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Ela Sac Chart - Student Teaching - Patrick Otoole

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The document summarizes a student achievement chart (SAC) that assesses students' mastery of New York state reading standards. [1] It tracks students' ability to debate viewpoints using evidence from books. [2] Students are evaluated on a scale from "highly proficient" to "emerging" based on their answers to questions about a debate example and vocabulary words. [3] Pre- and post-assessment data show an increase in students scoring "highly proficient" and "proficient" and a decrease in "emerging" scores, indicating improved reading comprehension after lessons focused on the standards.

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Ela Sac Chart - Student Teaching - Patrick Otoole

Uploaded by

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49 views3 pages
The document summarizes a student achievement chart (SAC) that assesses students' mastery of New York state reading standards. [1] It tracks students' ability to debate viewpoints using evidence from books. [2] Students are evaluated on a scale from "highly proficient" to "emerging" based on their answers to questions about a debate example and vocabulary words. [3] Pre- and post-assessment data show an increase in students scoring "highly proficient" and "proficient" and a decrease in "emerging" scores, indicating improved reading comprehension after lessons focused on the standards.

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ela sac chart - student teaching - patrick otoole

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The document summarizes a student achievement chart (SAC) that assesses students' mastery of New York state reading standards. [1] It tracks students' ability to debate viewpoints using evidence from books. [2] Students are evaluated on a scale from "highly proficient" to "emerging" based on their answers to questions about a debate example and vocabulary words. [3] Pre- and post-assessment data show an increase in students scoring "highly proficient" and "proficient" and a decrease in "emerging" scores, indicating improved reading comprehension after lessons focused on the standards.

Copyright:

© All Rights Reserved
Download as PDF, TXT or read online from Scribd
Download as pdf or txt
49 views3 pages

Ela Sac Chart - Student Teaching - Patrick Otoole

Uploaded by

api-698069653
The document summarizes a student achievement chart (SAC) that assesses students' mastery of New York state reading standards. [1] It tracks students' ability to debate viewpoints using evidence from books. [2] Students are evaluated on a scale from "highly proficient" to "emerging" based on their answers to questions about a debate example and vocabulary words. [3] Pre- and post-assessment data show an increase in students scoring "highly proficient" and "proficient" and a decrease in "emerging" scores, indicating improved reading comprehension after lessons focused on the standards.

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Student Achievement Chart (SAC)

Standard: NY 2R3: In literary texts, describe how characters respond to major events and challenges. (RL)

NY 4R2: Determine a theme or central idea of text and explain how it is supported by key details; summarize a text. (RI&RL)

NY 4R3: In literary texts, describe a character, setting, or event, drawing on specific details in the text. (RL)

NY 4R2: Determine a theme or central idea of text and explain how it is supported by key details;

Objective: I can debate my viewpoint about characters in a book using evidence to persuade another person.

FAME Mastery Description of Student Work in each Mastery Category Assessment Data Outcomes:
Levels

Description for ‘Highly Proficient’ - The student Pre Post

Number Correct: 4/4 Number of 8/24 11/21


students:
Characteristics of student work:

Student answers questions 1 with a firm grasp of a what a Percent of 29% 52%
Highly Proficient debate is with a great example of a debate. Total class:

Student answer question 2 with correct answer (yes). Student Student CF, JA, RB, AB, SS,
explanations was targeted. Initials: LB, SD, JS,
NG, CF NG, AK, SR,
Student answers the one or two vocabulary words correctly JA, SD,JS,
(questions 3 and 4) RB, SD, JS, HH,SD,CF

Description for ‘Proficient’ - Number of 6/24 3/21


students:
Number Correct: 3/4
Proficient Percent of 21% 14%
Characteristics of student work:
Total class:
Student answers question 1 with a clear or fairly clear
explanation.
Student answers questions 2 correctly with a clear or fairly clear Student AB, IS, AK, VL, JA, LB, I
explanation. Initials: SU, AK, SR

Students answer one or two vocabulary words correctly


(questions 3 and 4).

Description for ‘Developing’ - Number of 5/24 7/21


students:
Number Correct: 2 or 3 / 4
Percent of 13% 33%
Characteristics of student work:
Total class:
Student answers question 1 with a developing idea of what a
debate is or does not know. The example may work. Student VL, SS, IS, RF, SD,
Developing Initials: HH,JA,AK ZR, AK, JK,
Proficiency Student answers question 2 correctly with or without an AC,
explanation.

Questions 1 and 2 may have one answer correct and/ or blank/


completely incorrect.

Student answers zero or one of the vocabulary words correctly


(questions 3 and 4).

Description for ‘Emerging’ - Number of 10/24 1/21


students:
Number Correct: 0 or 1 / 4
Percent of 38% 5%
Characteristics of student work:
Total class
ZR, RF, KQ,
Emerging Student answers question 1 with some or no idea what a debate
Student AC, KQ,
Proficiency is. The example may explain their answer.
LN, JS, SD,
Initials::
Student answers questions 2 but the explanation does not IS,JK, IV
make sense.

Student answers zero or one vocabulary words correctly


(questions 3 and 4).
Pre-Assessment Absences: None
Post-Assessment Absences: RB, LN, IV,

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