Asse s sme nt

GU I D E
Copyright © by Savvas Learning Company LLC. All Rights Reserved. Printed in the United States
of America.

This publication is protected by copyright, and permission should be obtained from the publisher
prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by
any means, electronic, mechanical, photocopying, recording, or otherwise. This work is solely for
the use of instructors and administrators for the purpose of teaching courses and assessing student
learning. Unauthorized dissemination, publication, or sale of the work, in whole or in part (including
posting on the internet), will destroy the integrity of the work and is strictly prohibited. For information
regarding permissions, request forms, and the appropriate contacts within the Savvas Learning
Company Rights Management group, please send your query to the address below.

Savvas Learning Company LLC, 15 East Midland Avenue, Paramus, NJ 07652

Savvas™ and Savvas Learning Company™ are the exclusive trademarks of Savvas Learning
Company LLC in the U.S. and other countries.

Savvas Learning Company publishes through its famous imprints Prentice Hall® and
Scott Foresman® which are exclusive registered trademarks owned by Savvas Learning
Company LLC in the U.S. and/or other countries.
Copyright © Savvas Learning Company LLC. All Rights Reserved.
Savvas Realize™ is the exclusive trademark of Savvas Learning Company LLC in the U.S. and/or
other countries.

Unless otherwise indicated herein, any third party trademarks that may appear in this work are the
property of their respective owners, and any references to third party trademarks, logos, or other
trade dress are for demonstrative or descriptive purposes only. Such references are not intended
to imply any sponsorship, endorsement, authorization, or promotion of Savvas Learning Company
products by the owners of such marks, or any relationship between the owner and Savvas Learning
Company LLC or its authors, licensees, or distributors.

ISBN-13: 978-0-328-99063-4
ISBN-10: 0-328-99063-9
 Program Authors

These myView Program Authors provide their voices and ideas for assessment
in the literacy classroom. You can find their insights in the Questions and
Answers feature in each chapter.

Jim Cummins, Ph.D. Frank Serafini, Ph.D.

Professor Emeritus Professor of Literacy
University of Toronto Education and Children’s
Literature
Arizona State University

Elfrieda “Freddy”
Hiebert, Ph.D.
CEO/President Sharon Vaughn, Ph.D.
TextProject Professor and Executive
Director
Meadows Center for
Preventing Educational
Pamela A. Mason, Ed.D. Risk, The University of
Senior Lecturer on Texas at Austin
Education
Harvard University
Graduate School of
Education Judy Wallis, Ed.D.
National Literacy
Consultant
Houston, Texas
P. David Pearson, Ph.D.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Evelyn Lois Corey Professor

Emeritus of Instructional
Science Lee Wright, Ed.D.
Graduate School Literacy Coach and
of Education, University Regional Staff Developer
of California, Berkeley Houston, Texas
 Contents

Assessment Guide
PART 1

Chapter 1
Assessment and Data................................................................ 2
Dig In!................................................................................................... 4
Where Do I Find It in the Program?.................................................... 16
Q&A.................................................................................................... 22

Chapter 2
Building Blocks of Literacy...................................................... 24
Dig In!................................................................................................. 26
Where Do I Find It in the Program?.................................................... 33
Q&A.................................................................................................... 36

Chapter 3
Benchmark Assessment and Instructional Grouping........... 38
Dig In!................................................................................................. 40
Where Do I Find It in the Program?.................................................... 43
Q&A.................................................................................................... 48
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Chapter 4
Ongoing Assessment............................................................... 50
Dig In!................................................................................................. 52
Where Do I Find It in the Program?.................................................... 58
Q&A.................................................................................................... 60

i
 Contents

Contents (Continued)

Chapter 5
Assessing Writing..................................................................... 62
Dig In!................................................................................................. 64
Where Do I Find It in the Program?.................................................... 68
Q&A.................................................................................................... 72

Chapter 6
Project-Based Inquiry and Other Performance Assessments...... 74
Dig In!................................................................................................. 76
Where Do I Find It in the Program?.................................................... 80
Q&A.................................................................................................... 84

Chapter 7
Guide to Conferring.................................................................. 86
Dig In!................................................................................................. 88
Where Do I Find It in the Program?.................................................... 92
Q&A.................................................................................................... 96

PART 2
Tools and Printables................................................................. 98
Reading....................................................................................100 Copyright © Savvas Learning Company LLC. All Rights Reserved.

Reading Behaviors Checklist.......................................................... 100

Reading Strategy Assessment Checklist......................................... 101
Expository Retelling Chart................................................................ 102
Narrative Retelling Chart.................................................................. 103
Persuasive Retelling Chart............................................................... 104
Myself As a Reader and Writer......................................................... 105
Reading and Me............................................................................... 106

ii
 Contents

Contents (Continued)
About My Reading............................................................................ 108
Observing My Child’s Reading......................................................... 109
Writing......................................................................................110
Writing Behaviors Checklist............................................................. 110
Writing Strategy Assessment Checklist........................................... 111
Writing Log....................................................................................... 112
About My Writing.............................................................................. 113
Portfolio Selection Slips................................................................... 114
Work Habits/Social and Emotional Learning............................115
Work Habits Conference Record..................................................... 115
Oral Language Behaviors Checklist................................................. 116
Social and Emotional Learning: Observational Assessment
Checklist........................................................................................... 117
Social and Emotional Learning: Self-Assessment............................ 118
How Do I Learn?............................................................................... 119
Myself as a Learner.......................................................................... 120
Group Project/Work Self-Assessment.............................................. 121
Conferences.............................................................................122
Skills Conference Record................................................................. 122
My Child as A Learner...................................................................... 123
English Learners.......................................................................124
Copyright © Savvas Learning Company LLC. All Rights Reserved.

EL Observational Assessment Checklist: Reading.......................... 124

EL Observational Assessment Checklist: Writing............................ 125
EL Observational Assessment Checklist: Speaking......................... 126
EL Observational Assessment Checklist: Listening......................... 127
Progress Reports......................................................................128
Student Progress Report.................................................................. 128

iii
 Contents

Contents (Continued)
Family-School Connection, English.........................................136
Unit 1................................................................................................ 136
Unit 2................................................................................................ 137
Unit 3................................................................................................ 138
Unit 4................................................................................................ 139
Unit 5................................................................................................ 140
Family-School Connection, Spanish........................................141
Unit 1................................................................................................ 141
Unit 2................................................................................................ 142
Unit 3................................................................................................ 143
Unit 4................................................................................................ 144
Unit 5................................................................................................ 145

PART 3
Test Preparation Support........................................................147
Dig In!............................................................................................... 150
Where Do I Find It in the Program?.................................................. 160
Q&A.................................................................................................. 162

PART 4
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Personal Reflection.................................................................165
Dig In!............................................................................................... 168
Where Do I Find It in the Program?.................................................. 176
Q&A.................................................................................................. 178

References...............................................................................180

iv
 Assessment and Data
Chapter
1
Setting the Scene
The Situation
Mr. Roberts decides mid-year to reevaluate and change current
instructional groups, if necessary. He knows he will need to use
all of the assessment tools at his disposal. He revisits the results
of the myView Baseline Test, myView Weekly Progress Check-Ups,
and myView Cold Reads for Fluency and Comprehension from
the first few months of school. He also uses his anecdotal notes
to think about how groups should be re-aligned. He takes into
account observational checklists he used to note the strengths
and weaknesses of each child.
While he wants to adjust groups based on assessment data, he
notices that Group A has been working extremely well together.
Mr. Roberts wants to find out if the students in this instructional
group are succeeding because of the group dynamic, or if each
student would be successful separately or in another group. He
does not want to see a decline in enthusiasm or improvement Copyright © Savvas Learning Company LLC. All Rights Reserved.
from these students.
Mr. Roberts observes each instructional group informally one
more time. After a few days, Mr. Roberts reviews the data he
has collected. He pairs his new observations with the formal
assessment scores. He decides to redistribute students as needed
to make sure that they are receiving instruction at the right
level. He hopes that the strengths of the individual students will
continue to thrive with new students, but he remains vigilant as he
tracks their progress.

2
 Teacher Reflection

These are the types of questions that Mr. Roberts considers about
students’ performance in different instructional groups:
• What made Group A so successful?
• Is group dynamic more important than the skill abilities of each
of the students in a group?
• Will changing the groups lower the progress of students in
Group A?
• What can he do to try to bring all instructional groups in his
class to the level that Group A demonstrated?

What’s Next

Mr. Roberts will continue to monitor all student groups, both

formally and informally. He will take notes on the student progress
he observes, as well as the potential declining achievement of
students that were in Group A. He considers using brief student
interviews to help assess what is occurring in the dynamics of the
groups that may be fostering or hindering success.

The Take Away

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Ongoing assessment can help teachers ensure that students are

getting the right level of instruction. This assessment may need to
be anecdotal, formal, or a mix of each to determine the success of
students in a group setting.

3
Dig In!

How can I use assessment and data to

inform instruction?
Classroom teachers must make complex decisions about instruction every day.
On any given day a teacher must:

• Decide how to provide standards-based instruction on the whole

• Think about how the class is progressing against standards
• Think about how each student is progressing against standards
• Collect data about this progress to inform instruction
Assessment is the way teachers gather and interpret information about
students to determine whether students have mastered the critical skills and
concepts taught in a given lesson, unit, or grade. Often the word ‘assessment’
calls to mind standardized tests. Standardized tests are one tool. Many other
assessment tools provide other important data.

Suppose you are trying to put together a scrapbook for a trip. No one photo
or memento will fully capture your experience. Only when you put photos and
mementos together with your own memories is the trip recorded. Classroom
assessment is a lot like this. As a teacher, you will gather data from different
assessments and use it with observations to gain a full understanding of each
student’s progress.

Assessment for EL

Approximately 10% of students in U.S. public schools are classified

as English Learners (EL). EL refers to any student from a language Copyright © Savvas Learning Company LLC. All Rights Reserved.

minority background who struggles with speaking, reading, writing,

or understanding English. As you introduce different assessments in
your classroom, use these strategies to support EL students:
• Understand your EL students’ prior knowledge about language.
• Familiarize students with the specific kind of language
that appears on tests so that vocabulary does not impede
comprehension. Verbs like “evaluate,” “analyze,” or “infer” may be
holding students back.

4
 Types of Assessment
A robust assessment system combines several different kinds of assessments
with different purposes. Within the myView Assessment program, there are
assessments from three different categories, each with a focus on gathering
different types of information.

Diagnostic assessments are used to gain information up front. Diagnostic

assessments:
• Occur at the beginning of a year or unit of study
• Pre-assess the strengths and needs of each student prior to instruction
• Can be formal and used to find out what a student has mastered or needs to master
• Can be informal and build a better understanding of what interests or motivates a
particular student

Formative assessments are the way to gather continuous data about students’
learning and to monitor student progress as you go. These assessments are
called formative because they help “form” the instructional process along the
way. Formative assessment may include:
• Teacher observations
• Checklists
• Homework
• Classwork
• Weekly tests
• Fluency checks

Summative assessments are formal assessment measures that are used at the
conclusion of instruction to gather data about a student’s performance using
Copyright © Savvas Learning Company LLC. All Rights Reserved.

skills and concepts taught. Summative assessments may include:

• Unit tests
• Performance assessments
• End-of-year assessments

Using diagnostic, summative, and formative assessments together helps to

paint a full picture of student progress and learning from the first day of school
to the last.

5
 Overview of myView Assessment
The myView program provides a variety of assessments to support instruction.
These assessments include:

• Baseline Tests: a diagnostic assessment that will help you determine

student areas of strength and need at the beginning of the school year.
• Cold Read Tests: formative fluency checks that will help you determine
each student’s word count per minute (a measure of fluency), vocabulary
acquisition, and comfort with comprehension. These weekly tests, in
conjunction with other formative assessment tools, will assist you in
determining the appropriate instructional grouping for each child.
• Weekly Standards Practice: formative assessments that provide you a
quick snapshot of student progress with skills, concepts, and strategies that
they have been taught during weekly lessons.
• Progress Check-Ups: formative assessments that will provide you with
information each week about your students’ ability to use the skills and
standards taught in class.
• Unit Tests: summative assessments that will give you data about how your
students performed with the skills, strategies and concepts learned in each
unit.
• Middle-of-Year (MOY) Test: formative assessment that will assess the skills
your students have learned during the first half of the year; this data can
help you recalibrate your understanding of where students are and how you
will instruct them for the rest of the year.
• End-of-Year (EOY) Test: summative assessment that assess the skills your
students have learned throughout the course of the year; this data can serve
as a baseline for students as they enter the next grade.
• Project-Based Inquiry: summative assessments that require students to Copyright © Savvas Learning Company LLC. All Rights Reserved.

apply skills, concepts, and strategies in complex and authentic situations.

Performance-based assessments may provide data about many different
aspects of your students’ literacy.

6
 What is reporting and how do I use it to inform
my instruction?
Having the right tools to assess students is only half of the equation. Suppose
that you have decided to use every one of the assessment tools described on
page 6. At the end of each test, you will have an enormous amount of data.
You will also need the right tools to collect, evaluate, and report data in an
effective way. How do you compile this data? How do you use the data once
you have collected it?

There are many ways to collect data about students and their learning.
Before the year begins, set up a system that works for you and your class.
Some teachers benefit from a filing folder system for each student. Others
prefer using binders or portfolios. Others prefer to store data by type, with
information about each student in a class together. MyView offers digital
reporting to help you track student and class progress.

The method that you choose is up to you; however, it is essential that you stay
current and organized throughout the year. Once you have determined your
method for collecting data, decide what information you will store. Mr. Roberts
used a variety of data to determine the best way to assess his new student
groups. You may wish to use tools like he did, including:

Data Collection Tool What it Looks Like How it Works

Anecdotal Record • Log of observations Shows how students perform in

day-to-day tasks

Checklist • Chart of key skills (found in Part 2 of Pinpoints particular skills that students
this Assessment Guide) have mastered or need to master

Data Sheet • Records of common tracking points Helps teachers see trends and
such as words correct per minute, monitor students against expected
Copyright © Savvas Learning Company LLC. All Rights Reserved.

high-frequency words, summarizing outcomes

skills, etc. (found in Part 2 of this
Assessment Guide)

Formal Testing and Grading • myView Tests Shows how students perform
Data • Data sheets independently during a test
• Rubrics
• Testing Notes

Sample Student Work • Class assignments Shows how students work

• myView Project-Based Inquiry independently over time
• myView Writing Tasks

7
 Data-Based Decision Making
Once you have spent the time collecting and organizing data, the next step
is to use it for data-based decision making. This type of decision making is
critical for informing your practice as a teacher and for structuring instruction in
a meaningful way for the students in your classroom.

It’s easy to think of assessment as an endpoint—the punctuation to a particular

lesson or unit-of-study. However, teachers that adopt a data-based decision
making mindset in their classroom are more inclined to see assessment as a
tool to hone their instruction and tailor it to their students. Rather than simply
reporting out results, data becomes the catalyst for thinking about reteaching
opportunities, different instructional methods, and collaboration with other
professionals in your school.

In practice, data-based decision making begins with time spent evaluating

the data collected. Some of this evaluation happens as you teach. When you
take a quick informal assessment note or survey the classroom quickly, you
are collecting data, thinking about it and adjusting your teaching on the spot.
However, be sure to also set aside some time each week to look at the student
assessment files you have assembled and to think about what the data mean
for instructing both each individual student and your class as a whole.

Data-based decision making occurs in four stages:

• Collect Data: Use a variety of assessment tools to gather data about your
students as individuals and classroom as a whole.
• Document Data: Record and organize the data in a way that you can easily
read and understand.
• Evaluate Data: Consider what the data tells you about individual and
classroom learning when reviewed together. Copyright © Savvas Learning Company LLC. All Rights Reserved.

• Instruct from Data: Plan your instruction to address the evidence of

learning or needs of your individual students and classroom as a whole.

8
 How can I use all kinds of assessments to drive
instruction?
Teachers should understand the differences and purposes for each assessment
type, as this will result in more effective instruction. Classroom teachers
have ample tools to use a multiprong assessment approach when measuring
student learning. The assessment data that you have collected has allowed you
to alter your instruction and spring into action as a responsive teacher.

Assessment is designed to encourage action. This guide will teach you about
each assessment type, and how to use data-driven decision-making in your
instruction. Here is an example of how the four stages of data-based decision-
making might look in practice:

• Collect Data: You have just concluded a week of instruction on theme. You
observe students during reading group work, provide practice opportunities,
read their responses, and have students take the weekly myView Progress
Check-Up for data about this skill.
• Document Data: You record anecdotal notes about your students’
responses to questions during reading group on individual student reading
logs. You take notes on record sheets about student skill mastery, and then
select a response to document. You grade the myView Progress Check-Up
and record the data about each student on a record sheet.
• Evaluate Data: Reviewing the information you have gathered from the
Progress Check-Ups and students’ reading responses, you see that three
students are not able to identify the theme of a folktale at all. Seventy-
five percent of your class can identify the theme, but cannot support
their answers with textual evidence. The remaining students have met
expectations and have demonstrated mastery through varied assessments.
• Instruct from Data: You are now ready for data-based decision making
about your students.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

m You may choose to group students according to this data and provide
skill-practice that is differentiated to their needs.
m You may focus your whole-group instruction on using textual evidence
to support responses and ask students that have mastered the skill to
model this for others.
m You may decide to do some small-group instruction for the three students
who are struggling with the skill at its most basic level and provide some
re-teaching and scaffolding to assist them.
The assessment data that you have collected has allowed you to alter your
instruction and spring into action as a responsive teacher.

9
 When Should it Be
Assessment Type Example
Administered?
Baseline myView Baseline Test Grade 3 beginning of school year

Formative myView Progress Check-Ups weekly

Summative myView Unit Tests end of a unit of study

Benchmark Test myView End-of-Year Tests end of the school year

Performance-Based Assessment myView Project-Based Inquiry at the end of each unit

Fluency Checks myView Cold Reads weekly

Informal Assessments myView Weekly Standards Practice, ongoing

classroom assignments, Quick Checks,
Assess Prior Knowledge, Conferring
Checklists

Observational Assessments classroom discussions, learning groups ongoing

When Should it Be
Assessment Item Types Example
Administered?
Multiple-Choice Items standardized tests, myView Assessments throughout the school year

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Short-Answer Items standardized tests, myView throughout the school year
Assessments, class assignments

Essay standardized tests, myView throughout the school year

Assessments, class assignments

10
 Data Type How to Use Data

• Multiple-choice item score points • Use scoring guide to identify skills and strategies that students have either
mastered or need to review at the beginning of the year.
• Use data to assist with placement in flexible instructional groupings.

• Multiple-choice item score points • Use scoring guide to immediately identify skills and strategies that students have
• Short-answer response mastered or need to review after weekly instruction.
• Written response • Use this data weekly to decide which students need extra practice prior to the
end of the unit of study.

• Multiple-choice item score points • Use the scoring guide to identify skills and strategies that students have mastered
• Technology-enhanced item score points or for which they need more instruction at the end of the unit.
• Written response • Use data from the myView Unit Tests along with the data from the myView
Progress Check-Ups to determine changes in student placement in flexible
groups.
• Determine if students need further instruction in key skills/strategies.

• Multiple-choice item score points • Use scoring guide to identify skills and strategies that students have mastered or
• Technology-enhanced item score points for which they need more instruction.
• Written response • Note skills and strategies for end-of-year reporting and for next year’s placement.

• Rubric responses • Use performance-based assessments to capture data about deep student
• Checklists thinking and to show complex responses to multistep problems.
• Student written responses • Gain data about how students tackle real-world activities.

• Word count per minute • Use fluency checks to determine reading level.
• Multiple-choice item scores • Use data to place students in appropriate flexible learning groups.

• Varied • Use informal assessments to quickly determine student progress.

• Use any individual assignment as an assessment tool in the classroom as long as
the data is documented.

• Varied • Use observational assessments to capture spontaneous student thinking.

• Keep observational assessment logs in student assessment file to provide a more
robust picture of student learning.

Data Type How to Use Data

• Score points • Use multiple-choice items to do quick checks of skills.

• Test a large variety of skills and strategies.
• Use them along with other assessment measures where students are not only
selecting a correct answer, but crafting one.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

• Rubric response • Use short-answer items to capture student thinking, see inferences, allow
• Checklists students to draw conclusions and support them with evidence.
• Use data to understand a student’s depth of knowledge around skills and
strategies.

• Rubric responses • Use essays to capture deep student thinking in response to reading or written
• Checklists responses.
• Gain information about students’ ability to use language and conventions
appropriately.
• Measure student ability to express ideas coherently.

11
When should I use different types of assessment?

When should I use a multiple-choice assessment?

Multiple-choice assessments are great ways to get information about

student learning for a variety of skills and strategies in a shorter period of
time. Unlike written responses, multiple-choice items can allow you to
see if students have understanding of the skills taught, but there is a limit
to what the data shows you. Students are selecting an answer rather than
providing it themselves. They may be able to select the answer by using
deductive reasoning and test-taking strategies, so students should have
other open-ended response types throughout the year.

When should I use a short-answer assessment?

Short-answer assessments have students show thinking around skills and

strategies taught. Unlike multiple-choice items, students must produce
an answer and often provide evidence to support this thinking. However,
students who have difficulty producing written responses may struggle
to share their thinking through short-answer assessments. Therefore,
it is important to couple them with other types of assessment such as
multiple-choice, informal assessment, and observational assessment for a
full picture of student learning.

When should I use an essay assessment? Copyright © Savvas Learning Company LLC. All Rights Reserved.

Essay assessments have students develop an idea about reading or in

response to a writing prompt. Essays are typically multiple paragraphs
and require a student to use writing techniques such as varied sentence
structure and transitions to move a reader through the topic. Essays
provide information about student understanding about reading or
the writing process, but also give teachers a place to assess student
understanding of written conventions. As with short-answer items,
students who have difficulty producing written responses may struggle
to share their thinking through essay assessments. Teachers should make
sure to use this type in conjunction with other assessments.

12
 When should I use a performance-based assessment?

One advantage of using performance-based assessments is that they are

complex and ask students to respond to real-world problems while yielding
considerable data. Performance-based assessments may take place over
several days and require students to use higher order thinking skills such as
synthesis and evaluation in their responses. Students are also able to apply
literacy skills they have learned, rather than simply demonstrating mastery.
Performance-based assessments also allow teachers to observe students’
development of social and emotional learning skills.

When should I use a fluency check?

Regular fluency checks are designed to give quick feedback about each
student’s reading rate and can be enhanced to include some skill-based
comprehension questions. Students develop as readers at different
rates and times in their learning. Students may progress at a steady pace
and then have a “burst” of reading improvement. Fluency checks are
designed to identify these periods of growth and place students where
they need to be for an appropriate instructional challenge. Fluency is not
a predictor of comprehension for third-graders, but should be used with
other comprehension assessments to understand each student’s reading
as a whole.

When should I use informal assessment?

Copyright © Savvas Learning Company LLC. All Rights Reserved.

To ensure you are getting up-to-the-minute information, it is important to

include informal assessment data to inform instruction for an individual
student or your classroom as a whole. Informal assessments might include
a classroom assignment, a homework assignment, a journal entry, or
observational assessment. These lower-stakes assignments may yield
better results. Since informal assessment tends to be a bit more subjective
than formal assessment, it should be used with other assessment tools.

13
 What does observational assessment look like
and when should I use it?
Throughout any given school day, you are monitoring your students through
observation. You may watch to see which students are engaged, motivated,
interested, bored, or frustrated during particular lessons. You may observe
a student using skills or concepts that have not been captured on a myView
assessment. You may see that another student is able to show understanding
on a multiple-choice assessment, but is unable to apply that skill in a more
realistic situation. All of these observations, alongside other assessment
methods, can inform your instruction.

Examples of steps you can take to record observational assessments:

• Jotting notes during a reading group about student responses
• Using record sheets to note answers to questions
• Creating checklists and observation sheets to note student interest
• Distributing student self-assessment surveys and notes
• Taking photos or videos of student work in progress

Observational assessment provides a clearer snapshot of what students can

and cannot do. It also provides richer support and evidence for the results
of a more formal assessment. Documented observations will allow you to
gather information, organize it, and see classroom patterns. Observational
assessment takes into account more than simply skills—it also asks you to look
at the whole child and plan instruction that plays to your students’ strengths,
interests, and needs.

Throughout this Assessment Guide, you will learn about how to use
observational assessment in greater detail. There are some critical components
for effective observation, including: Copyright © Savvas Learning Company LLC. All Rights Reserved.

