REPORTING STUDENT LEARNING
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REPORTING STUDENT LEARNING. 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.

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REPORTING STUDENT LEARNING

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Reporting student learning

REPORTING STUDENT LEARNING


Reporting student learning

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.


Reporting student learning

Achievement of Expected Learning Outcomes


Reporting student learning

TYPES OF READERS

EMERGENT

EARLY

TRANSITIONAL

FLUENT


Reporting student learning

Emergent Readers

Become aware of print.

Read orally, matching word to word.

Use meaning and language( simple texts)

Hear sounds in words.

Recognize name and some letters

Use information from pictures.

Connect words with name

Notice and use spaces between words.

Read orally.


Reporting student learning

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.

Recognize a few high frequency words

Read left to right.

Emergent Readers


Reporting student learning

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


Reporting student learning

Early 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.


Reporting student learning

Read orally and begin to read silently.

Read fluently with phrasing on easy texts; use the punctuation.

Recognize most easy, high frequency words.

Early Readers


Reporting student learning

Check to be sure reading makes sense, sounds right, looks right.

Check one source of information against another to solve problems.

Use information from pictures as added information while reading print.

Early Readers


Reporting student learning

Transitional Readers

Read silently most of the time.

Have a large core of known words that are recognized automatically.

Use multiple sources of information while reading for meaning.

Integrate sources of information such as letter-sound relationships, meaning, and language structure.


Reporting student learning

Consistently check to be sure all sources of information fit.

Consistently check to be sure all sources of information fit.

Do not rely on illustrations but notice them to gain additional meaning.

Transitional Readers


Reporting student learning

Understand, interpret, and use illustrations in informational text.

Know how to read differently in some different genres.

Have flexible ways of problem-solving words, including analysis of letter- sound relationships and visual patterns.

Read with phrasing and fluency at appropriate levels.

Transitional Readers


Reporting student learning

Fluent Readers

Read silently; read fluently when reading aloud.

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.

Acquire new vocabulary through reading.

Use reading as a tool for learning in content areas.


Reporting student learning

Constantly develop new strategies and new knowledge of texts as they encounter greater variety.

Develop favorite topics and authors that form the basis of life-long reading preferences .

Actively work to connect texts for greater understanding and finer interpretations of texts.

Fluent Readers


Reporting student learning

Consistently go beyond the text read to form their own interpretations and apply understandings in other areas.

Sustain interest and understanding over long texts and read over extended periods of time.

Notice and comment on aspects of the writer's craft.

Read to explore themselves as well as philosophical and social issues.

Fluent Readers


Reporting student learning

THE END


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