This document summarizes a student achievement chart (SAC) assessing students' ability to make text-to-self, text-to-text, and text-to-world connections based on a story. It shows pre- and post-assessment data with the number and percentage of students in four mastery levels: highly proficient, proficient, developing, and emerging. The majority of students improved, with more students achieving highly proficient and proficient levels and fewer in the emerging level in the post-assessment.
This document summarizes a student achievement chart (SAC) assessing students' ability to make text-to-self, text-to-text, and text-to-world connections based on a story. It shows pre- and post-assessment data with the number and percentage of students in four mastery levels: highly proficient, proficient, developing, and emerging. The majority of students improved, with more students achieving highly proficient and proficient levels and fewer in the emerging level in the post-assessment.
This document summarizes a student achievement chart (SAC) assessing students' ability to make text-to-self, text-to-text, and text-to-world connections based on a story. It shows pre- and post-assessment data with the number and percentage of students in four mastery levels: highly proficient, proficient, developing, and emerging. The majority of students improved, with more students achieving highly proficient and proficient levels and fewer in the emerging level in the post-assessment.
This document summarizes a student achievement chart (SAC) assessing students' ability to make text-to-self, text-to-text, and text-to-world connections based on a story. It shows pre- and post-assessment data with the number and percentage of students in four mastery levels: highly proficient, proficient, developing, and emerging. The majority of students improved, with more students achieving highly proficient and proficient levels and fewer in the emerging level in the post-assessment.
Standard: 2R9: Make connections between self and text (text and other people/world) Objective: Students will be able to make text to self, text, and world connections by identifying key points from “The Great Fuzz Frenzy”
FAME Mastery Description of Student Work in Assessment Data
Levels each Mastery Category Outcomes: Description for ‘Highly Proficient’ - Pre Post
Number Correct: 3/3 correct or at least 1 Number of students: 3/28 10/27
connection correctly made
Highly Proficient Characteristics of student work: Students will be
Percent of Total class: 11% 37%
able to complete the “making connections chart
Student Initials W.H I.C, R.A R.A, by using a previous story to use for evidence. A.T,A.S,A.W,W.A, I.R, Z.A,J.R,J,M,Q,R
Description for ‘Proficient’ - Number of students: 4/28 12/27
Number Correct: 2/3
Characteristics of student work: students were
Proficient able to make 1/3 connections Percent of Total class: 14% 44%
Post: Student identified at least 2 out of the 3 Student Initials: A.T, I.B, E.H, R.A, B.M,E.H,P.A,M.M,A, connections. H,W.N,K.L,A.s,H,G,M. b,k.l.a.a
Description for ‘Developing’ - Number of students: 5/28 5/27
Number Correct: 1/3 Percent of Total class: 17% 18%
Developing Characteristics of student work: Proficiency Student Initials: A.R,R.H,K.D,J,C,I.C s.A,r,m,e,f,q,a,r,h, Description for ‘Emerging’ - Number of students: 15/28 -
Number Correct: 0/3 correct Percent of Total class: 53% -
Emerging Characteristics of student work: students did not Proficiency make any connections using the story. Student Initials: A.W, I.B, - D.S,J.W,N.H,K.W,R.C,J. J,Z.A,A.M,A.E,J.R,L.H,J. S,J.C
