FIRST GRADE WRITING SGG AND READING SGG:
Student Growth Goal for Writing Arguments to Support Claims:
Teacher: ________________________
Grade: First Grade
School Year: 2015-2016
Enduring Skill: Write arguments to support claims
Student Growth Goal:
During the 2015-2016 school year, all of my first-grade students will make measurable progress in writing an
opinion piece, based on the attached Bourbon County Opinion Writing Rubric. Each student will increase a
minimum of 3 points on his/her total score on the rubric from the pre-assessment to the post-assessment.
_____% of students will score Proficient or higher (on total score), based on the rubric.
Pre- and Post-Assessment: (Use this writing prompt for students to write independently)
Teachers Read Aloud the passage below:
Coco’s Bath
Beth and Maggie played with their dog in their yard. Her name was Coco. They threw Coco a ball. Coco
brought the ball back. They ran in a big circle. Coco ran, too. Then they jumped over a mud puddle. But Coco
jumped in the puddle. Coco was covered in mud. Beth and Maggie took Coco in the house. They put her in the
tub. They wet her fur. They covered her fur with shampoo. Then they rinsed her fur. Coco was clean. But Beth
and Maggie were muddy and wet!
Writing Prompt: (Ask this orally and allow students time to record their responses.)
Do you think it would be fun to give a dog a bath? Tell why or why not.
Score writing responses with Bourbon County Opinion Writing Rubric for First Grade below:
Student Growth Goal: Writing Opinion Piece
Enduring Skill: Write arguments (opinion piece) to support claims (Writing Standard #1)
Grade Level: 1st
Subskill:
Below
Proficient
Above
Idea Development (topic,
opinion, reason(s), closing)
(W1)
Text is not an opinion piece
OR reasons do not support
the opinion or are not given
at all OR No opening and/or
concluding statement is
provided
Writes opinion piece in
which they introduce the
topic or name the book they
are writing about, state an
opinion, supply a reason for
the opinion, and provide a
sense of closure
Organization
- Writing Expectation Per
Grade
Level
Writing lacks organization;
sentences are disconnected
or irrelevant and/or very
limited information is given
in less than 3 sentences
Sentence Usage/Fluency (L1)
Uses mostly fragments and
run-ons throughout the
writing piece
Creates an organizational
structure using three
complete sentences for the
opening (1st sentence),
opinion and reason (2nd
sentence), and closing (3rd
sentence)
Produces simple but
complete sentences with no
fragments or run-ons
Writes opinion piece on topic
or text. Introduces the topic
or text clearly, states an
opinion, well-developed
ideas support the reasons;
concluding statement or
section relates back to the
opinion presented
Creates an organizational
structure of a complete
paragraph, using an opening
sentence, three reasons to
support the opinion, and a
closing sentence
Conventions
-Spelling (L2)
Unable to use even phonetic
spelling (based on how
words sound) for most
words, perhaps for just initial
and/or ending sounds;
reader is unable to
understand what is written
Conventions
-Capitalization (L2)
Lacks use of capitalization
when writing
Conventions
-Punctuation (L2)
Lacks use of punctuation
when writing
Uses conventional spelling
for words with common
spelling patterns and for
frequently occurring
irregular words; spells
untaught words
phonetically, drawing on
phonemic awareness and
spelling conventions
Demonstrates appropriate
use of capitalization when
writing, including beginning
of sentences, dates, and
names of people; only 1 or 2
misuse
Demonstrates appropriate
use of punctuation when
writing, including end
punctuation for sentences;
only 1 or 2 misuse
Produces compound and
complex sentences with
limited fragments and runons
Uses conventional spelling for
above grade-appropriate
words; uses spelling patterns
and generalizations for above
grade-appropriate words
Demonstrates 100% correct
usage of capitalization when
writing
Demonstrates 100% correct
usage of punctuation when
writing
Scoring Based on the Rubric:
There are 6 subskills with 3 categories, so the maximum number of points that could be earned from a student would be 18
points (Above Level in all 6 subskills).
If a student scores 6 to 9 points total, that is a “Below Level” score.
If a student scores 10 to 15 points total, that is a Proficient score.
If a student scores 16 to 18 points total, that is a “Above Level” score.
There would not be percentage scores, just total number of points to determine which category.Below the rubric, an area for
“Next Teaching Points” for teachers to reflect on which areas are weak for each student.
