English Language Arts Reading and Writing

CCSD Student Learning Objective English Language Arts Grade 3 Reading and Writing Part One General Information 1A Teacher Name 1B Subject Area James England 1C Grade Level Grade 3 1D School Name 1E SLO Evaluator 1F Priority Content Area (Big Idea) 1G Objective Statement 1H Standards English Language Arts Reading and Writing Roberts Elementary Mara Germano Third graders must continue their efforts to become strategic readers within the Grade 3 text complexity band as defined by state standards. To measure student reading levels, teachers should be using assessment tools such as: Fountas and Pinnell Benchmark Assessment System (BAS); Dominie Reading and Writing Assessment; Development Reading Assessment (DRA); and/or Teacher s College Reading Assessment. Students must also develop their skills as informational and opinion writers and be able to demonstrate writing growth across the year. Within both types of writing, students should be able to make choices as to the topic of their writing while at the same time have experiences that allow them to respond to writing tasks or prompts. Students will demonstrate their ability to independently read and comprehend complex literature and informational texts at increasingly higher text levels as measured by district and classroom-based assessment measures. The goal is to have students end the year reading within the text level range appropriate for Grade 3 as defined by the College and Career Readiness standards. Students will also demonstrate their level of mastery in developing an informational or opinion writing piece. The expectation is that students will increase their writing scaled score based on the Teacher s College Reading and Writing Project (TCRWP) Rubric. Growth will be measured by comparing a fall baseline writing sample to a spring benchmark writing assessment (with both writing samples focused on the same type of writing). South Carolina College- and Career-Ready Standards to Emphasize: Reading RL.4 Read with sufficient accuracy and fluency to support comprehension. RL.4.1 Students are expected to build upon and continue applying previous learning: Read grade-level texts with purpose and understanding. RL.4.2 Read grade-level prose and poetry orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings. RI.12 Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time. RI.12.3 Read and respond according to task and purpose to become selfdirected, critical readers and thinkers. SLO ELA Grade 3 Reading and Writing Current as of: 5/14/2015 6:42 PM p a g e 1

RL.13 Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time. RL.13.3 Read and respond according to task and purpose to become selfdirected, critical readers and thinkers. Writing W.1 Write arguments to support claims with clear reasons and relevant evidence. W.1.1 Write opinion pieces that a. introduce the topic or text, state an opinion, and create an organizational structure that includes reasons; b. use information from multiple print and multimedia sources; c. organize supporting reasons logically; d. use transitional words or phrases to connect opinions and reasons; e. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others; f. use paraphrasing and original language to avoid plagiarism; and g. provide a concluding statement or section. W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through effective selection, organization, and analysis of content. W.2.1 Write informative/explanatory texts that: a. introduce a topic and group related information together; b. use information from multiple print and multimedia sources; c. include illustrations to aid comprehension; d. develop the topic with facts, definitions, and details; e. develop and strengthen writing as needed by planning, revising, and editing, building on personal ideas and ideas of others; f. use paraphrasing and original language to avoid plagiarism; g. use transition words and phrases to connect ideas within categories of information; h. develop a style and tone authentic to the purpose; and i. provide a concluding statement or section. W.3 Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. W.3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that: a. develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences; b. establish a situation and introduce a narrator and/or characters; c. organize an event sequence that unfolds naturally; d. use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations; SLO ELA Grade 3 Reading and Writing Current as of: 5/14/2015 6:42 PM p a g e 2

1I Rationale 1J Baseline Summary 1K Target Summary e. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others; f. use temporal words and phrases to signal event order; g. use imagery, precise words, and sensory details to develop characters and convey experiences and events; and h. provide a sense of closure. I recently attended a Lucy Calkins workshop and a workshop on reading strategies. This SO will enable me to use writing units and reading strategies to improve student achievement. 40% of my students scored in the Tier 1-2 category on MAP; 100% of my students scored below grade level on the Baseline Reading Text Level measure; 40% of my students scored below grade level on the writing assessment. Although both reading and writing scores need improvement, I need to concentrate on reading scores. In MAP most of my students will need to increase their scoers by more than 10 points; in reading, they must move up more than 5 levels. 80% must increase writing scores by 11 points. SLO ELA Grade 3 Reading and Writing Current as of: 5/14/2015 6:42 PM p a g e 3

