these weaknesses.
(5) Based on the specific cluster of deficits identified for Grade 10 (e.g., Misplaced Modifier, On-and-On, Sentence Combining), formulate 10 distinct hypotheses explaining their potential root causes.
(6) Based on the specific cluster of deficits identified for Grade 11 (e.g., Future Tense, Purpose and Audience, Pronoun Case), formulate 10 distinct hypotheses explaining their potential root causes.
(7) Find effective pedagogical methods and intervention strategies for teaching the specific grammar, punctuation, and composition skills identified as deficits in the document (such as 'Pronoun Case', 'Semicolon Between Independent Clauses', 'Misplaced Modifier', and 'Topic Sentence').
(8) For each individual language deficit identified in 'PCHS.pdf' for Grades 9, 10, and 11, develop a corresponding, targeted intervention strategy.