Microsoft Word - Grade 1 SLO.docx

Grade1Reading

StudentLearningObjective(SLO)Template

ThistemplateshouldbecompletedwhilereferringtotheSLOTemplateChecklist.

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TeacherName:___________________ContentArea/Course(s): Reading  GradeLevels:1 AcademicYear:2012‐2013

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BaselineandTrendData

WhatinformationisbeingusedtoinformthecreationoftheSLOandestablishtheamountofgrowththatshouldtakeplace?

ResultsindicatereadinglevelratesasassessedthroughbenchmarksestablishedthroughFountasandPinnell Reading Levels.

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Studentsinourschoolareassessedquarterlyineach

oftheprimarygrades(K‐3)usingreadingbenchmarkbooksavailablethroughtheOSULiteracyCollaborative

program.Specificrecommendedon‐grade‐levelreadingleveltargetsaregivenintheprogram.Ourbuildingteachersassesseachstudentonthismeasurebyusinga

runningrecordandquestioning.Thisperformanceindicatesa

readingcomprehensionlevelforeachstudent.Wecreateaninformationcardthatisplacedineach

student’scumfolder.Allofthechild’steachers(presentlyorinthefuture)haveaccesstothisinformation.

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Resultsofrunningrecordassessmentsofkindergarteners(assessedinspringofkdg.year)enteringmyfirst

gradeclass‐numberofstudentsateachlevel:

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BelowGradeLevel

Pre‐readingbehaviors:2

LevelA:3

___________________

OnGradeLevel

LevelB:9

LevelC:6

___________________

AboveGradeLevel

LevelD:2

LevelJ:3

LevelK:1

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Acarefulanalysisoftherunningrecorddatashowthat

 Studentsreadingatbelowgradelevel

expectationsarestrugglingwithmeaning,structure,andvisualissueswhenreadingfictionandnonfictiontext.

 Studentsreadingongradelevelexpectationarestrugglingwithmeaningandstructure,butperformwellwithusingvisualcueswhenreading.

 Studentsreadingabovegradelevelexpectationsareusingstructuralandvisualcues

whenreading,andhaverareoccurrenceswithmeaningissues.

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StudentPopulation

WhichstudentswillbeincludedinthisSLO?Includecourse,gradelevel,andnumberofstudents.

Myfirstgradeclassconsistsof26firstgraders.

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Grade1Reading

TwostudentshaveIEPsandreceiveaccommodationsandmodificationspertheirIEP (extendedtimeandmodificationofassignments).Onestudentidentifiedas

EnglishLanguageLearnerswillreceivesupportfromtheELLspecialistwhowillcollaboratewiththegeneraleducatortoensurethatthestudent’sneedsaremet.

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IntervalofInstruction

WhatisthedurationofthecoursethattheSLOwillcover?Includebeginningandenddates.

September1,2012‐April25,2013

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StandardsandContent

WhatcontentwilltheSLOtarget?TowhatrelatedstandardsistheSLOaligned?

ThisSLOencompassesallareasofOhio’snewestReadingStandardsforLiterature,InformationalText,andFoundationalSkills.Forthosestudentsreadingatthekdg.

level,thekdg.standardswillbeemphasizedandthe

student’sprogressmonitoredsothatfirstgradereadingstandardsaretaughtwhenthestudentisready.Students

readingatthegradeonelevelwillbetaughtongrade1standards.Thosestudentsreadingabovegradelevelwillreceiveinstructiononthegradetworeading

standards.Allstandardswillbetaught(thus

theyarenotlistedindividuallyhere)throughwholeclassandsmallgroupinstructioninordertodifferentiateinstructional

needs.

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Assessment(s)

Whatassessment(s)willbeusedtomeasurestudentgrowthforthisSLO?

TheF&PTextLevelGradient™

BasedontheirworkinReadingRecovery®andothercomprehensiveapproachesthatinvolvedhighimpactinterventionsforstrugglingreaders,FountasandPinnell

matchbookstoreadersandtoprovidedifferentiatedinstructionthroughworkingwithsmallgroupsinreadingusingavaluabletool—thegradientoftextfromlevelA

toZ+(TheF&PTextLevelGradient™)—atoolcreatedwithteamsofteachersinschooldistrictsalmostthirtyyearsago.FountasandPinnellanalyzedingreatdetailthe

textcharacteristicsoffictionandnonfictionbooksateveryleveloftheAtoZ+gradienttounderstandthedemandsofeachlevelonthedevelopingreader.

