Hawaii DOE student learning objectives



STUDENT LEARNING OBJECTIVETEACHER TEMPLATEEverything in the ELA Grade 5 SLO Sample holds true for the students in the Special Education Resource Classroom and the yellow highlighted areas were added to address the identified special education students’ needs.Teacher Name: Cheryl SuzumotoSchool: Edison Elementary Complex: MetuchenGrade: 5Content Area: English Language Arts – Special Education Resource RoomCourse Name: Period:Student Population: Total Number of Students _12_ Males _7_ Females_5_ SPED _12_ Grade 3: _2_ Grade 4:_4_ Grade 5:_ 6_Any Other _____________ _____ _____________ _____ ______________ _____Additional Information: Please refer to current information in the students’ IEPs.*Note: SLO has been developed to target the 5th grade students in this class. Other students should be addressing their specific grade level standards. SLO ComponentsFor a complete description of SLO components and guiding questions, use the “Student Learning Objective Planning Document” attachment.Learning GoalThe SLO was developed with the information from the General Education 5th grade teacher. The meeting allowed for the opportunity to learn about what is expected of the 5th grade students in the area of ELA-skills and knowledge, to become College and Career Ready. Learning Goal: Students will be able to analyze two appropriately complex content-rich nonfiction texts on the same event or topic, and compare and contrast the points of view presented. Big idea: An author’s unique world view can be expressed through their writing. Standards/Benchmarks: This SLO was developed by choosing one of the standards/benchmarks from the English Grade 5 SLO (5.RI.6 and 5.RI.10) to focus on for this class.*5.RI. 6: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the points of view they represent. *These Grade 5 standards are for the six 5th grade students in this class. Other students should be addressing their specific grade level standards. Rationale:Students will see the reading of nonfiction as a way to deepen their content knowledge and critical thinking about a chosen subject. This should extend beyond the classroom, so that they know that if they wish to learn more about a personal interest or hobby they can turn to nonfiction texts. It is also important that students learn that sometimes an author’s nonfiction writing often reflects his/her point of view on a particular topic. As students read nonfiction text one of the things they will begin to ask themselves is, “Who is telling this story” and “How might their world view and experiences impact what they are writing?” This learning goal is a DOK four (4) because it requires students to look across multiple texts for similarities and differences in points of view. Current information from the students’ IEPs, student work samples, and a pre-assessment determined that the six 5th grade students will continue to work on reading nonfiction texts and being able to analyze and compare the authors’ point of views about a topic or event. Students continue to need teacher assistance to analyze texts. Interval of instruction necessary to address goal: _X__ yearlong ___ semesterAssessments, Scoring and CriteriaThe Level Set assessment provided by Achieve 3000 will be used to measure each student’s ability to read complex texts as it will provide each student’s Lexile level at the beginning, middle, and end of the school year. The Lexile levels will be used to assign non-fiction text at the students’ Lexile level to maximize their learning and academic growth. The students’ ability to analyze how authors express their point of view about a topic or event will be monitored through observation as students work in large and small groups with teacher instruction and guidance and with pairs. Other assessment data that will be analyzed will be students’ assigned tasks and teacher made assessments. Checking for Understanding:Students will compare and contrast two different accounts, and analyze why the author selected certain words, sentence structures, images (if appropriate) and/or genres. Students will use double-entry journals to select passages from the text and to reflect on why the author made the decisions for the point of view presented. Performance Task:For the quarterly tasks, students will (independently, audio text, teacher or peer assist) read 1-2 page selection (at student’s Lexile Level) and write or orally present a short response comparing and contrasting the authors’ point of view and how it is presented. Their written or oral responses will be scored on a four point rubric Performance Task Rubric4321Thoroughly explains the similarities and differences between two points of view of the same event or topic and how they are conveyed by the author. Uses specific examples from the texts. Generally explains the similarities and differences between two points of view of the same event or topic and how they are conveyed by the author. Uses general examples. Partially explains the similarities and differences between two points of view of the same event or topic and how they are conveyed by the author.Does not explain the similarities and differences between two points of view of the same event or topic and how they are conveyed by the author.Expected TargetsBased on the observations, assigned tasks, teacher-made assessments and current information from the students’ IEPs; two of the six 5th grade students were able to verbally explain some of the similarities and differences but were unable to use specific examples to illustrate their comparisons. The other four 5th grade students needed teacher prompts to identify the similarities and differences between the author’s points of view. Using the current information from the students’ IEPs, student work samples, and a pre-assessment it was determined that the six 5th grade students will continue to work on reading nonfiction texts and being able to analyze and compare the authors’ point of views about a topic or event. Students continue to need teacher assistance to analyze texts. Results: (of the six 5th grade students) – Please refer to the Performance Task Rubric2 students scored a 2 on the rubric (oral response)4 students scored a 1 on the rubric100% of students will show an increase in their rubric scores on the performance tasks by at least one level on the teacher created performance tasks. Performance Task Rubric4321Thoroughly explains the similarities and differences between two points of view of the same event or topic and how they are conveyed by the author. Uses specific examples from the texts. Generally explains the similarities and differences between two points of view of the same event or topic and how they are conveyed by the author. Uses general examples. Partially explains (without teacher prompts/assistance) the