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STUDENT LEARNING OBJECTIVE
TEACHER TEMPLATE

Teacher
Name: Cook
School: Holualoa Elementary Complex: West Hawaii

Grade: 3 Content Area: Writing Course Name: Opinion Writing Period:

Student Population:
Total Number of Students __28__ Males __12___ Females_16__ SPED Inclusion __4__ SPED Pullout __4 _ ELL __2__
GT _____ Any Other _____________ _____ _____________ _____ ______________ _____
Additional Information:

SLO Components For a complete description of SLO components and guiding questions, use the Student
Learning Objective Planning Document attachment.
Learning Goal

Learning Goal: Students will write or express opinion pieces on a topic or text supporting a
point of view with reasons and information

Big idea: In order to be college and career ready, students should be able to read, write
and speak using evidence from both literary and informational texts

Standards/Benchmarks:
Reading
RL.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers
CCSS Anchor for Writing
W.CCR.1 - Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence
W. CCR.4 - Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience
Writing
W.3.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons
W.3.1.a - Introduce the topic or text they are writing about, state an opinion, and create and
organizational structure that lists reasons
W.3.1.b - Provide reasons that support the opinion
W.3.1.c - Use linking words and phrases (e.g., because, therefore, since, for example) to connect
opinion and reasons
W.3.1.d - Provide a concluding statement or section
CCSS Anchor for SL
SL.CCR.3 - Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric
SL.CCR.4 - Present information, findings, and supporting evidence such that listeners can follow
the line of reasoning and the organization, development, and style are appropriate to task,
purpose, and audience
Speaking and Listening
SL.3.4 - Report on a topic or text, tell a story, or recount an experience with appropriate facts and

2013 - 2014 [HAWAII DOE STUDENT LEARNING OBJECTIVES]

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relevant, descriptive details, speaking clearly at an understandable pace
SL.3.6 - Speak in complete sentences when appropriate to task and situation in order to provide
requested detail or clarification.


Rationale: This goal was selected for a number of reasons: First, one of the main shifts of the
common core is that students need to be able to read, write, and speak using evidence
from both literary and informational texts. Next, we have agreed as a school to focus our
powerful professional practice around opinion writing (schoolwide focus). Our students
have very little exposure to nonfiction texts in our school compared to fiction, and our
prewrites (baseline data) show that our students ability to extract information from a text
to support their opinion is weak. This goal requires students to synthesize information
(DOK level 3).


Interval of instruction necessary to address goal: _X_ yearlong ___ semester
Assessments,
Scoring and Criteria

Planned assessments and criteria used to determine levels of performance:
Pretest - will be exactly the same format as post with students pulling information from
two different texts to support an opinion, writing journals with supported opinions will be
written in weekly, KidBiz articles and thought questions analyzed, student peer
evaluation, small group and whole-class discussions, student presentations, etc.
Students will receive formative feedback and opportunity for self and peer assessments
using checklists and CCSS aligned, student-friendly rubrics.

Summative: We will be administering a post test very similar to the pretest by the first
week of April and grading it according to the teacher created rubric. Students will be
answering a question asking their opinion on a topic, and they will be given two articles to
draw information from. They will also be given a checklist showing what we are looking
for in their writing, a list of linking words and phrases, and a graphic organizer, should
they choose to use it.
Expected Targets

Rationale for expected targets: Targeted groups were chosen based chiefly on student
performance with the baseline assessment (pre-test). In addition, decisions about
placement were informed by the school wide focus on opinion writing (identified
weakness), formative assessments along the way, and scaled scores from STAR

Expected target for each student performance group: 100 percent of students will show an
increased score on their teacher created rubric
WB (Well
Below)
DP
(Developing
)
MP
(Proficient)
9. 10 1. 18


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24. 11
18. 13
15. 11
14. 12
5. 11
25. 14
23. 18
21. 24
(copied)
20. 19
(copied)
19. 18
17. 21
(copied)
16. 19
(copied)
13. 16
(copied)
11. 14
10. 16
8. 27
7. 21
26. 16
6. 19
12. 14
2. 25
(copied)
3. 16
4. 15



Posttest

WB
(Well
Below)
DP
(Develo
ping)
MP
(Proficie
nt)
ME
(Meets
or
Exceeds
)

13. 22
5. 21
15. 15
27. 18
14. 18
9. 17
18. 16
7. 22
1. 23
6. 24
2. 24
16. 24
10. 27
26. 25
23. 23
17. 26
3. 27
25. 23
8. 32
19. 34
22. 34
21. 33

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24. 25
4. 23
12. 23
20. 26


All students saw an increase in their writing skills and in their scores.


Instructional
Strategies

Instructional strategies for each level of performance: PIP, text coding under the umbrella of
close reading, graphic organizers, KidBiz thought questions (supporting answer from
article), journals, writing folders, class presentations, large and small group discussion,
one-on-one conferencing, bands of rubric


To assess the
Student Learning
Objective, use the
Rubric for Rating
the Quality of
Student Learning
Objectives
attachment



Results








SLO Rating Scale
Teacher should attach the class record for students assessed. Teacher should also have available accompanying student assessments
and scored rubrics.

Rating rubric for teachers with
a class of 5 or more students.

Highly Effective Effective Developing Ineffective

At least 90-100% of students

At least 75-89% of students

At least 60-74% of students

Fewer than 60% of students

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met or exceeded expected
target.


met or exceeded expected
target.


met or exceeded expected
target.

met or exceeded expected
target.
Rating rubric for teachers with
a class of 4 or fewer students.

Highly Effective Effective Developing Ineffective

Based on individual growth
outcomes, all students met
expected targets and some
exceeded the targets.


Based on individual growth
outcomes, all students met
expected targets.


Based on individual growth
outcomes, some students met
or exceeded expected targets.


Based on individual growth
outcomes, no students met
expected targets.