Reading Grading Guide for 4th Grade
2. The student understands the meaning of what is read.
2.4 Thinks critically and analyzes author's use of language, style, purpose, and perspective in literary and informational text.
2.4.1 Recognizes the validity of what is read.
2.4.2 Analyzes author's purpose for and style in writing.
2.4.4 Analyzes and evaluates author's effectiveness for a chosen audience.
2.4.6 Applies information gained from reading to give a response, express insights, and draw conclusions.
2.4.7 Makes generalizations beyond the text to other texts, ideas, or situations.
Report Card Grading Guide:
|
Below Expectations |
Approaches Expectations |
Meets Expectations |
Exceeds Expectations |
|
Reading text mid 3rd grade (3.4) or below. With guidance, I have difficulty understanding the difference between fact and opinion, applying an author's purpose to comprehend text, understanding author's style, drawing conclusions and making generalizations. |
Reading text mid to end of 3rd grade (3.5-3.9). With some guidance, I understand the difference between fact and opinion, apply an author's purpose to comprehend text, understand author's style, draw conclusions and make generalizations. |
Reading text at grade level. I understand the difference between fact and opinion, apply an author's purpose to comprehend text, understand author's style, draw conclusions and make generalizations. |
Reading text at or above grade level. With 90% or better accuracy, I independently understand the difference between fact and opinion, apply an author's purpose to comprehend text, understand author's style, draw conclusions and make generalizations. |
Assessments:
QRI, IRI, reading conference record, anecdotal record; teacher-constructed, extended response and short answer tests, basal assessments, retelling checklist, graphic organizers
Scoring Notes:
Below Expectations:
STAR is below 35%. Student assessment is in text with reading level of 3.4 or lower, or grade level test scores are 59% or below.
Approaches Expectations:
On norm referenced tests such as ITBS and STAR, general ranges for approaching expectations are between the 35-49th percentile. Student assessments are in text with reading level between 3.5-3.9 and/or grade level test scores are between 60-69%.
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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