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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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