• to guide instruction

• to group students

• to identify students for intervention

• to provide an overall picture of our students' growth division wide

WHY?

• classroom teachers assess their own students

• Grades 1-5

• Grade 6 (optional)

• record student information and comments in TPM, for students who are not ready to complete the assessment

• avoid testing EAL students during the "silent period" (EAL Handbook, p. 7)

WHO?

• during the required GSSD Assessment Intervals (Fall & Spring)

• 3rd optional assessment (Winter)

• as needed for LLI

•outside of these assessment intervals, use a running record to document student growth and inform instruction

WHEN?

• quiet location

• few distractions

• teacher coverage if possible WHERE?

• accuracy and comprehension are both used to determine whether a text is independent, instructional or hard

• always consult your F&P Benchmark Criteria Chart

WHAT about Benchmark

Criteria?

• continue to test instructional levels until you reach the student's hard level

• the goal is to determine the student's highest instructional level

• may be helpful to use the Assessment Summary Form to organize multiple tests

HOW do I know when

the assessment is completed?

WHAT about the LEVELS?

- consult GSSD's Gradient for

the range of expected levels

at each grade

- share reading behaviours

and descriptions with

parents rather than the

letter levels

WHAT about the DATA?

- results of every assessment need to be entered into Clevr

- every GSSD student requires a F&P record in Clevr, even those who do

not complete the assessment

- enter the student’s highest instructional level

- when there is no instructional level, record independent level in Clevr

- keep all reading record forms until the beginning of the next school

year

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Reading Record • Before: Read the title and standardized introduction to the student.

• During: Code reading behaviours as student reads using the standardized coding system until stopping point .

• Students continue reading the rest of the text silently.

• After: Total the errors and self- corrections on each page.

• Use the number of errors to circle the correct accuracy rate on the recording form

• If the accuracy rate is below 90% (levels A-K) or 95% (levels L-Z) abandon the text and test a level below.

• Record a fluency score using the Fluency Scoring Key.

• NOTE: When a full page has been skipped, intervene. Do not count this as an error.

Comprehension Conversation Conducting the Conversation

• Begin with the general prompt provided on the recording form. Fiction: "Talk about what happened in this story." Non-Fiction: "Talk about what you learned in this book."

• Prompt when needed: "Tell me more.", "What else?", "Why?"

• Look for evidence that the student has grasped the key understandings listed on the recording form.

• Use prompts provided on the recording form only as needed. Paraphrasing a question is acceptable.

• Searching back in the text is acceptable when initiated by the student.

• If a student responds to a question by reading directly from the text , ask her/him to answer in her own words.

• If student discusses insights and information not reflected in the key understandings, jot down the additional information.

Scoring the conversation:

• Use the scoring rubric on the recording form to make an overall judgment for each category [within, beyond, about (if applicable)].

• Score the additional understandings.

• Complete the overall comprehension score.

Determining Reading Level Using the Accuracy Rate (from the reading record) and the Overall Comprehension Score (from the comprehension conversation), use the Benchmark Criteria Chart to determine whether the text is at the student's Independent, Instructional or Hard

reading level.