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Student Growth Objective Form

|Grade |Course/Subject |Number of Students |Interval of Instruction |

| |ELA | |Full year xI |

| | | |Semester Other _________ |

| | |

|Rationale for Student Growth Objective |

|(Please include content standards covered and explanation of assessment method.) |

|To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, |

|increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse |

|cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and |

|elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these |

|fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the |

|curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the|

|habits of reading independently and closely, which are essential to their future success. |

|I will use the Fountas-Pinnell Benchmark Assessment to assess my students at three different points throughout the year (September, |

|February, March). I will administer the Fountas-Pinnell Benchmark Assessment individually to determine students’ reading level of |

|non-fiction comprehension accuracy. I will begin the assessment by providing the student with the purpose for reading. Next, I will ask |

|the student to read the story aloud. As the student is reading aloud, I will complete a “Recording Form” to document the student’s |

|comprehension. After the student finishes reading, I will assess comprehension by asking students questions focusing on main idea and |

|supporting details of text. Finally, the student will answer several comprehension questions, focusing on answers within the text, about |

|the text, and beyond the text. I will rate and score my students using the “Fountas-Pinnell Continuum of Literacy Learning.” Then I will|

|develop instructional activities based on their score and recommended in the “Fountas-Pinnell Continuum of Literacy Learning” resource |

|book. |

| |

|ELA COMMON CORE STATE STANDARDS ADDRESSED |

| |

|Reading: Literature |

|Key Ideas and Details: |

|CCSS.ELA-LITERACY.RL.5.1 |

|Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. |

|CCSS.ELA-LITERACY.RL.5.2 |

|Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges |

|or how the speaker in a poem reflects upon a topic; summarize the text. |

|CCSS.ELA-LITERACY.RL.5.3 |

|Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how |

|characters interact). |

| |

|Craft and Structure: |

|CCSS.ELA-LITERACY.RL.5.4 |

|Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. |

|CCSS.ELA-LITERACY.RL.5.5 |

|Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. |

|CCSS.ELA-LITERACY.RL.5.6 |

|Describe how a narrator's or speaker's point of view influences how events are described. |

|Integration of Knowledge and Ideas: |

|CCSS.ELA-LITERACY.RL.5.7 |

|Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia |

|presentation of fiction, folktale, myth, poem). |

|CCSS.ELA-LITERACY.RL.5.8 |

|(RL.5.8 not applicable to literature) |

|CCSS.ELA-LITERACY.RL.5.9 |

|Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. |

|Range of Reading and Level of Text Complexity: |

|CCSS.ELA-LITERACY.RL.5.10 |

|By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text |

|complexity band independently and proficiently. |

|Reading: Informational |

|Key Ideas and Details: |

|CCSS.ELA-LITERACY.RI.5.1 |

|Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. |

|CCSS.ELA-LITERACY.RI.5.2 |

|Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. |

|CCSS.ELA-LITERACY.RI.5.3 |

|Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or |

|technical text based on specific information in the text. |

|Craft and Structure: |

|CCSS.ELA-LITERACY.RI.5.4 |

|Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. |

|CCSS.ELA-LITERACY.RI.5.5 |

|Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or |

|information in two or more texts. |

|CCSS.ELA-LITERACY.RI.5.6 |

|Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. |

| |

|Integration of Knowledge and Ideas: |

|CCSS.ELA-LITERACY.RI.5.7 |

|Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve|

|a problem efficiently. |

|CCSS.ELA-LITERACY.RI.5.8 |

|Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support |

|which point(s). |

|CCSS.ELA-LITERACY.RI.5.9 |

|Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. |

|Range of Reading and Level of Text Complexity: |

|CCSS.ELA-LITERACY.RI.5.10 |

|By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the |

|high end of the grades 4-5 text complexity band independently and proficiently. |

|Student Growth Objective: At least 70% of 5th grade students, based on their initial reading level, will reach or exceed two reading |

|levels by the end of the instructional period. |

|Preparedness Group |Number of Students in Each Group |Target Score on Post-Assessment |Number of Students Required for |

|(e.g. Low, Medium, High) |(Total) |(%) |“Full Attainment” |

|LOW ( ) | | | |

|MEDIUM ( ) | | | |

|HIGH ( ) | | | |

|Baseline Data and Preparedness Groupings |

|(Please include the number of students in each preparedness group. Summarize the information you used to produce these groupings. Provide |

|any additional student data or background information used in setting your objective.) |

|My students’ fourth grade reading level data was available for review. I reviewed data evidence from fifth grade Renaissance Star Reading |

|Assessment. I examined all of this data to help inform my administration of the benchmark assessment at the beginning of this year. I |

|administered the benchmark assessment of the Fountas-Pinell to my students during the first six weeks of school. I rated and scored |

|students using the Fountas-Pinnell continuum, then I developed instructional activities based on their score from the Fountas-Pinnell |

|Continuum of Literacy Learning resource. |

| |

|I analyzed the baseline data and sorted my students into preparedness groups based on their current reading level. Students within the |

|“Low” group are students whose reading level is below grade level expectations for the beginning of fifth grade. Students within the |

|“Medium” group are students whose reading level meets grade level expectations for the beginning of fifth grade or slightly below. |

|Finally, students within the “High” group are those whose reading level exceeds the expectations for the beginning of fifth grade. |

| |

|Scoring Plan |

|Preparedness Group |Target Score on Final |Objective Attainment Level Based on Percent and Number of Students Achieving Target Score |

| |Assessment | |

| | |Exceptional (4) |Full (3) |Partial (2) |Insufficient (1) |

|MEDIUM | (or below) |or more students meet |students |students |or fewer |

| | |or exceed target score| | |students |

|HIGH |(or above) |or more students meet |students |students |students |

| | |or exceed target score| | | |

|Approval of Student Growth Objective |

| | |

|Teacher : Signature: |Date Submitted: |

| | |

|Evaluator: Signature: |Date Approved |

|Results of Student Growth Objective |

|Preparedness Group |Number of Students at|Objective Attainment |SGO Score Average | |

| |Target Score |Level |Objective |Teacher: |

| | | |Attainment Level | |

| | | | | |

| | | | |Evaluator: |

| | | | | |

| | | | | |

| | | | |Date: |

|LOW | | | | |

| | | | | |

|MEDIUM | | | | |

|HIGH | | | | |

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