• Document observations in a timely manner. Over time, you may forget

critical details about the observations, so it is important to take a moment to
jot them down as soon as possible.
• Date your observations so that you may track growth.
• Use rubrics, matrices, and checklists to capture and organize observations.
• Experiment with a variety of recording tools until you find the best fit for you
as a teacher.
• Avoid getting overwhelmed. Decide what you will observe and then focus
only on that. This will help you record only meaningful data to reduce time
and effort while record-keeping.

14
 How much scaffolding is too much?

Scaffolding is a technique that provides support to students so

that they can maximize and master learning tasks. Based on your
assessment data you have collected, you may see that some
students may not be able to learn and master new skills the first
time they are taught. Scaffolding may allow you to support these
students and move them on the path to success.

For example, if you were teaching a student to support an inference

with evidence, you might scaffold by providing an inference and
having students flag evidence. Over time, students should be
able to craft the inference themselves. Scaffolding is a way to
allow students to practice a skill and gain confidence over time.
Scaffolding provides support alongside meaningful instruction.

One limitation of scaffolding is that it may skew your assessment

data. If you are providing a student with a sentence frame to help
them explain an inference, you are not seeing what a student can do
independently. Throughout the course of any unit, attempts should
be made to move students away from scaffolding. At the very least,
administer some assessment without providing scaffolding. By
assessing without scaffolding, you will get a truer picture of your
students and will be able to plan and teach accordingly.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

15
Where Do I Find It in the Program?

You will be able to find assessments in several places in myView. This chart
highlights the location and purpose of the myView assessment products.

GRADES 3-5 PROGRAM

ASSESSMENT OVERVIEW

BASELINE TEST UNIT TEST

Determine each student’s starting profile to help guide Monitor student progress on skills and
and inform instruction. standards taught in a unit.
Skills/Standards Assessed: Skills/Standards Assessed: Comprehension,
• Grade 3: Comprehension, Fluency, Phonemic Conventions, Word Study, Writing
Awareness, Phonics, Vocabulary
• Grades 4–5: Comprehension, Fluency, Vocabulary

UNIT

FORMATIVE ASSESSMENTS

Gather comprehensive
PROJECT-BASED INQUIRY

Monitor and track student

1
assessment data to inform progress during Week 6 through
instructional pathways using student work on a project related
these embedded daily routines to the unit theme.
and multiple digital/print Skills/Standards Assessed:
assessment resources: Comparing Across Texts, Inquiry UNIT 1
• Quick Check and Research, Listening and TEST
• Assess and Differentiate Speaking, Reading, Writing
• Assess Prior Knowledge
• Assess Understanding
• Observational Assessments
• Conferencing Checklists
• Rubrics

PROGRESS CHECK-UPS COLD READS

Monitor student progress on Track student progress each week
skills and standards taught each using fresh reading passages.
week.
Skills/Standards Assessed:
Skills/Standards Assessed: Comprehension, Fluency
Comprehension, Vocabulary, Copyright © Savvas Learning Company LLC. All Rights Reserved.
Word Study, Writing

Customizable Digital Assessments allow teachers to edit/add

questions or build a test from scratch.

Online Assessment Student/Class/District Data and Reports gather and track usage
and students' growth on grade-level standards and skills.

xviii ASSESSMENT OVERVIEW

RDG20_ENG_TE03_NA_UO_FM_ASS.indd 18 18/04/18 4:46 PM

16
 MIDDLE-OF-YEAR TEST END-OF-YEAR TEST
Monitor student progress on skills and Monitor student progress on skills and
standards taught in Units 1-3. standards taught through the course of
Skills/Standards Assessed: Comprehension, the year.
Conventions, Word Study, Writing Skills/Standards Assessed: Comprehension,
Conventions, Word Study, Writing

UNIT UNIT UNIT UNIT

2 3 4 5
UNIT 2 UNIT 3 UNIT 4 UNIT 5
TEST TEST TEST TEST

TEST PREP Integrated Standards-Aligned Assessment Items

INTEGRATED TEST PREP WEEKLY STANDARDS PRACTICE

Assess student learning using standards-aligned Assess student learning using quick
assessment items embedded into the instructional assessments that are standards aligned.
pathway of the myView program.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Data-Driven Assessment Guide:

• easy to use guidance, strategies,
and tools for all types of literacy
assessments
• useful information for fostering
student learning

xix

RDG20_ENG_TE03_NA_UO_FM_ASS.indd 19 18/04/18 4:46 PM

17
Savvas Realize Online Assessment

What is it? When students use online assessment tools,

Savvas Realize offers a variety of reports to
support teacher analysis of assessment data.
Teachers can see student scores on assessments
by question, and for assessments aligned to
standards, can see scores by standard. Teachers
can export classroom data as a CSV file to use in
gradebooks or other applications.

How does it work? The DATA tab of Savvas Realize provides

class and student data, including scores by
assessment, question, and standard; overall
progress; and time on task for content completed
online. Teachers can view data for individual
students in the class, scores by standards,
progress reports, and usage reports. Choose from
these options:

• Class Data by Assignment: View results

of student assessments that are aligned to
standards.
• Progress Data Chart: View information about
which students have completed assessments
and who has fallen behind.
• Item Analysis: View student answers to
questions, color-coded to show correct
answers, incorrect answers, or partial credit Copyright © Savvas Learning Company LLC. All Rights Reserved.
responses.
• Class Mastery by Standard: View data
representing how your class and individuals
performed on standards across assessments
over time.
• Usage: View data that shows time it took to
complete a task, presented in class average
and individual student information.

18
 Class results by assignment
Progress | Class or group completion of assignments including tests. Click/tap a bar or point to get each student’s % completion of the assignment.
100%
A 57% B

% Completion
Class or group average
on completing
all assignments

Key
80% - 100%
60% - 79% 0%
Oct 03 Oct 04 Nov 21 Nov 22 Nov 25
0% - 59%
C Assignment due date
Class or group average
Assignment: Unit 2 Test Due date: 10/04/2014 % Class/group completion: 80%

A This graph shows the average scores on each assignment.

B Click on a bar in the graph to view mastery data and to see detailed
data by student.

C As you hover over each bar or point on the graph, assignment name,
due date and class mastery score will display.

Mastery | Average score on completed test. Click/tab a bar or point to see how well each student mastered standards.

D 45% 100%
Average score

Average scores on
assessments

Key
E
80% - 100%
60% - 79%
F
Copyright © Savvas Learning Company LLC. All Rights Reserved.

0%
0% - 59% Sep 24 Sep 25 Oct 28 Dec 10 Jan 05 Jun 07 Feb 18 Jun 08 Sep 07
Test average Test due date

D Easy-to-read display shows class average.

E A line provides a visual display of class average score.

F To see how well each student scored on standards, click on a bar.

To learn more about this and other Savvas Realize topics, visit [Link].

19
Teacher Form

Reading Behaviors Checklist

What is it? • Forms to use regularly to help synthesize the information

gathered about a student’s abilities as a reader

What does it • Students’ awareness of reading

show?
• A student’s reading proficiency level at the end of a
grading period

How do I use it? • Use these forms to help you make observational
assessments while students are reading in small group.
• Use the observations to assess students’ needs and to
make instructional decisions.
• Place the completed forms in the students’ portfolios as
additional information about each child.

A Checklist format is quick to Teacher Form Reading Behaviors Checklist

complete and easy to interpret.
A
Student ________________________________________________________________ Date __________________

Behavior Yes Not Yet Comments

B Checklist includes all important Produces a series of rhyming words B

Recognizes spoken alliteration or groups of words that
C
aspects of a student’s reading begin with the same spoken onset or initial sound

Distinguishes between long and short vowel sounds

behaviors. Decodes words with long and short vowel sounds

Recognizes how a changed phoneme affects a word

Blends spoken phonemes to form one-syllable words,

including consonant blends

C “Not Yet” column makes Manipulates phonemes within base words

Segments spoken one-syllable words of 3–5 phonemes

checklist adaptable to different

into individual phonemes

Decodes words in isolation and in context by letter-sound

correspondences

grade levels. Decodes words with initial and final consonant blends,
digraphs, and trigraphs

Decodes words with closed syllables, open syllables, VCe Copyright © Savvas Learning Company LLC. All Rights Reserved.
syllables, and vowel teams, including vowel digraphs and
diphthongs, and r-controlled syllables

Uses base words to decode common compound words and

contractions

Decodes words with prefixes, including un-, re-, dis-

Decodes words with inflectional endings, including -ed, -s,

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

-es, and -ing

Decodes words with inflectional endings, including -er, -est

Identifies and reads at least 100 high-frequency words

Demonstrates print awareness by identifying what

information different parts of a book provide

Uses a dictionary to find alphabetized words

Clarifies meaning of words using illustrations and text

Identifies and uses words that name actions, directions,

positions, sequences, categories, and locations

Other:

100

RDG20_AS03_NA_ReadingBe.indd 100 14/09/18 6:28 PM

20
 Teacher Form

Reading Strategy Assessment

Checklist
What is it? • Form to use regularly to help synthesize the information
gathered about a student’s reading

What does it show? • A student’s knowledge of reading strategies

• A student’s proficiency level at the end of a grading period.

How do I use it? • Use the checklist to summarize a student’s progress in

applying reading strategies.
• Use your observations to assess students’ needs and to
make instructional decisions.
• Place the completed forms in the students’ records as
additional information about each learner.

A Checklist format is quick to Teacher Form Reading Strategy Assessment Checklist

complete and easy to interpret. Date__________
Student ___________________________________________________ Teacher _____________________________
___
Reading Strategies A
Proficient Developing Emerging Not Yet

B Checklist includes all important Building Background Previews

Comments: Asks questions
Predicts
C
aspects of a student’s reading B Activates prior knowledge
Sets own purposes for reading
Other:

strategies. Comprehension
Comments:
Retells/summarizes
Asks questions before, during, and after reading
Corrects and/or confirms predictions
Rereads or makes adjustments when

C “Not Yet” column makes

understanding breaks down
Creates mental images
Uses text structure to locate information

checklist adaptable to different Uses decoding strategies

Uses vocabulary strategies
Evaluates details to determine key ideas of

grade levels. a text

Relates text to other texts, experiences,
or understanding
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Other:
Fluency Reads fluently and accurately
Comments: Paces appropriately
Uses appropriate intonation and expression
Other:
Self-Assessment Is aware of: Strengths
Comments: Needs
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Improvement/Achievement
Sets and implements learning goals
Maintains logs, records, portfolio
Works with others
Shares ideas and materials
Other:

101

RDG20_AS03_NA_ReadingStrategyCk.indd 101 14/09/18 8:00 PM

21
 Q&A

Question: What are the best ways to use assessment without

overwhelming my students with too many tests?

.
aughn, Ph.D Answer: By following a few principles, instructors can use data-based
by Sharon V
assessments to improve teaching and learning without relying on too
many tests. First, use assessments that align closely with what is taught.
If you have taught students to make inferences, then give them a chance
to demonstrate that they have learned the skill. The data will give you
information about whether to provide more inference instruction to
all students, or whether a selected few would benefit from small-group
instruction on inference making. Second, use frequent assessments and
ensure that they are brief and directly related to instruction. This principle
allows the instruction and assessment to be well aligned. Finally, use
mini-assessments at the end of instruction to help determine how well
students have learned a target literacy skill. For example, after teaching
about text structures in informational texts, ask students to point out these
structures in a new passage.

Question: How can I use observational assessment without

losing too much class time?

Answer: Assessment is a natural companion to instruction, and

observational assessment does not need to be complicated. One easy,
llis, Ed.D. efficient way to collect data is to make a two-column chart with a list of
by Judy Wa
students in the left column and space to jot notes in the right. This chart
can be reproduced over and over again to collect observational notes.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

There are many ways to build in authentic, formative assessment. Asking

students to turn and talk about what they already know about a genre, a
topic, or a kind of writing as a lesson begins is assessment. When students
share their background knowledge, it offers insights about how to proceed
with a lesson. Having students respond to a question or statement at the
beginning or end of a lesson helps teachers see patterns and plan next
steps in teaching. Small-group instruction is another time to gain valuable
information about learners. Setting goals about what to notice is key to
collecting observational data. Having that two-column chart handy and
noting the date and focus of the observations make the process not only
more efficient but also more valuable.

22
 Question: How do I balance instruction time and assessment
time in my classroom?

Answer: This is an age-old question with a simple answer:

Emphasize formative over summative assessment. The more you can
.D. draw inferences about student performance on the basis of everyday
Pearson, Ph
by P. David assignments—such as a record of oral reading accuracy and fluency
taken during guided reading lesson, scores on a digital or a paper quiz
after reading a chapter or a book, or even notes about the level of
engagement of students during a small-group discussion—the less need
you will have for more formal summative assessments. Other things
being equal, activities completed in the name of instruction are more
likely to inform assessment than are assessments to benefit instruction.
Trying to make assessment activities look like good instruction will yield
better results than trying to make instruction look like good assessment
activities. Finally, if you must distinguish between instruction and
assessment (e.g., when you have a mandated skills management
system), err on the side of instruction over assessment by at least 4:1.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

23
Building Blocks of Literacy
Chapter
2
Setting the Scene
The Situation
By using formal and informal assessments, Ms. Gupta has now
grouped her third-grade students and is teaching the myView
program. Starting the year with the myView Baseline Test, she
then added myView Progress Check-Ups and myView Cold Reads
for Fluency and Comprehension. She uses observational checklists
to review and compare her students’ results to be sure that she’s
providing the best literacy instruction to each.
Ms. Gupta knows that review and instruction in the various
components of literacy are essential to the success of her reading
program. As part of her assessment program, she uses myView
Progress Check-Ups to monitor her students’ comprehension.
Ms. Gupta is concerned that two of her students, Alex, a native
speaker, and Natasha, an emerging English learner, are struggling
with comprehension. For Alex, the main issues are drawing
inferences, identifying themes, and using text features. Natasha, Copyright © Savvas Learning Company LLC. All Rights Reserved.

on the other hand, is struggling in every area of comprehension.

Ms. Gupta assigns Alex and Natasha each a reading partner
that excels in comprehension. Each day, the partners spend a
few minutes discussing the class reading selection. Additionally,
to further aid Alex and Natasha, Ms. Gupta adds weekly class
discussions of reading selections during which she has students
answer comprehension questions and provide text evidence to
support their responses.

24
 Teacher Reflection

Ms. Gupta notes that Alex and Natasha are benefitting from their
new partners and the additional reading instruction. But Ms. Gupta
also has questions:
• Will these two students need increased help temporarily or on a
long-term basis?
• Are Alex’s and Natasha’s reading partners benefitting from the
one-on-one discussions?
• Is the class benefitting from the weekly whole-class discussions?
• What do weekly test scores show after several weeks of
increased focus on comprehension?

What’s Next

Ms. Gupta will continue to use myView Progress Check-Ups to

monitor the progress of these two students. She will continue to
emphasize comprehension with each new unit of study.

The Take Away

Running an active and effective third-grade reading program calls

Copyright © Savvas Learning Company LLC. All Rights Reserved.

for attention to test results and a commitment to addressing both

the strengths and needs of the students.

25
Dig In!

How do I monitor and assess the key

parts of literacy instruction?
One of the key goals of literacy instruction is comprehension. If students do
not understand what they are reading, there really is not any point in reading
at all. However, all of the other literacy components are the keys to unlocking
comprehension. These include phonemic awareness, spelling, phonics,
vocabulary, fluency, concepts of print, and high-frequency or irregular words.
Each of these components contribute to a student’s comprehension. If
students cannot use various strategies to recognize and read words, then they
will not be able to make it through a piece of literature and understand what
they have read. Since they all work together, all of these aspects are extremely
important and serve as building blocks for a student’s overall literacy.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

26
 Essential Components of Becoming Literate
The umbrella graphic illustrates the five key components of literacy instruction
as well as three subcomponents that are recommended by the National
Reading Panel. Thoughtful instruction in each of these areas is necessary for
a comprehensive literacy program. As students master them and become
independent, strategic readers and writers, it is essential that these reading
skills are taught and reviewed on a continuing basis. In third grade, instruction
in these components focuses on:

• Phonemic Awareness: the sounds in language and how these sounds

form words
• Phonics: decoding unfamiliar words
• Fluency: reading accurately and at an appropriate rate without having to
pause to decode
• Vocabulary: knowledge of words and their meanings
• Comprehension: understanding the meaning of text, both stated and
implied, and analyzing text
• Spelling: knowledge of spelling conventions for decoding and writing
• Concepts of Print: knowledge of how print works, including how pictures,
graphs, charts, and diagrams affect meaning
• High-Frequency and Irregular Words: knowledge of common Grade 3
words

Assessment for All

Each student differs in his or her strengths. Some students

Copyright © Savvas Learning Company LLC. All Rights Reserved.

may demonstrate fluency with reading; however, they may

have difficulty with certain aspects of comprehension. Others may
have no problems assimilating new vocabulary but may make
frequent spelling errors. By assessing each of the components of
literacy using myView assessment products, you can help all your
students strengthen their literacy. Assessment will help you pinpoint
the strengths and needs of each student, and then will allow you to
act upon those needs by focusing on needed skills using the
lessons with myView or reteaching through myFocus.

27
 Comprehension

As students become older and more fluent as readers, teachers should

shift the emphasis of their instruction from fluency to comprehension.
Comprehension study is found in the myView Student Interactive Close Read
pages. Some examples of skills taught during comprehension study includes:

• Identifying main ideas and supporting details

• Explaining cause and effect
• Using text features
• Understanding and explaining themes
• Describing setting and characters
• Identifying and supporting inferences
• Summarizing
• Identifying point of view
• Identifying and understanding sensory language
• Finding text evidence to support ideas
Comprehension is assessed in most of the myView assessment products.
The myView Progress Check-Ups, myView Cold Reads for Fluency and
Comprehension, myView Unit Tests, myView Middle-of-Year Test, and myView
End-of-Year Test will help you determine progress in comprehension.

To learn more about the myView assessments that assess comprehension,

refer to the “Where Do I Find It in the Program?” section beginning on page 33.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

28
 Fluency

Fluency is defined as accurate word reading at an appropriate speed and

with prosody. It measures a student’s ability to effortlessly, quickly, and
accurately decode letters, words, sentences, and passages. Fluent readers are
able to group words into meaningful grammatical units and read with proper
expression.

Fluency is imperative for comprehension. If students read fluently, then they

will be able to understand the content of the text more easily. If they don’t read
fluently, then they will spend more time struggling with decoding words and will
have a slimmer chance of being able to comprehend what they’re reading.

Fluency may be assessed early and then regularly using the myView Cold
Reads for Fluency and Comprehension with Running Records throughout the
year. To learn more about the myView assessments that assess fluency, refer to
the “Where Do I Find It in the Program?” section beginning on page 33.

Running Records
Running records are regular assessments of oral reading. The running record
provides information about errors the student makes, the student’s reading
accuracy, and how the student uses self-correction.

Evaluating a student’s errors helps teachers to determine whether further

instruction in decoding is needed. Exposing the student to fluent reading
models and encouraging the student to read more texts at an accessible
reading level may also increase fluency.

Running records help you capture reading progress to guide teaching. You
Copyright © Savvas Learning Company LLC. All Rights Reserved.

can combine running record information with other myView assessment

checklists and inventories to help students move toward meaningful reading
and communication.

Fluency may be assessed early and then regularly throughout the year using
the myView Cold Reads for Fluency and Comprehension with running records.
To learn more about the myView assessments that assess comprehension,
refer to the “Where Do I Find It in the Program?” section beginning on page 33.

29
 Vocabulary
Vocabulary study at the third-grade level includes:

• Learning new words from text, including using context clues to

determine meaning
• Using context to distinguish among multiple-meaning words
and homographs
• Identifying the meanings of words that use common affixes and
familiar roots
• Using a dictionary or glossary to determine meaning and pronunciation
of unknown words
• Understanding parts of speech
In the myView program, vocabulary study occurs in the context of the text
selections for each lesson of the Unit. This vocabulary is introduced prior to
the text selection and then is reviewed in context after the selection. There
is also a section in each week’s myView Reading-Writing Bridge that helps
students develop academic vocabulary.

To learn more about the myView assessments that assess vocabulary, refer to
the “Where Do I Find It in the Program?” section beginning on page 33.

Word Study
Word study at the third-grade level includes:

• Relating known words to their antonyms and synonyms

• Using Greek and Latin affixes and roots Copyright © Savvas Learning Company LLC. All Rights Reserved.

• Understanding syllable patterns

• Understanding vowel and consonant patterns
Word study applies pattern knowledge to help students learn word patterns
that unlock meaning. By applying pattern knowledge to both known and
unknown words, students can increase their vocabulary, reading, and spelling
skills. You can collect information about word study skill improvement to
help determine the effectiveness of instruction and which students will need
additional guidance. In the myView program, word study lessons appear in
each week’s myView Reading-Writing Bridge.

To learn more about the myView assessments that assess word study, refer to
the “Where Do I Find It in the Program?” section beginning on page 33.
30
 Concepts of Print

The concepts of print include how words and texts work. An understanding of
the concepts of print helps students recognize and interact with literature in
its various formats. Concepts of print help to build a student’s awareness of
the types of literature and how authors and illustrators use physical features
to enhance meaning and understanding. Students become aware of how to
choose enrichment material and how to find and organize information, both
printed and electronic.

The data from concepts of print assessment can help you to make teaching
decisions about review of previously-introduced concepts, as well as give you
information about new ideas you are introducing. The Close Read feature found
in myView materials provides good focus on concepts of print.

To learn more about the myView assessments that assess concepts of print,
refer to the “Where Do I Find It in the Program?” section beginning on page 33.

Author’s Craft and Mechanics

As students develop their reading skills, a knowledge of mechanics such as
punctuation and the rules of writing will support their literacy. Beyond writing
mechanics, students can develop an appreciation for an author’s craft, the
choices that an author makes, such as point of view, style, and word usage.
These elements go beyond the mechanics of language to shape the meaning
and tone of the literary or informational passage. Third-grade students are
learning to see beyond basic functional text. They are beginning to notice
and interpret the words and phrases the author uses. Data from assessment
of author’s craft can inform you about the ability of your students to make
inferences and reach a higher understanding of text. The Close Read feature
Copyright © Savvas Learning Company LLC. All Rights Reserved.

found in myView materials provides support for teaching about author’s craft.

To learn more about the myView assessments that assess author’s craft, refer
to the “Where Do I Find It in the Program?” section beginning on page 33.

31
 Spelling

Spelling skills and spelling instruction helps third-graders reinforce phonics,

phonemic awareness, and word study skills. Students are able to develop
a wider reading vocabulary and read and write with more confidence. In the
myView program, spelling lessons appear in each week’s myView Teacher’s
Edition Reading-Writing Bridge.

To learn more about the myView assessments that assess spelling, refer to the
“Where Do I Find It in the Program?” section beginning on page 33.

High-Frequency/Irregular Words
By third grade, most students are familiar with the words published in high-
frequency lists. By reviewing data from baseline assessments, however, you
will be able to discover if students need to review.

To learn more about the myView assessments that assess high-frequency

words, refer to the “Where Do I Find It in the Program?” section beginning on
page 33.

Assessment for EL

English Learners will benefit from lessons in word study and spelling
when patterns of words are introduced. They are then able to apply these
patterns to unfamiliar words to shape meaning. Often, English Learners are able
to use cognates and word parts from their native languages to unlock the
meaning of new words. Helping English Learners with high-frequency words will
also help them to build confidence when reading. Copyright © Savvas Learning Company LLC. All Rights Reserved.

32
 Where Do I Find It in the Program?

Teacher Form

Retelling
What is retelling? • A post-reading recall of what students can remember
from reading or listening to a particular text
• An oral or written recounting of a narrative, expository,
or persuasive text in a student’s own words
• A reminder for students that the purpose of reading is
to make sense of a text

What does • A holistic view of a student’s understanding of a text

it show? • A student’s ability to understand text elements and
author’s purpose and to connect stories and ideas to
personal experiences and other texts

How do I do it? • Have students

attempt to retell Teacher Form Expository Retelling Chart
texts only after
Unit_______________________ Selection Title_______________________________________________________

you have taught Student _________________________________________________ Date _________________________________

and modeled the

_
Retelling Criteria /Teacher Prompt Teacher-Aided Response Student-Generated Response Rubric Score (Circle one.)

procedure and 1 Not Yet

2

students understand
3

3
4

the task.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

A Criteria reflect
comprehension • Have students
2 Emerging

skills. practice in groups

before retelling
B Criteria help for assessment
students pinpoint
3 Developing

purposes.
4 3 2 1

key information.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

• Teach text
Summative Expository Retelling Score
Did this selection make you think about

Why do you think the author wrote this

What was the selection mostly about?