similarities and differences between two points of view of the same event or topic and how they are conveyed by the author.Explains (with teacher prompts/assistance) the similarities and differences between two points of view of the same event or topic and how they are conveyed by the authorNote: Students will be assessed with the use of the Achieve 3000 as to their reading level. Students that are not at the 740L – 1010L Lexile range will be given texts at their Lexile range and will work on 5.RI.6.Instructional StrategiesNote: The Instructional Strategies descriptors were shared for teachers to use as a resource. The descriptions are NOT required as part of the SLO template. All websites were selected for instructional strategies information ONLY.Instructional strategies will be supported by current information in the students’ IEPs. Students will receive direct instruction on the different decisions authors make in writing nonfiction texts in order to present a point of view. Research shows that explicit teaching techniques (direct instruction) are particularly effective for comprehension strategy instruction. In explicit instruction, teachers tell readers why and when they should use strategies, what strategies to use, and how to apply them. The steps of explicit instruction typically include direct explanation, teacher modeling ("thinking aloud"), guided practice, and application.Direct explanation - The teacher explains to students why the strategy helps comprehension and when to apply the strategy. Modeling - The teacher models, or demonstrates, how to apply the strategy, usually by "thinking aloud" while reading the text that the students are using.Guided practice - The teacher guides and assists students as they learn how and when to apply the strategy.Application The teacher helps students practice the strategy until they can apply it independently. will receive direct instruction in academic vocabulary and analyzing complex sentence structure. Vocabulary knowledge and reading comprehension are very highly correlated. Many students who have problems understanding text have vocabulary deficits from vocabulary impoverished environments and/or from not reading very much. This is particularly true for some students when they get to fourth grade and higher and have to cope with science and social studies texts. These students need direct instruction and practice with new vocabulary and lots of opportunity to hear and/or read these words in context, and practice using these words in discussions. With students who have vocabulary deficits, the teacher should consider teaching two or three new vocabulary words each day with contextualized introduction, direct explanation of meanings, and opportunities for using them. These can be words from books that you are reading aloud or from a list of vocabulary words that are on grade level for your student or students. Vocabulary instruction must include explicit teaching of the sounds, structural elements, parts of speech and contextual meanings of words. Students need to hear and understand the new words in relation to text. If you are teaching words above your students reading level, you will have to do most of this vocabulary instruction orally. All students can benefit from vocabulary instruction. will receive support in the form of scaffolded articles that begin at their Lexile level and move over a few days to the target Lexile level. They will meet with the teacher in small guided reading groups using shared scaffolded texts and using the inquiry-based approach.The real power of The Lexile Framework is in matching readers to text-no matter where the reader is in the development of his or her reading skills-and in examining reader growth. When teachers know Lexile reader measures and Lexile text measures, they can match their students with the texts that will maximize learning and growth. Reading Experience (SRE) differs markedly from other instructional frameworks in that an SRE is not a preset or largely preset plan for dealing with a text. Instead, an SRE is a flexible plan that you tailor to a specific situation. It has two parts. The first part, the planning phase, takes into consideration the particular group of students doing the reading, the text they are reading, and their purpose or purposes for reading it. The second phase, the implementation phase, provides a set of prereading, during-reading, and post reading options for those particular readers, the selection being read, and the purposes of the reading. The SRE framework in shown in the following figure. inquiry-based approach to learning incorporates the following basic steps or components: Ask questions. Explore by observing and investigating. Analyze and describe findings. Communicate and share by writing and discussing. Reflect on what has been learned.The role of the teacher in an inquiry-based approach is to be a facilitator, guide, and partner. Initially, the teacher poses open-ended questions; students follow this lead and form their own. This type of activity motivates students because their own questions ultimately become the focus of research and learning.As students begin to research and explore, their learning becomes more web-like in structure, and the teacher assumes a different role. At this point, the teacher remains attentive to help students remain focused.The teacher must be willing to allow time for discoveries, to encourage dialogue among class members, and to allow mistakes to be made. Errors lead students to re-analyze their data and to readjust their thinking. will be given time to explore nonfiction books, articles, and non-print resources. Students will be introduced to the SOAPSTone strategy whereby they analyze texts identifying Speaker, Occasion, Audience, Purpose, Subject and Tone. The SOAPSTone strategy may appear to be somewhat formulaic and rigid, but it helps students, especially novice writers, to clarify and organize their thoughts prior to writing. It provides a specific structure for the text. By the time students have finished answering the SOAPSTone questions, they will have an outline of what they think, where they are going with their ideas, and why they are writing. SOAPSTone (Speaker, Occasion, Audience, Purpose, Subject, and Tone) is an acronym for a series of questions that students must first ask themselves, and then answer, as they begin to plan their compositions. Who is the Speaker?The voice that tells the story. Before students begin to write, they must decide whose voice is going to be heard. Whether this voice belongs to a fictional character or to the writers themselves, students should determine how to insert and develop those attributes of the speaker that will influence the perceived meaning of the piece. What is the Occasion?The time and the place of the piece; the