Student Growth Goal for Foundational Reading Skills:
Teacher: ________________________
Grade: First Grade
School Year: 2015-2016
Enduring Skill: Apply phonics and word analysis in decoding text
Student Growth Goal:
During the 2015-2016 school year, all of my first-grade students will make measurable progress in applying phonics
and word analysis skills to decode words, based on the attached Bourbon County Foundational Reading
Skills/Phonics Rubric. Each student will increase a minimum of four points on total points earned (24 possible
points) from the pre-assessment to the post-assessment. _____% of students will have an overall score of
Proficient or higher (13 to 24 points), based on the attached rubric.
Pre- and Post-Assessment (Use this same assessment):
Consonant Digraphs:
1.
2.
3.
4.
5.
What 2 letters say /sh/?
What 2 letters say /ch/?
What 2 letters say /th/?
What 2 letters say /wh/?
Above level: Have student read the 2 words: phone, write
Phonetically Correct Words:
1.
2.
3.
4.
5.
6.
sun
mop
pet
dip
bat
Above level: splash, desk
Silent e-Long Vowel Words:
1.
2.
3.
4.
5.
6.
make
ride
hope
tube
these
Above level: outside, complete
Common Vowel Teams:
1.
2.
3.
4.
sleep
rain
first
shout
5.
6.
down
Above level: teacher, farmer
Beginning Consonant Blends:
1.
2.
3.
4.
5.
6.
flat
still
truck
clap
smash
Above level: springtime, crispy
Two-Syllable Words:
1.
2.
3.
4.
5.
6.
inside
today
going
forget
something
Above level: kitchen, upstairs
Words With Endings:
1.
2.
3.
4.
5.
6.
playing
stopped
kicks
played
going
Above level: wonderful; helpless
Sight Words:
1.
2.
3.
4.
5.
6.
My
Of
Said
They
Was
Above level: because, thought
Score Foundational Reading Skills for First Grade Using Rubric Below: (From the above assessment, for each
category of words, if student is correct for 3 or less (out of the 5) words, score is “below”; if the student is
correct for 4 or 5 words, score is “proficient”; if the student can read the 1 or 2 of the “extra” words, the score is
“above”.
Student Growth Goal: Foundational Reading Skills/Phonics and Word Recognition (RF3)
Enduring Skill: Apply phonics and word analysis in decoding text
Grade Level: 1st
Subskill:
Below
Proficient
Above
Consonant Digraphs
Knows spelling-sound
correspondences for two or
less consonant digraphs
Knows the spelling-sound
correspondences for the four
common consonant digraphs
(sh, th, wh, ch)
Phonetically correct words
Inconsistently decodes
regularly spelled one-syllable
words; may decode part of
the word correctly
Inconsistently decodes silent
e words representing long
vowel sounds; uncertain
about short or long vowel
sound
Unable to decode words with
common vowel teams
Unable to decode words with
beginning consonant blends
Consistently decodes
regularly spelled one-syllable
words
Knows the spelling-sound
correspondences for more
than the four common
consonant digraphs (ph, kn,
wr, tch, ng, gh, etc)
Decodes words with common
letter patterns in addition to
phonetically correct words
Decodes words with silent e
representing long vowel
sounds
Decodes multi-syllable words
with silent e representing
long vowel sounds
Decodes multi-syllable words
with common vowel teams
Decodes multi-syllable words
with consonant blends
Unable to decode twosyllable words following basic
patterns by breaking the
words into syllables
Unable to read words with
inflectional endings
Decodes words with
common vowel teams
Decodes words with
beginning and ending
consonant blends
Decodes two-syllable words
following basic patterns by
breaking the words into
syllables
Reads words with
inflectional endings
Unable to read gradeappropriate irregularly
spelled words (sight words)
Recognizes and reads gradeappropriate irregularly
spelled words (sight words)
Recognizes and reads abovegrade-level irregularly spelled
words (sight words)
Silent e (long vowel words)
Common vowel teams
Beginning consonant blends
Two-syllable words following
basic patterns by breaking
the words into syllables
Words with inflectional
endings
Grade-appropriate
irregularly spelled words
(sight words)
Decodes above-grade-level
multi-syllable words into
syllables
Decodes above-grade-level
words with endings (-less, ment, -tion, etc)
Scoring Based on the Rubric:
There are 8 subskills with 3 categories, so the maximum number of points that could be earned from a student would be 24
points (Above Level in all 6 subskills).
If a student scores 8 to 12 points total, that is a “Below Level” score.
If a student scores 13 to 20 points total, that is a Proficient score.
If a student scores 21 to 24 points total, that is a “Above Level” score.
There would not be percentage scores, just total number of points to determine which category.
Below the rubric, an area for “Next Teaching Points” for teachers to reflect on which areas are weak for each student.