What did you learn about as you read

What did you learn from reading this

structures (narrative,
What is important for me to know
something else you have read?

about ___________ (topic)?

expository, and
Author’s Purpose

4 Proficient
Important Ideas
Connections

Conclusions
this selection?

persuasive)
selection?

selection?
Topic

separately to avoid A 102

B
confusing students.
RDG20_AS03_NA_RetellingExpChart.indd 102 14/09/18 6:34 PM

33
When assessing the building blocks of literacy, you can look to several
myView assessment products. For a full description of each product,
please refer to the Grades 3–5 Program Assessment Overview found on
pages 16–17 of this guide.

myView Assessment Products

Building Blocks Middle-of- End-of-Year
Baseline Test Unit Tests
of Literacy Year Test Test

Comprehension ✓ ✓ ✓ ✓

Fluency ✓ ✓ ✓

Vocabulary ✓

Word Study ✓ ✓ ✓

Conventions ✓ ✓ ✓

Author’s Craft ✓ ✓ ✓

Spelling

Writing ✓ ✓ ✓

Research

Copyright © Savvas Learning Company LLC. All Rights Reserved.

34
 Progress Project-Based Weekly Standards
Cold Reads
Check-Ups Inquiry Practice

✓ ✓

✓ ✓

✓ ✓

✓ ✓

✓ ✓

✓
Copyright © Savvas Learning Company LLC. All Rights Reserved.

35
 Q&A

Question: All of the building blocks of literacy are important,

so which ones should I give focus to in my classroom?

.
aughn, Ph.D Answer: The building blocks of reading are often thought of as the
by Sharon V
foundational skills of reading because they are the essential components
that allow students to build a successful reading framework. During
second through fifth grades, we expect students will have already
acquired proficiency in phonemic awareness and will be expanding their
phonics to complex multi-syllable words and advancing their fluency so
that they read at grade-level appropriate accuracy, speed, and prosody.
Some students acquire these building blocks very rapidly as they progress
through the grades. However, other students do not. Instruction in the
foundational skills provides many students with the opportunity to
meet the goals of reading instruction—reading for understanding and
enjoyment.

Question: How important is and what focus should I place

on spelling?

Answer: It is important to help students develop an understanding

of the nature of the spelling system and how to use that to develop as
proficient readers and writers. High-quality spelling instruction isn’t
llis, Ed.D. having students memorize the correct spelling of words. It is much
by Judy Wa
more comprehensive and includes all aspects of word study: the
studying of the alphabet, looking beyond individual letters to notice
patterns, and connecting meaning and spelling. The alphabet stage is
often associated with younger students as they focus on a letter-by-
Copyright © Savvas Learning Company LLC. All Rights Reserved.

letter representation. As students develop, they attend more and more

to patterns or chunks in order to spell words. Meaning becomes an
important aspect of students’ spelling development. Research suggests
there is a powerful, reciprocal relationship between spelling and
reading. Spelling contributes to the fluency in reading development
and wide reading enhances students’ awareness of and proficiency
in spelling. Ensuring that spelling instruction incorporates alphabet,
patterns, and meaning is key.

36
 Question: How can I manage my time to include all of the
building blocks during instruction?

Answer: Take the stance that you are going to assess a child’s skill
profile in both its global and atomistic aspects. The global perspective
.D. allows you to answer the question: Can students orchestrate the entire
Pearson, Ph
by P. David range of skills to engage in making meaning from print? The atomistic
perspective answers a different question: Can students perform up to
some baseline standard on each foundational (enabling) skills so those
skills can help students make meaning from text?
As students move through the grades, place ever greater reliance
on a hierarchical approach to assessment. On a regular basis, offer a
benchmark or milestone assessment that assesses whether students
can put it all together. If they can, keep going with the instruction
and activity that got them to this point in the first place. If not, then
dig deeper with a battery of specific skill assessments. This approach
maximizes efficiency because the more time-consuming assessment
tools are used only if our benchmark indicators offer a warning signal
that a more complete and nuanced approach is needed.

Question: How can I assess and build my students’ stamina

in silent reading?

Answer: Stamina, or the ability to persevere in silent reading when the

text is long and/or complex, is a challenge for many students. Almost all
students do fairly well on the first paragraph or two. But some students
quickly lapse into poor reading habits, skipping through the text or not
“Freddy”
by Elfrieda reading at all. Stamina in silent reading comes from reading extensively,
Ph.D.
H. Hiebert,
Copyright © Savvas Learning Company LLC. All Rights Reserved.

but it involves more than simply tabulating length of reading events.

Students need to document what they have learned from reading,
not simply how long they have read. Conversations in small groups to
discuss the presence of challenging words relative to known words in
texts can support students, especially those moving to proficiency, in
monitoring their comprehension. Periodic events where all students read
a shared passage can give teachers and students information on progress
in stamina and comprehension. The outcome of interest is on how well
students did on the comprehension questions—and it is this information
that should be recorded in their reading logs.

37
Benchmark Assessment and
Instructional Grouping
Chapter
3
Setting the Scene
The Situation
Ms. Carerra is trying to best place her students in instructional
groups. She administers the myView Baseline Test and related
fluency test to her class. During this testing, she notices a few
students are particularly struggling with fluency issues. Not
only are their wcpm results lower than others in the class, these
students seem to struggle with recognizing thought groups and
punctuation to assist in fluency. She questions if these students
need additional practice in foundational reading skills. She reviews
last year’s testing data and notes from the second-grade teaching
team that worked with her students last year.
Ms. Carrera notices that one student, Kyle, scored well on the myView
Baseline Test, but his reading speed was particularly low. Ms. Carrera
was surprised about Kyle’s comprehension skills because of his
fluency. Ms. Carrera meets individually with Kyle for some reading
practice. Ms. Carrera takes careful, anecdotal notes on what Kyle Copyright © Savvas Learning Company LLC. All Rights Reserved.
seems to struggle with most when reading. Kyle does not recognize
punctuation cues when reading aloud, but is able to read most words
clearly. Therefore, his comprehension is not affected. However,
Ms. Carrera still wishes to see improvement in Kyle’s fluency.
As she is building small groups, Ms. Carrera carefully considers
where to place Kyle. She decides to place Kyle in a group of
students with mixed fluency levels. She hopes the exposure will
assist with Kyle’s fluency. Ms. Carrera watches Kyle’s progress
carefully over the next few weeks, and quizzes him periodically
with myView assessments.
38
 Teacher Reflection

Ms. Carrera recognizes that Kyle’s fluency does not match his
comprehension. She still has questions about what is interfering
with his ability to achieve higher fluency scores:
• How is Kyle able to achieve high comprehension scores with
low fluency?
• What specific elements of fluency may be challenging for Kyle?
• How can she find the best texts and instruction for children with
lower fluency?
• How frequently should students be re-assessed for fluency?

What’s Next

Ms. Carrera will use tools such as myView Unit Tests and myView
Cold Reads for Fluency and Comprehension to help determine
appropriate texts and instruction for all her students, including
those low in fluency like Kyle. Ms. Carrera hopes he will benefit
from hearing other children at different fluency levels reading
aloud in his group. Ms. Carrera will continue to monitor Kyle’s
progress.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

The Take Away

Baseline and fluency checks help a teacher determine strengths

and areas for improvement, and they help inform instructional
needs. Additionally, periodic student observation helps teachers
keep updated notes about student progress.

39
Dig In!

How do I determine and monitor

what each student reads?
As a classroom literacy teacher, you must assess your students and place
them in flexible instructional groups. At the end of each unit, you will provide
benchmark assessments to better understand how students are progressing
with the skills, strategies, and concepts taught. The end of a unit is a natural
time to stop and think about students’ progress and reconsider placements.
Data from benchmark, observational, and informal assessments will help you
make appropriate evaluations of your students.

Finding a Balance in Reading Assessment

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Maintaining a reading balance between the tasks of decoding and

comprehension is important in the third grade classroom. If the scale tips
toward decoding, students spend more energy decoding each word, and
students may have difficulty comprehending a passage. If the scale tips toward
comprehension, students may have difficulty focusing on new words.

As you select texts for reading, it is important to find passages that are appropriate
for each student.

40
 The myView program includes features to support the wide range of readers in
your classroom.

• Students who are reading at the low end or below grade range should use
the “Developing” passages in myView Cold Reads.
• Students who are reading within the grade range should use the “On-Level”
passages in myView Cold Reads.
• Students who are reading at the upper end or above grade range should use
the “Advanced” passages in myView Cold Reads.
Remember, you should use a variety of data points to build your small groups.
Consider skill and strategy needs when building reading groups.

IF a student does not demonstrate the ability to apply

IF...Then skills and strategies with the text you have assigned,
THEN consider whether or not the text he or she is
reading is appropriate. It is better to reassess students
and have them practice comprehension skills and
strategies successfully in easier text, than to have
them miss the opportunity to build these skills and
strategies with text that is too challenging.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

41
Educational researchers have demonstrated that students learn best when they
are challenged just enough.

• When students receive work that is too great a challenge, they are not able
to complete the work. Too great a challenge can be intimidating to students
and they may shut down.
• Likewise, when students are assigned work that presents too small a
challenge, they will relax and perhaps not push themselves into a place that
maximizes learning.
Finding appropriate texts will help students learn the most they can from any
given instructional situation.

Here is one example of how you may wish to approach primary reading
instruction for your students:

myView Grouping Primary Reading Instruction Focus

Developing fluency + reading accuracy + literal comprehension

On Level fluency + word study + literal and inferential comprehension

Advanced word study + comprehension + evaluation and synthesis

When students read text that meets their needs, the possibilities for learning
to comprehend text open wide. Students are able to think critically, make
connections and inferences, and draw conclusions about text. Their confidence
will grow, and they will be able to apply these skills and strategies to
increasingly difficult text.
Every student in your classroom is unique. In an ideal world with limitless
resource, time, and hands in the classroom, each student’s instruction would Copyright © Savvas Learning Company LLC. All Rights Reserved.

be carefully tailored to each student’s unique set of needs. In reality, teachers

need to find ways to determine those unique needs and group students
appropriately. By using benchmark assessments and finding appropriate texts
for each student, you will have the data that will allow you to do this more
effectively and flexibly. Using benchmark assessments allows teachers to have
the data needed to group students appropriately.

42
 Where Do I Find It in the Program?

Savvas Realize Online Assessment

What is it? Savvas Realize allows teachers to view each student’s results
of assessments taken online, and for assessments aligned to
standards, they can see scores by question and by standard.

How does it work? Use the DATA tab of Savvas Realize to view results. Click
or tap a bar in the Mastery bar chart to show details of
that assessment. Choose the Item Analysis tab to see
question-level scores. Choose the Mastery Analysis tab to
see scores by standard. This report shows the results from
assessments taken so far, so a student’s scores will change
as new tests are submitted.

Teachers can export classroom data as a CSV file to use in

gradebooks or other applications.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

To learn more about this and other Savvas Realize topics, visit [Link].

43
myView Benchmark Assessments
The myView program provides several options for benchmark assessments.
For a full description of how each product fits into the overall assessment
program, please refer to the Grades 3–5 Program Assessment Overview on
pages 16–17 of this guide.

Word
Phonemic Reading
Phonics Fluency Conventions Study/ Writing
Awareness Comprehension
Vocabulary
myView 5 multiple- 5 multiple- Fluency 10 multiple-choice not assessed 10 multiple- not
Baseline choice choice test items choice items assessed
Test items items available
myView not not assessed Fluency 15 multiple-choice 15 multiple- 15 multiple- 1 writing
Middle- assessed test items choice items choice items prompt per
of-Year available test
Test and at End-of-
End- Year Test
of-Year
Test
myView not not assessed Fluency 10 multiple-choice 10 multiple- 10 multiple- 1 writing
Unit assessed test items per test choice items per choice items per prompt per
Tests available test test test

Copyright © Savvas Learning Company LLC. All Rights Reserved.

44
 Savvas Realize Online Assessment

The myView Digital Reporting tools will allow you to easily track and monitor
benchmark data from the myView Baseline Test, myView Middle-of-Year Test,
and myView Unit Tests. You can learn more at [Link].
Copyright © Savvas Learning Company LLC. All Rights Reserved.

45
 Teacher Form

Student Record Chart

What is it? • A form to record a student’s scores on myView Progress
Check-Ups and myView Summative Assessments, including
Unit, Middle-of-Year, and End-of-Year tests

What does it • A student’s overall scores in different assessment

show? categories
• A student’s ability and progress throughout the year

How do I use it? • Find these charts in myView Progress Check-Ups and
myView Summative Assessments.
• Complete this chart after students take an assessment.
• Use the scores to assess student’s needs and to
make instructional decisions.
• Place the completed charts in the students’ portfolios as
additional information about each student.

A Chart format is quick to complete

and easy to interpret. Unit, Middle-of-Year, and End-of-Year Tests
Student Record Chart
A
Student Name
B Chart includes all tests in
B TEST
READING
WORD STUDY CONVENTIONS WRITING

the year.
COMPREHENSION

Unit 1 /10 /10 /10

Notes/Observations:

Unit 2 /10 /10 /10

Notes/Observations:

Unit 3 /10 /10 /10

Notes/Observations:

Middle-of-Year /15 /15 /15

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Unit 4 /10 /10 /10

Notes/Observations:
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Unit 5 /10 /10 /10

Notes/Observations:

End-of-Year /15 /15 /15

Notes/Observations:

T46 Summative Assessments

RDG20_AS03_Summative_FM_TX.indd 46 2/23/18 6:31 PM

46
 Teacher Form

Class Record Chart

What is it? • A form to record a student’s scores on myView Progress
Check-Ups and myView Summative Assessments,
including Unit, Middle-of-Year, and End-of-Year tests

What does it • Students’ overall scores on each assessment

show?

How do I use it? • Find these charts in myView Progress Check-Ups and
myView Summative Assessments.
• Complete this chart after students take an assessment.
• Use to make instructional decisions based on overall
class performance.

A Chart format is quick to complete

and easy to interpret. Class Record Chart A
Middle-of- End-of-

B Chart shows how students

Student Name Unit 1 Unit 2 Unit 3 Year Unit 4 Unit 5 Year

B 1.
2.

compare to one another. 3.

4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

22.
23.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

24.
25.
26.
27.
28.
29.
30.

Summative Assessments T47

RDG20_AS03_Summative_FM_TX.indd 47 2/27/18 7:09 AM

47
 Q&A

Question: How do I shape my whole-class instruction based

on the data from benchmark assessments?
.
aughn, Ph.D
by Sharon V
Answer: Benchmark assessments can be a useful guide to
determining adjustments in instruction for students. Those students
who meet and exceed benchmarks may continue in their guided and
shared reading. Students who do not meet benchmark assessments
signal to the teacher the need for further instruction, practice, and
support. For each of these students, consider the pattern of errors you
see and integrate these findings with what you know about the target
student. Based on the data, identify what areas could benefit from
additional instruction. Group students with the same error profiles
into mini-instructional support groups in which you review what they
have not adequately learned. Give these students many opportunities
to practice the necessary skills until they are proficient independently.
These groups may include 3–7 students and often require only several
sessions before students acquire the necessary proficiency. These
groups are in addition to their typical reading instruction. For those
students whose benchmark assessments are significantly below
expectations and for whom the mini-instructional groups are unlikely
to be sufficient, you might consider providing them with an additional
reading intervention for 20–30 minutes each day.

Question: What do I do if a student shows mastery during

a baseline assessment?
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Answer: If a student demonstrates mastery during a baseline

assessment, we will get very little information from that assessment
.
erafini, Ph.D other than that the book was at an independent level for that reader.
by Frank S
Similarly, if a text is way above a reader’s level and the student is unable
to read any of the words or make any sense of the text, we learn very
little about strategy use. Texts used for running records and other oral
reading assessments should be at an instructional level so readers can
work with the text and teachers can see what they are trying to do with
the text. Selecting a more appropriate text or assessment level is an
important step in gathering data.

48
 Question: During comprehension-focused experiences, how
much emphasis should I place on fluency?
llis, Ed.D.
by Judy Wa
Answer: Readers progress in different ways and at different rates. For
striving readers who are still developing, attention to both accuracy
and speed is essential. Without a steady diet of high-success reading,
students’ reading growth may stall. Fluency affects volume, and volume
in turn affects reading growth, thus text selection is critical.

Teachers can make sure that older, striving readers have ample
opportunities to read texts that help them develop both fluency and
comprehension. Teachers should make certain, however, that students
see that the end product of reading is always comprehension versus
how fast they read.

For more proficient readers, monitoring for fluency continues to be

important because it affects volume. As reading becomes increasingly
sustained silent reading, occasional checks on fluency, accuracy, self-
correction, and comprehension provide teachers with important
information about reading growth. Extensive opportunities to read
appropriate and engaging texts contribute to the growth of all readers
as they develop both their fluency and comprehension.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

49
 Ongoing Assessment
Chapter
4
Setting the Scene
The Situation
Mr. Kim is teaching his students how to read biographies. He has
divided students into instructional groups based on their myView
Baseline Test results and initial fluency checks. Each week, he
administers myView assessments, including Progress Check-Ups
and Cold Reads for Fluency and Comprehension to his students to
gather formal data. He looks carefully at this data, considers the
results, and adjusts his teaching based on what he sees.
Based on this data, Mr. Kim notices that Greta has inconsistent
results. When she reads independently, she does not seem to
comprehend the main ideas and details as well as when she
reads aloud with a group. Mr. Kim observes Greta when she reads
independently, and he monitors her in groups during guided
reading and small-group reading instruction. He notices she asks
and answers questions about the text when she is in the group.
However, during independent reading, she seems distracted. Copyright © Savvas Learning Company LLC. All Rights Reserved.

He meets one-on-one with Greta during independent reading

and asks her to read a text passage and then respond to questions
about the main ideas and details. Using a Reading Strategy
Assessment Checklist, Mr. Kim takes anecdotal notes from this
meeting. Throughout all his interactions, he keeps careful written
records about Greta’s performance. Mr. Kim realizes that she
retains more from reading with active questioning. He devises a
plan to assist her in asking questions to herself as she reads to stay
engaged and less distracted. He models how to question while
reading independently, and he encourages Greta to do the same.
50
 Teacher Reflection

Mr. Kim notes that Greta is able to comprehend text better in

group settings, but has difficulty when reading independently. He
identifies these questions for himself:
• What other ways can he help Greta engage with the text as she
does during groupwork?
• How does he help Greta succeed when reading independently
on formal assessments?
• What specific techniques can he teach Greta to stay more
focused while reading?
• How different are Greta’s results on assessments when she reads
alone or within a group?

What’s Next

Mr. Kim will focus instruction on engaging in texts by commenting

on the characters, taking notes, and asking questions about the
details. In the following weeks, he will check back in to see if there
is still a discrepancy between Greta’s reading comprehension in a
group versus her comprehension when reading independently.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

The Take Away

Ongoing assessments, including small-group observations and

Reading Strategy Assessment Checklists, help to flesh out the
data from myView Cold Reads, myView Progress Check-ups, and
myView Unit Tests. Meeting with students independently may help
teachers recognize the individual strengths and needs of students
as they read. Adaptations can be made to assist such needs.

51
Dig In!

What does ongoing assessment look

like in the myView classroom?
Diagnostic assessment may be completed early in the year, but assessment
is not a one-time activity. Instead, to be most effective, assessment should
be considered an ongoing activity. Many assessments, like the myView
Baseline Test and myView Unit Tests, help teachers determine baseline student
understandings and place students in appropriate instructional groupings.
However, teachers should also use a variety of other assessment tools each
day to monitor student work.

Formative assessment and instruction go hand-in-hand. Every observation

you make, or data you collect during instruction can serve to inform your
assessment. Formative assessment should not be seen as an entity separate
from instruction, but rather as an output from instructional time in your
classroom.

Formative informal assessment alongside of ongoing assessment captures

student successes and achievements, but also helps to identify areas of
concern in the midst of instruction. Combined, your observations, running
records, inventories, small-group conferences, surveys, student self-
assessments, and Weekly Progress Check-Ups results will help to inform your
understanding of where your students are and how they are progressing.

As you use ongoing assessment, you may learn about:

• Student progress towards specific skills and strategies in reading

• Skills and strategies that need additional instruction or a change in
instructional strategy
• Student interest, motivation, and confidence in reading Copyright © Savvas Learning Company LLC. All Rights Reserved.

• Student strengths and weaknesses, and gaps in student understandings

52
 Assessment for All

Traditional formal testing can be stressful and some students may

not perform to the best of their abilities. Ongoing assessment that
you gather can be layered onto the results from Progress Check-Ups
and Unit Tests for a more complete picture. For example, if you have a
student who consistently does not meet expectations around skills and
strategies on tests:
• Observe the student modeling those skills and strategies
while you listen.
• Observe the student in whole-class and small-group settings.
• Take anecdotal notes and keep running records about the student.
Use this more detailed portrait of your student as a reader to inform your
instruction.

How do I observe students in small

groups, and what can I learn from them?

MyView Literacy is designed for students to learn in whole-group, independent,

and small-group settings.

Talk plays a critical role in literacy development, and it offers an important opportunity
for students to practice the academic language they need to learn and succeed.
The work that students do collaboratively and the discussions they have help build
understanding. Those rich discussions also are wonderful opportunities for you to
gain insight into each student’s depth of understanding and mastery of skills.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

While observing small groups, you may begin to understand more about your
students. You may learn about:

• Specific gaps in students’ grasp of academic language that are not readily
apparent from a test or graded assignment
• The depths of discourse in each group
• Students’ interests and motivation to read
• Students’ abilities to work collaboratively with other students
• Students’ progress in social and emotional learning

53
Observation of small groups is very powerful, but it is equally important to
create records of those observations. Field notes, running records, checklists,
and observation guides are all useful tools for capturing observation. Here is
how each of these tools may look in your teaching:

• Field Notes: You are participating in a discussion with students about a

reading passage. As you listen and participate in the discussion, you take
notes on a device or on sticky notes. Later, you transfer these observations
into student data files.
• Running Records: During a small-group reading lesson, you have students
take turns reading text aloud and retelling it. You take quick notes about
students as they each take their turn.
• Checklists and Observation Guides: Before the small-group reading lesson,
you think about the skills and strategies you would like to see in action and
you create a checklist or chart for these. As you observe students in action,
you note their successes and needs for improvement with these skills and
strategies.

Part Two of this Assessment Guide includes several printables which support
observational assessment. Once you have collected this data, take steps
around planning instruction.

Data-based Decision Making

Once you have collected the data, it is time for action. Set aside some time to
organize your observational notes by student. Review them and think about
what they tell you about individual students. Ask yourself questions like these:

• Is this student making progress in this small group?

• Do I need to assign this student to a different group? Copyright © Savvas Learning Company LLC. All Rights Reserved.

• Do I need to change the way I am instructing this student?

• Do I need to change the texts this student is reading?

54
 How can I use questioning strategies as
informal assessment?

In order to make the most of these observational assessment opportunities,

craft your questions so that you learn as much as possible from student
responses. These types of questions are found within the myView program and
on standardized tests. What kinds of questions might you ask students in order
to yield a better understanding of student mastery of key skills and strategies?

Types of Questions

How can you help frame

Question Type Example
student thinking?

Literal Questions • What does the text say? • Support student understanding at a literal level
• What does the character say to to impact understanding at a deeper level.
the other character—and how • Have students tie their answers back to the text.
does it affect the plot?

Structural Questions • How does the text work? • Think about student understanding of text
• Why does the author use those structure.
words? • Ask questions about author’s word choice and
• How does the author organize craft, or focus on text structure and organization.
the text?

Inferential Questions • What does the text mean? • Help students begin to read between the lines.
• What does the author think • Encourage students to draw their own
about______, and what conclusions, make and support opinions, and
evidence from the text supports begin to understand text nuances.
this?
• How does the narrator feel
about _____ and how do you
know this?
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Connection Questions • What does the text inspire you • Remember that students who are deeply
to do? comprehending text will feel a connection to it.
• Do you want to read more • Question student connections to build enthusiastic
about ________? and motivated learners.
• Do you want to read another • These kinds of questions can help you see what
book by _______? drives you students to learn as readers.
• What will you do next?

55
 How do I use independent activities for
assessment, and what can I learn from them?
Formative independent work is another powerful tool for assessment, and
teachers are surrounded by it every day. A set of written responses to reading,
a written response at the end of class, and self-reflection can all provide you
with rich data to better understand your students’ progress.

Independent, ongoing, informal assessments take on different forms including

but not limited to:

• reading response journal entries, which allow students to respond to

prompts
• class work samples
• Quick Check responses, which gather quick information about student
progress at the end of a lesson
Independent assessments like these provide immediate data about a student.
Without having to wait for a formal assessment opportunity or schedule a
group-work time, these built-in checks can provide almost instantaneous
feedback about a student’s progress while instruction is still taking place.
Reviewing artifacts like these at the end of a lesson or day gives necessary
data to inform your instruction.

How do I make in-the-moment decisions in

response to assessment data?
Even using artifacts after lessons or at the end of the day to gather data and
adjust instruction presents a delay. As a teacher, sometimes you need to know Copyright © Savvas Learning Company LLC. All Rights Reserved.

what students are understanding in the moment so that you can pivot as
necessary. This process is the most informal of formative assessments. You
might ask a quick question to check understanding and ask students to hold
up an answer on his or her own piece of paper. Perhaps you ask a question
and have students give a thumbs up or thumbs down. Using these techniques
allows you to immediately and physically see whether students understand. If
they understand, you may move on to the next part of the lesson. If the majority
do not, you may decide to continue practice. If a small subset of the class does
not understand, you may note those students for future reteaching. The data
you receive in that moment allows you to know which path to take as you go.

56
 At the end of a lesson on setting and tone, you have students write a short-
answer response that asks them to identify the setting and provide evidence to
support the tone it creates. Reading through the responses, quickly categorize
students into one of four categories. Adjust your instruction by tailoring student
experiences depending on these four placements:

• Students who have shown mastery of this skill may need the opportunity
to go deeper and think about the role that setting plays in setting the
tone. Return to the myView Reading Workshop pages to go deeper with
comprehension.
• Students who can identify the setting, but cannot support it with evidence
may need practice using sticky notes to highlight key text. Use myView
reading selections to practice this skill.
• Students that have demonstrated they can find text evidence to support
other skills, but are not able to precisely identify setting and tone, may need
sentence frames to provide scaffolding for this skill. Look for sidebar skill
practice within myView reading selections to guide these lessons.
• Students who are struggling with the skill as a whole may need a focused
teacher mini-lesson on setting the following day. Look for myView
Comprehension and Close Read pages and myFocus lessons to guide these
lessons.

Ongoing, independent assessments like these allow you to make these kinds of
decisions mid-instruction instead of waiting for the results of the Unit Tests. As
you approach your classroom each day, think about ways you might use artifacts
from your class to identify new pathways for your instruction in real-time without
waiting for a summative assessment to tell you about your students.

Assessment for EL
Copyright © Savvas Learning Company LLC. All Rights Reserved.

English Learners differ in many ways, and each of these

differences plays a role in how students will develop their
literacy. Part of your assessment of English Learners includes
finding out more about their background and thinking about how
this background may inform your instruction. Make sure you use
this information together with your ongoing observations to better
understand and support your English Learners.

57
Where Do I Find It in the Program?

The myView program provides several options for ongoing assessment. For a
full description of how each product fits into the overall assessment program,
please refer to the Grades 3–5 Program Assessment Overview on pages 16–17
of this guide.

Format What Is Assessed? Where Is It Found?

myView Progress Weekly test with multiple- • 5 vocabulary items • myView Progress
Check-Ups choice items, technology- • 5 word study items Check-Ups
enhanced items, a • 3 comprehension items • Realize
short-response item, and a • 1 short-answer item • ExamView
writing prompt • 1 writing prompt

myView Cold Reads • Passages on 3 levels: • 3–4 comprehension multiple- • myView Cold Reads for
Developing, On-Level, choice items Fluency and Assessment
Advanced • 1 or 2 comprehension short- • Realize
• Weekly oral reading response items • ExamView
fluency test
• Weekly reading
comprehension passages
with multiple-choice
items and one or two
short-response items

myView Running Records Weekly and unit-level Oral reading fluency level • myView Cold Reads for
fluency passages Fluency and Assessment
• myView Summative
Assessments

myView Quick Check If/then notes to guide teachers Understanding of concepts; At the end of certain lessons
on small-group placement for data supports planning for throughout the Teacher’s
activities on the Assess and intervention or independent Edition
Differentiate spread assignments

myView Assess and A set of small-group Understanding of the concept At the end of certain lessons Copyright © Savvas Learning Company LLC. All Rights Reserved.
Differentiate activities at the end of each taught in the lesson throughout the Teacher’s
lesson Edition

myView Assess Prior A list of sentences containing “Pre-test” of the spelling words In the Reading‑Writing
Knowledge the week’s spelling words for the week Bridge, in Lesson 1

myView Assess • SI pages for Academic • Lesson content for Academic At the end of certain lessons
Understanding Vocabulary, Read Like a Vocabulary, Read Like a in the Reading‑Writing
Writer/Write for a Reader Writer/Write for a Reader Bridge
• Spelling test in Lesson 5 • Spelling

myView Observational A range of checklists to • Reading Strategies and Part 2 of myView

Assessments support teacher note-taking Behaviors Assessment Guide
• Writing Strategies and
Behaviors
• Student Social and Emotional
Learning
• ELL Progress

58
 Parent Form

Observing My Child’s Reading

What is it? • A form to allow parents to monitor, evaluate, and
comment on their child’s reading
• A way to keep parents knowledgeable about and
involved in their child’s reading progress

What does it • Reading behaviors that parents notice as their child

show? reads aloud to them

How do I use it? • Use the form to support communication with parents.
• Give multiple copies of the form to parents during a
conference or other meeting early in the school year.
• Ask parents to use the form every few weeks to note
their responses as their child reads aloud to them.
• Encourage parents to include comments on any other
noteworthy aspects of their child’s reading progress.

A Checklist covers several basic

Parent Form Observing My Child’s Reading
issues. Parent/
Child _________________________________ Guardian _________________________________ Date __________

1. Story or article my child read to me:

B Parents are encouraged to

comment on any aspect of A
2. Here are some things I noticed about my child’s reading:
Vocabulary
• understands most words that he or she reads yes no not sure

child’s reading that they’ve • can figure out word meanings from other words
in story or article
yes no not sure

noticed or are concerned about. • is not afraid to attempt reading new words

Comprehension
yes no not sure

• understands what he or she is reading yes no not sure

• remembers the important ideas from a reading yes no not sure

• can tell back what he or she has read yes no not sure

• remembers the order in which things happened yes no not sure

Read-Aloud Ability
Copyright © Savvas Learning Company LLC. All Rights Reserved.

• reads most sentences without pausing yes no not sure

• reads in a manner that shows he or she yes no not sure

makes sense of what is being read

• reads with expression yes no not sure

• pronounces most words correctly yes no not sure

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

3. Here are some general comments about what I noticed as my child read:
B

109

RDG20_AS03_NA_Obser_MyChild.indd 109 14/09/18 6:44 PM

59
 Q&A

Question: How do I isolate data about individual students

when they are working in small groups?

. Mason, Ed
.D. Answer: When you provide students the opportunity to work
by Pamela A in small groups, it may be difficult for you to assess each student’s
performance. One way to ensure that you can monitor the progress of
each student is to confirm expectations around what work is actually
being done. Planning and clarity are essential for the success of small
groups. Before releasing groups to begin their work, take things a step
further by ensuring that you can answer these questions:
• How do students know when they have met their
responsibilities?
• How does the group know that they’ve met the outcome?
• How do you as the teacher know that groups have met the
outcome?
Once the students are working, there are several ways you can isolate
each student’s work and progress in small group.
• You can listen to students and observe them as they work
with their peers. This will allow you to have a sense of each
student’s participation.
• Students can make products in preparation or as a follow up
to group work. For example, they can develop a word sort or
a summary of the discussion. These products or artifacts can
demonstrate each student’s contribution.
• Students can put their work in their individual folders for
you to review. Ownership of their personal assignments may
raise their commitment to the group assignments.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Unless teachers send the message that small group is an essential part
of the learning, there may be no investment in making those small
groups productive and successful. To build accountability, continue to
reference small group in other parts of the lesson. For example, during
whole-class instruction, you can ask students to cite the sources of their
evidence and ideas. Encouraging students to use their small-group
experience as one of those sources will help students appreciate that
the small group is a learning community.

60
 Question: What are the best ways to document and synthesize the
different types of data I will get from ongoing assessment?

Answer: An integral part of using student data to positively impact

instructional student outcomes is developing systems for documenting
ht, Ed.D.
by Lee Wrig and synthesizing data. We call this the process of organizing student
data. There are at least three fundamental data organizational systems
that all teachers should aim to create and maintain throughout
the academic year. First, all teachers should create and maintain
content‑area‑specific data binders. Each binder should include tabs
that represent the various types of student data summary reports
that teachers will be responsible for analyzing and using to make
instructional enhancements throughout the year. Second, all teachers
should create and maintain classroom data walls. These walls should
reflect current classroom and/or individual student’s performances
on high-priority objectives (e.g., reading comprehension objectives).
Data walls should also reflect short-term and long-term annual data
goals. Third, teachers should provide students with the opportunity
to create and maintain personal student data tracking folders. These
folders should include simple graphs, such as bar graphs, that students
can use to keep track of their personal growth on high-priority annual
objectives. Each folder should also contain personal student goals for
each type of data that is tracked.

Question: How can I use discussion during day-to-day

instruction as an ongoing assessment tool?

Answer: There is a lot to be learned about the performance of a

Copyright © Savvas Learning Company LLC. All Rights Reserved.

h.D. whole class, a small group, or individual students through analysis of

Pearson, P
by P. David and reflection on classroom discussions. It’s not easy, but it’s worth every
minute you spend on using data gathered during discussions to draw
inferences about student progress. Take notes for later analysis or reflection
and then look for patterns over time that provide evidence for a “specific”
intervention for the group, such as a mini-lesson on how to be a better
listener or how to respond to and build on a peer’s comments. The more
focused your observations and your notes, the more likely you are to
harvest data that you can use to form specific interventions.

61
 Assessing Writing
Chapter
5
Setting the Scene
The Situation
Mr. Reddy’s class has been learning about and writing in the
how-to genre. Students have worked individually or in small
groups to brainstorm ideas for how-to articles that might help
a new student learn about something in their school. They have
read real-world models of how-to articles in magazines.
Mr. Reddy meets with students before they begin their final
drafts. He observes that several students are having trouble with
the how-to genre. Some students are offering only a big-picture
explanation that tells the purpose of their how-to article. Others
are describing something a student needs to learn rather than
explaining how to do it.
Mr. Reddy has students review the prompt and identify the
audience for their how-to article. He asks students to write down
something their article would help a new student learn to do
in their school. The class reviews the rubric, and then students Copyright © Savvas Learning Company LLC. All Rights Reserved.

use the bulleted list in the prompt to assess their how-to article.
Mr. Reddy also gives them the option to have peers review their
article for more feedback. Students report that this review has
helped them better understand and write in the how-to genre.

62
 Teacher Reflection

Mr. Reddy notes that several students benefitted from an in-depth

review of the prompt before completing their final drafts, but he
still has some questions:
• Should he include a final peer review as part of the writing
process whenever possible?
• Do students need more time to absorb the prompts, especially
with certain genres?
• Is an in-depth review of every prompt needed before the final
draft for every genre?

What’s Next

As part of the writing process, Mr. Reddy plans to encourage an

in-depth review of each prompt, as well as peer review, before his
students complete a final draft. He will ask students to use these
strategies, along with rubrics, to assess their writing.

The Take Away

An in-depth review of prompts and peer reviews, as well as the

Copyright © Savvas Learning Company LLC. All Rights Reserved.

use of rubrics, will help students to assess their writing and make
changes before they submit a final draft. These procedures should
ease the difficulty of dealing with difficult genres such as how-to
articles.

63
Dig In!

How do I assess student writing?

Writing opportunities and instruction in myView provide a structure for growing
successful writers. Students engage in writing, and teachers use ongoing
and formative assessment to plan instruction that supports them. The final
“published” product provides an opportunity for summative assessment.

Mini-lessons help you to tailor your instruction to students’ needs and interests.
Conferences can help you guide students as they work to communicate
effectively for specific audiences and purposes. Conferring (both teacher-
student and peer-to-peer) is a hallmark of the program and is a recursive
practice throughout. Data gathered from conferences can help you to monitor
progress and plan instruction. In Week 5, students are presented with a formal
summative Writing Prompt which is assessed against a rubric that has students
self-evaluate their skills.

Teacher modeling, responsive feedback, and time for reteaching are all covered
in myView writing. This structure encourages constant feedback, reteaching, and
improvement. For example, Unit 1 takes students through these steps of writing a
personal narrative:

Introduces the components of the genre, provides samples for study, and guides
Week 1 students through brainstorming a topic for their own personal narrative

Includes mini-lessons on developing elements: developing an engaging idea,

Week 2 choosing a narrator, describing the setting, and describing the problem and solution

Includes mini-lessons on structure: writing an introduction, introducing a sequence

Week 3 of events, using transitional words, writing dialogue, and crafting a conclusion

Includes mini-lessons on word choice: coordinating conjunctions, comparatives and

Week 4 superlatives, pronouns, adverbs, and subject-verb agreement
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Guides students through a final edit for spelling and mechanics, before helping
Week 5 them publish their final piece. Also includes a final summative writing assessment

64
 Students can participate in peer conferences during the minilessons to discuss
their answers to each activity. Then they can confer with the teacher, who can
provide additional support and reteaching as needed. Students can then apply
the lesson to their own writing and again confer with peers and the teacher to
discuss what they have learned and applied. Finally, the teacher can formally
assess student progress and mastery using the summative Writing Prompt at
the end of the unit.

In what ways is writing more than mechanics?

Long after their scholastic writing experiences, many adults fear writing and
revision as a practice meant only to point out their spelling, punctuation, and
grammatical errors, but writing is so much more than mechanics! Research
shows that it is more effective to teach punctuation, sentence variety, and
usage in the context of writing than to approach the topic by teaching isolated
skills. In the myView Teacher’s Edition, instruction in specific language and
conventions exists in the Reading-Writing Bridge, which takes place between
the Reading Workshop and the Writing Workshop. These activities take
students through step-by-step instruction in each convention and provide
direct practice through vocabulary, spelling, and editing exercises, as well as
applying the conventions to their own writing.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

65
 How rubrics are used to assess writing?
When you were a student, it is likely you turned in a report, story, or other piece
of written work, only to have it returned it to you with some kind of percentage
or letter grade at the top. Likely, when you received that score, you had no idea
what you did right or wrong. The scores may have felt arbitrary or subjective.

That’s where using rubrics when assessing student writing is useful. Rubrics
should reflect the characteristics and attributes of the genre students are
writing in. A rubric should clearly communicate the expectations for an
assignment, with descriptions ranging from “poor” to “excellent.” A rubric may
focus on one or more categories, such as “Organization,” “Development,” and
“Conventions.” Within each category, detailed descriptions explain what each
level of the rubric looks like.

A rubric is a tool that may be used for evaluation of reading, writing,

speaking, or listening assignments. It allows you to focus assessment
What is a rubric? on the key concepts emphasized during instruction. In a sense, a rubric
is a blueprint for the essential learning in a unit of study.

What does a rubric A rubric reflects how well a student exhibits his or her understanding of
show? instruction and application of the key features of the assignment.

You should select the assessment criteria from the planned instruction
that is most relevant to a particular assignment. List those in the
How do I use a rubric? Features column of a rubric. Then, rate and comment on those features
as you assess the assignment. You may choose to convert the ratings
into letter grades.

Rubrics are also helpful for all stages of the writing process, including planning,
drafting, self-evaluation, and peer reviewing.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

• E
. ngaging students in co-construction of the rubric can help students
understand the assignment.
• Spending time previewing the rubric before writing or before assessment is
a useful way to reinforce expectations.
• During self-review, a student can use the rubric to confirm whether key
points were addressed. If the answer is no, then the student can revise
before the assignment is turned in.
• When students share their work with a classmate during peer reviewing, the
peer can easily look over the rubric and assign the correct score

66
 students to respond to on a separate sheet of paper. Alternatively, the prompt may be
printed from [Link].

READ the information in the box below.

It takes a friend to be a friend.

THINK about the different ways we start new friendships.

WRITE about a time when you met a new person. Describe how you met and how
your friendship grew.

Be sure to

Here isabout
• write a sample third-grade
your own personal experience myView Narrative Writing Rubric:
• organize the events in sequence
• include descriptive words and dialogue
• use correct spelling, punctuation, and grammar

4-Point Narrative Writing Rubric

Score Narrative Organization Development of Language and Conventions
Focus Narrative Vocabulary
Narrative is Narrative has a well- Narrative includes Narrative uses precise, Narrative has
clearly focused developed, logical, thorough and concrete sensory correct grammar,
and developed easy-to-follow plot. effective use of language as well as usage, spelling,
4 throughout. details, dialogue, and figurative language and/ capitalization, and
description. or domain-specific punctuation.
vocabulary.
Narrative is Narrative has a plot, Narrative includes Narrative uses adequate Narrative has a
mostly focused but there may be some adequate use of sensory and figurative few errors but
3 and developed lack of clarity and/or details, dialogue, and language and/or domain- is completely
throughout. unrelated events. description. specific vocabulary. understandable.
Narrative is Narrative’s plot is Narrative includes only Language in narrative is Narrative has some
somewhat difficult to follow, a few details, dialogue, not precise or sensory; errors in usage,
2 developed but and ideas are not and description. lacks domain-specific grammar, spelling
may occasionally connected well. vocabulary. and/or punctuation.
lose focus.
Narrative may Narrative has little or Narrative includes few Language in narrative Narrative is hard to
be confusing, no apparent plot. or no details, dialogue, is vague, unclear, or follow because of
1 unfocused, or too or description. confusing. frequent errors.
short.

0 Narrative gets no credit if it does not demonstrate adequate command of narrative writing traits.

RDG20_ENG_TE_G3U1W5_6WW.indd 371 2/13/18 5:13 AM

Assessment for All

Assessment against a rubric is designed to show growth over time. If a

rubric is constructed with “excellence” as a goal, not all students will
achieve that level, and certainly not at the beginning of the year. The goal of rubric-
based assessment is to see a student’s score climb with each assignment. Some
students may consistently score at mid-level and above on Conventions, for
example, but have to work hard to move their Organization score from a Level 1 to
Copyright © Savvas Learning Company LLC. All Rights Reserved.

a Level 3.

67
 Where Do I Find It in the Program?

The myView program provides writing assessment through the myView

Progress Check-Ups, myView Unit Tests, myView Project-Based Inquiry, and
myView Writing Workshop.

WRITING WORKSHOP

Plan Your Historical Fiction Story

Writers may plan a story by mapping. Mapping can help you see the
direction a story might go. Mapping can help you develop the plot and
other elements, such as dialogue.

Myy TURN Use the chart to map a first draft of your historical fiction
M
story. Share your story plan with your Writing Club. Listen closely to
others. Make pertinent, or useful, comments.

Beginning

How will you introduce the characters, the setting, and the
problem within the plot? How will you show that the story takes
These are sample writing
place in the past? prompts from the myView
Unit 3 Writing Workshop
and the Unit 5 myView Unit
Middle
Test. Student responses to
What events will help solve the problem?
Writing prompts like these will give
Imagine that you are the narrator in “Volcano!” Write a short poem about your
© Pearson Education, Inc., or its affiliates. All rights reserved.

feelings as you prepare for a possible eruption. Write your poem on a separate you assessment data about
sheet of paper.
how students are progressing
Be sure to —
End as writers.
• brainstorm ideas for a poem
How will you tell about a character’s role in solving the
• use what you know about poetic elements
problem?
• organize your writing in a logical way
• use details to develop your writing
• think carefully about the words you choose
• check for correct grammar, punctuation, spelling, and sentences
TEKS 3.1.A Listen actively, ask relevant questions to clarify information, and make pertinent comments;
TEKS 3.11.A Plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range
of strategies such as brainstorming, freewriting, and mapping. 59

Copyright © Savvas Learning Company LLC. All Rights Reserved.

RDG20_SE03_U03W01_6WW.indd 59 10/16/17 11:12 AM
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

76 Unit 5 Test

RDG20_AS03_U05_UT.indd 76 1/12/18 11:17 AM

68
 Teacher Form

Writing Behaviors Checklist

What is it? • A form to record your observations of students’ writing
behaviors at the beginning of and throughout the year

What does • Students’ awareness of basic writing concepts

it show? • Students’ ability to communicate through writing

How do I use it? • Complete this form as you observe students drawing
and/or writing.
• Use your observations to assess students’ individual
needs and to make instructional decisions about
grouping, remediation, or enrichment.
• Place the completed forms in the students’ records
as additional information about each learner.

A Checklist format is quick to

Teacher Form Writing Behaviors Assessment Checklist
complete and easy to interpret. Student ________________________________________________________________ Date __________________
A
Behavior Yes Not Yet Comments

B Checklist includes all important Spells words with closed syllables

Spells words with open syllables
B
C
aspects of a student’s writing Spells words with VCe syllables
Spells words with vowel teams

behaviors. Spells words with r-controlled syllables

Spells words with initial and final consonant blends
Spells words with digraphs
Spells words with trigraphs

C “Not Yet” column makes Spells words with sound-spelling patterns

Spells high-frequency words

checklist adaptable to different Develops handwriting by printing words and sentences legibly with
appropriate spacing

grade levels.
Uses complete sentences with subject-verb agreement
Uses appropriate past and present verb tense
Uses appropriate singular, plural, common, and proper nouns
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Uses appropriate adjectives, including articles

Uses appropriate adverbs that convey time
Uses appropriate prepositions
Uses appropriate pronouns, including subjective, objective, and
possessive cases

Uses appropriate capitalization at the beginning of sentences and for

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

the pronoun “I”

Uses appropriate punctuation marks at the end of declarative,

exclamatory, and interrogative sentences

Uses correct spelling of words with grade-appropriate orthographic

patterns and rules and high-frequency words

Dictates or composes literary texts such a personal narratives,

fiction, and poetry using genre characteristics

Dictates or composes informational texts, including procedural texts,

using genre characteristics
Dictates or composes correspondence, including thank-you notes or letters

Other:

110

RDG20_AS03_NA_WritingBeCk.indd 110 14/09/18 8:16 PM

69
 Teacher Form

Writing Strategy Assessment Checklist

What is it? • A form to record your observations of students’
writing strategies at the beginning of and throughout
the year

What does • Students’ awareness of basic writing concepts

it show? • Students’ ability to communicate through writing

How do I use it? • Complete this form as you observe students writing.
• Use your observations to assess students’ needs
and to make instructional decisions about grouping,
remediation, or enrichment.
• Place the completed form in the students’ records as
additional information about each learner.

A Checklist format is quick to Teacher Form Writing Strategy Assessment Checklist

complete and easy to interpret. A Date__________
Student ___________________________________________________ Teacher _____________________________
___
Writing Strategies Proficient Developing Emerging Not Yet

B Checklist includes all important B

Focus/Ideas Addresses the writing task
Comments: Demonstrates understanding of purpose
States central idea
C
aspects of a student’s writing Details support central idea
Conclusion reinforces central idea
Other:

strategies. Organization Final product reflects improvement after multiple drafts

Comments: Presents engaging idea with relevant details
Begins with a topic sentence
Uses transitions between sentences and paragraphs

C “Not Yet” column makes Uses order words (first, then, after, finally)
Other:
Speaks directly to audience
Voice

checklist adaptable to difference Comments: Voice matches writer’s purpose

Shows rather than tells

grade levels.
Shows writer’s feelings and personality
Keeps reader’s attention
Other:
Uses vivid words to elaborate ideas
Copyright © Savvas Learning Company LLC. All Rights Reserved.
Word Choice
Comments: Avoids slang and jargon
Uses strong images or figurative language
Uses action verbs versus linking verbs
Uses new words to express ideas
Other:
Sentences Expresses thoughts in lively, varied sentences
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Comments: Mixes short and long sentences

Includes questions, commands, and exclamations
Sentences flow logically from one to another
Avoids choppy and wordy sentences
Other:
Conventions Uses subjects and verbs in agreement
Comments: Uses correct punctuation for grade level
Capitalizes “I” pronoun and sentence beginnings
Forms noun plurals correctly
Spells words correctly
Other:

111

RDG20_AS03_NA_WritingStrategy.indd 111 26/09/18 3:36 PM

70
 Student Form

About My Writing
What is it? • A way for students to describe evaluate their own
writing progress

What does it show? • Students’ assessments of their own writing abilities

and attitudes
• Students’ evaluations of orginal pieces of writing that
they thought turned out well

How do students • Students may complete the form at various points

use it? during the year, but at least once each grading period.
• Students should keep completed forms in their
portfolios and periodically review them to assess
progress over time.
• Students can also use porfolio slips to write more
about particular pieces of writing they choose.

