Student Growth Objective Form
Name/ Grade
Course/Subject
4
ELA
Number of Students
Interval of Instruction
Full year I
Semester
_________
Other
Rationale for Student Growth Objective
(Please include content standards covered and explanation of assessment method.)
To build a foundation for college and career readiness, students must read widely and deeply from
among a broad range of high-quality, increasingly challenging literary and informational texts.
Through extensive exposure reading of stories, dramas, poems, and myths from diverse cultures and
different time periods, students gain literary and cultural knowledge as well as familiarity with various
text structures and elements. Furthermore, by reading texts in history/social studies, science, and
other disciplines, students can build a foundation of knowledge in these fields that will also give them
the background to be better readers in all content areas. Students can only gain this foundation when
the curriculum is intentionally and coherently structured to develop rich content knowledge within
and across grades. Students also acquire the habits of reading independently and closely, which are
essential to their future success.
I will use the Fountas-Pinnell Benchmark Assessment to assess my students at three different points
throughout the year (September, January, March). I will administer the Fountas-Pinnell Benchmark
Assessment individually to determine students’ reading level, comprehension, reading behaviors,
fluency, and accuracy. I will begin the assessment by providing the student with the purpose for
reading. Next, I will ask the student to read the story aloud. As the student is reading aloud, I will
complete a “Recording Form” to document the student’s accuracy, fluency, and oral reading
behaviors. After the student finishes reading, I will assess comprehension by asking the student to
retell the story, noting the information the student includes. Finally, the student will answer several
comprehension questions, focusing on answers within the text, about the text, and beyond the text. I
will rate and score my students using the “Fountas-Pinnell Continuum of Literacy Learning.” Then, I
will develop instructional activities based on their score and recommended in the “Fountas-Pinnell
Continuum of Literacy Learning” resource book.
ELA COMMON CORE STANDARDS ADDRESSED:
Reading: Literature
Key Ideas and Details
CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when
explaining what the text says explicitly and when drawing inferences from
the text.
CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem
from details in the text; summarize the text.
CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in
a story or drama, drawing on specific details in the text (e.g., a
character’s thoughts, words, or actions).
Craft and Structure
CCSS.ELA-Literacy.RL.4.4 Determine the meaning of words and phrases as
they are used in a text, including those that allude to significant
characters found in mythology (e.g., Herculean).
CCSS.ELA-Literacy.RL.4.5 Explain major differences between poems,
drama, and prose, and refer to the structural elements of poems (e.g.,
verse, rhythm, meter) and drama (e.g., casts of characters, settings,
descriptions, dialogue, stage directions) when writing or speaking about a
text.
CCSS.ELA-Literacy.RL.4.6 Compare and contrast the point of view from
which different stories are narrated, including the difference between
first- and third-person narrations.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.4.7 Make connections between the text of a story or
drama and a visual or oral presentation of the text, identifying where
each version reflects specific descriptions and directions in the text.
CCSS.ELA-Literacy.RL.4.9 Compare and contrast the treatment of similar
themes and topics (e.g., opposition of good and evil) and patterns of
events (e.g., the quest) in stories, myths, and traditional literature from
different cultures.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RL.4.10 By the end of the year, read and comprehend
literature, including stories, dramas, and poetry, in the grades 4–5 text
complexity band proficiently, with scaffolding as needed at the high end of
the range.
Reading: Informational Text
Key Ideas and Details
CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when
explaining what the text says explicitly and when drawing inferences from
the text.
CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how
it is supported by key details; summarize the text.
CCSS.ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or concepts in
a historical, scientific, or technical text, including what happened and
why, based on specific information in the text.
Craft and Structure
CCSS.ELA-Literacy.RI.4.4 Determine the meaning of general academic and
domain-specific words or phrases in a text relevant to a grade 4 topic or
subject area.
CCSS.ELA-Literacy.RI.4.5 Describe the overall structure (e.g., chronology,
comparison, cause/effect, problem/solution) of events, ideas, concepts,
or information in a text or part of a text.
