Tool Box Item Details - Pathways Academy - Diversity by Design

Title

Assessment - Quick Scale Marking: Grade 3 Reading

Content

Reading Literature

Aspect	Emerging	Developing	Proficient	Extending
SNAPSHOT	The student may be able to read and recall simple, short selections with familiar language. Often needs one-to-one support for both reading and comprehension activities.	The student is able to read simple, direct fiction and poetry, and complete basic comprehension and response tasks with some support. Work often lacks detail.	The student is able to read simple, direct fiction and poetry, and complete comprehension or response activities independently. Work is accurate and complete.	The student is able to read materials that have some complexity, and complete comprehension or response activities independently. Work often shows insight or exceeds requirements of the task.
STRATEGIES adjust for purpose word skills comprehension strategies	relies on sounding-out; has difficulty using context clues predictions tend to be guesses, may not be logical may attempt to recall or guess rather than reread for details	uses phonics and context clues (with support) makes simple, obvious predictions using prior knowledge rereads to find details needed; may be inefficient	uses phonics, word structure, and context clues (may need prompting) makes logical predictions using prior knowledge and story structure rereads and skims for details needed	combines phonics, word structure, and context clues efficiently independently uses prior knowledge and story structure to support reading rereads and skims for details; efficient
COMPREHENSION accuracy, completeness characters events retell; explain relationships inferences	responses to questions or tasks are often incomplete; may be inaccurate may identify main characters and some events often has difficulty sequencing events cannot make inferences (“read between the lines”) due to difficulties with literal meaning	responses to questions or tasks are generally accurate, but may be vague, lack detail accurately recalls main characters and most events may have difficulty with sequence focuses on literal meaning; may have difficulty making inferences	responses to questions or tasks are accurate, clear, and complete accurately describes main characters and events retells events in correct general sequence makes some inferences; may need prompting	responses to questions or tasks are accurate, clear, and thorough thoroughly describes main characters, events, and setting retells events in sequence; explains cause-effect makes inferences; shows insight
RESPONSE AND ANALYSIS connections to experiences and other selections opinions	needs support to make simple personal connections opinions are vague and unsupported	makes concrete connections to own experiences offers simple opinions; provides support when prompted	makes direct, obvious connections to self and to other selections offers simple opinions with some support	makes and explains connections to self and to other selections; often unusual and insightful offers opinions with logical support

Reading for Information

Aspect	Not Yet Within Expectations	Meets Expectations (Minimal Level)	Fully Meets Expectations	Exceeds Expectations
SNAPSHOT	The student may be able to read and recall brief, simple information passages and procedures that are strongly supported by illustrations. Often needs one-to-one help.	The student is able to read simple and direct information passages and procedures, and complete basic comprehension tasks with some support. Work often lacks detail.	The student is able to read simple and direct information passages and procedures, and complete related tasks independently. Work is accurate and complete.	The student is able to read information and procedures with some complex ideas and language, and complete related tasks independently. Work often exceeds basic requirements.
STRATEGIES adjust for purpose word skills comprehension strategies	relies on sounding-out; has difficulty using context clues does not use text features to make sense of the selection may attempt to recall or guess rather than reread for details	uses phonics and context clues with support needs help to use text features (e.g., headings, diagrams) rereads to find details; may be inefficient	uses phonics, word structure, and context clues (may need prompting) uses text features (e.g., headings, diagrams); may need prompting rereads and skims for details	combines phonics, word structure, and context clues efficiently uses text features (e.g., headings, diagrams) rereads and skims for details; efficient
COMPREHENSION accuracy and completeness main ideas details note-making, information organization inferences	responses to questions or tasks are often incomplete; may be inaccurate identifies topic may recall some relevant details if prompted needs support to locate, record, and organize information	responses to questions or tasks are generally accurate, but may be vague or lack detail identifies most main ideas gives some relevant details records information without much organization	responses to questions or tasks are accurate, clear, and complete identifies main ideas gives relevant details tries to organize information; may create logical categories	responses to questions or tasks are accurate, clear, and thorough; may include inferences identifies main ideas; concise gives specific, relevant details organizes information; can create logical categories
ANALYSIS connections to other information	unable to tell how new information is like or unlike other information about the topic	with support, tells some ways new information is like or unlike other information about the topic	tells some ways new information is like or unlike other information about the topic	tells some ways new information is like or unlike other information; may question new information