Merissa Leonard Assessment

November 8, 2017
T&L 413
Content Objectives:
1. SWBAT read sentences accurately. (CCSS.ELA-LITERACY.RF.1.4)
2. SWBAT read sentences fluently. (CCSS.ELA-LITERACY.RF.1.4)
3. SWBAT recognize an error in their reading, and self-correct through re-
reading. (CCSS.ELA-LITERACY.RF.1.4.C)

Language Objectives:
1. Students will read a text fluently using a leveled text with a partner.
(CCSS.ELA-LITERACY.RF.1.4)
2. Students will use fluency when reading with a leveled text to comprehend what
they are reading. (CCSS.ELA-LITERACY.RF.1.4.C)

Assess Student Achievement:

For the assessment, students will be reading independently as the teacher pulls
students to the back table one at a time to complete a summative assessment for
fluency. This assessment is done at the beginning of the year to assess what reading
level a student is at and one is done at the end of the year to assess how much a student
has progressed. Running Records evaluates reading accuracy and fluency, allows the
teacher to track self-correction, and facilitates student comprehension.

1. Students will be required to read a book at their reading level while the teacher
completes a Running Records assessment. The teacher will mark each error as
well as self-correction the student makes while reading. When the student
completes their reading, they will be asked a set of questions to assess their
comprehension of the text. Once this process is completed the teacher will
evaluate the data and calculate the students accuracy rate, error rate, and self-
correction rate which will determine the students fluency and what level they
are currently reading at. (See Figure below for example of Running Record
assessment)

Planning Next Lesson:

Once the assessment is completed for all students, I will evaluate the information and
use the running records to inform my teaching for future reading lessons. Based on
students scores, they will receive their accurate reading levels and will be given new
books in their book boxes for reading based off of those reading levels. Most students
will be placed at the D reading level at the beginning of the year and will progress to be
at a J reading level by the end of the year. For students that fall behind in reading
fluency based on their reading levels, the teacher will provide intervention strategies
during reading times at the back table. Students who need intervention will participate
in guided readings in order to build their skills in accuracy and fluency. Also, students
who struggle will be sent home with a book bag each week to provide further practice
with accuracy and fluency. Students will be allowed to choose their own books, to
ensure that they enjoy the readings and complete them each week. Overall, students
will work towards being accurate and fluent readers throughout the whole school year
so students will constantly be provided with new opportunities to improve their reading
skills.
Merissa Leonard Assessment
November 8, 2017
T&L 413
Rubric: