BOY-MOY Comparative Data 2019-2020

Class 636
Next Generation Learning Standards BOY MOY %
ELA Grade 6 Growth

Overall Average 42.2% 44.6% 2.4% ↑

6L4: Determine or clarify the meaning of unknown and

multiple-meaning words and phrases, choosing flexibly from a range of 44.4% 42% 2.4% ↓
strategies

6L4a: Use context (e.g., the overall meaning of a sentence or

paragraph; a word’s position or function in a sentence) as a clue to the 55.6% 61.1% 5.5% ↑
meaning of a word or phrase.

6L5: Demonstrate understanding of figurative language, word 50% 54.3% 4.3% ↑

relationships, and nuances in word meanings

6R2: Determine a theme or central idea of a text and how it is

developed by key supporting details over the course of a text; 27.8% 33.3% 5.5% ↑
summarize a text. (RI)

6R3:In informational texts, analyze how individuals, events, and ideas 50% 52.6% 2.6% ↑
are introduced, relate to each other, and are developed (RI)

6R4: Determine the meaning of words and phrases as they are used in
a text, including figurative and connotative meanings. Analyze the 38.9% 33.3% 5.6% ↓
impact of specific word choices on meaning, tone, and mood, including
words with multiple meanings.

6R5: In informational texts, analyze how a particular sentence,

paragraph, chapter, or section fits into the overall structure of a text 33.3% 40.7% 7.4% ↑
and how it contributes to the development of theme/central ideas. (RI)

6R6: In informational texts, explain how an author’s geographic 36.1% 53.7% 17.6% ↑
location or culture affects his or her perspective. (RI)

6R8: Trace and evaluate the development of an argument and specific 16.7% 25.9% 9.2% ↑
claims in texts, distinguishing claims that are supported by reasons
and relevant evidence from claims that are not

6R9: Use established criteria in order to evaluate the quality of texts.

Make connections to other texts, ideas, cultural perspectives, eras, and 27.8% 31.5% 3.7% ↑
personal experiences.

6R2: Determine a theme or central idea of a text and how it is

 developed by key supporting details over the course of a text; 38.9% 20.4% 18.5% ↓
summarize a text (RL)

6R3: In literary texts, describe how events unfold, as well as how

characters respond or change as the plot moves toward a resolution 44.4% 59.3% 14.9% ↑
(RL)

6R5: In literary texts, analyze how a particular sentence, paragraph,

stanza, chapter, scene, or section fits into the overall structure of a text 44.4% 37.0% 7.4% ↓
and how it contributes to the development of theme/central idea,
setting, or plot. (RL)

Data Analysis
Results from the BOY showed that as a class, 636 students struggled the most with
these three standards:
● 6R8: Trace and evaluate the development of an argument and specific claims in texts,
distinguishing claims that are supported by reasons and relevant evidence from claims that
are not (16.7% of students got this standard correct when tested)
● 6R9: Use established criteria in order to evaluate the quality of texts. Make connections to
other texts, ideas, cultural perspectives, eras, and personal experiences (27.8% of students
got this standard correct when tested)
● 6R2: Determine a theme or central idea of a text and how it is developed by key supporting
details over the course of a text; summarize a text. (RI) (27.8% of students got this standard
correct when tested)

When completing the MOY, the data showed that, as a class, students increased in all
three of these standards by the following percentages:
● 6R8: Students went from correctly answering 16.7% of questions 25.9% (an overall increase
of 9.2%)
● 6R9: Students went from correctly answering 27.8% of questions 31.5% (an overall increase
of 3.7%)
● 6R2: Students went from correctly answering 27.8% of questions 33.3% (an overall increase
of 5.5%)

Standards that are related directly to our Instructional Focus for 2019-2020 are the
following:
● 6L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases,
choosing flexibly from a range of strategies
● 6R5: In informational texts, analyze how a particular sentence, paragraph, chapter, or section
fits into the overall structure of a text and how it contributes to the development of
theme/central ideas. (RI)
● 6R5: In literary texts, analyze how a particular sentence, paragraph, stanza, chapter, scene, or
section fits into the overall structure of a text and how it contributes to the development of
theme/central idea, setting, or plot. (RL)
● 6R6: In informational texts, explain how an author’s geographic location or culture affects his
or her perspective. (RI)
 When comparing how students performed in the BOY to the MOY the results showed
that:
● In standard 6L4 (determine or clarify the meaning of unknown and multiple-meaning words
and phrases, choosing flexibly from a range of strategies), the class got 44.4% of questions
related to this standard correct during the BOY. When completing the MOY, the class
decreased by 2.4% in this standard, getting 42% of questions related to this standard correct.
Based on this data, we will focus on word meaning and vocabulary as a whole class.
● In standard 6R5 (in informational texts, analyze how a particular sentence, paragraph,
chapter, or section fits into the overall structure of a text and how it contributes to the
development of theme/central ideas (RI)), the class got 33.3% of questions related to this
standard correct during the BOY. When completing the MOY, the class increased by 7.4% in
this standard, getting 40.7% of questions related to this standard correct.
● In standard 6R5 (in literary texts, analyze how a particular sentence, paragraph, stanza,
chapter, scene, or section fits into the overall structure of a text and how it contributes to the
development of theme/central idea, setting, or plot. (RL)), the class got 44.4% of questions
related to this standard correct during the BOY. When completing the MOY, the class
decreased by 7.4% in this standard, getting 37% of questions related to this standard correct.
Based on this data, we will focus on analyzing text details as a whole class.
● In standard 6R6 (in informational texts, explain how an author’s geographic location or
culture affects his or her perspective. (RI)), the class got 36.1% of questions related to this
standard correct during the BOY. When completing the MOY, the class increased by 17.6% in
this standard, getting 53.7% of questions related to this standard correct.