Tool Box Item Details - Pathways Academy - Diversity by Design

Title

Assessment - Quick Scale Marking: Grade 2 Reading

Content

Reading Literature

Aspect	Emerging	Developing	Proficient	Extending
SNAPSHOT Note: the snapshot can be used alone as a holistic scale in some situations.	The student needs one to-one support to read short, simple stories and to attempt comprehension activities.	The student reads a variety of short, simple stories with understanding if given some support. Work is partially accurate.	The student reads a variety of short, simple stories independently and with understanding. Work is generally accurate.	The student reads an increasing variety of simple stories independently and with understanding. Work is clear, accurate, complete.
STRATEGIES oral reading comprehension strategies predictions word skills sight vocabulary	uncomfortable reading orally; reads words rather than sentences; may lose place often needs intensive, sustained support predictions are often guesses may try to use phonics; often waits to be given the word or strategy recognizes some common sight words (e.g., the, at, want, they, little)	reads slowly, with little expression; often stops to self-correct or get help looks for support with new selections if prompted, uses prior knowledge and picture clues to make simple, obvious predictions relies on phonics to figure out new words; if given support, can use word structure, context recognizes common sight words	confident in most oral reading activities checks to make sure the selection is making sense; (may need prompting) uses prior knowledge, picture clues, knowledge about “story” to make obvious predictions combines phonics, word structure, context clues; usually successful with simple words recognizes increasing variety of sight words	oral reading is fluent, confident, expressive checks to make sure the selection is making sense; selfcorrects efficiently uses prior knowledge, picture clues, knowledge about “story” to make logical and sometimes insightful predictions successfully combines phonics, word structure, context clues recognizes a wide range of sight words
COMPREHENSION accuracy, completeness characters events retell; explain relationships inferences	unable to attempt questions or tasks alone; work is incomplete, may be inaccurate or vague even with help may identify the main character(s) needs support to retell the story; may invent material based on the illustrations recalls few details unable to make inferences	responses to questions or tasks include some accurate information; parts are inaccurate or incomplete identifies main character often focuses on one event; may miss big picture provides a few accurate details; may invent some focuses on literal meaning; has difficulty making basic inferences	responses to questions or tasks are accurate and complete; parts may be vague, unclear accurately identifies main and supporting characters retells main events in correct sequence includes some details makes basic inferences about characters (feelings, motivation) and events	responses to questions or tasks are accurate, clear, and thorough accurately describes main and supporting characters provides a detailed, accurate retelling uses relevant details makes inferences about characters, events may offer insight into author’s purpose, message
RESPONSE AND ANALYSIS connections to experiences and other selections opinions	often unable to make connections; limited reading or listening experiences to draw on opinions are often unrelated to story	with teacher support, makes simple, concrete connections to own experiences, other stories expresses simple opinions about stories or characters	if asked, makes concrete connections to own experiences, other stories expresses simple opinions about stories or characters, and provides simplistic reasons	may make several direct, concrete connections to own experiences, other stories expresses simple opinions or judgments with some support

Reading for Information

Aspect	Not Yet Within Expectations	Meets Expectations (Minimal Level)	Fully Meets Expectations	Exceeds Expectations
SNAPSHOT Note: the snapshot can be used alone as a holistic scale in some situations.	The student needs one-toone support to read short, simple materials and to attempt comprehension activities.	The student is able to read a variety of short, simple materials with understanding if given some support. Work is partially accurate.	The student is able to read a variety of short, simple materials independently and with understanding. Work is generally accurate.	The student is able to read an increasing variety of simple materials independently and with understanding. Work is clear, accurate, and complete.
STRATEGIES oral reading comprehension strategies predictions word skills sight vocabulary locating information	uncomfortable reading orally; reads words rather than sentences; may lose place often needs intensive, sustained support predictions are often guesses may try to use phonics; often waits to be given the word or strategy recognizes some common sight words (e.g., the, at, want, they, little) unable to locate information	reads slowly, with little expression; often stops to self-correct or get help looks for support with new selections if prompted, uses prior knowledge and picture clues to make simple, obvious predictions relies on phonics to figure out new words; if given support, can use word structure, context recognizes common sight words frequently guesses rather than rereading; uses simple text features with support	confident in most oral reading activities checks to make sure the selection is making sense; (may need prompting) uses prior knowledge and picture clues to make obvious predictions combines phonics, word structure, context clues; usually successful with simple words recognizes increasing variety of sight words rereads; uses text features to locate specific information if prompted	oral reading is fluent, confident, and expressive checks to make sure the selection is making sense; self-corrects efficiently uses prior knowledge and picture clues to make logical and sometimes insightful predictions successfully combines phonics, word structure, and context clues recognizes a wide range of sight words independently rereads; uses text features to locate specific information; efficient
COMPREHENSION accuracy, completeness main ideas details recording information	unable to attempt questions or tasks alone; work is incomplete; may be inaccurate or vague, even with help may identify the topic recalls few details needs ongoing, intensive support to record information	responses to questions or tasks include some accurate information; parts are inaccurate or incomplete identifies the topic; may need support to recall main ideas provides a few accurate details; may invent some records some accurate information, often unsorted	responses to questions or tasks are generally accurate and complete; parts may be vague, unclear accurately identifies most main ideas; relies on words of the text includes some detail in answers and explanations records some accurate information using categories teacher provides	responses to questions or tasks are accurate, clear, and complete accurately restates most or all main ideas in own words uses relevant details in answers and explanations organizes information into logical categories with some support (often able to create own categories)
RESPONSE AND ANALYSIS connections to experiences and other selections opinions	unable to make connections to other information and experiences; little prior knowledge to draw on unable to distinguish between fact and fiction	with teacher support, makes simple, concrete connections to other information and experiences beginning to distinguish between fact and fiction	makes some concrete connections to other information and experiences when asked generally distinguishes between fact and fiction	makes several connections to other information and experiences, often spontaneously distinguishes between fact and fiction; may question the information