Student Learning Objectives – Spanish 1 A/B, Julius West ...



SLO ComponentDescription1. Objective Summary Statement See “Area of Growth” belowData Review and Baseline EvidenceSee “Data and Baseline Evidence Review” and “Evidence of Progress”3. Student Population All of the students included in this SLO are either in 7th or 8th grade. There are 7 males and 3 females included in this group of 10 students in Spanish 1 A/B. By race/ethnicity, there are two White students, three Black/African American students, three Hispanic students, and two Asian/Pacific Islander students. The majority of these students took Reading last year, a remedial class designed for students who score below average on their Maryland state reading assessments given yearly. With this in mind, these students already might need extra help.4. Learning Content Specific Content Focus: Interpretive Communication, including listening, reading, and following directions in the target language.MD State Standards for World Languages:STANDARD 1.0: COMMUNICATIONINTERPERSONAL: Students exchange information orally and in writing in the target language in a culturally appropriate manner to provide and obtain information, express feelings and emotions, and exchange opinions.INTERPRETIVE: Students understand and interpret the target language in its spoken and written form on a variety of topics.ACTFL World Language Standards:Communication:Standard 1.1:?Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinionsStandard 1.2:?Students understand and interpret written and spoken language on a variety of topics.5. Instructional Interval September 29th – October 30th 6. TargetSee “Target” belowIdentify SLO: Area of Growth, Student Selection, Target Area of Growth Student SelectionWhat is the academic goal or area of growth for students?Students will be able to improve their responses on future quizzes, especially interpretive listening comprehension and reading sections.Describe the student group(s) selected. Include10 students who received a 7.5 or lower on the recent Greetings, Alphabet and Numbers Quiz7th and 8th graders in Spanish 1 A/BTargetDescribe and explain the expectations for student growth for students included in this SLO.Students will show evidence of improvement on listening, reading, and other interpretive assessments. In doing this, students will demonstrate a better understanding of directions and other interpretive communication. Students will increase their current scores (ranging from 5/10 to 7.5/10) to an 8 out of 10 or 80% or higher on future quizzes.Evidence of NeedData & Baseline Evidence ReviewWhat data supports your identification of this need as a priority to address? If you need to collect baseline data, what will you use? The initial assessment used was the Greetings, Alphabet, and Numbers Quiz. Baseline data will continue to be collected from the Welcome to Spanish Class unit.What course standards/indicators, concepts or skills are being addressed by this SLO?Standard 1.2 Interpretive Communication1.2.1.a. Interpret basic information when listening and reading.1.2.1.c. Follow simple directions.WhyExplain why this is a significant need to address and why you chose this student group.As our goal for the class is to speak 90% in the target language, students will need to rely on their listening and reading skills, as well as their ability to follow directions, in order to know and understand what to do. Interpretive Communication is an essential skill that will be examined throughout the data collection period and in each unit. The semester exam includes listening and reading tasks that require students to follow directions in Spanish in order to succeed. In order to receive credit for this class, students must pass this exam. In order to have a strong, solid foundation in the target language, they must learn to listen and read, and interpret information from listening and reading, before the semester exam.Plan Your Actions – Instructional Focus, Resources, Evidence of ProgressInstructional FocusDescribe the key instructional strategies selected to support students in reaching this growth target.Implement various research-based strategies:Offer more speaking opportunities in class in partnersAllow for more group work, where students must listen to and interpret directionsOffer a variety of texts in the target language in classInclude inquiry-based learning such as project-based learningCheck for understanding by collecting exit cards based on listening or reading interpretive tasksImplement more listening comprehension practice in the class before a quiz or testOur classroom will have a “team” atmosphere, where a helping attitude will be cultivated through encouragement and positive feedback models. Students will help other students to correct mistakes in class. Students will lead the lessons by coming up to the board, calling on classmates for answers to an activity, and answering questions from the class. Students will also get the opportunity to lead group and class listening and reading activities, where students will exchange and interpret information in order to meet the growth target. ResourcesDescribe the professional development or support you will use to help reach this growth target.Resources from MCPS Curriculum for Spanish 1, support from mentor teacher, resources from textbook RealidadesCollaborative planning with others in department/MCPSTraining sessions for ActivInspire, other technology resources for listening/readingEvidence of ProgressDescribe how you will monitor progress and collect data. List any benchmark assessments or other tools you will use to gather student evidence.Weekly quizzes including interpretive listening and reading activitiesUnit tests including interpretive communication tasksExit cards at the end of each class involving interpretive communicationPartnered or group work with listening and reading tasksAnalysis & ReflectionAnalysis & Reflection Analyze the student data you gathered throughout the SLO interval. Did you meet your target? Explain what worked, what didn’t, and what you would do differently in the future. Include any complexity factors that may have impacted your results. TO BE COMPLETED AT END OF SLOWhat is the data on student progress?What worked? What did not work for some students? What might you do differently for these students or in general?Complexity factor: Are there students in the target group who had high absenteeism, chronic illness, etc. which may have impacted their academic growth? Consideration: Use the course-alike PLC meetings to discuss the progress of your target students [and other underperforming students] throughout the SLO interval. Reflect on which strategies worked for which students and what additional strategies might be used. Capture brief notes on these PLC reflections so you have them for this final reflection!Teacher: Printed Name SignatureDatePrincipal: Printed NameSignatureDate ................
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