Student Achievement Chart (SAC)

New Example SAC Chart

Reminder: Bring all student assessments to your pre- and post-conference

Standard: 3W7: Recall relevant information from experiences or gather

information from multiple sources; take brief notes on sources and sort evidence into provided
categories.
Objective: Students will be able to research animals by reading non-fiction texts
and taking and categorizing notes.

FAME Description of Student Assessment Data

Mastery Work in each Mastery Outcomes:
Levels Category
Description for ‘Highly Proficient’ - Pre Post

Number Correct: – Number of students: 0/14 3/14

Characteristics of student work: Percent of Total class: 0% 21%

Highly
All notes are in shortened “note speak”.
Proficient All notes are relevant to the topic and are
Student Initials V.C., S.G., E.D.,
sorted into the correct categories.

Description for ‘Proficient’ - Number of students: 5/14 10/14

Number Correct: – Percent of Total class: 36% 71%

Characteristics of student work:

Student Initials: P.E., V.C., E.G., B.P., C.V.H., C.C.,
Most notes are in shortened “note M.C., N.G. E.G., G.H.N., L.K.,
Proficient speak”. All notes are relevant to the topic M.C., N.G., P.E.,
and mostly sorted into the correct Q.S.,
categories.

Description for ‘Developing’ - Number of students: 9/14 1/14

Number Correct: – Percent of Total class: 64% 7%

Characteristics of student work:

Student Initials: B.P., C.V.H., C.C., H.M.
Developing E.D., G.H.N., H.M.,
Some notes are in shortened “note
Proficiency speak”. Most notes are relevant to the
L.K., Q.S., S.G.
topic, but are not sorted into categories.
 Description for ‘Emerging’ - Number of students: 0/14 0/14

Number Correct: – Percent of Total class:

Emerging
Characteristics of student work:
Student Initials:
Proficiency
Notes are full sentences copied directly
from the text Notes are not relevant to
the categories and/or are not sorted.

Absent:
Lesson # 3 of 10 Grade Level: 3

How do we conduct research? What is important when we take

Central Focus
notes? How do we organize information?

3W7: Recall relevant information from experiences or gather information

Standard from multiple sources; take brief notes on sources and sort evidence into
provided categories.

Learning Students will be able to research animals by reading non-fiction

Objective texts and taking and categorizing notes.

Turtles e-book to project on the board from Epic: Digital Library

Chart paper category chart
Materials
Sticky Notes
Individual category charts for students

The purpose of taking and categorizing notes is to pull out important

information from non-fiction texts and organize our findings so that
Purpose
we can write a research paper comparing and contrasting two
animals.

Introduction:
The teacher will ask students to recall the main topic of animal
research: how animals adapt to their biomes; and the subcategories
within that topic that explain the reasons why animals adapt: to
survive weather, to stay safe and avoid predators, to find food, and
to reproduce and raise their young.
Instruction
Mini-Lesson:
The teacher will introduce the “teacher research topic” of turtles and
display the chart paper with the four subcategories on it. The
teacher will explain that we read non-fiction to get information and
we take notes to remember that information.

Read through the turtle book together, stopping and pausing to ask
students if they're finding important information related to the
 categories. Can use “thumbs up/ down” to get the whole class
participating at once. If a student identifies a fact that doesn’t fit our
topic, discuss with the class why it doesn’t fit.

When students identify a fact that should go in the chart, discuss:

How should this note be written? What makes a good note?
- Notes should be in short speak but should still tell you the
information, you should be able to come back to them and
still know what you were talking about
- Code note to tell yourself exactly which turtle/ animal this fact
was about
Next, students have to decide where the note should go on our
chart. Students turn and talk with a partner to discuss how they
know where the note should be categorized. Students share out.

Guided Practice:
As a class, the students should pull out the rest of the information
from that page that they feel should be turned into notes. Students
will turn and talk with a partner to discuss how the notes can be
turned into note speak, how they should be coded, and where they
should go on the category chart. Share out.

(Please see the Differentiation section for anticipated difficulties.)

Students use the non-fiction books to start taking notes on their

Learning Task animals. Students have their own personal category chart and sticky
notes.

As an exit ticket, students are given a slip of paper and are asked to
Closing /
write down one note they took, which category they put that note
Debrief
into, and why they put that note in that category.
 Assessment 1: During the lesson, when students put their thumbs
up and down to signal that they found an important piece of
information, it allows the teacher to assess the students ability to
identify relevant information.

Assessment 2: As the students are completing independent work,

Assessments the teacher is circulating and looking over student work to informally
assess and give help as needed

Assessment 3: The exit ticket that students do at the end shows the
teacher how well students use “note speak” and if they were able to
accurately categorize information including their thinking for why
they categorized a note the way that they did.

The main differentiation in this lesson is the reading level of the

books that students are using to do their research. Students who are
Differentiation struggling may be given books at a slightly lower reading level while
accelerated students may be given more complex books.

Biome - regions of the world with similar climates, animals, and

Academic plants
Language Adaptation - Changes to plants and animals bodies or behaviors that
help them survive