Smart Learning Aurora by carmen slemp

Aurora Oral Reading Assessment Rubric Grade 3

Not Yet NY

Approaching A

Meeting M

Excelling E

Minimal performance and understanding

Inconsistent performance and understanding

Consistent performance and understanding

In-depth performance and understanding

Snapshots Conference Prompts

Reading Skills Oral Reading

□ Ask students to read to you.

 Reluctant, uncertain  Little expression

 One word at a time  Possible phrasing  Some attention to punctuation  Some expression

□ What do you do when you come to a challenging word? (select a few difficult words for the conference)

 Relies on sounding out  May give up on unfamiliar words

 Uses phonics and word families to identify new words with support  May ask for help

□ Explain what you did to help yourself understand the story. □ What more could you have done?

 Does not show awareness of comprehension strategies  Does not identify problems or self-correct  Does not adjust reading strategies  May guess or rely on recall rather than reread or skim for details

 If prompted uses some strategies  If prompted, identifies problems but has difficulty adjusting strategies  May have some difficulty locating specific details in text rereading

Fluency reading at the speed of speech

Expression

Working with Words Word Attack strategies Sight Vocabulary Techniques

Reading for Meaning Use of comprehension strategies

 Confident in most oral reading activities  More fluent as story progresses  Attends punctuation  Expression reflects some moods  Uses phonics, word structure and context clues to identify new words  May need some prompting  Purposefully use a number of comprehension strategies  Checks for understanding  Adjusts strategies to deal with specific problems  Skims and rereads for details as required

 Confident in all oral reading activities  Fluency at speed of speech  Expression reflects different moods, pace and tension  Combines phonics, word structure and context clues efficiently  Independently figures out unfamiliar words

Syllable Junctures

Harder Suffixes

 Independently uses a wide variety of comprehension strategies  May invent new strategies  Checks own understanding  Efficiently skims and rereads for details as required

WORD WORK STAGES Please highlight student level

Possible Points Baseline November March June

Consonants

Short Vowels

Digraphs

Blends

Long Vowels

Other Vowels

Inflected Endings

Unaccented Final Syllables 5

Bases or Roots

Aurora Oral Reading Assessment Rubric Grade 4

Not Yet NY

Approaching A

Meeting M

Excelling E

Minimal performance and understanding

Inconsistent performance and understanding

Consistent performance and understanding

In-depth performance understanding

Snapshots Conference Prompts

Reading Skills Oral Reading

□ Ask students to read to you.

 Reluctant, uncertain  Little expression

 One word at a time  Possible phrasing  Some attention to punctuation  Some expression

□ What do you do when you come to a challenging word? (select a few difficult words for the conference)

 Relies on sounding out  May give up on unfamiliar words

 Uses phonics and word families to identify new words with support  May ask for help

□ Explain what you did to help yourself understand the story. □ What more could you have done?

 If prompted uses some strategies  If prompted, identifies problems but has difficulty adjusting strategies  May have some difficulty locating specific details in text rereading

Fluency reading at the speed of speech

Expression

Working with Words Word Attack strategies Sight Vocabulary Techniques

Reading for Meaning Use of comprehension strategies

 Confident in all ora reading activities  Fluency at speed o speech  Expression reflects different moods, p and tension  Combines phonics, structure and cont clues efficiently  Independently figu out unfamiliar wor

Syllable Junctures

Harder Suffixes

 Independently use wide variety of comprehension strategies  May invent new strategies  Checks own understanding  Efficiently skims an rereads for details required

WORD WORK STAGES Please highlight student level

Possible Points Baseline November March June

Consonants

Short Vowels

Digraphs

Blends

Long Vowels

Other Vowels

Inflected Endings

Unaccented Final Syllables 5

Bases Roots

Aurora Reading Assessment Record Grade 4 Name: ____________________________

Year: ______________

Highlighter colour

Student’s Oral Responses: highl Baseline

Term 1

Term 2

Term 3

Term Term 11

Term 2

Term 3

Levels of Achievement Not Yet: minimal performance Approaching: inconsistent performance Meeting: consistent performance Excelling: in-depth performance

Highlighter colour

Student’s Written Responses: Baseline

*Highlight evidence on rubric

Overall Achievement of Reading and Responding Baseline

Not Yet

Approaching

Meeting

Excelling

Date: ______________

Reading Level: ______________

 Written responses  Oral responses

______________________________ Teacher

Term 2

Not Yet

Date: ______________

Approaching

Meeting

Excelling

Reading Level: ______________

Term 1

Not Yet

Approaching

Date: _____________

Not Yet

Date: _____________

Excelling

Reading Level: ______________

 Written responses  Oral responses

Term 3

Meeting

______________________________ Teacher

Approaching

Meeting

Excelling

Reading Level: ______________

Student Name: ____________________________ Year: _______________ Aurora Reading Assessment Rubric

Not Yet NY

Approaching A

Meeting M

Minimal performance and understanding

Inconsistent performance and understanding

Consistent performance and understanding

Grade Excelling E

In-depth performance understanding

Snapshots

Reading Skills Goal Setting  Knowledge of what powerful readers do  Understanding of personal reading process  Learning about learning

Activating Prior Knowledge  Draws on previous knowledge and connections

Prediction/Justification  Accuracy; inference; completeness of story details, relationships, knowledge of genres, checking and rechecking for understanding

Generating Questions

Often needs one-on-one support for both reading and comprehension tasks.

