Student Name I can elaborate on the benefits of reading for my future and present happiness, power and success. I can independently set personal goals for improving my reading. I can demonstrate work ethic that will lead me to attain my reading goals. I can read independently for a minimum of 25 minutes without stopping. I can choose and implement appropriate artifacts and strategies to continue developing intellectual independence. I can select a “just right” book to ensure I make reading growth. I can use artifacts (i.e., reading logs) to investigate my reading interests, habits, and patterns to analyze my reading progress over time. I can identify the theme or central idea to determine what the text is about. Notes B = Beginning D = Developing P = Proficient M = Mastery
Unit of Study Assessment Checklist (2 of 2) Student Name I can recognize and use details in order to visualize scenes in the story. I can identify and use details as I read to make inferences about characters, setting, and conflict. I can infer, using setting clues, to imagine what has happened between the scenes. I can make connections between different parts of a story to understand changes in characters, setting, and conflict over time. I can use artifacts (i.e., reading logs) to investigate my reading interests, habits, and patterns to analyze my reading progress over time. I can use quick responses to text (margin notes, Post-its, etc.) to track my thinking as I read, to aid my comprehension and prepare to write about my reading. I can use longer written responses to my reading (reflection, journal entry, etc.) to reflect on and analyze the text. I can select and cite evidence to communicate inferred or explicit elements or excerpts of text for literary conversations. Notes B = Beginning D = Developing P = Proficient M = Mastery
Unit of Study Assessment Checklist (2 of 2) Student Name I can reference a “shared or community text” in conversation to compare character, setting, conflict, and themes between texts. I can reflect on artifacts to analyze my reading progress, plan next steps, and set new goals. I can refer to my notes to support my analysis of text. Notes B = Beginning D = Developing P = Proficient M = Mastery
Unit of Study Assessment Rubric Unit # - Unit Title… Motivation Mastery Proficient Developing Beginning 1. I can elaborate on the benefits of reading for my future and present happiness, power and success. I can elaborate on the benefits of reading for my future and present happiness, power, and success. I can elaborate on the benefits of reading for my future and present success. I can articulate how reading well affects my grades. I read what I am asked to read. 2. I can independently set personal goals for improving my reading. I can independently set challenging personal goals for the purpose of improving my own reading. I can independently set personal goals for improving my reading. I can set personal goals for improving my reading with occasional teacher or peer input. I can set personal goals with the assistance of a teacher or peer. 3. I can demonstrate work ethic that will lead me to attain my reading goals. I am self directed and take advantage of classroom routines that support me in attaining my reading goals. I am self directed in completing and following directions. I complete necessary assignments outside of class. I can come to class prepared and follow (and sustain) reminders and directions. I can work intermittently with the support of teacher reminders and direction. 4. I can read independently for a minimum of 25 minutes without stopping. I can read independently for a minimum of 25 minutes without stopping I can read independently for a minimum of 20 minutes without stopping. I can read independently for a minimum of 10 minutes without stopping I can quietly sit with a book reading occasionally for the duration of independent reading time.
emphasized them. describe how my thinking has changed over the course of the text. 9. I can recognize and use details in order to visualize scenes in the story. I can recognize and use details in order to visualize scenes from the story. My images include more than what is stated in the text. I have images that come from sights, sounds, smells etc. I can articulate a relationship between the text and what I am picturing. I can recognize and use multiple details in order to visualize detailed scenes from the story. I can articulate a relationship between the text and what I am picturing. I am able to pull details from the text to create mental pictures. My images are built on details from the text, and I can articulate a relationship between the text and what I am picturing. I am able to pull some details from the text to create general mental pictures. I am unclear of the relationship between the text and what I am picturing. 10. I can identify and use details as I read to make inferences about characters, setting, and conflict. I can identify and use details to develop my own predictions, interpretations, and/or conclusions to better understand characters, setting and conflict. I can describe how I understand more about the book based upon these inferences. I can identify and use details to draw conclusion, interpret, and/ or predict to better understand characters, setting and conflict. I can explain how I came up with my conclusions. I can use details to make inferences (predictions and conclusions). The inferences I draw are probably aligned to what the author would think about characters, setting and conflict. I can use some details as I read to make guesses about characters, setting and conflict. I am not sure how they relate to the story. 11. I can infer, using setting clues, to imagine what has happened between the scenes. I can infer, using setting clues, to imagine what has happened between the scenes and make predictions about what characters may feel and think based on those imagined scenes. I can infer, using setting clues, to imagine what has happened between the scenes. I can use a limited number of setting clues to imagine what has happened between scenes when posed with leading questions to provoke my imagination. I can use setting clues that are pointed out to me by others to imagine what has happened between scenes when posed with leading questions to provoke my imagination.
conversations. for literary conversations with peers. for literary conversations. list to participate in literary conversations. list to participate in literary conversations, with teacher support. 17. I can reference a “shared or community text” in conversation to compare character, setting, conflict, and themes between texts. I can make specific and relevant connections between a “shared or community text” and another text, in conversation, comparing character, setting, conflict and themes, to explain how the connection enhances my comprehension. I can make specific and relevant connections between a “shared or community text” and another text, in conversation, comparing character, setting, conflict and themes. I can make general connections between a “shared or community text” and another text in conversation, in response to teacher questions, comparing character, setting, and conflict. I can make general connections between a “shared or community text” and another text in conversation, with teacher support. 18. I can read with expression to convey my interpretation of the text. I can independently read a familiar text with expression to convey my interpretation of the text. I can read a familiar text with expression to convey my interpretation of the text, after one practice. I can read a familiar text with expression to convey my interpretation of the text, after several practices. I can read a familiar text with expression, with teacher support and after extended rehearsal. 19. I can reflect on artifacts to analyze my reading progress, plan next steps, and set new goals. In order to improve my reading ability, I can reflect on artifacts with peers to analyze my reading progress, plan next steps, and set new goals for myself in collaboration with peers. I can independently reflect on artifacts to analyze my reading progress, plan next steps, and set new goals to improve my reading ability. I can independently use guiding questions to reflect on artifacts and co-author (with my teacher) next steps and set new goals to improve my reading ability. I can answer guiding questions about my reading artifacts to co-author (with my teacher) new goals to improve my reading ability. 20. I can refer to my notes to support my analysis of text. I can independently refer to my notes to support my analysis of text. I can refer to my notes to support my analysis of text. I can use my notes in a conversation to connect my guided responses back to the text. I can participate in a conversation, connecting my guided responses back to the text. Stage 3 Plan Learning Experiences and Instruction
SAMPLE UNIT CALENDAR Monday Tuesday Wednesday Thursday Friday 1.Why do we read? Begin expectation of reading for 30 minutes per night. 2. How to select a “just right” book? 3. Tracking our reading using artifacts 4. I can set a personal goal about my reading 5. Develop independence as a reader- what do I do when the reading is challenging? 6. Develop independence as a reader- what do I do when the reading is challenging? 7. Reading strategies- helping to develop independence as a reader (what do I do when reading is challenging?) 8. I can use quick responses to text (margin notes, Post-its, etc.) to track my thinking as I read, to aid my comprehension and prepare to write about my reading. 9. I can recognize and use details in order to visualize scenes in the story, using quick responses to text to track my thinking. 10. I can identify and use details as I read to make inferences about characters, setting, and conflict, using quick responses to text to track my thinking. 11. I can make connections between different parts of a story to understand changes in characters, setting, and conflict over time, using quick responses to track my thinking. 12. I can infer, using setting clues, to imagine what has happened between the scenes, using quick responses to track my thinking. 13. I can use longer written responses to my reading (reflection, journal entry, etc.) to reflect on and support analysis of what the text states explicitly. 14. I can select and cite evidence to communicate inferred or explicit elements or excerpts of text for literary conversations, using longer written responses to my reading 15. I can identify the theme or central idea to determine what the text is about using longer written responses to my reading 16. I can use artifacts (i.e., reading logs) to investigate my reading interests, habits, and patterns to analyze my reading progress over time. 17. I can reference a “shared or community text” in conversation to compare character, setting, conflict, and themes between texts, using quick or longer responses. 18. I can read aloud with expression to convey my interpretation of the text. 19. I can reflect on artifacts to analyze my reading progress, plan next steps, and set new goals. 20. I can refer to my notes to support my analysis of text.