A Students evaluate their writing

Student Form About My Writing
strengths and weaknesses.
Name Date

1. Compared with earlier in the year, I am enjoying writing

B Students assess an original more less about the same

2. When I write now, my writing is

pieces of writing. • clearer than it used to be

• more interesting than it used to be
yes
yes
no
no

3. One thing that has improved my writing is: A

4. One thing that could make me a better writer is:

Copyright © Savvas Learning Company LLC. All Rights Reserved.

5. Here is one piece that I wrote that I think is really good:

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

6. Here are some things that are good about it:

B

113

RDG20_AS03_NA_AboutMyWrt.indd 113 14/09/18 6:57 PM

71
 Q&A

Question: How do I use the data from peer feedback to

inform my instruction?

.D.
Answer: As part of your small-group or partner experience, when
. Mason, Ed
by Pamela A you ask your students to reflect on how they work together, you may
get some useful feedback. In primary grades, younger students can
use smiley face emojis, and, in intermediate grades and beyond, older
students can use a numbered scale to provide their answers. You can
use this data from students to decide what to reteach, decide how the
learning could be extended, or construct student groups. If a group says
they didn’t have time to finish, you might lead a discussion about how to
manage time and stay on track. If this is widespread feedback, you might
realize you didn’t define the task clearly enough or allocate enough
time. If a group says they couldn’t come to an agreement, you might
coach students about consensus building or home in on the sources of
disagreement. In some cases, the struggle to agree may be linked to the
work itself. It may be that the texts didn’t allow students to come to an
agreement. This kind of feedback may open the door for you to talk with
students about developing critical skills around quality, veracity, and even
the legitimacy of sources. If a group says they didn’t stay on task, this
might be a sign to clarify the task or to change the make-up of the group
before the next assignment.

Question: When in the writing process do I gather data

about mechanics and conventions?

Answer: During writing time, there are several ways to gather Copyright © Savvas Learning Company LLC. All Rights Reserved.
data about mechanics and conventions. One way is to use checklists
ht, Ed.D.
by Lee Wrig and/or anecdotal records. Teachers can walk around quietly during
independent writing, read a few students’ writing without disturbing
them, and record information on the mechanics and conventions these
students are using, or not using, to develop that day’s writing sample.
In addition, teachers can gather data during student/teacher writing
conferences as the remainder of students engage in independent
writing. Finally, another way to effectively gather this type of data
is after the close of the unit’s writing. Teachers can review students’
weekly entries in their writing journals and score their use of mechanics
and conventions based on a writing rubric.

72
 Question: When in the writing process do I gather data
about crafting language?

. Answer: Information about crafting language can be gathered at any

erafini, Ph.D
by Frank S point in the process, from drafting to final revisions and editing. The
way young writers use language in their drafts and writer’s notebooks
is usually connected to how well they pay attention to what they are
reading. Reading like a writer is essential to beginning to understand
author’s craft. Mini-lessons on crafting language can be used to call
writers’ attention to the various ways authors begin stories, describe
characters, and set the scene for a story. As young writers begin to read
like a writer, we start to see more “book language” in their own writing.
In addition, teaching young writers to look for and revise language use
in editing conferences can also be a way to assess how they use the
lessons we have taught. When writers are writing, we can assess their
use of particular language forms.

Question: How detailed should rubrics be when

assessing writing?

Answer: The purpose of a writing rubric is to create a shared

understanding about the expectations of a writing task and how a
student’s level of performance meets those expectations. As a result,
llis, Ed.D.
by Judy Wa rubrics are typically shared with writers at the beginning of an assignment
and may even be co-constructed with writers as they study a particular
type of writing. The rubric may be more or less detailed, depending on
the product students are producing.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

An easy guide to creating a rubric is to identify what the key attributes

are of a particular kind of writing or task; this helps students see the “must
haves.” If the goal of the writing is to create a finished product, then the
rubric might include not only the particular qualities of the genre but also
the more general attributes like word choice, sentence variety, and use of
conventions. The rubric always reflects what has been taught. The goal is to
offer a consistent and coherent way to assess and evaluate a performance,
but another value of a rubric—one that is perhaps even more important—is
that it provides a writer with clear feedback. This feedback should always
offer insights about strengths and ways to grow and move a writer forward.

73
Project-Based Inquiry and other
Performance Assessments
Chapter
6
Setting the Scene
The Situation
Ms. Kim’s third-grade class has reached Week 6 of a unit featuring
informational texts. The unit focused on how animals and plants
interact with each other in their environments. The class is ready
to begin the myViewProject-Based Inquiry (PBI), during which they
will research and produce a scrapbook based on one beneficial
relationship between a plant and an animal in nature.
Ms. Kim groups students into pairs to begin the process of
deciding on their topics and outlining research plans. Early
in the process one pair, Kiara and Jenni, are not collaborating
well, though Ms. Kim thought she had matched students well
by personalities and the balancing of academic strengths and
weaknesses. These students are finalizing topics and formulating
research plans like their peers.
Ms. Kim reminds the girls of the collaborative skills they need
during the PBI process. She points out that Jenni likes to lead, Copyright © Savvas Learning Company LLC. All Rights Reserved.

but she doesn’t always take the time to consider decisions. Kiara
thinks outside the box, but she does not always follow rules or
stay on task. Jenni suggests that Kiara should respectfully challenge
her ideas, which might lead to better choices. Kiara suggests that
Jenni could help her stick to plans and follow directions. Ms. Kim
reminds the class that they will be assessing students’ processes
and work together by using the myView Social and Emotional
Learning Self-Assessments.

74
 Teacher Reflection

Ms. Kim records notes and questions along the way:

• How can she help all students with their decision-making
process during PBI?
• How can she better help students stay on-task during project-
based inquiry?
• Are all of her students benefitting from and contributing well in
collaborative activities during the inquiry?
• Is she observing, assessing, and assisting enough with SEL
throughout the process of this project-based learning?

What’s Next

Ms. Kim will use the myView Social and Emotional Learning
Observational Assessment Checklists to assess student work habits
during the PBI, and she will share the student self-assessment
form as well. Ms. Kim will seek ways to provide support as
necessary through additional lessons and materials. Throughout
the process, she will observe and learn about students’
engagement, learning, and processes to best help her students
succeed.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

The Take Away

Assessment via the myView Project-Based Inquiry is multi-faceted

to result in measuring different dimensions of learning. While
students are conducting research to address a real-world problem,
they are engaging in a collaborative work model that culminates
in a real-world project, providing an opportunity for the authentic
assessment of both cognitive skills and social-emotional learning.

75
Dig In!

What is myView Project-Based

Inquiry?
The myView Project-Based Inquiry tasks are examples of performance-based
assessment. Think about a school recycling project. Students work on a
real-world task. They use a real-world work model of collaborating under
a supervisor, and they can evaluate their work based on the community
response. There is nothing quite as motivating for students as the opinions of
the school community!

In a classroom setting, you can engage students in projects that offer

opportunities to demonstrate not only their academic skills, but also their
social-emotional learning as well.

Inquiry and research in myView unfolds in three levels of instruction:

• In Level 1, students are given opportunities for inquiry and research on

topics that tap into their individual interests. These opportunities help
students develop their research skills over the course of each unit. Level 1 is
taught using a small-group format in Lessons 1 and 5 during Weeks 1–5 of
all units at all grade levels.
• In Level 2, students participate in authentic inquiry based on each unit’s
Essential Question or theme. Mini‑lessons provide instruction about
research practices, and students have opportunities to apply their learning
by completing research projects. Level 2 is taught during Week 6 of all units
in Grades K–5.
• In Level 3, students engage in a full-scale research project that includes
all of the steps of the research process. This project engages students in
applying all the skills they have learned in Levels 1 and 2. While Level 3 is
optional, it can be offered as a self-contained unit, taught over four to six Copyright © Savvas Learning Company LLC. All Rights Reserved.

weeks at the teacher’s discretion in Grades 3–5.

Following the 5-day plan in myView, teachers can model, guide, and coach
students through the research process, and offer opportunities and strategies
to reflect on their process (using the myView Social and Emotional Learning
Observational Assessment Checklists) during their own independent research.
Use of a project rubric that makes expectations clear from the start provides a
touchstone for teachers and students throughout the process of creating the
final product.

76
 A typical myView Project-Based Inquiry contains pages that guide students
through the inquiry process to create a final product. The Project-Based Inquiry
begins with an introduction to the topic. Students are then prompted to expand
their reporting to include other elements beyond simple text, such as text features
and multimedia. Finally, students are presented with tools to evaluate the final
product and reflect on their process. Each Project-Based Inquiry includes both
formative tasks and steps in the process of creating the final summative project.

COLLABORATE AND DISCUSS PROJECT-BASED INQUIRY

Inform Me!
Student Model

Informational writing informs readers about a topic. It organizes

information logically and includes elements such as text features. Underline
the topic.
An informational scrapbook presents facts, details, and images in
visually interesting ways.

Before you begin writing, decide how to organize your scrapbook.

Will you

• organize facts in any particular

order, such as order of importance?
• provide definitions or examples?
ß
• include text features, such as COLLABORATE Read the Student
illustrations, sections, or bold text? Model. Work with your partner to
recognize the characteristics and
structures of informational writing.
Put a star next to
the text feature.
Now You Try It!
Discussthe
Follow thesteps
checklist
to compose
with a partner.
your scrapbook.
Work together
Restate
to the
follow
items
Tree Type Fun Facts
in the
the steps
checklist
as youand
create
giveyour
instructions
scrapbook
to apage.
partner to make sure
© Pearson Education, Inc., or its affiliates. All rights reserved.

© Pearson Education, Inc., or its affiliates. All rights reserved.

Highlight a detail
your informational writing is clear. strangler fig Bats and birds use the trunk of about a tree.

Make sure your scrapbook the strangler fig for their homes.
Make sure your
introduces scrapbook
your topic. peach palm Oil from the nuts of the peach palm
introduces your topic.
organizes related information about the topic. is used for cooking.
organizesthe
develops related
topicinformation about the topic.
with facts, definitions, and details.
walking palm This tree is known as the walking
develops
uses the topicsuch
text features with as
facts, definitions,
illustrations, and details.
captions, palm because it can move through
sections,
uses text tables,
featuresand bold
such text.
as illustrations, captions, a forest as it grows new roots.
sections, tables, and bold text.

TEKS 3.1.B Follow, restate, and give oral instructions that involve a series of related sequences of action;
TEKS 3.9.D Recognize characteristics and structures of informational text, including TEKS [Link] features
such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support TEKS 3.9.D Recognize characteristics and structures of informational text, including TEKS [Link] features
understanding; TEKS 3.12.B Compose informational texts, including brief compositions that convey such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support
420 information about a topic, using a clear central idea and genre characteristics and craft. understanding. 421

RDG20_SE03_U02W06_8PBI.indd 420 2/7/18 9:10

10/31/17 7:22 PM
PM RDG20_SE03_U02W06_8PBI.indd 421 06/04/18
10/10/17 8:04
2:10 PM

In this example, the left-hand page introduces the topic and task, in this case
an informational scrapbook. The right-hand page provides a student model and
guides students through a formative-style task of identifying the parts of the
sample scrapbook.

Assessment for EL

Remember that English Learners may need support in

Copyright © Savvas Learning Company LLC. All Rights Reserved.

understanding the instructions that include academic

vocabulary. Further, the “open ended” nature of the inquiry-based
approach may feel overwhelming. Having several models available
of the culminating product to use as examples, as well as lists of
pre-selected websites, articles, and media to use in their research,
will decrease anxiety and ensure success for students. For example,
in the classroom scenario on page 74, Ms. Kim might have several
pre-made scrapbooks available as examples, as well as a few
selected articles on and images of a few different types of beneficial
plant-animal relationships that students can access.

77
 How do I assess student work in performance-
based activities? myView
PROJECT-BASED INQUIRY
Digital
DOWNLOAD ASSESSMENT

In the end, as with any other type of

E yourassessment,
IN S T RUCTthe N summative product
IOfinal
is assessed against T EG R A T
IN a rubric. MyView includes a 4-Point Research Project
Science
Rubric for teachers to use with the Project-Based •Inquiry. Note
Explore how structures and that the rubric
English Language Arts
is open-ended• Compose
enough to be
informational texts, used with a variety of allow delivery methods,
functions of plants and animals
them to survive in a including
written, oral, orincluding
multimedia projects. The rubric is designed to show students
brief compositions that For alternative inquiry particular environment.
convey information about a topic, projects with a science TEKS 3.10.A

their areas of strength and

craft. theTEKS points where they have opportunities to grow in
using a clear central idea and genre focus, go online to
characteristics and 3.12.B Pearson

future projects.• Develop and follow a research plan with

adult assistance. TEKS 3.13.B
[Link].

4-Point Research Project Rubric

Score Focus Research Organization and Language and Delivery
Development Vocabulary
The topic is clear, The topic is well The organization is Language is clear and Delivery method is
engaging, and developed with clear and effective. The precise. Vocabulary is effective and engaging.
relevant to the thorough and accurate topic is supported by specific and Presenter employs
4 project question. research. Sources are relevant facts, appropriate to the appropriate eye
cited. definitions, and details. topic. contact, speaking rate,
Engaging visuals and volume, and
media are used. enunciation.
The topic is The topic is developed The organization is Language is mostly Delivery method is
mostly clear and with mostly relevant mostly clear. The topic clear. Vocabulary is adequate. Presenter
relevant to the and accurate research. is supported by facts, mostly appropriate to employs mostly
3 project question. Sources are mostly definitions, and details. the topic. appropriate eye contact,
cited. Visuals and some speaking rate, volume,
media are used. and enunciation.
The topic is The topic is minimally The organization is not Language is often Delivery method is
stated, but its developed. Research is always clear. Some vague. Vocabulary may ineffective. Eye contact,
connection to the often missing or visuals and supporting be overly general. speaking rate, volume,
2 project question irrelevant. Sources are evidence may be and enunciation are
is weak or rarely or incorrectly missing or irrelevant. uneven.
confusing. cited.
The topic is not Research is absent, Organization is Language is vague, There is little command
clear or is not irrelevant, or confusing and support general, and words and of presentation skills.
1 relevant to the inaccurate. Sources are is absent, irrelevant, or conventions may be
project question. not cited. inaccurate. used incorrectly.
Possible characteristics that would warrant a 0:
• No response is given.
0 • Student does not demonstrate adequate command of writing or delivery of a scrapbook.
• Response is unintelligible, illegible, or off topic.
Have students complete a student-friendly
Research Project Checklist, p. 88, from the
Resource Download Center.

Interactions T355

RDG20_ENG_TE_G3U2W6_7PBI.indd 355 2/17/18 5:52 AM

Further, teachers can use the data from the rubric for future instructional
planning and to determine where reteaching may be necessary. For example,
a student may receive a rubric score of “4” for Speaking and Listening
and Research, but a score of “2” for Conventions and “1” for Focus and Copyright © Savvas Learning Company LLC. All Rights Reserved.

Development. This informs the teacher that the student requires reteaching in
those areas.

78
 How do I assess student Social-Emotional
Learning during performance-based activities?
One of the richest aspects of Project-Based Inquiry is the opportunity it
provides students to demonstrate and hone skills that are not measured by
traditional assessment. Qualities such as Self-Awareness, Interpersonal Skills,
and Decision Making are difficult to evaluate over a single day or in a traditional
test. A student who is a terrific natural leader or a strong graphic artist may also
be a struggling speller or reader. Assessing PBI offers an opportunity for all
students to engage with challenging skills in an environment that encourages
them to use their strengths.

How can I use the data I collect during myView ­

PBI to assess and adjust instruction?

While overseeing the work of the Project-Based Inquiry, you may assess
student performance on the minilessons to determine understanding at
each step of the research process. You can identify students who need
more support, and you may provide students with additional instruction and
opportunities to apply their learning as needed.

The SEL Checklists may be used in teacher-student conferences to objectively

assess student engagement, attitude, and behavior and also to set goals over
the course of the project.

To learn more about the Social and Emotional Learning Observational

Assessment Checklist, refer to the “Where Do I Find It in the Program?” section
on page 80.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

It is important that both the 4-Point Research Project Rubric and the Checklist
for Students are introduced at the start of the project and referenced at each
“Refine and Revise” step of the research process as a guide for improving
students’ success in creating the culminating product. Additional rubrics for
specific types of writing or specific projects are also available, and teachers
may use them to ensure students understand expectations for these authentic
activities.

79
 Where Do I Find It in the Program?
You can look to several myView assessment products to support
Performance Assessment.

myView

As students go through the myView

INTERACTIVITY NOTEBOOK RESEARCH
Digital

Project-Based Inquiry process, they work

DIFFERENTIATED SUPPORT

OPTION 1 Intervention If students struggle to generate ELL TARGETED SUPPORT

questions for research, prompt pairs to reread the article and Before students read the article, pair
underline words and phrases that they don’t understand. Then students with limited reading proficiency

on the assignment in several stages. After

ask them to infer the meaning of each based on the article, with a more fluent reader. Have
photo, and Activity prompt. students use their finger to track the
text as it is being read. After the
OPTION 2 Extend If students show understanding, have them
reading, have students read the text on
brainstorm a list of local parks or playgrounds and a feature of
their own, providing assistance as

students have completed each stage,

each that could be improved. Prompt students to debate which
needed.
park or playground would be the best one to improve, providing ELPS 4.E Read linguistically accommodated content
reasons that support their opinions. area material with a decreasing need for linguistic
accommodations as more English is learned.

Use Academic Words

COLLABORATE Have students complete the activity on p. 213 of the Student
you will analyze their work to that point.
Interactive. Ask volunteers to share the words they added to the chart with the class. Tell

The myView Teacher’s Edition provides

students that they should try to use some of these academic vocabulary words in their
letter to the mayor or park official.

STUDENT INTERACTIVE, pp. 212–213

an action plan based on their results. You

INQUIRE PROJECT-BASED INQUIRY

A SAFE Place to PLAY

Use Academic Words
COLLABORATE In this unit, you learned many words related to the theme
RESEARCH of Environments. Work collaboratively with your partner to add more
Research Articles academic vocabulary words to the chart. If appropriate, use this newly
Activity acquired vocabulary in your letter to the mayor or park official.
With your partner, read “What
What could be done to make

will find direction and guidance in the

Makes a Safe Playground?” to
a local park or playground Academic Word Forms Synonyms Antonyms
generate questions you have Vocabulary
safer? Compose a letter to
about your research project. Then
your town’s mayor or park competition competitions contest teamwork
develop and follow a research
official. Tell that person what compete struggle support
plan for writing your letter.
you think could be done to competitive match
improve safety in the park
1 What Makes a Safe
or playground. Playground?
solve solved figure out question
solving crack wonder
Getting Outside

Differentiated Support and ELL Targeted

2 solution unravel

3 Discovering Great custom customs habit novelty

Smoky Mountains
customary practice
National Park
customer usual way
© Pearson Education, Inc., or its affiliates. All rights reserved.

rights
rights
AllAll reserved.
reserved.

occasion occasions event

affiliates.

Generate Questions
affiliates.

occasional function

Support sections.
COLLABORATE Generate three questions you have after reading the article
itsits

occasionally celebration
oror

“What Makes a Safe Playground?” Share your questions with the class.
Education,
Education, Inc.,
Inc.,

1.
organization organize order clutter
Pearson
Pearson

2.
organizing arrangement disarray
©©

3. organizations grouping disorder

TEKS 3.7.G Discuss specific ideas in the text that are important to the meaning; TEKS 3.12.D Compose
correspondence such as thank you notes or letters; TEKS 3.13.A Generate questions on a topic for formal and TEKS 3.7.F Respond using newly acquired vocabulary as appropriate. ELPS 3.D.2 Speaking; ELPS 4.F.3
212 informal inquiry. ELPS 3.F.1 Speaking Reading; ELPS 5.B.1 Writing; ELPS 5.B.2 Writing 213

Environments T377

RDG20_ENG_TE_G3U1W6_7PBI.indd 377 2/13/18 5:24 AM

myView
Digital
DOWNLOAD ASSESSMENT
PROJECT-BASED INQUIRY

UCTION
The 4-Point Research Project Rubric in
INTEGRATE your INSTR
English Language Arts
Social Studies
• Identify examples of actions
individuals and groups can take to
the myView Teacher’s Edition is a key
improve their community.

tool to support Performance Assessment.

• Compose argumentative SOCIAL STUDIES
texts, including opinion essays, For alternative inquiry TEKS 3.12.B
using genre characteristics and craft. projects with a social • Use a decision-making process to
TEKS 3.12.C studies focus, go identify a situation that requires a
• Develop and follow a research plan with online to decision, gather information, identify

Introduce the rubric to focus students

adult assistance. TEKS 3.13.B [Link]. options, predict consequences, and
take action to implement a decision.
TEKS 3.19.B

4-Point Research Project Rubric

Score Focus Research Organization and Language and Delivery
and help direct them in their work. After
Development Vocabulary

4
The topic and
opinion are clear
and convincing.
The opinion is well
supported with
thorough and accurate
field research.
The organization is Language is clear and Delivery method is
clear and effective. The precise with appropriate effective. Presenter
opinion is supported by linking words. Vocabulary employs appropriate
relevant reasons, facts, is specific and
and details.
eye contact, speaking
appropriate to the topic. rate, volume, and
students have completed the myView
Project-Based Inquiry, you can assess
enunciation.
The topic and The opinion is The organization is Language is mostly clear Delivery method is
opinion are supported with mostly mostly clear. The and includes some adequate. Presenter
mostly clear. relevant and accurate opinion is supported by linking words. Vocabulary employs mostly
3 field research. some reasons, facts, is mostly appropriate to appropriate eye
and details. the topic. contact, speaking rate,
volume, and

their project using the rubric. This

enunciation.
The topic is The opinion is The organization is not Language is often vague Delivery method is
stated, but the minimally supported. always clear. Some and may be missing ineffective. Eye
2 opinion is weak or Field research is reasons and supporting transitions. Vocabulary contact, speaking rate,
confusing. incomplete or evidence may be may be overly general. volume, and
somewhat irrelevant. missing or irrelevant. enunciation are uneven.

tool will allow you to highlight specific

The topic and Research is absent, Organization is Language is vague, There is little
opinion are irrelevant, or confusing and support general, and words may command of
1 confusing or not inaccurate. is absent, irrelevant, or be used incorrectly. presentation skills.
present. inaccurate. Linking words are absent.
Possible characteristics that would warrant a 0:
• No response is given.

areas of strength and opportunities for

0 • Student does not demonstrate adequate command of writing or delivery of an opinion letter.
• Response is unintelligible, illegible, or off topic.
Have students complete a student-friendly
Research Project Checklist, p. 44, from the
Resource Download Center.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

improvement for each student.

Environments T373

RDG20_ENG_TE_G3U1W6_7PBI.indd 373 2/13/18 5:26 AM

80
 Teacher Form

Work Habits Conference Record

What is it? • A means of assessing a a student’s understanding
of tasks and time management behaviors

What does it • A student’s ability to set priorities and manage time

show?
• A student’s behavior toward problem-solving tasks
• A student’s progress toward working independently

How do I use it? • Plan to confer with each student at least once per grading
period.
• Use the form for frequent, ongoing, informal conversations
about the student’s ability to manage time, set priorities,
seek help, follow directions, and explain task-completion
processes.
• Tailor each conference to the student’s needs, interests,
and abilities; encourage him or her to take an active role.

Use the form to address questions Teacher Form Work Habits Conference Record
like these: Student ____________________________________ Teacher_____________________________________________

A Did the student understand

Comments

1 Not Yet
the assignment’s purpose and
procedures? Did he or she follow
Can explain process/
project effectively

directions?
2 Emerging

B Was the student able to decide

Completes

on time
tasks
Use the key at the bottom of the page to assess student’s performance.

which parts of the assignment

when needed
Seeks help

D
had to be done first?
Copyright © Savvas Learning Company LLC. All Rights Reserved.

effectively
problems

3 Developing
Solves

C Did the student allot time

appropriately
Uses time

C
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

appropriately and use time

B
priorities
Sets

productively?
Understands

4 Proficient

A
tasks

D Did the student know when it

Date

was time to seek help? Did he or

she seek out the right resources 115

(books, peers, teacher, and RDG20_AS03_NA_WorkHabit.indd 115 14/09/18 6:59 PM

so on)?

