Big Goal Becky Hsu

Grade Level: 2nd Grade

Subject: ELA

BIG GOAL
Your big goal should be specific, aligned with rigorous learning standards,
measurable, ambitious and feasible. Consider:
What should your students know and be able to do at the end of your course?
(When you describe what your students need to know and be able to
do, you will likely refer to your course learning goals. You may list your
learning goals here or in your long-term plan – if you decide to do so in
your LTP, please note that here.)
How will you know when students have mastered your goal? What
assessment(s) will you use to measure success? What numerical target will
you use?

The big goal for the ELL students in the class will be to gain 1 year in their
ability to listen, speak, and write in English and 1.5 years in their ability to
read English according to WIDA standards. (Specific learning goals will be
outlined in my LTP.)

I will use Fountas and Pinnell for formative assessments of the students'
reading growth. Their diagnostic exam will (ideally) be the W-APT,
administered at the beginning of the year (September); the results of that
exam will be compared to the results from the summative assessment (end-
of-the-year ACCESS).

STUDENT-FRIENDLY GOAL
How will you present your goal so that it is meaningful to your students?
Consider:
What do you know about your students’ future opportunities that makes this
goal particularly relevant?
What are your students’ interests and values and how might you use them to
maximize the influence your goal will have?
How can you shape your big goal so that it reinforces the self-empowerment,
persistence and resilience your students may need to advocate for their own
education interests?

Much of this student-specific messaging will need to be determined a little bit

later, since I still don't know who the students are in the whole class, much
less my ELL-specific students.

However, if I have the opportunity to pull the students out in the future, I will
introduce to my pull-out group their individual portfolios. Each individual
portfolio will have spaces for photos of their progress towards their individual
Big Goals. The photos will vary depending on the nature of their work
throughout the year and their idealized version of their future self. For
example, the starting point photograph can be a Polaroid photo of
themselves. Each successive photograph will show either a successful
assessment or some representation of their assessment. The last
photograph/artwork of the year can be a creative rendering (mixed media,
etc.) of themselves as full-blown academic achievers. This last photograph
will -- in the spirit of backwards planning -- be made alongside the first photo
so that the kids will know what they are working toward.

I hesitate to create a larger, room-centered display of the Big Goal because

there's a good chance I won't have my own room and hence the freedom to
decorate at will. The individual portfolios will be easy to carry; plus, they can
become year-end mementoes that the children can keep.

ENDURING UNDERSTANDINGS
*If you are a social studies teacher, complete this section.*
Your enduring understandings are the lasting ideas that you want students to
develop and remember long after they leave your course. Ask yourself:
What concepts /ideas can I connect to throughout my course?
What concepts /ideas can students apply to other social studies courses or
the world around them?

The most important concept I want the students to understand is that this
country has room for them; that as bi/multi/lingual and bi/multi/cultural
students, they not only can achieve great learning through hard work, but
also offer something immense to the world around them. So often in this
nation, the foreigner is deemed both suspect and stupid by mainstream
Americans. So rarely is the foreigner and her/his background truly considered
a valuable addition to American culture or that cultural difference introduces
both fresh, creative perspectives and surprising commonalities. In other
words, I want the students first to learn their own value, a value based on
their ability to shape their future.

That self-valuation exists in tandem with not just a respect for other people
and cultures, but also a desire to learn about the world that surrounds us. If
the immigrant self is a sign of human possibility and invention, then it is also
a reminder of what differences exist within each person and culture. To
become "smarter" is to become more sensitive to what the world offers us in
return for our participation in that world.

These concepts ought to build a core sense of self within the students that
allows them to perform academically -- across disciplines -- with a confidence
that respects yet stretches personal and social limits.
 VISION OF SUCCESS
Learning Goal Item/ Response Key Knowledge and
For what learning goal What types of items will Skills
are you developing a students answer to show What do students need to
vision of success? mastery of this learning know or do to answer
goal? What would a these types of items
sample response look correctly?
like?
EXAMPLE ENTRY:
Know basic facts for + and – Cabrese has four fish. Renisha KNOW:
and use them to solve real-life has two fish. How many fish do 0 doesn’t add or subtract
problems they have in all? anything
1 means counting forwards or
IIII + II = 6 or EMBED backwards
Equation.DSMT4 10s have the same pattern as
They have 6 fish in all. 1s, but in the tens place
doubles facts
can add more quickly with
EMBED doubles + or – 1
Equation.DSMT4 numbers can be added in any
EMBED order; subtracting in different
Equation.DSMT4 orders gives different answers
Number sentences can turn into
EMBED word sentences.
Equation.DSMT4
EMBED DO:
Equation.DSMT4 add and subtract 1 and 0 (apply)
reverse and solve commutative
pairs (apply)
EMBED complete fact families
Equation.DSMT4 (synthesis)
turn word sentences into
EMBED number sentences and vice
Equation.DSMT4 versa (analysis/synthesis)
write doubles facts (knowledge)
Write addends so that the facts solve doubles + or – 1 using
are doubles or doubles plus 1 doubles facts
EMBED
Equation.DSMT4
EMBED
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EMBED
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EMBED
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EMBED
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Fill in the missing numbers

EMBED
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 Equation.DSMT4
EMBED
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EMBED
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Write the fact family for the
numbers 4, 7, 11

EMBED
Equation.DSMT4