Tool Box Item Details - Pathways Academy - Diversity by Design

Title

Assessment - Quick Scale Marking: Grade 4 Reading

Content

Reading Literature

Aspect	Emerging	Developing	Proficient	Extending
SNAPSHOT Note: the snapshot can be used alone as a holistic scale in some situations.	With support, the student may be able to read and understand brief, simple stories and poems. Often needs one-to-one help. Work is often inaccurate or incomplete; tends to rely on guessing.	The student is able to read, understand, and respond to simple and direct stories, novels, and poetry but may need some support. Work is generally accurate but often provides little detail or support. Parts may be incomplete or confusing.	The student is able to independently read, understand, and respond to simple and direct stories, novels, and poems. Provides support when prompted. Work is generally accurate and complete.	The student is able to independently read, understand, and respond to straightforward stories, novels, and poetry with some complex language and ideas. Works efficiently, provides details and support; may exceed requirement.
STRATEGIES comprehension strategies word skills predictions locating detail	few strategies for correcting tries to sound out new words; may give up quickly predictions are often illogical guesses often guesses instead of looking at selection	with support, may adjust strategies needs prompting to use word strategies; often begins by asking for help makes simple, obvious predictions may have difficulty locating some specific details	beginning to adjust strategies uses a variety of word strategies; may need prompting makes logical predictions rereads and skims to find specific details	adjusts strategies effectively uses a variety of word strategies; usually efficient and successful makes logical and often insightful predictions rereads and skims for specific details; becoming efficient
COMPREHENSION accuracy, use of detail and support characters sequence of events inferences	work is often incomplete, inaccurate; may give up may identify the main character(s) and some events difficulty recounting events in sequence often unable to make inferences	most work is accurate and based on the selection; little detail or support accurately identifies most main characters retells most main events in sequence some simple, obvious inferences about characters’ feelings	work is accurate, complete; provides some detail and support accurately describes main characters in some detail retells main events in the correct sequence some logical inferences about characters’ feelings	work is clear, accurate, detailed; provides support accurately describes main characters and their relationships in detail retells accurately, making relationships among events clear logical inferences about characters’ feelings and motivations
RESPONSE AND ANALYSIS connection to experiences and other selections opinions	with specific prompts and support, may be able to make concrete and obvious personal connections may offer simple reactions or opinions	makes concrete and obvious connections; may need prompting offers simple reactions or opinions with minimal support	makes some connections; may involve inferences offers reactions and opinions with some support	makes and explains connections that require some inferences or insights offers reactions and opinions with some specific 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.	With support, the student may be able to read and understand brief, simple information and procedures. Often needs one-to-one help. Work is often inaccurate or incomplete; tends to rely on guessing.	The student reads, understands, and is able to use simple and direct information and procedures but may need some support. Work is generally accurate, but often provides little detail or support. Parts may be incomplete or confusing.	The student independently reads, understands, and uses simple and direct information and procedures. Completes assigned tasks, providing support when prompted. Work is generally accurate and complete.	The student independently reads, understands, and uses straightforward information and procedures with some technical or specialized language. Works efficiently, provides details and support; may exceed requirements.
STRATEGIES comprehension strategies word skills predictions text features locating detail	few strategies for self-correcting tries to sound out new words; may give up quickly predictions are often illogical guesses little or no use of text features often guesses instead of looking at selection	with support, may adjust strategies needs prompting to use word strategies; often begins by asking for help makes simple, obvious predictions with support, uses text features to preview and locate information may have difficulty locating some specific details	beginning to adjust strategies uses a variety of word strategies; may need prompting makes logical predictions uses text features to preview and locate information rereads and skims to find specific details	adjusts strategies effectively uses a variety of word strategies; usually efficient and successful makes logical and often insightful predictions uses text features effectively to preview, locate, and organize information rereads and skims for specific details; becoming efficient
COMPREHENSION accuracy and completeness main ideas details note-making	work is often incomplete, inaccurate; may give up may misinterpret main ideas with support, may identify some relevant details may record or sort limited information using a template	most work is accurate; little detail or support identifies some main ideas identifies some relevant details; misses others records and organizes some information using a template provided	work is accurate, complete; some detail and support accurately identifies main ideas; may have trouble restating identifies relevant details organizes information using a template; distinguishes between main ideas and support	work is clear, accurate, detailed; parts are precise accurately restates main ideas in own words identifies specific, relevant details selects and uses appropriate template or organizer to make notes; efficient and complete
ANALYSIS connections to other information	unable to connect new information to what they know	makes some connections between new information and what they already know	makes logical connections between new information and what they already know	makes and explains logical connections between new information and what they already know