FountasandPinnell'sproductsandteachingsarerootedintheworkofMarieClaywhosemeticulousstudyofthecomplexityofthereadingprocess,throughdetailed

codingofthousandsofreadings,showedthatwhenatextistoodifficultforthechildtheprocessbreaksdownandthechilddoesnotdevelopinnercontrolofeffective

actionsforprocessingtexts.Whenthetextposesenoughchallenge,butnottoomuch,thechildhasopportunitieswitheffective,explicitteachingtobuildhisnetwork

ofeffectiveproblemsolvingactions.FountasandPinnell'sgoalistosupportthechild'sdevelopmentofself‐initiatingactionshewillbeabletoapplytoarangeoftexts

ofsimilardifficulty.Withdailyteaching,theteacherhelpsthechildclimbtheladderoftextdifficultywithsuccess.Thegoalofguidedreadingistobringthechildtothe

levelofcomplextextsappropriateforthegrade,indoingso,teachingmustbeginwithwherethechildisabletoengagewithsomesuccess,sothatthereisapointof

contact,therebyengagingthechild'sdevelopmentofaself‐extendingsystemforprocessingtexts.

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TheEightComponentsofGuidedReading(2010)alignwiththekeytenetsoftheCommonCoreStateStandards:

Complex,highlevelreadingcomprehensionisthegoalofguidedreadinginstruction.

Guidedreadingcentersonasequenceofhighqualitytextsthatsupportindividualprogressonascaleofspiralingtextdifficulty.

Guidedreadinglessonsincreasethevolumeofindependentreadingthatstudentsdo;thegoalalwaysisconfident,capableindependentreaders.

Guidedreadingprovidesexplicitinstructioninaccurate,fluentreading.

Guidingreadinglessonsprovidedailyopportunitiestoexpandacademicvocabularythroughreading,writing,conversation,andexplicitinstruction.

Guidedreadinglessonsincludeteachingthatexpandsstudents'abilitytoapplytheconceptsofprint,phonologicalawareness,accesstorichvocabulary,and

accurate,fluentreadingtotheprocessingofprint.

Grade1Reading

Guidedreadinglessonsinvitestudentstowriteaboutreading.

Guidedreadinglessonscreateengagementinandmotivationforreading.

Inaddition,animportantkeyfeatureoftheCommonCoreStateStandardsistoprovidestudentswithagrade‐by‐gradestaircaseofincreasingtextcomplexityand

steadygrowthofcomprehension.



Thistextlevelgradientprocessisassessedthroughtheuseofanindividuallyadministeredrunningrecordusingspecific,consistentbenchmarktextsoffictionand

nonfiction.Anaccuraterunningrecordassessmentincludesquestioningofstudentcomprehensionfollowedbyananalysisofmiscuesandstudentperformance.

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GrowthTarget(s)

Consideringallavailabledataandcontentrequirements,whatgrowthtarget(s)canstudentsbeexpectedtoreach?

Usingthetextgradientchartprovidedbelow,eachstudentwillbeexpectedtodemonstrateoneyearofreadinggrowth. Forexample, incomingfirstgraderswho are

readingatalevelCorD

inthefall,wouldbeexpectedtobereadingatalevelJbytheendoftheschoolyear.Studentsreadingbelowgradelevelwillbeexpectedto

makeoneyearofprogress,andwillstudentswhoarereadingabovegradelevel.



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Grade1Reading

group,theteacherusestheleveldesignation;thinksaboutthestrengths,needs,andbackgroundknowledgeofthegroup;andanalyzestheindividualtextfor

opportunitiestosupportstudents'successfulengagementwiththemeaning,language,andprintofthetext.Theteacherusesthetexttohelpthechildrenexpand

whatthey

knowhowtodoasreaders.Thisinstructionalapproachisusedinmyclassroom.Thetextlevelgradientassessmentischosenbecauseitisreliable,rigorous,

andresearch‐based.



Readingongradelevelisanecessity.Knowingresearchaboutachild’szoneofproximaldevelopment,good,effectiveinstructionisprovided

atthechild’slevel.The

instructionalmethods,assessments,andgrowthtargetsarechosenbaseduponresearch,baseline,andtrenddata.



AdministrationandScoring:

Howwillevidencebecollectedandscored?

Evidenceofeachchild’sreadingperformancewillbenotedontheindividualrunningrecord.Thereisaspecifictrainingandprotocolforusingarunningrecord(this

requiresspecializedtraining).Anindividualreadingcardwillrecordthechild’sprogress.

Thiscardisstoredinthecumfolder.Aclassrosterismaintainedinmy

classroomofthechildren’sreadinglevels.Thiswillallowmetomakeinstructionaldecisions.

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

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