Baneman Model Big Goal ESL

Grades 3-5
Grade Level: Upper Elementary (3rd-5th)

Subject: ESL

BIG GOAL
Your big goal should be specific, aligned with rigorous learning standards,
measurable, ambitious and feasible. Consider:
1. 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.)
2. 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?
Fundamentally, my course aims to give advanced beginning and low intermediate
ESL students the academic tools needed to be successful in mainstream ELA
courses. I identified and prioritized power standards that spiral through the
elementary grades. I believe that mastery of these standards, coupled with
significant reading growth, will set my students on a path to catch up to their
native English-speaking peers, and on a life path to academic success.
1. When my students leave my course, my students should know: (a) a
variety of reading comprehension strategies; (b) story elements; (c) non-
fiction elements; (d) character traits; (e) genres; (f) author’s purpose; (g)
how to conduct and report research; (h) how to decode and encode phonics
up to a late second grade level; (i) basic grammar concepts identified in
English to a Beat!
2. My students should be able to: (a) monitor their own reading using a
variety of reading comprehension strategies; (b) identify and discuss story
elements in a given text; (c) discuss and identify non-fiction elements,
such as main idea and detail; (d) identify character traits, and cite evidence
of those traits; (e) classify a text based on genre, and analyze and discuss
that classification; (f) determine author’s purpose of a given text and cite
evidence; (g) conduct and write up independent research; (h) decode and
encode phonics taught in Level 2 Fundations; (i) employ basic grammar
concepts in speaking and writing (identified in English to a Beat!)
3. I will assess student mastery with growth-based assessments. Specifically,
 I will use the DRA to measure reading growth. I will expect all of my
students to make at least 1.5 years of reading growth. For speaking, I will
use the ACCESS speaking rubric to determine growth. I will administer the
WAPT tasks at the beginning of the year and the end of the year. I will
expect students at levels 1 and 2 to make a full point of speaking growth.
For students at all other levels, I will expect them to move a level in at
least one area of the speaking rubric. The same growth expectations will
apply to writing. For listening, all items on the listening section will be
administered. I will expect levels 1 and 2 to make a full point of growth.
Level 3s should make .5 growth, and level 4s should make .3. Since these
are growth goals, the student’s current grade level assessment should be
used both at the beginning and the end of the year.

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?
1. I know that if my students can make 1.5 years of growth for the next
several years, they will be on track to catch up to their native-speaking,
grade level-literate peers. Ultimately, this will put them on an academic
path to be ready to attend college.
2. My students want to know what their reading level is and feel proud as
they are able to pick books out of “higher” bins. By allowing them to track
their progress on a bar graph, and track standards mastery with stickers, or
by coloring in a thermometer, they will deepen their investment in my
goals.
3. I can certainly connect my big goal to college readiness. All of my students
would be the first in their family to attend college, so this would be
extremely empowering. I also think investing my students in the
importance of literacy will help them seek further educational
opportunities. Finally, I think demonstrating the connection between
literacy (reading and writing) and advocating for the immigrant community
would be incredibly powerful for my students. If they see themselves as
advocates for their community, I think that would be fuel for persisting with
their own educations.

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?

Learning Goal
For what learning goal are you
developing a vision of success?
Identify the elements of
stories (problem, solution,
character, and setting) .
VISION OF SUCCESS
Item/ Response
What types of items will students
answer to show mastery of this learning
goal? What would a sample response
look like?
A. Match the name of the story element to the
best example (match word to picture).
Example:
1. title
The Fire
-----------------------
B. Student will complete story
organizer, based on teacher read
aloud, identifying: title,
characters, setting, problem and
solution.
C. Student will read a narrative text
to identify 1) the story’s main
characters; 3) the setting; 4)
problem and solution
Key Knowledge and Skills
What do students need to know or do
to answer these types of items
correctly?
KNOW:
• Excellent readers identify title, author,
and illustrator before they start reading
• Excellent readers read to find elements
of stories: characters, setting, problem,
solution, events
• Excellent students of English show what
they know by listening, speaking,
reading, and writing.
DO:
• Match basic story elements vocab to
pictures (identify)
• Identify elements from a given text
(apply)
• Identify elements from a text read aloud
(apply)