CCSS.ELA-Literacy.RI.4.6 Compare and contrast a firsthand and
secondhand account of the same event or topic; describe the differences
in focus and the information provided.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.4.7 Interpret information presented visually, orally, or
quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or
interactive elements on Web pages) and explain how the information
contributes to an understanding of the text in which it appears.
CCSS.ELA-Literacy.RI.4.8 Explain how an author uses reasons and evidence
to support particular points in a text.
CCSS.ELA-Literacy.RI.4.9 Integrate information from two texts on the same
topic in order to write or speak about the subject knowledgeably.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RI.4.10 By the end of year, read and comprehend
informational texts, including history/social studies, science, and technical
texts, in the grades 4–5 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
Reading: Foundational Skills
Phonics and Word Recognition
CCSS.ELA-Literacy.RF.4.3 Know and apply grade-level phonics and
word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.4.3a Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and morphology (e.g., roots and
affixes) to read accurately unfamiliar multisyllabic words in context and
out of context.
Fluency
CCSS.ELA-Literacy.RF.4.4 Read with sufficient accuracy and fluency to
support comprehension.
CCSS.ELA-Literacy.RF.4.4a Read grade-level text with purpose and
understanding.
CCSS.ELA-Literacy.RF.4.4b Read grade-level prose and poetry orally
with accuracy, appropriate rate, and expression on successive readings.
CCSS.ELA-Literacy.RF.4.4c Use context to confirm or self-correct word
recognition and understanding, rereading as necessary
Student Growth Objective: At least 70% of 4th grade students, based on their initial reading level, will
reach or exceed two reading levels by the end of the instructional period.
Preparedness Group
(e.g. Low, Medium,
High)
LOW ( )
MEDIUM ( )
HIGH ( or above)
Number of Students in
Each Group (Total)
Target Score on PostAssessment (%)
Number of Students
Required for “Full
Attainment”
( )
( )
( or above)
Baseline Data and Preparedness Groupings
(Please include the number of students in each preparedness group. Summarize the information you
used to produce these groupings. Provide any additional student data or background information
used in setting your objective.)
My students’ third grade reading level data was available for review as well as NWEA Spring Scores
which provided a lexile level for each student. I reviewed data evidence from fourth grade
Renaissance Star Reading Assessment. I examined all of this data to help inform my administration of
the benchmark assessment at the beginning of this year. I administered the benchmark assessment of
the Fountas-Pinell to my students during the first six weeks of school. I rated and scored students
using the Fountas-Pinnell continuum. Then, I developed instructional activities based on their score
from the Fountas-Pinnell Continuum of Literacy Learning resource.
I analyzed the baseline data and sorted my students into preparedness groups based on their current
reading level. Students within the “Low” group are students whose reading level is below grade level
expectations for the beginning of fourth grade. Students within the “Medium” group are students
whose reading level meets grade level expectations for the beginning of fourth grade. Finally,
students within the “High” group are those whose reading level exceeds the expectations for the
beginning of fourth grade.
Scoring Plan
Preparedness
Group
Target Score
on Final
Assessment
Objective Attainment Level Based on Percent and Number of
Students Achieving Target Score
Exceptional (4)
Full (3)
Partial (2)
Insufficient (1)
LOW
students meet
or exceed
target score
MEDIUM
or more
students meet
or exceed
target score
HIGH
(OR ABOVE)
students meet
or exceed
target score
Approval of Student Growth Objective
students
students
students
students
students
students
Teacher :
Signature:
Date Submitted:
Evaluator:
Signature :
Date Approved:
Results of Student Growth Objective
Preparedness
Number of
Objective
Group
Students at
Attainment
Target Score
Level
SGO Score
Average
Objective
Attainment
Level
Teacher :
Evaluator :
LOW
MEDIUM
HIGH
Date:
or fewer
students
or fewer
students