There are various student artifacts that may be collected as part of Being a Reader instruction that inform grading. We recognize that each organization has its own reporting methods, so it is important to make decisions that align with the specific structures in place.
The following Being a Reader program supports can be used to help inform grading:
End-of-Unit Considerations: Use the “Reflect on Instruction” section at the end of each unit to evaluate student learning. This can be documented on the Student Progress Assessment Record.
Grading Support Table: The Grading Support table lists all the written artifacts that the students have the opportunity to complete throughout a Being a Reader unit. This is in the end of the “Assessments” section of the Being a Reader Teacher’s Manuals. You may use these artifacts as additional data points to determine grades for reporting purposes. The artifacts listed in the Grading Support table help inform Section 1: Reading; Part A: Strategy Use on the Student Progress Assessment Record.
Student Progress Assessment: The Student Progress Assessment is designed to help you assess each student’s development in reading and writing. It is administered once per unit, starting in Unit 2. There are opportunities from both formative and summative assessments to consider:
Formative Assessments: Formative assessments, such as reading conferences with individual students, demonstrate student growth over time.
- If your organization reports on specific reading behaviors, Conference Record notes for reading conferences can be used to monitor this progress.
- Documenting specific reading behaviors on the Conference Record can be carried over to inform Section 1: Reading; Part B: Independent Reading on the Student Progress Assessment Record.
- Unit-specific Conference Record notes are located at the end of each unit in the Being a Reader Teacher’s Manual in the “Assessment” section.
Summative Assessments: Summative assessments enable you to evaluate and measure the comprehension and social development of each student. Unit-specific summative assessments are located at the end of each unit in the Being a Reader Teacher’s Manual in the “Assessment” section.
- Social Skills Assessment: If your organization reports on social skills, the Social Skills Assessment can be used to monitor this progress to help inform grading. There is one consistent Social Skills Assessment that is used throughout the year. The Social Skills Assessment Record to document progress is found at the end of each unit in the Being a Reader Teacher’s Manual in the “Assessment” section.
- Reading: If your organization reports on specific reading skills, the Reading section of the Student Progress Assessment can be used to monitor this progress to help inform grading.
- Word Study: If your organization reports on specific word study skills, the Word Study section of the Student Progress Assessment can be used to monitor this progress to help inform grading.
For information on how to calculate scores in the Student Progress Assessment, see the “Completing the Student Progress Assessment” in the Assessments section of the Being a Reader Teacher’s Manual.
Note: This iconis used throughout the teacher’s manuals to alert you to when students produce a written artifact that can be used as an additional data point in determining grades for reporting purposes.