STUDENT LEARNING OBJECTIVE FORM

Teacher Name: / School: / Grade level: 2nd Grade
Content Area: Reading / Course Name: / Period:
Student Population
Total Number of Students: _____
Program Participation IEP: _____ ELL: _____ GT: _____ Other: ______
Additional Information: (attach list)
Instructional Interval
Year – Year long goal Semester Other:______
SLO Components / Description
Student Learning Goal / Learning Goal: / Students will apply grade level appropriate complex spelling patterns and morphology when reading new and unique words in a grade level text. Students will use a variety of decoding strategies including word analysis skills while applying second grade phonics to read and determine the meaning of unknown words so that they can read with sufficient accuracy.
Both are year-long goals and will be monitored for all students in the class.
Standards Reference: / Standard 2.3.a-e
a.  Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.2.3)
i.  Distinguish long and short vowels when reading regularly spelled one-syllable words. (CCSS: RF.2.3a)
ii.  Know spelling-sound correspondences for additional common vowel teams. (CCSS: RF.2.3b)
iii.  Read multisyllabic words accurately and fluently
iv.  Decode regularly spelled two-syllable words with long vowels. (CCSS: RF.2.3c)
v.  Decode words with common prefixes and suffixes. (CCSS: RF.2.3d)
vi.  Identify words with inconsistent but common spelling-sound correspondences. (CCSS: RF.2.3e)
vii.  Recognize and read grade-appropriate irregularly spelled words. (CCSS: RF.2.3f)
b.  Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.2.4)
i.  Read grade-level text with purpose and understanding. (CCSS: RF.2.4a)
ii.  Read grade-level text orally with accuracy, appropriate rate, and expression. (CCSS: RF.2.4b)
iii.  Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.2.4c)
c.  Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. (CCSS: L.2.4)
i.  Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS: L.2.4a)
ii.  Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). (CCSS: L.2.4b)
iii.  Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). (CCSS: L.2.4c)
iv.  Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). (CCSS: L.2.4d)
Rationale for the Learning Goal:
/ The fact that the majority of our students come to second grade as Partially Proficient or Unsatisfactory readers indicates a strong need to further the decoding skills of our second grade students. Students who are proficient or advanced readers continue to need to hone their decoding strategies, but with longer words and more complex spelling and phonics patterns. Each year, our pre-assessment from the DRA2 and PALS assessments will indicate the level of proficiency for each student with this learning and will provide us with information about differentiation needs for each student.
Students need to be able to decode words in order to comprehend what they are reading. In addition, they need to apply what they know when they read to their spelling and writing so that comprehension isn’t lost with their written pieces. Students who possess these decoding skills are able to utilize them cross content, particularly in reading, writing and spelling. This SLO is at a DOK of 3 because students will have to apply what they have learned in new contexts.
Success Criteria: / ●  Students will distinguish long and short vowels when reading regularly spelled one-syllable words.
●  Students will know spelling-sound correspondences for additional common vowel teams.
●  Students will read multisyllabic words accurately
●  Students will decode regularly spelled two-syllable words with long vowels.
●  Students will decode words with common prefixes and suffixes.
●  Students will identify words with inconsistent but common spelling-sound correspondences.
●  Students will recognize and read grade-appropriate irregularly spelled words.
●  Students will use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
●  Students will use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
●  Students will read grade-level text orally with accuracy
Measures and Scoring / Evidence Sources (Measures or Assessments): / DRA 2 and PALS assessment
The Developmental Reading Assessment 2 (DRA2) allows students to read texts at their current reading level and provides a score that determines at what level the students are able to decode unseen texts (Advanced, Independent, Instructional, or Developmental) in a running record format. When teachers fully analyze the student’s errors, they can use the information provided in this assessment to determine the gaps the student has with the decoding process.
The Phonological Awareness Literacy Screening (PALS) assessment targets specific skills needed for decoding including letter identification, letter/sound correspondence, phonology, morphology and sight words. It also includes a short running record to track the student’s reading accuracy. The information from these assessments determines at what grade level the student is currently performing at. These scores also serve the purpose of creating a body of evidence for the student’s growth with their decoding skills.
Decoding
●  Cognitive Process Required: Remember, Understand, Apply, Analyze (possibly- if it makes sense)
●  Depth of Knowledge: DOK 1, DOK 2, DOK 3
●  Assessment Methods: Observation, Questioning, Oral Selected Response
Explanation: In order to assess a student’s competency with decoding, all of these methods of assessment must be used over an extended period of time to help us gain information about the student’s ability to apply the concepts presented and to ensure that the student is able to utilize these skills independently at a second grade level.