Part Two Establishing Baseline Data and Target s Evidence of Student Growth in ELA Grade 3 Reading and Writing is documented using three weighted assessments: A. Reading Skills as measured by Grade 3 NWEA Measures of Academic Progress (MAP) (Reading). B. Benchmark Reading Text Level administered one-to-one using one of the following CCSD-approved assessment tools: Fountas and Pinnell Benchmark Assessment System (BAS) Dominie Reading and Writing Assessment Developmental Reading Assessment (DRA) Teacher s College Reading Assessment C. District Writing Assessment for informational writing as measured by the appropriate Grade 3 Teacher s College Reading and Writing Project (TCRWP) Rubric. Follow these steps to determine Baseline Data and Target s for each student. 2A Reading Skills: Baseline Data and Target s Use the Student Target Worksheet found in this document to record all data and calculate student growth. Record all Student Names included in this SLO. Locate the spring Second Grade MAP (Reading) RIT Score and Percentile Score for each student. Both scores will be needed before a Target can be set and analyzed. If not available, use the fall Third Grade MAP (Reading) RIT Score and Percentile Score when completed. Use the table below to determine a Baseline Student Rank Level using the Percentile Score for each student and record on the Student Target Worksheet. Baseline MAP (Reading) RIT Score Percentile Is: 76-99th Percentile 40-75th Percentile 16-39th Percentile 1-15th Percentile Student Rank Level Is: Rank 4 = High Rank 3 = Middle Rank 2 = Low Rank 1 = Struggling Record the MAP (Reading) RIT Score as Baseline Data for each student (A). Then, use the chart below to determine the Target for each student (B). Spring RIT Score Is: RIT Target Is: Spring RIT Score Is: RIT Target Is: 182-188 Add 12 points to Baseline 256-280 and above Add 2 points to Baseline 175-181 Add 13 points to Baseline 249-255 Add 3 points to Baseline 167-174 Add 14 points to Baseline 241-248 Add 4 points to Baseline 160-166 Add 15 points to Baseline 234-240 Add 5 points to Baseline 152-159 Add 16 points to Baseline 227-233 Add 6 points to Baseline 145-151 Add 17 points to Baseline 219-226 Add 7 points to Baseline 137-144 Add 18 points to Baseline 212-218 Add 8 points to Baseline 130-136 Add 19 points to Baseline 204-211 Add 9 points to Baseline 123-129 Add 20 points to Baseline 197-203 Add 10 points to Baseline 120-122 and below Add 21 points to Baseline 189-196 Add 11 points to Baseline Following the winter (A) and spring (B) MAP (Reading) assessments, record the MAP (Reading) RIT Score for each student. Determine if each student has met or exceeded [yes] or not met [no] based on spring MAP. Mark the correct column (A or B) based on their Baseline Student Rank Level. Rank Levels can be found in column on the Student Target Worksheet. Analyze data based on two groups: A Baseline Rank 3-4 Students, and B Baseline Rank 1-2 Students. SLO ELA Grade 3 Reading and Writing Current as of: 5/14/2015 6:42 PM p a g e 4

2B Benchmark Reading Text Level: Baseline Data and Target s All students are expected to demonstrate growth in reading based on their text level benchmarks. Assess each student for a Baseline Reading Text Level using a CCSD-approved reading benchmark assessment by the third week in September. For this SLO, record the student s Instructional, NOT Independent text level. Use the chart below to determine the Target each student: Student Baseline Text Level Is: Level O or above Level N Level M Level L Levels H K Levels F G Levels C E Level B Level A Non-Reader (Below Level A) Student Text Level Target s Is: Add three text levels to Baseline for Target Level Q Level P Level O Level N Level M Level L Level K Level J Level G A second reading benchmark assessment (A) should be completed by the Mid-Year Review date with the SLO Evaluator. Note student(s) that are not making adequate progress and plan instruction accordingly. A third and final reading benchmark (B) should be administered and scored prior to the end-of-year conference. Determine if each student has met or exceeded [yes] or not met [no]. SLO ELA Grade 3 Reading and Writing Current as of: 5/14/2015 6:42 PM p a g e 5

