Connecting Reading GLEs to Assessment

Content: Priority Standard/Strand: Word Identification Skills and Strategies GLE: Applies word identification and decoding strategies leading to automaticity. Applies word identification and decoding strategies.
Learning Targets
(Achievement expectations of sub-skills or content knowledge on the path towards mastery)

I Can Statements
(Student friendly language of learning expectations)

How Assessed?
(Formative, Summative)

Identifying multi-syllabic words by using knowledge of sounds, six syllable types (including prefix and suffixes)

I can break a multi-syllabic word into parts using syllable rules. I can use my knowledge of base words and prefixes/suffixes to identify the word. I can read grade level appropriate words and sight words easily. When having trouble reading I can break a multi-syllabic word into parts using syllable rules.

Activities and worksheets involving splitting words into syllables, teacher observations and checklists Dolch list, DRA, teacher observation

Reading regularly spelled multi-syllabic words by using knowledge of sounds, syllable types or word patterns. Reading grade level appropriate words and high frequency words in connected text with automaticity (including irregularly spelled words.)

Content:

I can also use the words around an unknown word to discover the meaning of the word. Priority Standard/Strand: Reading Fluency and Accuracy GLE: Assumes a variety of text and increasing text complexity across grade levels.

Copyright Measured Progress 2008

Learning Targets
(Achievement expectations of sub-skills or content knowledge on the path towards mastery)

I Can Statements
(Student friendly language of learning expectations)

How Assessed?
(Formative, Summative)

Accuracy: reading material appropriate for grade 4 with 95% accuracy Fluency: reading with oral fluency rates of at least 115-140 words correct per minute Fluency: reading familiar text with phrasing and expression, and with attention to text features, such as punctuation, italics, and dialogue

I can choose a book that is just right for me. I can read fluently at the appropriate rate and increase my rate throughout the year. I can read like I am talking. I can use punctuation to guide my reading.

Teacher observation, reading logs, independent reading DRA, fluency/accuracy charts, Readers Theater DRA, teacher observation, guided reading groups

Content:

I can change my voice, volume, tone and speed to enhance my reading. Priority Standard/Strand: Reading Fluency and Accuracy GLE: Applies word identification/ decoding strategies by
Learning Targets I Can Statements
(Student friendly language of learning expectations)

How Assessed?
(Formative, Summative)

(Achievement expectations of sub-skills or content knowledge on the path towards mastery)

Identifying multi-syllabic words by using knowledge of sounds, six syllable types*/syllable division, or word patterns (including prefixes, and suffixes
Copyright Measured Progress 2008

I can break a multi-syllabic word into parts using syllable rules. I can use my knowledge of base words and prefixes/suffixes to

Activities and worksheets involving splitting words into syllables, teacher observations and checklists

identify the word.

Reading regularly spelled multi-syllabic words by using knowledge of sounds, syllable types, or word patterns Reading grade-level appropriate words (in connected text) with automaticity. Reading grade-appropriate words (including irregularly spelled words) Content:

When having trouble reading I can break a multi-syllabic word into parts using syllable rules. I can read grade level appropriate words easily. I can read grade level appropriate sight words easily.

Activities and worksheets involving splitting words into syllables, teacher observations and checklists Teacher observations, guided reading groups Teacher observations, guided reading groups

Priority Standard/Strand: Vocabulary Strategies GLE: Assumes a variety of text and increasing text complexity across grade levels Students identify the meaning of unfamiliar vocabulary.
Learning Targets I Can Statements
(Student friendly language of learning expectations)

How Assessed?
(Formative, Summative)

(Achievement expectations of sub-skills or content knowledge on the path towards mastery)

Using strategies to unlock meaning, prefix/suffixes, base words, such as uncovered or context clues, or other resources such as dictionaries glossaries or prior knowledge
Copyright Measured Progress 2008

Using resources and what I already know, I can find out the meaning of unknown words. I can use my knowledge of base words and prefixes/suffixes to find

Context clue activities and individual follow-up work, oral responses/questioning, slate assessment

the meaning of the word. I can use the surrounding text to unlock the meaning of a word. Content: Priority Standard/Strand: Breadth (extent of: wide) of Vocabulary GLE: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by
Learning Targets
(Achievement expectations of sub-skills or content knowledge on the path towards mastery)

I Can Statements
(Student friendly language of learning expectations)

How Assessed?
(Formative, Summative)

Identifying synonyms, antonyms, homonyms, homophones, or shades of meaning (ex. Shades of meaning, cold, freezing)

I can identify synonyms, antonyms, homonyms (miss/Miss), and homophones (plain/plane). I can recognize that words have shades of meaning. Ex. Mad, angry, irate, furious

Teacher generated activities: Bingo, Memory, center activities, etc.

Selecting appropriate words to use in I can select the best word to use in context, including content specific context including: vocabulary words with multiple meanings, Content specific vocabulary or precise vocabulary Words with more than one meaning Content: Priority Standard/Strand: Initial Understanding Literary Text GLE: Assume increasing text complexity across grade levels
Copyright Measured Progress 2008

Individual written work such as reading journals, reading responses (oral and/or written)

I Can Statements Learning Targets

(Achievement expectations of sub-skills or content knowledge on the path towards mastery) (Student friendly language of learning expectations)

How Assessed?
(Formative, Summative)

Identifying or describing character(s), setting, problem/ solution, major events, or plot, as appropriate to text; or identifying any significant changes in character(s) over time

I can identify specific story elements including: Character Setting Problem/solution Major events Plot I can identify important changes in the character over time.

Story mapping, webs, and other graphic organizers, Summaries and retells

Paraphrasing or summarizing key ideas/plot with major events sequenced as appropriate to text

I can retell a story including story elements and major events in sequential order.

Written and oral retells and summaries, sequencing activities

Generating questions before, during, and after to enhance recall, expand understanding and or gain new information

I can think of questions before, during, and after reading to help me better understand the text and learn something new.

Guided reading, teacher observation, reading responses (journal, notes, etc.)

Copyright Measured Progress 2008

Identify the characteristics of a variety of types of text (literary text, realistic fiction, tall tales, fantasy, poetry, historical fiction and folktales)

I can identify a variety of genres.

Reading logs, discussion, teacher observation, story webs and maps

Identifying literary devices as appropriate to Given a specific genre I can identify Guided reading groups, genre: rhyme, alliteration, simile, description, characteristics of that genre. discussions, conferring with or dialogue students

Content:

Priority Standard/Strand: Analysis and Interpretation Literary Text/Citing Evidence GLE: Assumes increasing text complexity across grade levels Demonstrates initial understanding of elements of literary text (including read aloud, reading independently or in a guided manner) Analyze and interpret elements of literary texts, citing evidence where appropriate by
Learning Targets I Can Statements
(Student friendly language of learning expectations)

How Assessed?
(Formative, Summative)

(Achievement expectations of sub-skills or content knowledge on the path towards mastery)

Making logical predictions

Using support from the story, I can predict what will happen next.

Reading responses (journals, notes, etc.), discussion, DRA

Copyright Measured Progress 2008

Describing main characters physical characteristics or personality traits or providing examples of thoughts words or actions that reveal character personality traits

I can recall or describe how a character looks, feels, or acts with evidence from the story.

Summaries, character maps, discussion, DRA

Making inferences about problem, conflict I can make inferences about a or solution problem, conflict, or solution. Identify who is telling the story Identify authors message or theme Identify cause or effect including possible motives of characters I can identify who is telling the story. I can identify the authors purpose or message. I can identify cause and effect relationships. I can tell the reasons why a character might do something. Demonstrating knowledge of use of literary elements and devices (i.e., imagery, exaggeration) to interpret intended meanings I can find places in a text when an author exaggerates. I can find places in a text where an author uses words to paint a picture in my mind.

Reading responses (journals, notes, etc.), discussion, DRA Reading responses (journals, notes, etc.), discussion Reading responses (journals, notes, etc.), discussion, DRA Center activities, graphic organizers, discussion, reading response

Reading responses (journals, notes, etc.), discussion, DRA, sketching for visualization

Copyright Measured Progress 2008

Content:

Priority Standard/Strand: Analysis and Interpretation of Literary Text (Citing Evidence) GLE: Generates a personal response to what is read through a variety of means by
Learning Targets I Can Statements
(Student friendly language of learning expectations)

How Assessed?
(Formative, Summative)

(Achievement expectations of sub-skills or content knowledge on the path towards mastery)

Compare stories or other texts to related personal experience, prior knowledge, or to other books

I can make connections to a text Reading responses (journals, using my prior knowledge, personal notes, etc.), discussion, DRA experiences, or other books.

Providing relevant details to support the conclusions made

I can support my thinking with important details.

Reading responses (journals, notes, etc.), discussion, DRA

Content:

Priority Standard/Strand: Initial Understanding of Informational Texts GLE: Assumes increasing text complexity across grade levels Demonstrates initial understanding of information text read aloud (expository and practical text)
Learning Targets I Can Statements
(Student friendly language of learning expectations)

How Assessed?
(Formative, Summative)

(Achievement expectations of sub-skills or content knowledge on the path towards mastery)

Copyright Measured Progress 2008

Obtaining information from text features (e.g., table of contents, glossary, index, transition words/phrases, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations)

I can use text features to get information.

Note-taking, report writing, highlighting subject specific information

Obtaining information from text features (e.g., I can use text features to get maps, diagrams, tables, captions, timelines) information.

Note-taking, report writing, highlighting subject specific information

Using information from the text to answer questions related to explicitly stated main/central ideas or key details

I can use information from the text Highlighting, oral and written to answer questions about the main comprehension questions idea or important details.

Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, or summarizing)

I can map, paraphrase, and/or summarize information using graphic organizers.

Written responses

Copyright Measured Progress 2008

Generate questions before, during and after reading to enhance understanding and or gain new information

I can think of questions before, Reading responses (journals, during, and after reading to help me notes, etc.), discussion, DRA better understand the text and learn something new.

Identifying the characteristics of a variety of types of text (e.g., reference: dictionaries, glossaries, encyclopedias, childrens magazines, content trade books, textbooks, student newspapers; and practical/functional texts: procedures, instructions, book orders, announcements, invitations) Using a range of self-monitoring and selfcorrection approaches (e.g., predicting upcoming text, monitoring, adjusting and confirming, through use of print, syntax/ language structure, semantics/ meaning, or other context cues) Content:

I can identify the characteristics of a variety of genres.

Guided reading groups, discussions, conferring with students, observations

I can self monitor and use self correction approaches when needed.

Reading responses (journals, notes, etc.), observations, DRA

Priority Standard/Strand: Initial Understanding of Informational Texts GLE: Assumes increasing text complexity across grade levels Demonstrates initial understanding of information text read aloud (expository and practical text) Analyze and interpret informational text, citing evidence as appropriate by
Learning Targets I Can Statements
(Student friendly language of learning expectations)

How Assessed?
(Formative, Summative)

(Achievement expectations of sub-skills or content knowledge on the path towards mastery)

Copyright Measured Progress 2008

Connecting information within a text or across text

I can make text to text connections. I can connect information within a text.

Reading responses (journals, notes, etc.), discussion, DRA

Synthesizing information within or across text (ex constructing appropriate titles, or formulating assertions or controlling ideas)

I can combine new information with my prior knowledge to come to a new understanding.

Reading responses (journals, notes, etc.), discussion, DRA

Drawing inferences about text, including authors purpose (to inform, explain, and entertain) or message: or drawing basic conclusions, or forming judgments/opinions about central ideas that are relevant Distinguishing fact from opinion

I can understand and can draw conclusions about why the author wrote a particular text. I can form opinions related to the text. I can tell the difference between fact and opinion.

Reading responses (journals, notes, etc.), discussion

Teacher generated activities: categorizing activities, center activities, highlighting

Making inferences about causes or effects I can make inferences about cause and effect.

Story mapping and graphic organizers, discussion

Copyright Measured Progress 2008

Content:

Priority Standard/Strand: Reading Strategies: Strategies for Monitoring and Adjusting and Reading Comprehension Strategies GLE: Assumes increasing text complexity across grade levels. Uses comprehension strategies (with flexibility and as needed)
Learning Targets I Can Statements
(Student friendly language of learning expectations)

How Assessed?
(Formative, Summative)

(Achievement expectations of sub-skills or content knowledge on the path towards mastery)

Using strategies before, during, and after reading literary and informational text. (Local) EXAMPLES of reading comprehension strategies might include: using prior knowledge; sampling a page for readability; summarizing; predicting and making textbased inferences; determining importance; generating literal and clarifying questions; constructing sensory images(e.g., making pictures in ones mind); making connections (text to self, text to text, and text to world); locating and using text features (e.g., transition words, subheadings, bold/italicized print, parts of the book); or using text structure clues (e.g., chronological, cause/effect, compare/contrast, proposition and support, description, classification) using prior knowledge

I can select the appropriate reading strategies to help me understand the text.

Reading responses (journals, notes, etc.), discussion, DRA

I can use prior knowledge while reading. I can preview a page of text to determine whether it is a just right book.

Reading responses (journals, notes, etc.), discussion, DRA

sampling a page for readability

Teacher observation, reading logs, independent reading

Copyright Measured Progress 2008

summarizing

I can summarize text.

Written and oral summaries

predicting and making text-based inferences

I can make predictions. I can use what I know and use clues from the text to answer questions. I can determine the difference between important/unimportant details in a given text. I can ask questions if I do not understand the text. I can make pictures in my mind of the text I am reading. I can find and use text features appropriately.

Reading responses (journals, notes, etc.), discussion, DRA

determining importance

Highlighting, written and oral summaries Teacher observations

generating literal and clarifying questions

constructing sensory images(e.g., making pictures in ones mind)

Sketches/pictures, discussion

locating and using text features (e.g., transition words, subheadings, bold/italicized print, parts of the book) using text structure clues -chronological

Note-taking, report writing, highlighting subject specific information

I can put things in order of how they Sequencing activities, written happened in the text. responses, story mapping and other graphic organizers

Copyright Measured Progress 2008

using text structure clues - cause/effect

I can recognize words that show cause and effect. I can discuss, prove or explain parts of a text. I can recognize and use descriptive words. I can classify information from the text.

Highlighting, comparison activities, graphic organizers Reading responses (journals, notes, etc.), discussion, DRA Written and oral responses, vocabulary activities Categorizing activities, mapping and graphic organizers

using text structure clues - proposition and support

using text structure clues - description

using text structure clues - classification

Content:

Priority Standard/Strand: Breadth of Reading (Reading Extensively) and In Depth GLE: Materials should be at the students instructional and independent levels. The specific number of books should be viewed flexibly and is less important than the extensiveness, duration/time, and frequency of reading Demonstrates participation in a literate community by
Learning Targets I Can Statements
(Student friendly language of learning expectations)

How Assessed?
(Formative, Summative)

(Achievement expectations of sub-skills or content knowledge on the path towards mastery)

Copyright Measured Progress 2008

I read in school and out of school.

Reading with frequency, including in-school, out-ofschool, and summer reading

Reading logs, response journals, etc., observation

Reading from a wide range of genres/ kinds of text and a variety of authors (e.g., literary, informational, and practical texts)

I can read a wide range of genres, from a variety of authors.

Reading logs, response journals, etc., observation

Reading multiple texts for depth of understanding an author or genre

I can read more than one book from Reading logs, response the same author/genre to help me journals, etc., observation understand the writing style.

Self-selecting reading materials aligned with reading ability and personal interests

I can choose books that are just right for me and will complete the book.

Reading logs, response journals, etc., observation

Copyright Measured Progress 2008

Participating in discussion about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers and others

I can participate in text-based discussions.

Observations, oral book reports

Content:

Priority Standard/Strand: Breadth of Reading (Reading Extensively) GLE: Research by reading multiple sources to report information, formulate a judgment and to solve a problem
Learning Targets I Can Statements
(Student friendly language of learning expectations)

How Assessed?
(Formative, Summative)

(Achievement expectations of sub-skills or content knowledge on the path towards mastery)

Using sources provided

I can use provided sources.

Observations, written responses Highlighting, graphic organizers, reading responses Report writing, summaries (written and oral) Report writing, summaries (written and oral), reading response journals, etc.

Evaluating information presented in terms of relevance

I can determine relevance of information. I can use charts, diagrams and outlines to gather and organize information. When making conclusions, I can support them with appropriate evidence.

Gathering information and using a given structure (chart, diagram, and outline) to organize it

Using evidence to support conclusions

Copyright Measured Progress 2008