Can complete basic comprehension and response tasks with some support. Work sometimes lacks details.

Is able to independently complete comprehension or response activities. Work is accurate, complete, provides some detail and some support.

Is able to complete assigned t independently and efficiently often exceeds requirements.

□ What is your goal and why this a good goal for you?

Shows no awareness of need to set a goal or use a comprehension strategy. No evidence of trying to meet goal.

Basic awareness of need to set a goal but maybe vague or unsupported. Some evidence of trying to meet goal, though inconsistent.

Goal is logical and supported and may be linked to own interests/ experiences. Evidence of attempts to meet goal.

□ What do you know from your life, other texts and what is happening in the world?

Limited connection to text; needs direct support to use prior knowledge to help understanding.

Uses prior knowledge to support understanding/connections.

Uses prior knowledge to make connections with an example.

Goal is explained and persona appropriate with logical supp Shows evidence of meeting g Can explain how goal helped and /or reading. Uses prior knowledge to mak thoughtful connections with s examples.

□ Given the clues, what do you think will happen and why?

Predictions may be guesses or unrelated. Reasoning is illogical.

Makes simple, obvious predictions with few details. Can generate some simple reasoning.

Makes logical predictions of story events. Provides reasoning for prediction.

Predicts story events and sho insight. A thoughtful predictio supported by a logical and de explanation.

□ What are you wondering?

May write an “I wonder” statement. May be unrelated.

“I wonder” statements are very simple and obvious.

“I wonder” statements are logical and connected to the text.

“I wonder” statements are th and show evidence of connec the key ideas of the story.

□ How does the story begin? □ Where does the story take place?

May write where the story takes place and/or what happened in the beginning. May write main characters. May not explain who is important and why.

In a simple way, writes where the story takes place and what happened in the beginning. Writes some of the main characters. May not write who is important and reasoning is simplistic.

Clearly writes where the story takes place and what happened in the beginning. Writes main characters and who is important. Provides reasoning for their answer.

With details, clearly writes wh story takes place and what ha in the beginning. Writes main characters and w important. Reasoning is supp a logical and detailed explana

May write inferences. Reasoning is illogical.

Inferences about feelings are vague. Can generate some simple reasoning.

Makes inferences about feelings in the text. Provides reasoning for prediction.

□ Tell me about the important problem of the story? □ How was the problem solved at the end of the story?

May write a problem. May not be able to explain how the problem was solved.

Can write an important problem. May not be able to explain how the problem was solved.

Writes the important problem. Can explain how the problem was solved.

Makes insightful inferences a feelings in the text. A though prediction is supported by a l and detailed explanation. In detail, explains the importa problem and how it was solve

□ What is important to know/remember about what you read? □ Why do you think that is important? □ What is the author’s big idea? □ What evidence supports your answer?

May write trivial ideas that are not important to remember about text. Cannot explain why ideas are important.

Writes some trivial and some important ideas to remember about text. May not be able to explain why ideas important.

Writes important ideas to remember about text. Provides reasoning for their answer

In detail, writes important ide remember about text. Reaso supported by a logical and de explanation.

May not be able to write author’s big idea. No evidence given.

Writes a literal meaning but beginning to notice the author’s big idea. Little or no evidence given.

Writes beyond the literal, to deeper meaning. Logically supported with evidence.

Insightful and complex interp of the author’s idea. Well-sup with opinions and evidence.

□What does this story remind you of? □ Can you make a connection to something that has happened to you or to another story?

May make some connection to the text, self or other selections.

Is able to make an obvious, concrete connection to the text, self or other selections.

Clear/logical connections to text, own ideas and/or other selections. Makes a simple inference.

Includes specific insightful connections to text, own idea other selections. Makes infer using “between the lines” inf

Thinking Log Prompts Choose the questions which will demonstrate student understanding.

 Wonders about genre, content, theme, structures

Synthesizing Information  Retelling and reorganizing to create a summary, story elements, accuracy

Responding Analysis and Inference

□ Who are the main characters? □ Which is the most important and why? □ Tell me about ______’s feelings and why ______ felt that way.

Justification  Analysis, accuracy of evidence, support, completeness of story, elements, details, personal connections, explanations

Author’s Message/ Justification  Analysis, inference, theme, what’s important, big ideas

Connections  Experiences, other books, ideas, feelings