2C District Writing Assessment: Baseline Data and Target s All students are expected to demonstrate growth in writing based on their benchmark writing samples. AAdminister a Fall Benchmark Writing Sample to students by the second week in September. Prepare students one day ahead by using the On-Demand Writing Prompt for informational writing provided in this document. Score the writing sample using the Grade 3 Teacher s College (TCRWP) Rubric for informational writing. Use the TCRWP Rubric score as the Baseline Writing Score. B Use the table below to determine a Benchmark Writing Target for each Non-ESOL student. TCRWP Scaled Score Grade Equivalencies: TCRWP Rubric Score Is: Benchmark Writing Target Is: 4.0 = One grade level above 39-44 points Add (44 - TCRWP score) to TCRWP score 3.5 = 0.5 Grade level above 33.5-38.5 points Add 5.5 points to TCRWP score 3.0 = On Grade Level 28-33 points Add 11 points to TCRWP score 2.5 = 0.5 Grade level below 22.5-27.5 points Add 11 points to TCRWP score 2.0 = One grade level below 17-22 points Add 11 points to TCRWP score 1.5 = 1.5 Grade levels below 11.5-16.5 points Add 11 points to TCRWP score 1.0 = Two grade levels below 1-11 points Add 11 points to TCRWP score Use the modified table below to determine a Benchmark Writing Target for each ESOL student who receives services. TCRWP Scaled Score Grade Equivalencies: TCRWP Rubric Score Is: Benchmark Writing Target Is: 4.0 = One grade level above 39-44 points Add (44 - TCRWP score) to TCRWP score 3.5 = 0.5 Grade level above 33.5-38.5 points Add 5.5 points to TCRWP score 3.0 = On Grade Level 28-33 points Add 11 points to TCRWP score 2.5 = 0.5 Grade level below 22.5-27.5 points Add 8.5 points to TCRWP score 2.0 = One grade level below 17-22 points Add 8.5 points to TCRWP score 1.5 = 1.5 Grade levels below 11.5-16.5 points Add 8.5 points to TCRWP score 1.0 = Two grade levels below 1-11 points Add 8.5 points to TCRWP score C A Mid-Year Benchmark Writing Sample is needed to document the progress of each student towards his or her Target. This benchmark can be of a different type of writing (narrative, or opinion) than the fall benchmark informational writing sample, and should be assessed using the appropriate TCRWP Rubric. This writing sample should be completed and scored by the Mid-Year Review date with the SLO Evaluator. D To meet the requirements found in the CCSD Principles of Writing Excellence Handbook, a third writing sample should be completed during the third quarter or earlier. The type of writing used should complete the requirement for students to use all three types of writing. For example, informational writing was selected for this SLO, AND narrative was used as the Mid-Year Benchmark Writing Sample, the third writing sample type would be opinion writing. E F A Spring Benchmark Writing Assessment of the same type of writing as the fall writing sample should be completed and scored by the last week in April. Use the same writing prompt that was used in the fall. Determine if each student has met or exceeded [yes] or not met [no] SLO ELA Grade 3 Reading and Writing Current as of: 5/14/2015 6:42 PM p a g e 6

