3-5+assessment+protocol

Below is a draft of the protocol for 3rd-5th grade reading assessment. Please read and discuss it with someone in your group,then give us your feedback to the right. || Please use the form below to give your feedback on the proposed assessment protocol. [|See responses here.] ||
 * =3rd-5th Grade Reading Assessment Protocol=
 * ===3rd-5th Grade Assessment District Protocol===

Purpose of protocol: To support teachers in differentiating their reading instruction.
====Summary: 3 times a year, teachers will read with each student in his/her class to find their instructional reading level on the Fountas and Pinnell continuum. Teachers will assess and report students’ accuracy, fluency, and comprehension when reading a text identified at a specific level. From this information, teachers will adjust instruction and materials to meet the needs of each student. There will be one reporting form for the district and several choices for assessment materials.====

2. Reading A-Z:
====Give student multiple levels of texts to find their instructional level. Use the running record supplied and choose 2 literal and 2 inferential questions from the 10 supplied. Use the ICSD retelling rubric to rate retelling. Rate fluency using the ICSD fluency rubric.====

3. Independent texts:
====Use published texts that you have correlated to the Fountas and Pinnell levels. Give student multiple levels of texts to find their instructional level. Use ICSD running record form, generate and ask 2 literal and 2 inferential comprehension questions. Use the ICSD retelling rubric to rate retelling. Rate fluency using the ICSD fluency rubric.====

ICSD Reading Level Sheet- Below is the reporting sheet to record results of assessment.
Student Name Text Title Fountas and Pinnell Level Circle one: fiction nonfiction 1. Was the reader’s accuracy rate at least 96%? Yes No

2. Did the reader read with at least a level 2 fluency as rated on the ICSD fluency rubric? Yes No

3. Did the reader’s written response indicate understanding of at least 3 comprehension questions? Yes No

4. Did the retelling(fiction)/summary(nonfiction) express the important ideas and content? Yes No


 * If the answer was “Yes” to all four questions, continue trying more difficult text until you have found the highest independent level (the highest level the student gets 4 “yes”).

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 * The next level, when the student gets less than 4 “yes”, is their instructional level. This is the level at which teaching for reading strategies should occur.