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Home : 2010 : Jul : 29
I got this idea from another poster and have been trying to figure out how to adapt it for grade 1 students. Please take a look at the content (mostly from other poster, very little changed by me). I think the original poster of this terrific idea teaches 4th grade. Comprehension 4 Makes connections automatically Retellings are very detailed and accurate. Uses a variety of comprehension strategies unaided 3 Checks for understanding before, during, and after reading. Retells most important information. 2 Beginning to check for understanding Retells some information- may not be in sequential order. Retelling may need some prompting. 1 Needs frequent prompting to check for understanding. Retells some information with frequent prompting. Accuracy 4. Self corrects all errors quickly. Uses a variety of strategies unaided. 3. Self corrects most errors. Errors rarely affect meaning. Uses a variety of strategies. 2. Self corrects some errors. Relies on 1-2 strategies more heavily than others. Needs prompting to try other strategies. 1. Self corrects few errors. Needs frequent prompting to use a strategy. Fluency 4Adjusts rate to match reading material/purpose. Consistently reads with expression. WPM consistently above WPM. 3. Most of the time reads in phrases and adjust rate and expression. Focuses on punctuation while reading. Beginning to develop reading expression. WPM up to . 2. May begin to alter rate. Beginning to notice punctuation and phrasing somewhat monotone. WPM up to . 1. Reads word for word or very choppy. WPM up to . Expand Vocabulary 4. Consistently notes and uses interesting/ important vocabulary in speaking and writing. 3. Frequently uses interesting/important vocabulary in speaking and writing. Uses context to define words. 2. May begin to ask for clarification with important story vocabulary. Beginning to use new vocabulary in speaking/may need some prompting. 1. Pays little attention to interesting or important vocabulary.
For individual use only. Do not copy, reproduce or
transmit. |
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