context that prompted the writing. Writing does not occur in a vacuum. All writers are influenced by the larger occasion: an environment of ideas, attitudes, and emotions that swirl around a broad issue. Then there is the immediate occasion: an event or situation that catches the writer's attention and triggers a response. Who is the Audience? The group of readers to whom this piece is directed. As they begin to write, students must determine who the audience is that they intend to address. It may be one person or a specific group. This choice of audience will affect how and why students write a particular text. What is the Purpose?The reason behind the text. Students need to consider the purpose of the text in order to develop the thesis or the argument and its logic. They should ask themselves, "What do I want my audience to think or do as a result of reading my text?" What is the Subject? Students should be able to state the subject in a few words or phrases. This step helps them to focus on the intended task throughout the writing process. What is the Tone?The attitude of the author. The spoken word can convey the speaker's attitude and thus help to impart meaning through tone of voice. With the written word, it is tone that extends meaning beyond the literal, and students must learn to convey this tone in their diction (choice of words), syntax (sentence construction), and imagery (metaphors, similes, and other types of figurative language). The ability to manage tone is one of the best indicators of a sophisticated writer. will receive direct instruction in the following strategies: Questioning, Graphic Organizers, and Thinking MapsQuestions can be effective because they:Give students a purpose for reading Focus students' attention on what they are to learn Help students to think actively as they read Encourage students to monitor their comprehension Help students to review content and relate what they have learned to what they already know The Question-Answer Relationship strategy (QAR) encourages students to learn how to answer questions better. Students are asked to indicate whether the information they used to answer questions about the text was textually explicit information (information that was directly stated in the text), textually implicit information (information that was implied in the text), or information entirely from the student's own background knowledge. organizers illustrate concepts and relationships between concepts in a text or using diagrams. Graphic organizers are known by different names, such as maps, webs, graphs, charts, frames, or clusters. Graphic organizers can help readers focus on concepts and how they are related to other concepts. Graphic organizers help students read and understand textbooks and picture books. Graphic organizers can:Help students focus on text structure "differences between fiction and nonfiction" as they read Provide students with tools they can use to examine and show relationships in a text Help students write well-organized summaries of a text Thinking Maps? model program consists of eight maps that correspond with fundamental thinking processes. The Circle Map is used for defining in context; the Bubble Map, describing with adjectives; the Flow Map, sequencing and ordering; the Brace Map, identifying part/whole relationships; the Tree Map, classifying/grouping; the Double Bubble Map, comparing and contrasting; the Multi-Flow Map, analyzing causes and effects; and the Bridge Map, seeing analogies. These maps are a "common visual language" for students in all subject areas (Grades K-12). will model, guide, and monitor students to use the Double-Entry Journal strategy to make connections to the text. During and/or after the reading of a text, display a blank copy of the Double-Entry Journal to demonstrate how to use this printout to make connections with the text.In the first column, students should choose a quote or situation from the text that they can relate/react to. In the second column, students should record their thoughts or reaction. Reinforce the fact that the thoughts/reactions that student’s record should make a connection between the text and themselves (text-to-self), another text (text-to-text), or the world (text-to-world).? Use chart paper or an overhead projector to model the process so that all students can see your reactions and reflections and follow along as you complete the Double-Entry Journal. will work across texts using graphic organizers, double-entry journals, and Thinking Maps to compare the points of view and ideas in texts as well as how the ideas are presented through authors’ decisions. Students will work in pairs and groups to analyze various texts and non-print sources. Teachers will model thinking about point of view via think alouds. Students will receive instruction in guided reading groups to ensure they are grappling with point of view in texts at their instructional level. Students will take part in close reading of nonfiction texts and answer text dependent questions related to the texts and their points of view. Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately. Directing student attention on the text itself empowers students to understand the central ideas and key supporting details. It also enables students to reflect on the meanings of individual words and sentences; the order in which sentences unfold; and the development of ideas over the course of the text, which ultimately leads students to arrive at an understanding of the text as a whole. (PARCC, 2011, p. 7) will use post it notes, two column charts and shared class-recording sheets to identify the points of view expressed in texts. To assess the Student Learning Objective, use the “Rubric for Rating the Quality of Student Learning Objectives” attachmentResultsSLO Rating ScaleTeacher should attach the class record for students assessed. Teacher should also have available accompanying student assessments and scored rubrics.Rating rubric for teachers with a class of 5 or more students.? Highly Effective? Effective? Developing? IneffectiveAt least 90-100% of students met or exceeded expected target.At least 75-89% of students met or exceeded expected target.At least 60-74% of students met or exceeded expected target.Fewer than 60% of students met or exceeded expected target.Rating rubric for teachers with a class of 4 or fewer students.? Highly Effective? Effective? Developing? IneffectiveBased on individual growth outcomes, all students met expected targets and some exceeded the targets.Based on individual growth outcomes, all students met expected targets.Based on individual growth outcomes, some students met or exceeded expected targets.Based on individual growth outcomes, no students met expected targets. ................
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