81
 Teacher Form

Social and Emotional Learning

Observational Assessment Checklist
What is it? • A form to record your observation of students’
interpersonal and intrapersonal skills at the beginning
of and throughout the year

What does it • Students’ self-awareness and social skills

show?

How do I use it? • Complete this form as you observe students’

behaviors, both individually and in groups.
• Use your observations to assess students’ needs and
to make instructional decisions.
• Place the completed form in each student’s records
as additional information about each learner.

A Checklist format is quick to Teacher Form

complete and easy to interpret. Social and Emotional Learning
Observational Assessment Checklist
B Checklist includes many
Student _________________________________________________________________________________________

Not Yet

important aspects of a student’s Emerging

social development.
Developing
Date:

Proficient

Not Yet

Emerging

Developing
Date:

Proficient

Not Yet

Emerging A
Developing
Date:

Proficient

Copyright © Savvas Learning Company LLC. All Rights Reserved.

• shows understanding of strengths and limitations

• pursues personal interests in assignments when

• identifies possible consequences of each course

• makes behavior choices that align with goals

• participates as leader or team member for a

• reflects on group’s success and challenges

• uses appropriate language and voice level
• manages emotions and controls impulses

B
• reflects on success of his or her decision
• uses different approaches to solve social
• considers the opinions and perspectives

• shows active listening and engagement

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

• changes strategies when needed

• assesses progress toward goals
• sets social and academic goals
Behaviors Observed

given activity, as needed

• demonstrates respect
• shows empathy
appropriate
The student

problems
of others

of action

Awareness Skills Making

Goals Self-Awarenesss
Social Interpersonal Decision

117

RDG20_AS03_NA_SocialandEmo_TE.indd 117 14/09/18 7:02 PM

82
 Student Form

Group Project/Work Self-Assessment

What is it? • A form that allows students to assess their own growth as
readers, writers, and learners
• An opportunity for students to make some of their own
decisions and become more independent learners

What does it do? • It helps students recognize their own strengths and weaknesses.
• It helps students set their own goals for improvement.

How do I use it? • Students assess themselves or a piece of work at least once
per grading period.
• Confer with students about their self-evaluations, goals, and
progress.
• Place the forms in students’ records and share them at parent
conferences.

A Students select the work, project,

Student Form Group Project/Work Self-Assessment
or time frame to be assessed.
A Name _____________________________________________________________ Date _____________________________

B Students assess their own

Work or Project I’m Assessing:

Things I Did Well:

B
Things I Need to Work On:
C
growth as learners by positively
reflecting on some of their
successes.

C Students reflect on things they How I Will Work on Them:

D
My Goals for the Future:
E
still want to learn or improve.

D Students think about how they

Copyright © Savvas Learning Company LLC. All Rights Reserved.

would like to work on or improve

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

their learning. How I Can Help a Group: My Goals for Group Work:

E Students set future learning

goals related to this or other
projects.
121

RDG20_AS03_NA_StudentSA.indd 121 14/09/18 7:08 PM

83
 Q&A

Question: How can teachers ensure that performance

assessments are planned well?

Answer: As authentic outcomes, performance assessments can

. Maso n, Ed.D. represent the roles that reading should play in students’ school, family,
by Pamela A
and community lives. Assessing student work during these activities
can help you understand student growth and learning across the
disciplines. The planning of the performance assessment is critical.
Consider the skills you are assessing and the value of the product.
• 
The performance should be the culmination of instruction. It should
demonstrate each student’s growth in learning. When you consider
the performance task, do some backward planning to confirm that
you will have taught the content that students will need to learn to
do well. Think about what evidence you expect to see the students
include to demonstrate what they have learned. Then, be sure you
teach that content.
• 
The product should be authentic so that the students are motivated
to do well on the “product” or assessment performance. Make sure
that the outcome is something that students will truly care about—
this helps engage students even more. Whenever possible, make the
writing authentic with a true audience. As you work to balance the
product against the process, use your task analysis to clarify what
you are expecting the students to do.
• 
Decide what is important and share that information with
students. You can share scoring rubrics and guides to help students
understand the goals and parameters of the project—and these
documents will help you to assess student performance.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

84
 Question: What emphasis do I put on the presentation of
learning vs. the content of learning when collecting data from
a performance assessment?

Answer: Both presentation and content are important and valuable.

ht, Ed.D. The single most important function of collecting student data is to
by Lee Wrig use this information for improving upon student academic outcomes.
Therefore, data collection demands careful analysis of the data to
determine patterns of academic strengths and needs across the
classroom and for individual students. Data analysis must result in
changes to future instruction so that lessons become data-informed
towards targeting student needs.
Student data results should be shared with students. When
communicating a classroom’s data results, a teacher should share the
information and its implications with the whole group of students.
This way, students can be given the opportunity to understand what
knowledge and skills will be retaught and why. Similarly, individual
student data should be shared with students in private, during one-on-
one teacher/student conferences. A student’s personal results should
be used to inform the student of what she has mastered, what she
needs to master, and how future instruction will help meet those needs.

Question: How do I collect and manage information about

students as researchers during a performance assessment?

Answer: Performance assessments allow students to demonstrate

what they are learning in real time without a formal assessment
measure. Many students do not perform their best on formal
Copyright © Savvas Learning Company LLC. All Rights Reserved.

. assessments. For this reason, performance assessments may provide

aughn, Ph.D
by Sharon V teachers with ongoing data about students’ learning. Furthermore, they
allow teachers to focus on specific instructional goals. You can collect
performance assessments at the end of a target instruction or several
days later to ensure that students are retaining what they are learning.

85
 Guide to Conferring
Chapter
7
Setting the Scene
The Situation
Ms. Tescher is guiding her third-grade students through a
myView unit that emphasizes folktales. During this unit, students
read independently, receive whole-group instruction, and read
critically in small groups of students with similar instructional
reading needs. During small-group meetings, Ms. Tescher confers
individually with students. One day, Ms. Tescher sits beside Kerra,
an on-level reader, to confer.
Ms. Tescher starts by asking Kerra questions about two folktales
the class has been reading. She notes Kerra’s responses in a
Skills Conference Record. Kerra seemed to understand each of
the folktales the class read. When asked to make connections
between the two folktales, Kerra falters. Ms. Tescher reminds Kerra
that her group discussed some of these connections. Kerra says
she doesn’t remember what they discussed. Ms. Tescher recalls
that Kerra did not take notes or ask questions during the small- Copyright © Savvas Learning Company LLC. All Rights Reserved.
group discussion.
Ms. Tescher encourages Kerra to try to write down other
students’ responses on her sticky notes during future small-group
discussions. She explains to Kerra that, by noting other students’
responses, she might think of questions she could ask them.
Ms. Tescher tells Kerra that this strategy could help her gain a
better understanding of a text and help her see connections
between texts.

86
 Teacher Reflection

After conferring, Ms. Tescher reviews and organizes her notes

before considering next steps.
Conference notes for Kerra:
Kerra could retell folktales, but not make connections between them.
Kerra did not ask other students questions or take notes during class
discussions. Next step: I will keep track of Kerra’s participation in
small-group discussions to see if she’s taking notes and asking other
students questions.

What’s Next

Ms. Tescher has a better idea of her students’ struggles and

strengths based on her meetings with each student. She can use
this knowledge to revise her instructional plans and monitor
progress when conferring.

The Take Away

Using conferences to check in with students is a useful and

strategic tool. It allows teachers to be responsive to students.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

When teachers confer they:

• Uncover the way a reader feels about reading.
• Discover how readers are managing their reading.
• Uncover the strengths and needs within each reader’s process.
• Learn about what a reader is reading and why he or she chose it.
• Form relationships with readers.
• Gather data for assessment and insights for instructional planning.

87
Dig In!

When do you confer with students?

To be most effective, conferring should be a regular part of the classroom
routine. It ensures students are growing in their literacy processes, learning
to deepen their understanding, and finding enjoyment in their reading. While
quick deskside conferences may occur, creating a specific space and routine
for conferences ensures students will know how to plan for and participate
in conferences. The myView Teacher’s Edition contains several tools for
conducting effective conferences:

• Conferring prompts within Teacher-Led Options section of Small-Group

instruction provide possible questions.
• Conference prompts throughout the Writing Workshop instruction offer
strategies for discussion.
• Rubrics and Checklists for Self-Assessment and Peer Assessment can be
used during Writing Workshop and Project-Based Inquiry in both formative
and summative ways.
Using effective data-gathering tools, even a few minutes of conferring can
provide a wealth of information that can be used to uncover strengths and
needs, and guide further instruction and/or reteaching.

Assessment for All

Summative assessments can identify a student’s

misunderstanding, but using conferencing as a
formative assessment can offer insight about why the
misunderstanding exists. Conferring allows teachers to go
more deeply with a student to determine why she may be
struggling, and how to plan the next instructional steps. Copyright © Savvas Learning Company LLC. All Rights Reserved.

88
 What are the right kinds of questions to ask?
Questions used in conferences should ideally encourage discussion rather
than one-word responses. The myView program gives teachers several tools to
guide questioning during conferences. For example, a teacher-led conference
designed to determine students’ ability to analyze text might start with
questions like these:

Realistic Fiction Informational Text

• What is the character in the story trying to do? • What is the book about?
About the • What words did the author use to describe the • Where in the book do you find evidence of
Text characters and their actions? main ideas and supporting details?
• Where does the author infer about the plot? • What were some words the author used to
• Where does the author describe setting? help you understand the topic?
• How do different settings influence the plot?
• What connections can you make between the
setting(s) and plot of this story and another
story?

• Was the story easy for you to read? Why? • Was the book easy for you to read? Why?
About the Why not? Why not?
Reader • What part did you like the best? • What part did you find the most interesting?
• Do you like the characters? Why? Why not? • What did you learn that was new or
• How much longer do you think you’ll need different?
to finish the book? • What questions do you have that the author
• What do you plan to read next? didn’t answer?
• How much longer do you think you’ll need
to finish the book?
• What do you plan to read next?

The types of conferences can support various purposes.

• Teacher-led conferring may be used to assess for understanding as

students apply skills. See the Purposeful Conferring section in the Small
Group Guide.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

• Peer conferring may be used when assessing individual performance on a

writing assignment or project. See the Individual Writing and PBI Checklists
and Rubrics.
• Group conferring may be used for assessing performance within a group.
Collecting data from conferences is an effective way to demonstrate growth over
time. This information can be collected and shared with parents. Your narrative
notes and the notes of peers are especially valuable to students and parents.
When a student thinks about how to improve his or her literacy, having concrete
examples from these narrative notes will help illustrate areas for growth.

89
 How should I prepare for a conference?
Nobody likes to go to a meeting that seems purposeless or boring. The same
holds true for conferences: be prepared and focused. Know exactly what you
want to determine before you go into the conference. Otherwise, it may just
turn into a chat. While chats help build rapport and trust, time is valuable and
having a specific idea about the point of the conference will help you achieve
your goal.
Teacher Form

In some cases, a conference may reveal something Skills Conference Record

unexpected. In that case, it’s helpful to have some Student ________________________________________________ Teacher ________________________________

conferring questions handy. For example, if the

Skills Proficient Developing Emerging Not Yet

Reading Sets own purpose for reading

Comments:

goal is to have a students retell the plot ASSESSMENT

thus far in aPERSONAL NARRATIVE
Predicts and asks questions
myView Retells/summarizes
DOWNLOAD INTERACTIVITY
Digital
story, but you find the student is confused about the
Reads fluently

Understands key ideas

characters, be prepared to take the conference in a Uses decoding strategies

Makes text connections

different WRITING
[Link]
However, it is important to keep Writing
Other:

Follows writing process

conference timeNarrative
intentional and confer with a sense
Comments:
Personal Develops central idea with
details
Organizes ideas logically

of urgency.
ProvideUsing
studentsthe same format
the assessment soThe
prompt below. students
prompt may be displayed for Uses transitions
students to respond to on a separate sheet of paper. Alternatively, the prompt may be
know what tofrom
expect maximizes the time and builds
Expresses ideas with word
choice
printed [Link]. Uses language conventions
appropriately

student ownership in the

READ the information in the conferring
box below. process. Other:

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Speaking and Follows instructions
Listening
It takes a friend to be a friend. Comments:
Asks questions

Answers questions

Have a tool
THINK for recording
about data
the different ways (see
we start new “Skills
friendships.
Paraphrases discussions

Makes eye contact with

Conference Record”) as you

wellmetas your targeted
audience
WRITE about a time when a new person. Describe how you met and how Other:

your friendship grew.

questions. If your conference is meant to evaluate a
Be sure to
particular •assignment, have that assignment ready,
122

write about your own personal experience

along with• the rubric
organize orinother
the events sequencescoring tool used to RDG20_AS03_NA_SkillsCon.indd 122 14/09/18 7:09 PM

assess it. • include descriptive words and dialogue

• use correct spelling, punctuation, and grammar

4-Point Narrative Writing Rubric

Score Narrative Organization Development of Language and Conventions
Focus Narrative Vocabulary Copyright © Savvas Learning Company LLC. All Rights Reserved.

Narrative is Narrative has a well- Narrative includes Narrative uses precise, Narrative has
clearly focused developed, logical, thorough and concrete sensory correct grammar,
and developed easy-to-follow plot. effective use of language as well as usage, spelling,
4 throughout. details, dialogue, and figurative language and/ capitalization, and
description. or domain-specific punctuation.
vocabulary.
Narrative is Narrative has a plot, Narrative includes Narrative uses adequate Narrative has a
mostly focused but there may be some adequate use of sensory and figurative few errors but
3 and developed lack of clarity and/or details, dialogue, and language and/or domain- is completely
throughout. unrelated events. description. specific vocabulary. understandable.
Narrative is Narrative’s plot is Narrative includes only Language in narrative is Narrative has some
somewhat difficult to follow, a few details, dialogue, not precise or sensory; errors in usage,
2 developed but and ideas are not and description. lacks domain-specific grammar, spelling
may occasionally connected well. vocabulary. and/or punctuation.
lose focus.
Narrative may Narrative has little or Narrative includes few Language in narrative Narrative is hard to
be confusing, no apparent plot. or no details, dialogue, is vague, unclear, or follow because of
1 unfocused, or too or description. confusing. frequent errors.
short.

0 Narrative gets no credit if it does not demonstrate adequate command of narrative writing traits.

RDG20_ENG_TE_G3U1W5_6WW.indd 371
90 2/13/18 5:13 AM
 How do I collect and organize information from conferring?

Periodically select conference data that shows four levels of data on a single
product: self-assessment, peer assessment, group assessment, and teacher
assessment. In this way, you can work with students to analyze how honest
they are being with their own self-assessment, target areas for reteaching, and
plan for improvement.
You may have a conference note-taking system that you like. As long as you
identify the questions you want to ask and leave space for your observations,
any system that helps you gather data to help you better understand your
students better will be useful.
Some forms may be kept in students’ portfolios. Other notes and forms are for
the teacher’s use.

Teacher Form

Skills Conference Record

Student ________________________________________________ Teacher ________________________________

Skills Proficient Developing Emerging Not Yet

Reading Sets own purpose for reading

Teacher Form Expository Retelling Chart

Comments:
Predicts and asks questions

Retells/summarizes

Unit_______________________
Reads fluently Selection Title_______________________________________________________

Understands key ideas

Student _________________________________________________ Date _________________________________
Uses_decoding strategies
Retelling Criteria /Teacher Prompt Teacher-Aided Response Student-Generated Response Rubric Score (Circle one.)

Makes text connections

1 Not Yet

Other:
2

Writing Follows writing process Conferring Recoding Sheet

3

Comments:
Develops central idea with
details Student’s Name
4

Organizes ideas logically Date

Uses transitions Text being shared:

STUDENT’S COMMENTS
Expresses ideas with word
Insights or learnings:
2 Emerging

choice
Uses language conventions
appropriately Struggles and strengths:
Other:
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Speaking and Follows instructions TEACHER/STUDENT DISCUSSION NOTES

Listening
Asks questions Instructional focus:
Comments:
GOALS AND NEXT STEPS
Answers questions
Focus area:
Paraphrases discussions
3 Developing

Makes eye contact with Task(s):

4 3 2 1

audience
Other:
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Summative Expository Retelling Score

Student’s Name
Did this selection make you think about

Date
Why do you think the author wrote this

What was the selection mostly about?

What did you learn about as you read

What did you learn from reading this

What is important for me to know

122 Text being shared:

something else you have read?

STUDENT’S COMMENTS
about ___________ (topic)?

Insights or learnings:
Author’s Purpose

4 Proficient
Important Ideas
Connections

Conclusions

RDG20_AS03_NA_SkillsCon.indd 122 14/09/18 7:09 PM

Struggles and strengths:
this selection?

selection?

selection?
Topic

TEACHER/STUDENT DISCUSSION NOTES

Instructional focus:
GOALS AND 102 NEXT STEPS
Focus area:

Task(s):
RDG20_AS03_NA_RetellingExpChart.indd 102 14/09/18 6:34 PM

35

LIT20_ANC03_SGG_C02_DGIN.indd Page 35 28/02/18 6:20 PM f-0245 /125/PE03125/MVW/TX/SE/LITERATURE_2020/G3/XXXXXXXXXX/Layout/Interior_Files/Chapte ...

91
 Where Do I Find It in the Program?

The myView Teacher’s Edition provides you with step-by-step guides

to conferring with students throughout literacy instruction. Here is
an example of how the Teacher’s Edition can assist you with Writing
Workshop conferences.

WEEK 1
WRITING WORKSHOP INTRODUCE AND IMMERSE

Conferences Mentor STACK

During this time, assess for understanding of the basic characteristics of
personal narratives in order to gauge where students may need support
in their personal narrative writing. Have stacks and minilessons available
to reference during the conferences.

TB3_H1
FORMATIVE ASSESSMENT Conference Prompts Conference Support for ELL
Genre Immersion Lessons EMERGING
If students need Then review a personal narrative from • Use a story board graphic organizer
additional support, the stack together and discuss its unique to discuss stack selection.
features. • Learn key phrases in your students’
home languages.
If students show Then ask: Based on the personal • Use Modeled writing to help students
understanding, narratives you have read, what experience plan a personal narrative.
would you write about?
DEVELOPING
Setting and Sequence of Events • Discuss students’ story board
graphic organizers.
If students need Then ask: What do you notice about the
• Model drawing for students so they
additional support, setting of the personal narratives you have know it is an acceptable form of
read? communication.
If students show Then ask: How can you keep your • Use Modeled writing to help students
plan a personal narrative.
understanding, experience in focus as you write about the
sequence of events? EXPANDING
• Use personal experiences when
discussing elements of personal
Brainstorm and Set a Purpose narratives.
If students need Then ask: Which personal narrative did • Think aloud telling a story to model
additional support, you find the most interesting? personal narrative elements.
• Use Guided writing to help students
If students show Then ask: How can you narrow your topic brainstorm and plan writing. Copyright © Savvas Learning Company LLC. All Rights Reserved.
understanding, into one special moment?
BRIDGING
Plan Your Personal Narrative
• Use visuals from stacks to discuss
If students need Then ask: What is the most important elements of personal narratives.
additional support, thing you remember about the event? • Ask students to read and think aloud
literary elements from stacks.
Freewrite about it.
• Use guided writing to teach
If students show Then ask: Are there any revisions you can characteristics and structure of
understanding, make to your freewriting notes? personal narratives.

Reading-Writing Workshop Bridge

While conferring with students, refer back to the Bridge

minilessons on figurative language and simple sentences.

T84 UNIT 1 • WEEK 1

RDG20_ENG_TE03_NA_U1W1_6WW.indd 84 09/04/18 9:38 PM

92
 Teacher Form

Skills Conference Record

What is it? • A means of focusing and recording results of
conversations with a student about his or her reading,
writing, speaking, and listening

What does it show? • A student’s behaviors, strategies, and proficiencies in

the areas of reading, writing, speaking, and listening

How do I use it? • Plan to confer with each student at least once per
grading period.
• Use the form for frequent, ongoing, informal
conversations about the student’s progress,
strengths, and areas for improvement.
• Tailor each conference to the student’s needs, interests,
and abilities; encourage him or her to take an active role.

A Specific criteria in each area Teacher Form

show particular strengths and Skills Conference Record
needs. Student ________________________________________________ Teacher ________________________________

Skills A Proficient Developing Emerging Not Yet

B Comments can be made to record Reading

Comments:
Sets own purpose for reading

Predicts and asks questions

C

student’s behavior or a specific B Retells/summarizes

Reads fluently

concern. Understands key ideas

Uses decoding strategies

Makes text connections

C Checklist covers the continuum Writing

Other:

Follows writing process

of student’s skill growth. Comments:

Develops central idea with
details
Organizes ideas logically

Uses transitions

Expresses ideas with word

choice
Uses language conventions
Copyright © Savvas Learning Company LLC. All Rights Reserved.

appropriately
Other:
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Speaking and Follows instructions

Listening
Asks questions
Comments:
Answers questions

Paraphrases discussions

Makes eye contact with

audience
Other:

122

RDG20_AS03_NA_SkillsCon.indd 122 14/09/18 7:09 PM

93
 Survey

How Do I Learn?
What is it? • A form to help you recognize the particular learning
styles or preferences of each student

What does it The survey can help you begin to identify:

show? • Visual/Spatial learners: students who learn best
through sight or mental images
• Kinesthetic learners: students who learn best through
body positions and movements
• Interpersonal learners: students who learn best
through interactions or negotiations with others

How do I use it? • Have students complete the form early in the
school year.
• Use the explanations below to help you begin to
identify students with particular learning preferences.

A An (a) response to questions 1 Student Form How Do I Learn?

and 2 helps to identify students
with strong visual/spatial or
Name Date

1. Which statement is most true about you?

interpersonal preferences,
a. I nearly always understand things better if I see a picture or diagram.
b. When someone explains something, I usually understand it just by listening.

A c. Sometimes I need pictures to help me understand; other times I don’t.

respectively. 2. If you have a choice, you would rather work –

a. in a group with three or four others

b. with one partner
c. by yourself

B Consistent responses to 3. You want to remember a story you read. The best way for you to do this would
be to – Copyright © Savvas Learning Company LLC. All Rights Reserved.

questions 3–5 point out a.

b.
draw a picture of it
act out a scene from it
c. discuss it with a partner or group

(a) visual/spatial learners d. do this instead:

(b) kinesthetic learners

B
(c) interpersonal learners
4. You go to a museum. The kind of exhibit you like best has –

a. a film to go with it
b. levers and buttons you can play with
c. a book where you can write what you liked and didn’t like
d. something else:
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

5. Your group is planning a presentation for younger students. The part you would
like to do best is –
a. design the invitations
b. build a model to support the presentation
c. talk to the students after the presentation to see how they liked it
d. something else:

119

RDG20_AS03_NA_HowDoILearn.indd 119 14/09/18 7:04 PM

94
 Interest Inventory

Myself as a Reader and Writer

What is it? • An informal questionnaire that gives students an
opportunity to tell you about their reading and writing
interests
• A tool that helps students reflect on their reading and
writing habits

What does it • Genres and topics that are of interest to students

show?

How do I use it? • Have students complete the form early in the school year.
• As an extension, ask students to exchange forms and
find classmates with similar interests.
• Place the completed form in each student’s records as
additional information about the student.
• Consider using the inventory during parent conferences.

A Checklist format is easy for

students to complete and for you
to interpret.
Student Form Myself as a Reader and Writer

B Form probes students’ interests Name Date A

A Lot Sometimes Not at All

in specific topics as well as 1. I like to read

realistic fiction
B
genres. fantasy stories (for example, tall tales, myths, mysteries)
historical fiction
plays
biographies and autobiographies
nonfiction articles
Other:

2. The subjects I like to read about most are

Copyright © Savvas Learning Company LLC. All Rights Reserved.

students my age
sports
famous people
exploration and adventure
how things work
things that are funny
Other:

3. I like to write
made-up stories
true stories
letters
poems

reports
plays
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Other:

4. The best book or story I have read in the last year is

5. The best thing I have written in the last year is a piece about

105

RDG20_AS03_NA_MyselfAsaRW.indd 105 14/09/18 6:40 PM

95
 Q&A

Question: How do I best confer with EL students?

Answer: When meeting with EL students, take every opportunity to

mins, P h.D. draw students’ attention to how language works and stimulate their
by Jim Cum
curiosity about language. Each time you confer with your EL students,
plan to include language objectives as well as content objectives in your
conversations. For example, you might point out cognate connections
to a student’s first language. The less-frequent academic vocabulary in
English derives from Latin and Greek sources and consequently has many
cognate connections with languages such as Spanish that are also derived
from the same roots (e.g., encounter/encontrar). Thus, Spanish-speaking
students generally, and especially those who have developed literacy in
Spanish, have a huge potential advantage in working out the meanings
of low-frequency English words. A cross-lingual instructional focus also
extends beyond vocabulary. For example, when meeting with EL students,
conventions of literacy such as rules for paragraph formation that are
being taught in one language (e.g., Spanish) can be reinforced in the other
language (e.g., English).

