READ TO KNOW T E X T S E T S TM
Oral Reading Rubric
Using an Oral Reading Rubric for Formative Assessment
Formative assessment involves monitoring children’s progress during the course of learning so that you can identify their level of skills mastery. Regular formative assessment of foundational skills can be highly useful as a means of evaluating children’s facility with the specific skills they’ve been learning and practicing so that you can assess mastery and determine needs for additional support. Formative assessment may be implemented both in person and as a digital tool. When used as part of Scholastic’s Ready4Reading system, teacher observations using this rubric may be used in conjunction with reports data collected through the system’s digital activities that use voice technology to monitor children’s performance. Procedures for Formative Assessment Identify Texts Read to Know Review Texts are good choices for use as formative assessments as they offer a consolidated review of the targeted phonic elements from the three prior text sets. Though, as time allows, you may also use other Read to Know decodable texts that align with your phonics instruction and children’s progress. Set Expectations Let the child know that he or she will be reading aloud to you. Explain that the child can ask for help as needed and that you will give clues to help as needed. Follow a Consistent Routine Use this Oral Reading Rubric to guide you as you record observations. • Provide access to the Watch & Learn video associated with the given text before reading. (This is not essential for Review Texts, as they are designed to stand alone, but the videos for regular text sets build children’s background knowledge and success with reading related texts.) • Provide the child with time to preview the book and pre-read it on his or her own as time allows. • If you want to time children’s reading, begin the timing after they read the title. To calculate words correct per minute (WCPM), subtract the number of errors from the total number of words read, then divide by the total time in minutes. • Ask the child to read aloud to you at his or her own pace. If the child asks for help, provide strategic guidance such as asking him or her to try sounding out a word or to notice familiar word parts. • Give reminders as needed for content-area words, high-frequency words, and any challenge words. • Once the child is decoding with general proficiency, you may further coach him or her to try using expression and natural phrasing to read with fluency. • If the child struggles, consider reading the text together, noting the child’s specific needs for additional instruction and practice (e.g., sound-spellings that are not mastered, lack of fluency in reading connected text, or other specifics).
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READ TO KNOW T E X T S E T S TM
Oral Reading Rubric
Child’s Name:
1 Applying
2 Practicing
3 Learning
Concepts of Print/ Text Navigation
Child independently tracks text and appropriately attends to punctuation. Child consistently demonstrates knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words. Child recognizes almost all recently taught high-frequency words. Child reads at an appropriate rate with sentence phrasing and expression.
Child demonstrates understanding of how to follow text, but may not attend to punctuation. Child demonstrates knowledge of letter- sound relationships, including knowledge of letter patterns, to correctly pronounce written words, but does so inconsistently. Child recognizes some recently taught high- frequency words. Child sometimes reads at an appropriate rate and is beginning to use sentence phrasing and expression, while still often reading word by word. Child is beginning to derive meaning from text and may sometimes discuss or retell text ideas, but often requires support.
Child has difficulty identifying where to read and/or how to follow text, and does not attend to punctuation. Child does not yet demonstrate knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words. Child does not reliably recognize recently taught high-frequency words. Child reads slowly and word by word, struggling with accuracy and not using sentence phrasing.
Word Recognition
High-Frequency Word Recognition
Phrasing/ Expression
Comprehension
Child derives meaning from text and discusses or retells ideas accurately from the text.
Child is unable to derive meaning from text and is not able to accurately discuss or retell ideas from the text.
Child’s Score:
Notes:
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