STUDENT LEARNING OBJECTIVE FORM
Teacher Name:
Content Area: Reading
Grade level: 2nd Grade
Period:
School:
Course Name:
Student Population
Total Number of Students: _____
Program Participation IEP: _____ ELL: _____ GT: _____ Other: _____________
Additional Information: (attach list)
Instructional Interval
Year – Year long goal
SLO
Components
Student
Learning
Goal
Semester
Other:___________________
Description
Learning Goal:
Standards
Reference:
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.
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)
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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:
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● 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 spellingsound correspondences.
● Students will recognize and read grade-appropriate irregularly spelled
Measures
Evidence
and Scoring Sources
(Measures or
Assessments):
Alignment of
Evidence to
Learning Goal:
© CTLT, 2013
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
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.
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.
Performan
ce 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
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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
Progress
Monitoring
Evidence
Sources:
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 spellingsound 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
1. The progress for this checkpoint will be monitored through the PALS
2.
3.
4.
5.
6.
7.
8.
9.
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assessments. In addition, the teacher can monitor for this checkpoint with
running records, during the guided reading instruction, or during
appropriate skills lessons.
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.
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.
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.
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.
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.
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.
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.
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