Student Target Worksheet 2A Reading Skills 2B Benchmark Text Level 2C District Writing Assessment A B A B A B A B C D E F Baseline Baseline Target Winter Spring Target Met? Baseline Target Winter Spring Target Baseline Target MidYear Third Spring Target Student MAP MAP MAP A B Student Student Student Student Student Student Student Rank RIT MAP RIT RIT RIT Rank 3-4 Rank I-2 Text (Text Text Text Met? Writing (Writing Writing Writing Writing Met? First Name Last Name Level: Score: Score: Score: Score: Yes/No: Yes/No: Level: Level): Level: Level: Yes/No Score: Score): Score: Score: Score: Yes/No: 1 John Smith 1 159 175 168 176 Y A J E J Y 10 21 15 18 19 N 2 Sarah Roberts 1 168 172 171 174 Y B K E K Y 11 22 15 20 24 Y 3 Joel Mychael 1 171 185 178 186 Y B K E K Y 10 21 16 19 22 Y 4 Kendra Harris 2 177 190 185 187 N E L H L Y 20 31 28 30 32 Y 5 Paul Azem 3 190 201 196 202 Y K N N O Y 28 39 33 37 40 Y 6 Sammy Davis 3 191 202 196 202 Y J N L N Y 29 40 34 37 42 Y 7 Myaegan Vreeke 3 193 204 198 204 Y F M I M Y 31 42 35 38 44 Y 8 James Ribbens 3 194 205 196 200 N F M G I N 32 43 36 38 41 N 9 Kiesha Jefferson 3 196 207 198 207 Y G M J M Y 33 44 37 40 46 Y 10 Mya Overton 4 210 219 215 222 Y M P O P Y 40 45.5 42 44 47 Y 11 Craig Franklin 3 197 207 202 208 Y I N L N Y 30 41 34 38 44 Y 12 Adam Robinson 3 200 210 202 207 N H N J L N 29 40 31 33 35 N 13 Alana Ludwick 4 204 213 208 214 Y M P O P Y 40 45.5 42 44 48 Y 14 Micah Beaner 1 170 184 177 184 Y B K D F N 12 23 14 18 21 N 15 Kelsey Lane 1 173 187 179 188 Y C L G J N 20 31 24 27 32 Y 16 Landon Austin 2 181 193 188 194 Y E L I L Y 22 33 26 30 34 Y 17 Mario Bell 3 195 206 201 207 Y L O N P Y 28 41 33 36 42 Y 18 Riana Jackson 2 176 189 183 190 Y F M J N Y 19 30 24 29 34 Y 19 Ronald Williams 4 210 219 215 220 Y N P O R Y 35 40.5 38 40 42 Y 20 Bailey Franklin 4 215 223 218 221 N N P O Q Y 37 42.5 39 41 44 Y 21 22 23 24 25 Number of Students That Met Target : 10 6 # of Students That Met : 16 # of Students That Met : 16 Percentage of Students That Met Target : 77% 88% % of Students That Met : 80% % of Students That Met : 80% SLO ELA Grade 3 Reading and Writing Current as of: 5/14/2015 6:42 PM p a g e 7

Part Three Assessment Guidelines Category: 3A Student Achievement 3B Benchmark Reading Text Level 3C District Writing Assessment Assessment Description: NWEA Measures of Academic Progress (Reading) Instructional Text Level Four On- Demand Writing Samples Student Performance Required for the Teacher to Earn a Level 4: Level 3: Level 2: Level 1: 76% or more of Rank 3-4 60% or more of Rank 1-2 90-100% of 90-100% of 64-75% of Rank 3-4 50-59% of Rank 1-2 80-89% of 80-89% of 50-63% of Rank 3-4 40-49% of Rank 1-2 70-79% of 70-79% of 49% or less of Rank 3-4 20% * 39% or less of Rank 1-2 69% or less of 69% or less of Weight: Weighted Total: 100% * the student population in this SLO contains no Rank 1-2 students or no Rank 3-4 students, the weight of 3A for all students will equal 40%. Calculate the level value based on student Ranks (1-2 or 3-4). 20% * 30% 30% 40% SLO ELA Grade 3 Reading and Writing Current as of: 5/14/2015 6:42 PM p a g e 8

Student Learning Objective Score Calculation 3A Student Achievement 1 Using the data from the Student Target Worksheet, take the percentage of Rank 3-4 students that met for NWEA MAP (Reading) RIT and compare to the table above. Record the level value (1-4) to the right. 4 2 Take the level value (1-4) and multiply by 0.2 (*or 0.4 see above) to weight the score..8 3 Record the level value for the percentage of Rank 1-2 students that met their goal. 4 4 Take the level value (1-4) and multiply by 0.2 (*or 0.4 see above) to weight the score..8 5 Add the weighted values from Steps 2 and 4 above and enter to the right. Total Value: 1.6 3B Benchmark Reading Text Level 1 Using the data from the Student Target Worksheet, take the percentage of students that met for Text Level and compare to the table above. Record the level value (1-4) to the right. 3 2 Take the level value (1-4) and multiply by 0.3 to weight the score..9 3C District Writing Assessment 1 Using the data from the Student Target Worksheet, take the percentage of students that met for Narrative Essays and compare to the table above. Record the level value (1-4) to the right. 3 2 Take the level value (1-4) and multiply by 0.3 to weight the score..9 3D Student Learning Objective Score 1 Add the values from 3A-5, 3B-2, and 3C-2. This is the Student Learning Objective Score. 3.4 SLO ELA Grade 3 Reading and Writing Current as of: 5/14/2015 6:42 PM p a g e 9

