SGO Step 3, Form 2: Set Ambitious and Feasible Student ...
[pic]
Student Growth Objective Form
|Name/ Grade |Course/Subject |Number of Students |Interval of Instruction |
|4 |ELA | |Full year I |
| | | |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 exposure 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. Furthermore, by reading texts in history/social studies, science, and other disciplines, students can 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, |
|January, March). I will administer the Fountas-Pinnell Benchmark Assessment individually to determine students’ reading level, |
|comprehension, reading behaviors, fluency, and 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 accuracy, fluency, and oral reading behaviors. After the student finishes reading, I will assess comprehension by |
|asking the student to retell the story, noting the information the student includes. 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 STANDARDS ADDRESSED: |
| |
|Reading: Literature |
| |
|Key Ideas and Details |
|CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences |
|from the text. |
|CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. |
|CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text |
|(e.g., a character’s thoughts, words, or actions). |
|Craft and Structure |
|CCSS.ELA-Literacy.RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant |
|characters found in mythology (e.g., Herculean). |
|CCSS.ELA-Literacy.RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., |
|verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking |
|about a text. |
|CCSS.ELA-Literacy.RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between|
|first- and third-person narrations. |
|Integration of Knowledge and Ideas |
|CCSS.ELA-Literacy.RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying |
|where each version reflects specific descriptions and directions in the text. |
|CCSS.ELA-Literacy.RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns |
|of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. |
|Range of Reading and Level of Text Complexity |
|CCSS.ELA-Literacy.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 |
|text complexity band proficiently, with scaffolding as needed at the high end of the range. |
| |
|Reading: Informational Text |
| |
|Key Ideas and Details |
|CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences |
|from the text. |
|CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. |
|CCSS.ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what |
|happened and why, based on specific information in the text. |
|Craft and Structure |
|CCSS.ELA-Literacy.RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 |
|topic or subject area. |
|CCSS.ELA-Literacy.RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, |
|concepts, or information in a text or part of a text. |
|CCSS.ELA-Literacy.RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in |
|focus and the information provided. |
|Integration of Knowledge and Ideas |
|CCSS.ELA-Literacy.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time |
|lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in |
|which it appears. |
|CCSS.ELA-Literacy.RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. |
|CCSS.ELA-Literacy.RI.4.9 Integrate information from two 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.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and |
|technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. |
| |
|Reading: Foundational Skills |
| |
|Phonics and Word Recognition |
|CCSS.ELA-Literacy.RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words. |
|CCSS.ELA-Literacy.RF.4.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots |
|and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. |
|Fluency |
|CCSS.ELA-Literacy.RF.4.4 Read with sufficient accuracy and fluency to support comprehension. |
|CCSS.ELA-Literacy.RF.4.4a Read grade-level text with purpose and understanding. |
|CCSS.ELA-Literacy.RF.4.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. |
|CCSS.ELA-Literacy.RF.4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary |
|Student Growth Objective: At least 70% of 4th 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 ( or above) | |( or above) | |
|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’ third grade reading level data was available for review as well as NWEA Spring Scores which provided a lexile level for each |
|student. I reviewed data evidence from fourth 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 fourth grade. Students within the |
|“Medium” group are students whose reading level meets grade level expectations for the beginning of fourth grade. Finally, students within|
|the “High” group are those whose reading level exceeds the expectations for the beginning of fourth 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 more students meet| students |students | |
| | |or exceed target score| | | |
|HIGH |(OR ABOVE) |students meet or |students |students | or fewer |
| | |exceed target score | | |students |
|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 | | | | |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- grade 4 standards ngss ca dept of education
- ela unit of study
- sgo step 3 form 2 set ambitious and feasible student
- richland parish school board
- teks lesson plan unit plan
- grade 4 unit writing anchor papers macmillan mcgraw hill
- unit
- fourth grade instruction for bbes students ela science
- roosevelt union free school district homepage
Related searches
- form 2 revision papers
- biology form 2 revision questions
- chemistry form 2 questions
- form 2 mathematics questions
- form 2 english exam papers
- form 2 geography revision questions
- mathematics form 2 test papers
- form 2 mathematics question paper
- maths form 2 past papers
- form 2 questions and answers
- biology form 2 questions and answers
- x 3 xy 2 y 3 1