Presentation on theme: "REPORTING STUDENT LEARNING. GCO or General Curriculum Outcomes GCO’s are outcomes that all students are expected to meet. The General Curriculum Outcomes."— Presentation transcript:
GCO or General Curriculum Outcomes GCO’s are outcomes that all students are expected to meet. The General Curriculum Outcomes for Language Arts and Mathematics are the same for Grade Primary as they are for Grade Six. SCO or Specific Curriculum Outcomes SCO’s are specific for each grade, although there is often over lap within the grades. KSCO or Key Stage Curriculum Outcomes KSCO’s are set at Grade 3 and Grade 6 for the elementary grades.
Achievement of Expected Learning Outcomes AThe student consistently demonstrates achievement of the expected learning outcomes addressed during the current reporting period. The student’s work sometimes exceeds program expectations. BThe student demonstrates achievement of most of the expected learning outcomes addressed during the current reporting period. The student’s work meets the program expectations. CThe student demonstrates achievement of some of the expected learning outcomes addressed during the current reporting period. The student’s work approaches the program expectations. DThe student rarely demonstrates achievement of some of the expected learning outcomes addressed during the current reporting period. The student’s work does not meet the program expectations.
LANGUAGE ARTS OUTCOMES GCO 1 Students will speak and listen to explore, clarify, extend, and reflect on their thoughts, ideas, feelings, and experiences. They will be able to talk about their own feelings and experiences. GCO 2 Students will be able to communicate information and ideas effectively and clearly, and to respond personally and critically. They will be able to write and talk about information and ideas.
GCO 3 Students will be able to interact with sensitivity and respect, considering the situation, audience, and purpose. They will be able to recognize to whom and why they are communicating. Are they writing for themselves, their parents, fellow students? Who are they addressing when speaking? GCO 4 Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts. They will choose material that they can read/use from a variety of sources. GCO 5 Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies. They will be able to read a variety of different types of books to get information and present it in a variety of ways.
GCO 6 Students will be expected to respond personally to a range of texts. They will be able to read and talk about how a range of texts affected them. GCO 7 Students will be expected to respond critically to a range of texts, applying their knowledge of language, form, and genre. They will be able to read and tell whether or not what they are reading is plausible or is written to influence them. GCO 8 Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations. They can write, use PowerPoint, posters etc as a means to bring what they know to a higher level of understanding. GCO 9 Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes. They will be able to write fictional stories, factual reports, lists, personal stories, diary entries. GCO 10 Students will be expected to use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness. They will be able to use various plans for making presentations that make sense.
TYPES OF READERS EARLY EMERGENT TRANSITIONAL FLUENT
Emergent Readers Hear sounds in words. Read orally. Become aware of print. Read orally, matching word to word. Use meaning and language( simple texts) Recognize name and some letters Use information from pictures. Connect words with name Notice and use spaces between words.
Recognize a few high frequency words Match one spoken word to one printed word while reading 1 or 2 lines of text. Use spaces and some visual information to check on reading. Know names of some alphabet letters. Know some letter-sound relationships. Read left to right. Emergent Readers
Know names of most alphabet letters and many letter sound relationships. Use letter-sound information along with meaning and language to solve words. Read without pointing. Emergent Readers
Know names of most alphabet letters and many letter sound relationships. Use letter-sound information along with meaning and language to solve words. Read without pointing. Early Readers
Recognize most easy, high frequency words. Read fluently with phrasing on easy texts; use the punctuation. Read orally and begin to read silently. Early Readers
Use information from pictures as added information while reading print. Check one source of information against another to solve problems. Check to be sure reading makes sense, sounds right, looks right. Early Readers
Transitional Readers Integrate sources of information such as letter-sound relationships, meaning, and language structure. Use multiple sources of information while reading for meaning. Have a large core of known words that are recognized automatically. Read silently most of the time.
Do not rely on illustrations but notice them to gain additional meaning. Transitional Readers Consistently check to be sure all sources of information fit.
Read with phrasing and fluency at appropriate levels. Have flexible ways of problem-solving words, including analysis of letter- sound relationships and visual patterns. Transitional Readers Know how to read differently in some different genres. Understand, interpret, and use illustrations in informational text.
Fluent Readers Use reading as a tool for learning in content areas. Acquire new vocabulary through reading. Effectively use their understandings of how words work; employ a wide range of word solving strategies, including analogy to known words, word roots, base words, and affixes. Read silently; read fluently when reading aloud.
Actively work to connect texts for greater understanding and finer interpretations of texts. Fluent Readers Develop favorite topics and authors that form the basis of life-long reading preferences. Constantly develop new strategies and new knowledge of texts as they encounter greater variety.
Fluent Readers Read to explore themselves as well as philosophical and social issues. Notice and comment on aspects of the writer's craft. Sustain interest and understanding over long texts and read over extended periods of time. Consistently go beyond the text read to form their own interpretations and apply understandings in other areas.