Part Four On-Demand Writing Prompts and CCSD-Approved Rubrics 4A On-Demand Writing Prompts for Grades 3-8 The following directions for On-Demand assessments for informational, narrative, or opinion types of writing were released by the Teachers College Reading and Writing Project as a recommendation for what teachers might say and do to administer an On-Demand writing sample. Teachers will need to follow the prompt as closely as possible. As it is not a scripted set of directions, teachers may adjust the language to fit their grade level needs. Informational On-Demand Writing Prompt The day before administering an Informational Benchmark Writing Sample, say to students: Think of a topic that you ve studied or know. Tomorrow, you will have 45 minutes to write an informational (or All-About ) text that teaches others interesting and important information and ideas about that topic. If you want to find and use information from a book or another outside source, you may bring that with you tomorrow. Please keep in mind that you ll have 45 minutes to complete this. You will only have this one period so you ll need to plan, draft, revise, and edit in one sitting. Write in a way that shows me all that you know or have learned about informational writing. Adjust the prompt for directions the day of the assessment. Narrative On-Demand Writing Prompt The day of administering a Narrative Benchmark Writing Sample, say to students: I m really eager to understand what you can do as writers of narratives--or stories--so today, will you please write the best personal narrative, (you might say the best Small Moment story for K-2) that you can write? Make this a story about one time in your life. You might focus on just a scene or two. You ll have only 45 minutes to write this true story so you ll need to plan, draft, revise, and edit in one sitting. Write in a way that allows you to show off all you know about narrative writing. Repeat these instructions more than once. Then you might say, Usually, I will confer with you and you will confer with each other, but for today, I want to learn what you can do when you are on your own as a writer. So just do your best remember that you will be writing a focused personal narrative, a small-moment true story, a piece which shows what you know about writing. Adjust the prompt for grade level appropriateness. Opinion On-Demand Writing Prompt The day before administering an Opinion Benchmark Writing Sample, say to students: Think of a topic or issue that you know a lot about or about which you have strong feelings. Tomorrow, you will have 45 minutes to write an opinion or argument text in which you will write your opinion or claim and give reasons why you feel that way. Use everything you know about essays, persuasive letters, and reviews. If you want to find and use information from a book or another outside source that you can hold or carry into class (not something online), you may bring that with you tomorrow. Please keep in mind that you ll have 45 minutes to complete this so you will need to plan, draft, revise and edit in one sitting. Adjust the prompt for directions the day of the assessment. SLO ELA Grade 3 Reading and Writing Current as of: 5/14/2015 6:42 PM p a g e 10

4B Grade 3 TCRWP Rubrics from Teachers College For scoring the types of writing used in this SLO, use the Grade 3 TCRWP Rubric (Lucy Calkins). These rubrics can be found on the Resource CD-ROM included in the Grade 3 Units of Study for Teaching Writing and on the CCSD U-Drive. 4C CCSD Principles of Writing Excellence This SLO has been aligned to the instructional expectations found in the CCSD Principles of Writing Excellence. With the implementation of the new Units of Study in Informational, Narrative, and Opinion Writing by Lucy Calkins in Grades K-5, and the availability of the new rubrics for assessing each of the three types of writing in Grades K-8, teachers will be expected to administer and score four (4) student writing assessments per year. In many schools where Writing Workshop is being fully implemented, teachers collect an On-Demand writing sample before and after each Unit of Study to identify which students clearly showed growth in their understanding of the kind of writing that was taught and practiced during the unit. This pre- and post-assessment approach also helps identify students who struggled to grow and who may need continued support if they are to meet grade level expectations in writing. Teachers may also choose to assess their students in other (additional) ways as well. SLO ELA Grade 3 Reading and Writing Current as of: 5/14/2015 6:42 PM p a g e 11