Question: How often should I confer with individual students?

Answer: A simple answer would be: As often as necessary to support

that reader. More specifically, teachers should try to meet with every
.
erafini, Ph.D
by Frank S student for a “check-in” or status-of-the-class conference at least once
a week to ensure that the student is making progress toward the goals
Copyright © Savvas Learning Company LLC. All Rights Reserved.
set in the last conference or is working in appropriate texts. These short
conferences allow teachers to understand what individual readers are
working on, and they provide an overview of what the class needs. This
will help inform mini-lessons. For students that are struggling with certain
strategies or text forms, teachers should make sure to meet with them in
a more extended reading strategy conference at least every two weeks.
Young readers’ progress can be quite exciting at times, and they can
make connections that propel them forward in the space of a couple
weeks. It is important to confer with readers to set new goals, check in
with their progress, and understand what they are trying to do with text
at a minimum of once a month, preferably every two weeks or more.

96
 Question: What is the best way to capture data without disturbing
the flow of discussion when conferring with students?

Answer: One way to capture writing data without interrupting

conversation is to structure each writing conference so that there
ht, Ed.D.
by Lee Wrig is time for the teacher and the students to talk about their general
observations of the writing, ask questions, and consider suggestions.
Set time aside to ask the student to read his or her writing sample
out loud. As the student reads, the teacher should carefully listen in
and observe what the student is reading. The teacher should plan to
capture data on one or two specific mechanics and conventions that
the student’s writing evidences.

Question: How do I isolate individual student data when

conferring in groups?

Answer: Small-group conferring offers teachers opportunities to see

readers both as individuals and as part of a group. Both dimensions offer
insights about readers’ growth. Teachers can set goals for conferences
llis, Ph.D.
by Judy Wa and identify information they will notice before conferring. Simple note-
taking forms help teachers capture individual student data that can later
be analyzed and used to assess growth and plan future instruction.

One important way to gain information about students is having them

turn and talk within the conference. Teachers can offer students a goal-
related question or task. For example, if the goal of the conference is to
see if readers are identifying the important ideas, the question might be:
Copyright © Savvas Learning Company LLC. All Rights Reserved.

What are the most important ideas in this text? The teacher can focus on
one pair of students during the discussion and jot notes about what is
observed.

By offering several opportunities for turn and talk and having a clear goal
for the conference, a teacher can accrue individual student data over
time. This information can reveal patterns that offer valuable insights
about a reader’s growth over time.

97
 Contents

PART 2
Tools and Printables.................................................................98
Reading....................................................................................100
Reading Behaviors Checklist........................................................... 100
Reading Strategy Assessment Checklist......................................... 101
Expository Retelling Chart................................................................ 102
Narrative Retelling Chart.................................................................. 103
Persuasive Retelling Chart............................................................... 104
Myself As a Reader and Writer......................................................... 105
Reading and Me............................................................................... 106
About My Reading............................................................................ 108
Observing My Child’s Reading......................................................... 109
Writing......................................................................................110
Writing Behaviors Checklist............................................................. 110
Writing Strategy Assessment Checklist........................................... 111
Writing Log....................................................................................... 112
About My Writing.............................................................................. 113
Portfolio Selection Slips................................................................... 114
Work Habits/Social and Emotional Learning............................115
Work Habits Conference Record..................................................... 115
Oral Language Behaviors Checklist................................................. 116
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Social and Emotional Learning: Observational

Assessment Checklist...................................................................... 117
Social and Emotional Learning: Self-Assessment����������������������������118
How Do I Learn?............................................................................... 119
Myself as a Learner.......................................................................... 120
Group Project/Work Self-Assessment.............................................. 121

98
 Contents (Continued)
Conferences.............................................................................122
Skills Conference Record................................................................. 122
My Child as A Learner...................................................................... 123
English Learners.......................................................................124
EL Observational Assessment Checklist: Reading.......................... 124
EL Observational Assessment Checklist: Writing............................ 125
EL Observational Assessment Checklist: Speaking......................... 126
EL Observational Assessment Checklist: Listening......................... 127
Progress Reports......................................................................128
Student Progress Report.................................................................. 128
Family-School Connection, English.........................................135
Unit 1................................................................................................ 135
Unit 2................................................................................................ 136
Unit 3................................................................................................ 137
Unit 4................................................................................................ 138
Unit 5................................................................................................ 139
Family-School Connection, Spanish........................................140
Unit 1................................................................................................ 140
Unit 2................................................................................................ 141
Unit 3................................................................................................ 142
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Unit 4................................................................................................ 143

Unit 5................................................................................................ 144

99
 Teacher Form Reading Behaviors Checklist
Student ________________________________________________________________ Date __________________

Behavior Yes Not Yet Comments

Produces a series of rhyming words

Recognizes spoken alliteration or groups of words that

begin with the same spoken onset or initial sound

Distinguishes between long and short vowel sounds

Decodes words with long and short vowel sounds

Recognizes how a changed phoneme affects a word

Blends spoken phonemes to form one-syllable words,

including consonant blends

Manipulates phonemes within base words

Segments spoken one-syllable words of 3–5 phonemes

into individual phonemes

Decodes words in isolation and in context by letter-sound

correspondences

Decodes words with initial and final consonant blends,

digraphs, and trigraphs

Decodes words with closed syllables, open syllables, VCe

syllables, and vowel teams, including vowel digraphs and
diphthongs, and r-controlled syllables

Uses base words to decode common compound words and

contractions

Decodes words with prefixes, including un-, re-, dis-

Decodes words with inflectional endings, including -ed, -s,

-es, and -ing
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Decodes words with inflectional endings, including -er, -est

Identifies and reads at least 100 high-frequency words

Demonstrates print awareness by identifying what

­information different parts of a book provide

Uses a dictionary to find alphabetized words

Clarifies meaning of words using illustrations and text

Identifies and uses words that name actions, directions,

positions, sequences, categories, and locations

Other:

100
 Teacher Form Reading Strategy Assessment Checklist
Date__________
Student ___________________________________________________ Teacher _____________________________
___
Reading Strategies Proficient Developing Emerging Not Yet

Building ­B ackground Previews

Comments: Asks questions
Predicts
Activates prior knowledge
Sets own purposes for reading
Other:
Comprehension Retells/summarizes
Comments: Asks questions before, during, and after reading
Corrects and/or confirms predictions
Rereads or makes adjustments when
­understanding breaks down
Creates mental images
Uses text structure to locate information
Uses decoding strategies
Uses vocabulary strategies
Evaluates details to determine key ideas of
a text
Relates text to other texts, experiences,
or ­understanding
Other:
Fluency Reads fluently and accurately
Comments: Paces appropriately
Uses appropriate intonation and expression
Other:
Self-Assessment Is aware of: Strengths
Comments: Needs
Improvement/Achievement
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Sets and implements learning goals

Maintains logs, records, portfolio
Works with others
Shares ideas and materials
Other:

101
 _
Retelling Criteria /Teacher Prompt Teacher-Aided Response Student-Generated Response Rubric Score (Circle one.)

Connections
Did this selection make you think about
something else you have read?
4 3 2 1
What did you learn about as you read
this selection?

Author’s Purpose
Why do you think the author wrote this
selection? 4 3 2 1

Topic
What was the selection mostly about?
4 3 2 1

102
Important Ideas
What is important for me to know
about ___________ (topic)? 4 3 2 1
Teacher Form Expository Retelling Chart

Conclusions
What did you learn from reading this
selection?
4 3 2 1

Summative Expository Retelling Score 4 3 2 1

4 Proficient 3 Developing 2 Emerging 1 Not Yet
Unit_______________________ Selection Title_______________________________________________________

Student _________________________________________________ Date _________________________________

Copyright © Savvas Learning Company LLC. All Rights Reserved.

 Copyright © Savvas Learning Company LLC. All Rights Reserved.

Retelling Criteria /Teacher Prompt Teacher-Aided Response Student-Generated Response Rubric Score (Circle one.)

Connections
Does this story remind you of
anything else? 4 3 2 1

Author’s Purpose
Why do you think the author wrote
this story? 4 3 2 1
What was the author trying to tell us?

Characters
What can you tell me about ______
(use character’s name)? 4 3 2 1
What reasons does ______ (character)

103
have for his or her actions?

Setting
Where and when did the story happen?
4 3 2 1
Teacher Form Narrative Retelling Chart

Plot
What happened in the story?
4 3 2 1

Summative Narrative Retelling Score 4 3 2 1

Unit________________ Selection Title_____________________________________________________________

Student _________________________________________________ Date ________________________________

4 Proficient 3 Developing 2 Emerging 1 Not Yet

 Retelling Criteria /Teacher Prompt Teacher-Aided Response Student-Generated Response Rubric Score (Circle one.)

Connections
Did this selection make you think about
something else you have read?
4 3 2 1
How is this selection like other selections
in this genre?

Author’s Purpose
Why do you think the author wrote
this selection? 4 3 2 1

Claim
What was the author’s main claim?
4 3 2 1

104
Supporting Details
How did the author use facts and other
details to support the claim?
4 3 2 1
Teacher Form Persuasive Retelling Chart

Conclusions
What did you learn from reading this
selection?
4 3 2 1

Summative Persuasive Retelling Score 4 3 2 1

4 Proficient 3 Developing 2 Emerging 1 Not Yet
Unit_______________________ Selection Title______________________________________________________

Student _________________________________________________ Date __________________________________

Copyright © Savvas Learning Company LLC. All Rights Reserved.

 Student Form Myself as a Reader and Writer
Name Date

A Lot Sometimes Not at All

1. I like to read
realistic fiction
fantasy stories (for example, tall tales, myths, mysteries)
historical fiction
plays
biographies and autobiographies
nonfiction articles
Other:

2. The subjects I like to read about most are

students my age
sports
famous people
exploration and adventure
how things work
things that are funny
Other:

3. I like to write
made-up stories
true stories
letters
poems

reports
plays
Other:
Copyright © Savvas Learning Company LLC. All Rights Reserved.

4. The best book or story I have read in the last year is

5. The best thing I have written in the last year is a piece about

105
Student Form Reading and Me

Name Date

Mark the box next to the answer that tells how you feel.

1. How often do you like to read? 6. When I am reading by myself,

All of the time I understand

Sometimes most of what I read.

Not too often some of what I read.
Never not much of what I read.
very little of what I read.

2. When I read I
7. I am
always try my best.
a great reader.
try my best most of the time.
a good reader.
don’t try very hard.
an OK reader.
often give up.
a poor reader.

3. In general, when I read I 8. I care what other kids think about

really enjoy it. my reading.
think it’s OK. Never
don’t like it very much. Not too often
don’t like it at all. Sometimes
Always

4. I think reading is
9. I think that reading is
my favorite thing to do.
very easy.
one of my favorite things to do.
kind of easy. Copyright © Savvas Learning Company LLC. All Rights Reserved.
not one of my favorite things to do.
kind of hard.
my least favorite thing to do.
very hard.

5. I read 10. When I read in school, I usually

a lot better than my classmates. feel good about it.
a little better than my classmates. feel OK about it.
about the same as my classmates. feel not too good about it.
worse than my classmates. feel terrible about it.

106
 Student Form Reading and Me (continued)

Name Date

Mark the box next to the answer that tells how you feel.

11. I talk with my friends about the things 16. I read newspapers
that I read. very well.
All of the time pretty well.
Sometimes not too well.
Not too often not well at all.
Never

17. I read schoolbooks

12. People who read a lot are very well.
very interesting. pretty well.
kind of interesting. not too well.
not very interesting. not well at all.
pretty boring.

18. I read comics

13. I think that reading in school is very well.
very important. pretty well.
important. not too well.
kind of important. not well at all.
not too important.

19. I read magazines

14. I think that reading at home is
very well.
very important. pretty well.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

important. not too well.

kind of important. not well at all.
not too important.

20. I read storybooks or novels

15. I like getting a book for a present.
very well.
All the time pretty well.
Sometimes not too well.
Not very often not well at all.
Never

107
Student Form About My Reading

Name Date

1. Compared with earlier in the year, I am enjoying reading

more less about the same

2. When I read now, I understand

more than I used to about the same as I used to

3. One thing that has helped me with my reading is:

4. One thing that could make me a better reader is:

5. Here is one selection or book that I really enjoyed reading:

6. Here are some reasons why I liked it:

Copyright © Savvas Learning Company LLC. All Rights Reserved.

108
 Parent Form Observing My Child’s Reading
Parent/
Child _________________________________ Guardian _________________________________ Date __________

1. Story or article my child read to me:

2. Here are some things I noticed about my child’s reading:

Vocabulary
• understands most words that he or she reads yes no not sure

• can figure out word meanings from other words yes no not sure
in story or article
• is not afraid to attempt reading new words yes no not sure

Comprehension

• understands what he or she is reading yes no not sure

• remembers the important ideas from a reading yes no not sure

• can tell back what he or she has read yes no not sure

• remembers the order in which things happened yes no not sure

Read-Aloud Ability

• reads most sentences without pausing yes no not sure

• reads in a manner that shows he or she yes no not sure

makes sense of what is being read

• reads with expression yes no not sure

• pronounces most words correctly yes no not sure

3. Here are some general comments about what I noticed as my child read:
Copyright © Savvas Learning Company LLC. All Rights Reserved.

109
Teacher Form Writing Behaviors Assessment Checklist
Student ________________________________________________________________ Date __________________

Behavior Yes Not Yet Comments

Spells words with closed syllables
Spells words with open syllables
Spells words with VCe syllables
Spells words with vowel teams
Spells words with r-controlled syllables
Spells words with initial and final consonant blends
Spells words with digraphs
Spells words with trigraphs
Spells words with sound-spelling patterns
Spells high-frequency words
Develops handwriting by printing words and sentences legibly with
appropriate spacing

Uses complete sentences with subject-verb agreement

Uses appropriate past and present verb tense
Uses appropriate singular, plural, common, and proper nouns
Uses appropriate adjectives, including articles
Uses appropriate adverbs that convey time
Uses appropriate prepositions
Uses appropriate pronouns, including subjective, objective, and
possessive cases

Uses appropriate capitalization at the beginning of sentences and for

the pronoun “I” Copyright © Savvas Learning Company LLC. All Rights Reserved.

Uses appropriate punctuation marks at the end of declarative,

­exclamatory, and interrogative sentences

Uses correct spelling of words with grade-appropriate orthographic

patterns and rules and high-frequency words

Dictates or composes literary texts such a personal narratives,

fiction, and poetry using genre characteristics

Dictates or composes informational texts, including procedural texts,

using genre characteristics
Dictates or composes correspondence, including thank-you notes or letters

Other:

110
 Teacher Form Writing Strategy Assessment Checklist
Date__________
Student ___________________________________________________ Teacher _____________________________
___
Writing Strategies Proficient Developing Emerging Not Yet

Focus/Ideas Addresses the writing task

Comments: Demonstrates understanding of purpose
States central idea
Details support central idea
Conclusion reinforces central idea
Other:
Organization Final product reflects improvement after multiple drafts
Comments: Presents engaging idea with relevant details
Begins with a topic sentence
Uses transitions between sentences and paragraphs
Uses order words (first, then, after, finally)
Other:
Voice Speaks directly to audience
Comments: Voice matches writer’s purpose
Shows rather than tells
Shows writer’s feelings and personality
Keeps reader’s attention
Other:
Word Choice Uses vivid words to elaborate ideas
Comments: Avoids slang and jargon
Uses strong images or figurative language
Uses action verbs versus linking verbs
Uses new words to express ideas
Other:
Sentences Expresses thoughts in lively, varied sentences
Comments: Mixes short and long sentences
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Includes questions, commands, and exclamations

Sentences flow logically from one to another
Avoids choppy and wordy sentences
Other:
Conventions Uses subjects and verbs in agreement
Comments: Uses correct punctuation for grade level
Capitalizes “I” pronoun and sentence beginnings
Forms noun plurals correctly
Spells words correctly
Other:

111
 Student Form
Name____________________________________________________________________ Date ______________________________________
Writing Log
Teacher ___________________________________________________________________

How I felt about What I liked or

Date Title Type of writing Put in portfolio
the piece disliked

4 3 2 1

4 3 2 1

112
4 3 2 1

4 3 2 1

4 3 2 1

Key
4 = Excellent 3 = Good 2 = Fair 1 = Poor

Copyright © Savvas Learning Company LLC. All Rights Reserved.

 Student Form About My Writing

Name Date

1. Compared with earlier in the year, I am enjoying writing

more less about the same

2. When I write now, my writing is

• clearer than it used to be yes no
• more interesting than it used to be yes no

3. One thing that has improved my writing is:

4. One thing that could make me a better writer is:

5. Here is one piece that I wrote that I think is really good:

6. Here are some things that are good about it:

Copyright © Savvas Learning Company LLC. All Rights Reserved.

113
 Student Form Portfolio Selection Slips
Name: _____________________________________________ Name: _____________________________________________

Date: _______________________________________________ Date: _______________________________________________

I chose this piece of work because: I chose this piece of work because:

______________________________________________________ ______________________________________________________

______________________________________________________ ______________________________________________________

______________________________________________________ ______________________________________________________

______________________________________________________ ______________________________________________________

______________________________________________________ ______________________________________________________

______________________________________________________ ______________________________________________________

______________________________________________________ ______________________________________________________

______________________________________________________ ______________________________________________________


Name: _____________________________________________ Name: _____________________________________________

Date: _______________________________________________ Date: _______________________________________________

I chose this piece of work because: I chose this piece of work because:

______________________________________________________ ______________________________________________________

______________________________________________________ ______________________________________________________

______________________________________________________ ______________________________________________________ Copyright © Savvas Learning Company LLC. All Rights Reserved.

______________________________________________________ ______________________________________________________

______________________________________________________ ______________________________________________________

______________________________________________________ ______________________________________________________

______________________________________________________ ______________________________________________________

______________________________________________________ ______________________________________________________


114
 Copyright © Savvas Learning Company LLC. All Rights Reserved.

Use the key at the bottom of the page to assess student’s performance.
Solves Completes
Understands Sets Uses time Seeks help Can explain process/
Date problems tasks Comments
tasks priorities appropriately when needed project effectively
effectively on time

115
Teacher Form Work Habits Conference Record

4 Proficient 3 Developing 2 Emerging 1 Not Yet

Student ____________________________________ Teacher_____________________________________________
 Teacher Form Oral Language Behaviors Checklist
Student __________________________________________________________________________________________

Behavior Yes Not Yet Comments

Listens actively

Asks relevant questions to clarify information

Answers questions using multi-word responses

Follows oral instructions that give a short, related

sequence of actions

Restates oral instructions that give a short, related

sequence of actions

Gives oral instructions for a short, related

sequence of actions

Participates actively in class discussions

Speaks clearly and at an appropriate pace

Uses the appropriate conventions of language

Works collaboratively with others

Listens to others during group work

Speaks in turn during group work

Makes appropriate contributions to group work

Develops social communication such as introducing

one’s self

Relates experiences orally to a classmate

Expresses needs and feelings appropriately

Can retell simple stories in sequence Copyright © Savvas Learning Company LLC. All Rights Reserved.

Recalls details from stories

Reads orally with appropriate fluency

Listens and speaks for various purposes

Adapts speaking to audience

Listens critically to oral readings, discussions, and

messages
Connects cultural experiences and prior knowledge
through speaking and listening

Other:

116
 Copyright © Savvas Learning Company LLC. All Rights Reserved.

Behaviors Observed Date: Date: Date:

Proficient
Developing
Emerging
Not Yet
Proficient
Developing
Emerging
Not Yet
Proficient
Developing
Emerging
Not Yet
The student
• sets social and academic goals
Teacher Form

• makes behavior choices that align with goals

Goals
• assesses progress toward goals

• shows understanding of strengths and ­limitations

• pursues personal interests in assignments when

appropriate
• changes strategies when needed

• manages emotions and controls impulses

Self-Awarenesss
• considers the opinions and perspectives
Social and Emotional Learning

of others

117
• shows empathy

Social
Awareness
Observational Assessment Checklist

• demonstrates respect

• uses appropriate language and voice level

• shows active listening and engagement

• participates as leader or team member for a

Skills
given activity, as needed

Interpersonal
• reflects on group’s success and challenges

• uses different approaches to solve social

­problems
• identifies possible consequences of each course
of action

Making
Decision
Student _________________________________________________________________________________________

• reflects on success of his or her decision

 Student Form Social and Emotional Learning
Self-Assessment

Name______________________________________________________________ Date___________________

Name of Project:

Goals One goal I set for myself was:

One choice I made to help me reach my goal was:

Rating: On a scale of 1 (I did not reach my goal) to 5 (I reached my goal),

I give myself this rating:

Self-Awareness One thing I did well on this project was:

One challenge the project presented was:

One attempted solution to the challenge was:

Interpersonal My role in the group was:

Skills

One thing my group did well was:

Next time we work together, we should:

Decision One problem we had to solve was: Copyright © Savvas Learning Company LLC. All Rights Reserved.

Making
Some of the choices we had were:

Our decision was:

Looking back, here’s what I think of the decision:

It worked because:
It did not work because:

118
 Student Form How Do I Learn?

Name Date

1. Which statement is most true about you?

a. I nearly always understand things better if I see a picture or diagram.

b. When someone explains something, I usually understand it just by listening.
c. Sometimes I need pictures to help me understand; other times I don’t.

2. If you have a choice, you would rather work –

a. in a group with three or four others

b. with one partner
c. by yourself

3. You want to remember a story you read. The best way for you to do this would
be to –
a. draw a picture of it
b. act out a scene from it
c. discuss it with a partner or group
d. do this instead:

4. You go to a museum. The kind of exhibit you like best has –

a. a film to go with it
b. levers and buttons you can play with
c. a book where you can write what you liked and didn’t like
d. something else:
Copyright © Savvas Learning Company LLC. All Rights Reserved.

5. Your group is planning a presentation for younger students. The part you would
like to do best is –
a. design the invitations
b. build a model to support the presentation
c. talk to the students after the presentation to see how they liked it
d. something else:

119
Student Form Myself as a Learner

Name __________________________________________________________________ Date _____________________________

Yes No Comments

1. I like to listen to
stories.

2. I like to read
books to myself.

3. I like to read out

loud to others.

4. I can figure out

new words when
I read.

5. I like to write.

6. I like to draw.

7. I like to go to
school.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

8. I read signs
wherever I go.

120
 Student Form Group Project/Work Self-Assessment

Name _____________________________________________________________ Date _____________________________

Work or Project I’m Assessing:

Things I Did Well: Things I Need to Work On:

How I Will Work on Them: My Goals for the Future:

How I Can Help a Group: My Goals for Group Work:

Copyright © Savvas Learning Company LLC. All Rights Reserved.

121
 Teacher Form

Skills Conference Record

Student ________________________________________________ Teacher ________________________________

Skills Proficient Developing Emerging Not Yet

Reading Sets own purpose for reading

Comments:
Predicts and asks questions

Retells/summarizes

Reads fluently

Understands key ideas

Uses decoding strategies

Makes text connections

Other:

Writing Follows writing process

Comments:
Develops central idea with
details
Organizes ideas logically

Uses transitions

Expresses ideas with word

choice
Uses language conventions
appropriately
Other:
Copyright © Savvas Learning Company LLC. All Rights Reserved.
Speaking and Follows instructions
Listening
Asks questions
Comments:
Answers questions

Paraphrases discussions

Makes eye contact with

audience
Other:

122
 Parent Form My Child as a Learner
Child _______________________________________________________ Date __________________________
Please comment and provide examples of your child’s learning in the following areas.

My Child Yes No Comments/Examples

1. usually
• reads daily
• writes daily
• watches TV daily
2. often
• is curious
• keeps on with what he or she is doing
• does things in new ways
• becomes easily frustrated
• likes trying new things
• likes to express opinions
3. understands what he or she is
• reading
• writing
• watching
4. explores ideas by
• reading
• writing
• drawing
• watching
• talking
5. enjoys working
• with others
• alone
6. is someone who
• is proud of achievement
• recognizes his or her growth
Copyright © Savvas Learning Company LLC. All Rights Reserved.

