Tool Box Item Details - Pathways Academy - Diversity by Design

Title

Assessment - Quick Scale Marking: Grade 7 Reading

Content

Reading Literature

Aspect	Emerging	Developing	Proficient	Extending
SNAPSHOT	With support, the student is able to read simple, direct, and short fiction and poetry, but may be unable to finish all parts of an assigned task.	The student is able to read generally straight-forward fiction and poetry, but may have difficulty completing longer selections and tasks. Work may lack detail.	The student is able to read generally straight-forward fiction and poetry and complete assigned tasks. Work is accurate and complete.	The student is able to read fiction and poetry that feature complex ideas and language. The student’s work is precise, thorough, and insightful, and often exceeds requirements.
STRATEGIES check understanding word skills knowledge of genres figurative language	unable to identify problems tries to sound-out new words unaware of the features of various genres has difficulty with figurative or abstract language	may need prompting to check understanding or adjust strategies relies on sounding-out and context for new words with prompting, uses knowledge of familiar genres to predict or confirm meaning may not recognize figurative language	checks for understanding; adjusts strategies uses a variety of strategies for new words uses knowledge of familiar genres to predict or confirm meaning recognizes and tries to interpret figurative language	evaluates own understanding; chooses strategies effectively uses a variety of strategies for new words; efficient uses knowledge of a variety of genres to predict, confirm, or interpret meaning interprets figurative language
COMPREHENSION story elements predictions inferences details theme	identifies some main characters and events predictions and inferences may be illogical or unsupported may offer inaccurate or irrelevant details in responses does not interpret themes logically	describes setting, main characters, and events makes some simple predictions and inferences; gives evidence when asked identifies relevant details in responses; may omit some interprets simple themes	describes story elements in own words; explains some relationships makes logical predictions and inferences; when asked, can provide specific evidence identifies relevant details in responses interprets obvious themes	describes story elements in detail; explains relationships makes insightful predictions and inferences, supported by specific evidence identifies precise details in responses interprets complex or subtle themes
RESPONSE AND ANALYSIS connections to experiences and other selections reactions	makes simple, obvious connections to self reactions tend to be vague and unsupported	makes obvious connections to self or other selections offers reactions and opinions; gives some support if prompted	makes and supports logical connections to self or other selections offers reactions and opinions with some support	makes and supports logical connections to self or other selections; may risk a divergent response supports reactions and opinions with reasons, examples

Reading for Information

Aspect	Not Yet Within Expectations	Meets Expectations (Minimal Level)	Fully Meets Expectations	Exceeds Expectations
SNAPSHOT	With support, the student may be able to read brief, straight-forward information and procedures, but is often unable to complete all parts of an assigned task.	The student is able to read straight-forward information and procedures that include some specialized language and complex ideas; may have difficulty completing longer selections and tasks. Work may lack detail.	The student is able to read straight-forward information and procedures that include some specialized language and complex ideas. Work is accurate and complete.	The student is able to read elaborated information and procedures that include specialized language and complex relationships. Work is precise and thorough, often exceeds requirements.
STRATEGIES check understanding word skills predictions text features	unable to monitor own reading often “stuck” on new words has difficulty making predictions does not use text features	needs prompting to adjust strategies when prompted, analyzes word parts in technical words makes simple predictions uses text features with support	adjusts strategies for the material uses variety of strategies for technical language makes logical predictions uses text features	chooses effective strategies for challenging material figures out technical language anticipates content and structure uses text features efficiently
COMPREHENSION accuracy, completeness main ideas details note-making inferences	work is often inaccurate, vague, or incomplete may confuse main and supporting information locates some details if asked; omits a great deal needs help to make notes often unable to make inferences	work is generally accurate identifies most main ideas locates some details; omits some makes simple notes some inferences are illogical or unsupported	work is accurate, clear, and complete identifies main ideas and restates in own words locates specific, relevant details makes accurate, organized notes supports inferences or interpretations if asked	work is precise and thorough; may include insights identifies and restates main ideas; explains how they are connected locates specific, relevant details makes accurate, detailed notes in appropriate form supports inferences with specific evidence
ANALYSIS connection to prior knowledge evaluation	has difficulty making connections to prior knowledge	offers simple comparisons to prior knowledge and beliefs	compares key ideas with prior knowledge and beliefs	compares new information with prior knowledge and beliefs; shows insight