Alignment of Evidence to Learning Goal: / These assessments will ask the students perform the following skills:
a.  Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.2.3)
i.  Distinguish long and short vowels when reading regularly spelled one-syllable words. (CCSS: RF.2.3a)
ii.  Know spelling-sound correspondences for additional common vowel teams. (CCSS: RF.2.3b)
iii.  Read multisyllabic words accurately and fluently
iv.  Decode regularly spelled two-syllable words with long vowels. (CCSS: RF.2.3c)
v.  Recognize and read grade-appropriate irregularly spelled words. (CCSS: RF.2.3f)
b.  Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.2.4)
i.  Read grade-level text with purpose and understanding. (CCSS: RF.2.4a)
ii.  Read grade-level text orally with accuracy, appropriate rate, and expression. (CCSS: RF.2.4b)
iii.  Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.2.4c)
c.  Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. (CCSS: L.2.4)
i.  Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS: L.2.4a)
All of these tasks will provide multiple opportunities for evidence to be collected to ascertain the level of proficiency as well as the student’s understanding of the learning goal throughout the year.
Collection and Scoring (Attach scoring guide/ rubric): / The DRA2 scoring sheet that accompanies each text will be used to track each students level of understanding with decoding skills. It includes both cut scores and a rubric for each reading level.
The PALS assessments scores are tracked through the online PALS database. Both student and classroom score sheets can be used to track the decoding data presented through this assessment.
Performance Targets / Baseline Data: / The baseline data for this learning goal will come from beginning of the year DRA2 assessments as well as information from the PALS assessment. Both assessments will be used to gain understanding of their current level of competency with this learning goal.
Performance Groups:
Performance Targets:
Rationale for Targets:
Progress Monitoring / Check Points: / Throughout each quarter, the teacher will be responsible for collecting three sources of evidence for each checkpoint below, using information collected through running records during guided reading instruction as well as skills presented through the daily skills block. In addition, the teacher will use the DRA2 and PALS assessments to monitor the following checkpoints:
1.  Students will distinguish long and short vowels when reading regularly spelled one-syllable words.
2.  Students will know spelling-sound correspondences for additional common vowel teams.
3.  Students will read multisyllabic words accurately
4.  Students will decode regularly spelled two-syllable words with long vowels.
5.  Students will identify words with inconsistent but common spelling-sound correspondences.
6.  Students will recognize and read grade-appropriate irregularly spelled words.
7.  Students will use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
8.  Students will use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
9.  Students will read grade-level text orally with accuracy
Progress Monitoring Evidence Sources: / 1.  The progress for this checkpoint will be monitored through the PALS assessments. In addition, the teacher can monitor for this checkpoint with running records, during the guided reading instruction, or during appropriate skills lessons.
2.  The progress for this checkpoint will be monitored through the DRA2 assessment. In addition, the teacher can monitor for this checkpoint with running records, during the guided reading instruction, or during appropriate skills lessons.
3.  The progress for this checkpoint will be monitored through the DRA2 assessment. In addition, the teacher will monitor for this checkpoint with the Fountas and Pinnell syllables lessons taught in skills block.
4.  The progress for this checkpoint will be monitored through the PALS assessments. In addition, the teacher can monitor for this checkpoint with running records, during the guided reading instruction, or during appropriate skills lessons.
5.  The progress for this checkpoint will be monitored through the DRA2 assessment. In addition, the teacher will monitor for this checkpoint with the Fountas and Pinnell syllables lessons taught in skills block as well as with running records taken during guided reading instruction.
6.  The progress for this checkpoint will be monitored through the DRA 2 assessment. The teacher will also monitor this skill utilizing the second grade sight word lists.
7.  The progress for this checkpoint will be monitored through the use of the DRA 2 assessment as well as running records taken during guided reading instruction.
8.  The progress for this checkpoint will be monitored through the DRA2 assessment. In addition, the teacher will monitor for this checkpoint with the Fountas and Pinnell compound words lessons taught in skills block.
9.  The progress for this checkpoint will be monitored through the use of the DRA2 assessment as well as the PALS assessments.
Instructional Strategies:
Results / Student Performance Results:
Targets Met:
Teacher Performance:

© CTLT, 2013