Reading Grading Guide for 1st Grade
2. The student understands the meaning of what is read.
2.2 Understands and applies knowledge of text components to comprehend text.
2.2.1 Uses time, order, and/or sequence to accurately retell text.
2.2.3 Understands story elements (plot, characters, setting, point of view, problem, solution etc.).
2.2.4 Locates and uses features (titles, headings, table of contents, index, alphabetizing, numbering, glossaries, etc.) to understand text.
2.2.5 Recognizes and uses features of electronic information such as pull-down menus, key word searches, icons, etc.
Report Card Grading Guide:
|
Below Expectations |
Approaches Expectations |
Meets Expectations |
Exceeds Expectations |
|
Reading text below grade level. With guidance, I have difficulty understanding story sequence, story elements, text features, and special features of printed and electronic information. |
Reading text slightly below grade level. With some guidance, I understand story sequence, story elements, text features, and special features of printed and electronic information. |
Reading text at grade level. I understand story sequence, story elements, text features, and special features of printed and electronic information. |
Reading text at/or above grade level. With 90% accuracy or better, I independently understand story sequence, story elements, text features, and special features of printed and electronic information. |
Assessments:
DRA, teacher anecdotal records, reading conference record, basal assessments
Scoring Notes:
Below Expectations: DRA Level 10 or below in June
Approaching Expectations: DRA-between Level 12-14 in June
In general, students coded as below expectations are working with below grade level text. Their ability to apply these skills and strategies are minimal.
Performance assessments should include a variety of measures that clearly determine whether a student is below, approaching, meeting, or exceeding a specific standard.
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