• considers new possibilities

• sets goals for himself or herself

7. likes to read about:

8. likes to write about:
9. likes to watch:
10. Additional comments and reactions:

My name Relationship to child

I can be reached at

123
 Behaviors Observed Date Date Date
The student

Emerging
Developing
Expanding
Bridging
Emerging
Developing
Expanding
Bridging
Emerging
Developing
Expanding
Bridging
• u ses prior knowledge to understand text in
English
Teacher Form

• r eads and understands English vocabulary

used in social and academic contexts

• reads with appropriate rate and speed

• re-reads to clarify meaning

• h as an understanding of routinely used

English language structures to construct
meaning of grade-appropriate text

• is able to independently read and understand

grade-level texts

124
• is able to apply basic and higher-order
comprehension skills when reading
grade-appropriate text

• is dependent on visuals, teacher/peer

assistance, or linguistically accommodated
text features to determine or clarify meaning

General Comments:
EL Observational Assessment Checklist: Reading

Emerging Developing Expanding Bridging

Student __________________________________________________________________________________

Emerging English Learners (ELs) have little Developing ELs have the ability to read Expanding ELs have the ability to read and Bridging ELs have the ability to read and
or no ability to read and understand English and understand simple, high-frequency understand, with second language acqui- understand, with minimal second language
used in academic and social contexts. English used in routine academic and social sition support, grade-appropriate English acquisition support, grade-appropriate English
contexts. used in academic and social contexts. used in academic and social contexts.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

 Copyright © Savvas Learning Company LLC. All Rights Reserved.

Behaviors Observed Date Date Date

The student

Emerging
Developing
Expanding
Bridging
Emerging
Developing
Expanding
Bridging
Emerging
Developing
Expanding
Bridging
• has the ability to use the English language to
Teacher Form

express ideas in writing

• has the ability to engage meaningfully in

grade-appropriate writing assignments in
content-area instruction
• needs second language acquisition support
when topics are academically challenging or
unfamiliar; communicates best when topics are
highly familiar and concrete

• is able to develop or demonstrate elements of

grade-appropriate writing in English

125
• has a basic grasp of verbs and verb tenses
beyond the present tense

• makes second language errors; the student’s

writing can be understood by individuals not
accustomed to the writing of ELs.

General Comments:
EL Observational Assessment Checklist: Writing

Emerging Developing Expanding Bridging

Emerging English Learners (ELs) lack Developing ELs have enough English Expanding ELs have enough English Bridging ELs have acquired the English vo-
the English vocabulary and grasp of vocabulary and enough grasp of English vocabulary and command of English cabulary and command of English language
English language structures necessary to language structures to address grade- language structures to address grade- structures necessary to address grade-
address grade-appropriate writing tasks appropriate writing tasks in a limited way. appropriate writing tasks, although second appropriate writing tasks with minimal
meaningfully. language acquisition support is needed. second language acquisition support.
Student ___________________________________________________________________________________________
 Behaviors Observed Date Date Date
The student

Emerging
Developing
Expanding
Bridging
Emerging
Developing
Expanding
Bridging
Emerging
Developing
Expanding
Bridging
• is able to express simple, original messages
Teacher Form

• is able to participate in conversations and

academic interactions and discussions
about familiar topics
• speaks with vocabulary needed in social
and academic contexts
• can speak in some detail on familiar topics

• has a grasp of basic grammar features

necessary to connect ideas and speak in
sentences
• has the ability to narrate and describe in
present, past, and future tenses

126
•  akes second language acquisition errors
m
that interfere with overall communication
when using complex grammar structures or
less familiar words and expressions

•  ay mispronounce words, but uses

m
pronunciation that can usually be understood

General Comments:
EL Observational Assessment Checklist: Speaking

Emerging Developing Expanding Bridging

Emerging English Learners (ELs) have little Developing ELs `have the ability to speak in Expanding ELshave the ability to speak us- Bridging ELshave the ability to speak ­using
or no ability to speak English in academic a simple manner using English commonly ing grade-appropriate English, with second grade-appropriate English, with ­minimal
and social settings. heard in routine academic and social language acquisition support, in academic second language acquisition ­support, in
settings. and social settings. academic and social settings.
Student __________________________________________________________________________________________

Copyright © Savvas Learning Company LLC. All Rights Reserved.

 Copyright © Savvas Learning Company LLC. All Rights Reserved.

Behaviors Observed Date Date Date

The student

Emerging
Developing
Expanding
Bridging
Emerging
Developing
Expanding
Bridging
Emerging
Developing
Expanding
Bridging
• understands conversations and discussions
Teacher Form

• r equires linguistic supports and adaptations

(e.g., visuals, slower speech and other verbal
cues, simplified language, gestures, pre-teach-
ing to preview or build topic-related vocabulary)
• identifies and distinguishes individual words
and phrases during social and instructional
interactions that have not been intentionally
modified for ELs.
• u nderstands most main points and ­important
details during social and instructional
interactions that have not been intentionally
modified for ELs.

127
• h as the ability to seek clarification in English
when failing to comprehend the English she/
he hears
• r equires/requests the speaker to repeat, slow
down, or rephrase to clarify the meaning of
the English he/she hears
General Comments:
EL Observational Assessment Checklist: Listening

Emerging Developing Expanding Bridging

Student __________________________________________________________________________________

Emerging English Learners (ELs) have little Developing ELs have the ability to un- Expanding ELs have the ability to ­understand, Bridging ELs have the ability to understand,
or no ability to understand ­spoken English derstand simple, high-frequency spoken with second language acquisition support, with minimal second language acquisition
used in academic and social settings. English used in routine academic and social grade-appropriate spoken English used in support, grade-appropriate spoken English
settings. academic and social settings. used in academic and social settings.
 Student Progress Report: Grade 3

Student _______________________________________________________________________________________

This chart lists the skills taught in this program. Record each student’s progress toward mastery
of the skills covered during this school year. Use this chart to track the coverage of these skills.

Literature Skills Date Date Date

Key Ideas and Details
Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers.

Recount stories, including fables, folktales, and myths from

diverse cultures; determine the central message, lesson, or
moral and explain how it is conveyed through key details in
the text.

Describe characters in a story (e.g., their traits, motivations,

or feelings) and explain how their actions contribute to the
sequence of events.

Craft and Structure

Determine the meanings of words and phrases as they are used
in a text, distinguishing literal from nonliteral language.

Refer to parts of stories, dramas, and poems when writing or

speaking about a text, using terms such as chapter, scene, and
stanza; describe how each successive part builds on earlier
sections.

Distinguish their own points of view from that of the narrator or

those of the characters.
Copyright © Savvas Learning Company LLC. All Rights Reserved.
Integration of Knowledge and Ideas
Explain how specific aspects of a text’s illustrations contribute
to what is conveyed by the words in a story (e.g., create mood,
emphasize aspects of a character or setting).

Compare and contrast the themes, settings, and plots of stories

written by the same author about the same or similar characters
(e.g., in books from a series).

Range of Reading and Level of Text Complexity

By the end of the year, read and comprehend literature,

including stories, dramas, and poetry, at the high end of the
grades 2–3 text complexity band independently and proficiently.

128
 Student Progress Report: Grade 3

Student _______________________________________________________________________________________

Informational Text Skills Date Date Date

Key Ideas and Details
Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers.

Determine the main idea of a text; recount the key details and
explain how they support the main idea.

Describe the relationship between a series of historical events,

scientific ideas or concepts, or steps in technical procedures
in a text, using language that pertains to time, sequence, and
cause/effect.

Craft and Structure

Determine the meanings of general academic and
domain-specific words and phrases in a text relevant to a grade
3 topic or subject area.

Use text features and search tools (e.g., key words, sidebars,
hyperlinks) to locate information relevant to a given topic
efficiently.

Distinguish their own points of view from that of the author of a text.

Integration of Knowledge and Ideas

Use information gained from illustrations (e.g., maps,
photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how key
events occur).
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Describe the logical connection between particular sentences

and paragraphs in a text (e.g., comparison, cause/effect, first/
second/third in a sequence).

Compare and contrast the most important points and key details
presented in two texts on the same topic.

Range of Reading and Level of Text Complexity

By the end of the year, read and comprehend informational

texts, including history/social studies, science, and technical
texts, at the high end of the grades 2–3 text complexity band
independently and proficiently.

129
 Student Progress Report: Grade 3

Student _______________________________________________________________________________________

Foundational Skills Date Date Date

Phonics and Word Recognition
Know and apply grade-level phonics and word analysis skills in
decoding words.

Identify and know the meanings of the most common prefix-

es and derivational suffixes.

Decode words with common Latin suffixes.

Decode multisyllable words.

Read grade-appropriate irregularly spelled words.

Fluency
Read with sufficient accuracy and fluency to support
comprehension.

Read grade-level text with purpose and understanding.

Read grade-level prose and poetry orally with accuracy,

appropriate rate, and expression on successive readings.

Self-correct word recognition and understanding, rereading

as necessary.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

130
 Student Progress Report: Grade 3

Student _______________________________________________________________________________________

Writing Skills Date Date Date

Text Types and Purposes
Write opinion pieces on topics or texts, supporting a point of
view with reasons.

Introduce the topic or text they are writing about, state an

opinion, and create an organizational structure that lists reasons.

Provide reasons that support the opinion.

Use linking words and phrases (e.g., because, therefore,

since, for example) to connect opinion and reasons.

Provide a concluding statement or section.

Write informative/explanatory texts to examine a topic and

convey ideas and information clearly.

Introduce a topic and group-related information together;

include illustrations when useful to aiding comprehension.

Develop the topic with facts, definitions, and details.

Use linking words and phrases (e.g., also, another, and,

more, but) to connect ideas within categories of information.

Provide a concluding statement or section.

Write narratives to develop real or imagined experiences or

events using effective technique, descriptive details, and clear
event sequences.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Establish a situation and introduce a narrator and/or charac-

ters; organize an event sequence that unfolds naturally.

Use dialogue and descriptions of actions, thoughts, and

feelings to develop experiences and events or show the
response of characters to situations.

Use temporal words and phrases to signal event order.

Provide a sense of closure.

131
 Student Progress Report: Grade 3

Student _______________________________________________________________________________________

Writing Skills (continued) Date Date Date

Production and Distribution of Writing
With guidance and support from adults, produce writing in
which the development and organization are appropriate to task
and purpose.

With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing.

With guidance and support from adults, use technology to

produce and publish writing (using keyboarding skills) as well as
to interact and collaborate with others.

Research to Build and Present Knowledge

Conduct short research projects that build knowledge about
a topic.

Recall information from experiences or gather information from

print and digital sources; take brief notes on sources and sort
evidence into provided categories.

Range of Writing

Write routinely over extended time frames (time for research,

reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

132
 Student Progress Report: Grade 3

Student _______________________________________________________________________________________

Speaking and Listening Skills Date Date Date

Comprehension and Collaboration
Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners
on grade 3 topics and texts, building on others’ ideas and
expressing their own clearly.

Come to discussions prepared, having read or studied

­required material; explicitly draw on that preparation and
other information known about the topic to explore ideas
under discussion.

Follow agreed-upon rules for discussions (e.g., gaining

the floor in respectful ways, listening to others with care,
speaking one at a time about the topics and texts under
discussion).

Ask questions to check understanding of information

­presented, stay on topic, and link their comments to the
remarks of others.

Explain their own ideas and understanding in light of

the discussion.

Determine the main ideas and supporting details of a text read

aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.

Ask and answer questions about information from a speaker,

offering appropriate elaboration and detail.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Presentation of Knowledge and Ideas

Report on a topic or text, tell a story, or recount an experience

with appropriate facts and relevant, descriptive details, speaking
clearly at an understandable pace.

Create engaging audio recordings of stories or poems that

demonstrate fluid reading at an understandable pace; add visual
displays when appropriate to emphasize or enhance certain
facts or details.

Speak in complete sentences when appropriate to task and

situation in order to provide requested detail or clarification.

133
 Student Progress Report: Grade 3

Student _______________________________________________________________________________________

Language Skills Date Date Date

Conventions of Standard English
Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs

in general and their functions in particular sentences.

Form and use regular and irregular plural nouns.

Use abstract nouns (e.g., childhood).

Form and use regular and irregular verbs.

Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

Ensure subject-verb and pronoun-antecedent agreement.

Form and use comparative and superlative adjectives and adverbs, and
choose between them depending on what is to be modified.

Use coordinating and subordinating conjunctions.

Produce simple, compound, and complex sentences.

Demonstrate command of the conventions of standard English capitali-

zation, punctuation, and spelling when writing.

Capitalize appropriate words in titles.

Use commas in addresses. Copyright © Savvas Learning Company LLC. All Rights Reserved.

Use commas and quotation marks in dialogue.

Form and use possessives.

Use conventional spelling for high-frequency and other studied words and
for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

Use spelling patterns and generalizations (e.g., word families, position-­

based spellings, syllable patterns, ending rules, meaningful word parts) in
writing words.

Consult reference materials, including beginning dictionaries, as needed

to check and correct spellings.

134
 Student Progress Report: Grade 3

Student _______________________________________________________________________________________

Language Skills (continued) Date Date Date

Knowledge of Language
Use knowledge of language and its conventions when writing, speaking,
reading, or listening.

Choose words and phrases for effect.

Recognize and observe differences between the conventions of

spoken and written standard English.

Vocabulary Acquisition and Use

Determine or clarify the meanings of unknown and multiple-meaning

words and phrases based on grade 3 reading and content, choosing
flexibly from a range of strategies.

Use sentence-level context as a clue to the meaning of a word

or phrase.

Determine the meaning of the new word formed when a known affix
is added to a known word (e.g., agreeable/disagreeable, comfortable/
uncomfortable, care/careless, heat/preheat).

Use a known root word as a clue to the meaning of an u­ nknown word

with the same root (e.g., company, ­companion).

Use glossaries or beginning dictionaries, both print and digital, to

determine or clarify the precise meanings of key words and phrases.

Demonstrate understanding of word relationships and nuances in word

meanings.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Distinguish the literal and nonliteral meanings of words and phrases

in context (e.g., take steps).

Identify real-life connections between words and their use (e.g.,

describe people who are friendly or helpful).

Distinguish shades of meaning among related words that describe

states of mind or degrees of certainty (e.g., knew, believed, suspected,
heard, wondered).

Acquire and use accurately grade-appropriate conversational, general

academic, and domain-specific words and phrases, including those that
signal spatial and temporal relationships (e.g., After dinner that night
we went looking for them).

135
 GRADE 3 UNIT 1: Environments

Family-School Connection
Highlights of the Unit:
How does our environment affect us?
Dear Family,
How does our environment affect us? How can an environment affect lives and relationships? In
this unit, students address these questions and others by reading traditional tales. After learning
what good writers do, they write their own personal narratives.

READING
Students read traditional tales (folktales and myths) to understand their elements. They also read
realistic fiction and informational text. They learn about figurative language, graphic features, and
imagery. They also learn about the VC/CV syllable pattern, the -s, -es, -es inflected endings, -ing,
-ed, -er, and -est base word endings, the ee, ea, ai, ay, ow, oa vowel digraphs, and the ou, ow, oi,
oy diphthongs.
This unit’s learning and work will help your child with the following skills:
 Analyzing plot, setting, and characters  Analyzing descriptive language

 Inferring theme  Describing how imagery, and other

literary devices, achieve specific
 Analyzing text features
purposes

Ways to Help Your Child: When you talk about this unit’s activities, the following topics and
questions may help start the conversation.
 What text features have you  You learned new words in your readings!
learned about? What do you remember about them?

WRITING
In this unit, students consider how to develop a detailed and interesting personal narrative. They
learn about simple sentences, subjects and predicates, compound sentences, compound subjects and
predicates, and common and proper nouns.
This unit’s learning and work will help your child with the following skills:
 Developing a sequence of events  Composing dialogue

 Developing characters, setting,  Describing actions, thoughts,

Copyright © Savvas Learning Company LLC. All Rights Reserved.
problem, and resolution and feelings

 Revising, editing, and publishing writing

Ways to Help Your Child: The following topics and questions may help start a conversation.
 What event did you choose to write  What is your favorite part of your
about in your personal narrative? Why? personal narrative? Why?

PROJECT-BASED INQUIRY
In this unit’s Project-Based Inquiry, students research what could be done to make a local park
or playground safer. They compose a letter to the town’s mayor or a park official to explain their
opinions about how to improve safety at the park or playground.

Thank you for your continuing support!

136
 GRADE 3 UNIT 2: Interactions

Family-School Connection
Highlights of the Unit:
How do plants and animals live together?
Dear Family,
How do plants and animals live together? Why is it important for plants and animals to depend on
each other? In this unit, students address these questions and others by reading informational texts.
After learning from their reading, they write their own informational how-to articles.

READING
Students read informational texts to understand their elements. They also read realistic fiction and
persuasive text about plant and animal relationships. They learn about synonyms and antonyms,
context clues, figurative language, and parts of speech. They also learn about the VC/V, V/CV, and
VCe syllable patterns, or, ore, oar r-controlled vowels, compound words, and contractions.
This unit’s learning and work will help your child with the following skills:
 Identifying main ideas and details  Analyzing illustrations

 Analyzing text structure  Comparing and contrasting texts

 Synthesizing information  Explaining author’s purpose

Ways to Help Your Child: When you talk about this unit’s activities, the following topics and
questions may help start the conversation.
 What is your favorite part so far in  Which of the words you learned do you find
Patterns in Nature? the most interesting? Why?

WRITING
In this unit, students consider how to develop a detailed and interesting personal narrative. They
learn about singular and plural nouns, irregular plural nouns, singular and plural possessive nouns,
and types of verbs.
This unit’s learning and work will help your child with the following skills:
 Developing the topic and structure for  Organizing steps and sequence
a how-to article
 Developing illustrations
 Developing main idea and
 Revising, editing, and publishing writing
Copyright © Savvas Learning Company LLC. All Rights Reserved.

relevant details

Ways to Help Your Child: The following topics and questions may help start a conversation.

 What is the topic of your  What is your favorite illustration you

how-to article? made for your how-to? Why?

PROJECT-BASED INQUIRY
In this unit’s Project-Based Inquiry, students research a beneficial relationship between
a plant and an animal. They compose a scrapbook on this relationship.

Thank you for your continuing support!

137
 GRADE 3 UNIT 3: Heroes

Family-School Connection
Highlights of the Unit:
What makes a hero?
Dear Family,
What makes a hero? What qualities do we see in heroes? In this unit, students address these
questions and others by reading historical fiction. They read biographical texts and poetry to learn
about heroes. After learning from their reading, they write their own historical fiction story.

READING
Students read historical fiction to understand its elements. They also learn about the pre-, dis-,
in-, im-, non- prefixes, -ful, -y, -ness suffixes, oo, ew, ue, ui, eu vowel teams, abbreviations, and
irregular plurals.
This unit’s learning and work will help your child with the following skills:

 Analyzing plot, setting, and characters  Analyzing text structure

 Inferring theme  Explaining poetic elements

Ways to Help Your Child: When you talk about this unit’s activities, the following topics and
questions may help start the conversation.
 Which hero did you like reading about  What are some elements of poetry that
the most? Why? you learned?

WRITING
In this unit, students consider how to develop historical fiction. They learn about subject-verb
agreement, simple verb tenses, irregular verbs, and pronouns.
This unit’s learning and work will help your child with the following skills:

 Developing plot, setting, and characters  Composing dialogue

 Developing a problem and a resolution  Describing events with details

 Developing a sequence of events

Ways to Help Your Child: The following topics and questions may help start a conversation.
Copyright © Savvas Learning Company LLC. All Rights Reserved.
 What is the plot of your historical  Who is your favorite character in your
fiction story? writing? Why?

PROJECT-BASED INQUIRY
In this unit’s Project-Based Inquiry, students research how ordinary people become heroes.
Students compose an opinion speech about why it is important to take advantage of opportunities
to be heroic.

Thank you for your continuing support!

138
 GRADE 3 UNIT 4: Events

Family-School Connection
Highlights of the Unit:
How do communities change over time?
Dear Family,
How do communities change over time? How can one person improve a community? In this unit,
students address these questions and others by reading biographies. They learn about narrative
nonfiction and dramas. From these readings, they develop opinions and learn to write opinion essays.

READING
Students read biographies about people who have changed their communities. They also learn
about the ir, er, ur, ear r-controlled vowels, the VCCCV syllable pattern, the -able, ible, -ation Latin
suffixes, and homographs and homophones.
This unit’s learning and work will help your child with the following skills:
 Analyzing text structure  Explaining author’s purpose and
distinguishing viewpoint
 Identifying main ideas and
key details  Identifying elements of a drama

Ways to Help Your Child: When you talk about this unit’s activities, the following topics and
questions may help start the conversation.
 Which reading selection have you  Ask your child to read an article. Ask him or her
enjoyed most? Why? to state an opinion about the reading.

WRITING
In this unit, students consider how to develop opinion essays. They learn about possessive pronouns,
contractions, prepositions, prepositional phrases, adjectives, articles, and adverbs.
This unit’s learning and work will help your child with the following skills:
 Developing a topic, point of view,  Developing reasons and
and opinion supporting facts

 Distinguishing between facts  Developing a conclusion

and opinions

Ways to Help Your Child: The following topics and questions may help start a conversation.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

 What topic did you choose for your  How do you support your opinion in
opinion essay? your writing?

PROJECT-BASED INQUIRY
In this unit’s Project-Based Inquiry, students research how communities change over time. Students
create an informational poster about how part of a city or town has changed.

Thank you for your continuing support!

139
 GRADE 3 UNIT 5: Solutions

Family-School Connection
Highlights of the Unit:
How does the world challenge us?
Dear Family,
How does the world challenge us? How can nature change people’s lives? In this unit, students
address these questions and others by reading informational text. They also learn about natural
disasters from procedural texts, historical fiction, and traditional tales. They learn about the sound
and structure of poetry and write their own poems.

READING
Students read informational text about natural disasters and their effect on people. They also learn
about the au, aw, ai, augh, ough, ei, eigh vowel patterns, the schwa, the -en suffix, and the -le,
-ture, -ive, -ize final stable syllables.
This unit’s learning and work will help your child with the following skills:
 Analyzing text features  Analyzing point of view

 Analyzing text structure  Inferring theme

Ways to Help Your Child: When you talk about this unit’s activities, the following topics and
questions may help start the conversation.
 Tell me about your Book Club book.  Can you show me some of the new words in
your book?

WRITING
In this unit, students learn to write their own poetry. They learn about comparing with adjectives and
adverbs, using complex sentences, pronoun-antecedent agreement, and comma uses.
This unit’s learning and work will help your child with the following skills:
 Composing with imagery and  Developing a structure through line
figurative language breaks and stanzas

 Composing with rhythm, rhyme,  Revising for word choice

and alliteration

Ways to Help Your Child: The following topics and questions may help start a conversation. Copyright © Savvas Learning Company LLC. All Rights Reserved.

 What are some rhyming word pairs in  What is your poem about?
your poem?

PROJECT-BASED INQUIRY
In this unit’s Project-Based Inquiry, students research life in communities that are affected by natural
disasters. Students compose a travel brochure that persuades readers to visit—or not visit—a place
affected by natural disasters.

Thank you for your continuing support!

140
 Grado 3, Unidad 1: Environments

Conexión entre la escuela y el hogar

Elementos que se destacan de la unidad:
¿Cómo nos afecta el entorno?
Querida familia:
¿Cómo nos afecta el entorno? ¿Cómo puede el entorno afectar nuestras vidas y relaciones? En esta
unidad, los estudiantes trabajan con estas y otras preguntas al leer cuentos tradicionales. Después
de aprender sobre qué hacen los buenos escritores, escriben sus propias narraciones personales.

LECTURA
Los estudiantes leen cuentos tradicionales (cuentos folclóricos y mitos) para entender sus elementos.
También leen ficción realista y textos informativos. Aprenden sobre el lenguaje figurado, los elementos
gráficos y las imágenes literarias. También aprenden sobre el patrón silábico VC/CV, los sufijos -s, -es,
-ed, -er, -est, -ing, los dígrafos vocálicos ee, ea, ai, ay, ow, oa y los diptongos ou, ow, oi, oy.
El aprendizaje y el trabajo de esta unidad ayudarán al niño a desarrollar las siguientes destrezas:
 Analizar el argumento, el ambiente y los  Analizar el lenguaje descriptivo
personajes
 Usar evidencias del texto
 Inferir el tema

 Analizar los elementos del texto

Formas de ayudar al niño: Cuando quiera hablar sobre las actividades de esta unidad, puede
utilizar estos temas o estas preguntas para iniciar la conversación:
 ¿Sobre qué elementos del  ¡Aprendiste nuevas palabras a partir de tu
texto aprendiste hoy? lectura! ