Ditching Form + IR Scoring Guide

Home

Chat

Blogs

Collection

Directory

Home : 2002 : October : 9

Ditching Form + IR Scoring Guide
By Elaine

I'll share my "ditching" form, but remember I said it was simple.

First I'll explain a couple of things. I teach the kids to do a 5-finger test. That's where they open their book anywhere they can find a full page of
text, read the page, and count the number of words they don't know (pronounciation or meaning). If they encounter 5 unknown words, they need to consider whether the book is too challenging for right now, always remembering they are looking for a just right book. I have them do this 5-finger test two times, reading two different pages.
Another thing that may need explanation is items

numbered 4-5 which refer to the way we decide if it will take too long to read a book based on reading 20 pages each day by doing a little math. A book that takes a too long to read can easily become a ditching candidate.

Finally, item number 6 refers to a large desk-type calendar page I post in the back of the classroom. After calculating the number of days it will take to finish the book, students look the calendar, count that number of school days, and write the name of the book and their name on that date indicating that's the day they should be finished reading the book they are choosing. This calendar helps me keep track of where students should be in their books and helps me hold them accountable. (I have not started to use this large calendar yet but am doing Status of the Class for now instead.)

So here it is:
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
CHOOSING A BOOK I'LL READ AND NOT DITCH!

_________________________________________________
Title and Author

1. I looked at the title and cover and read the back of the book (or inside the front cover/flap). I was drawn to the book because:

2. I tried the 5-Finger Test on page ___ and found ___ unknown words.

3. I tried the 5-Finger Test on page ___ and found ___ unknown words.

4. # of pages: ___ divided by 20 = ____ days I'll need to read to finish this book.

5. I will finish this book on __________________ , ___/___/2002.

6. I added my book info to the large calendar.

7. I've tried my best to choose a book I'll read and not ditch.

________________________________________________
Student's Signature and Date

___________________________________
Teacher's Signature
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Here's the Scoring Guide I am currently using in Independent Reading. Each component is assessed using a
4, 3, 2, 1 score. (4 = Always; 3 = Usually; 2 = Sometimes; 1 = Rarely). I assess students once a week in this way.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

RW - Independent Reading - Scoring Guide

1. Has independent reading book ready at reading time
2. Settles in and begins to read quickly
3. Reads, takes notes, or writes response letter the entire time
4. Is respectful of other who are reading
5. Records book info on book list in Reader's Notebook
6. Selects new books without distracting others
7. Fills out a "Read and Not Ditch" form
8. Records reading progress on Daily Reading Record sheet
9. Writes thoughtful response letter in Reader's Notebook
10. Turns Reader's Notebook in on time

Total points earned ___/40 ___ %

A score of zero will be assigned if student must be sent to a buddy room for disruptive behavior during independent reading time.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Our Daily Reading Record is this simple:
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Name ____________________

Daily Reading Record of Thoughts and Connections

Book Title _______________________________________

Author ___________________________________________

Monday, _____________________, 2002
(leaving space to write)

Tuesday, ____________________, 2002
(leaving space to write)

Wednesday ___________________, 2002
(leaving space to write

Thursday ____________________, 2002
(leaving space to write)

Friday ______________________, 2002
(leaving space to write)

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Well, that's it so far. These kinds of things just keep evolving as we keep learning more about what we need to do to keep track and hold kids accountable. In order to get all the components of GR&W going and keep them running smoothly, management is a major factor. I look forward to hearing/seeing what others are doing as far as grading and management are concerned.

Enjoy,
Elaine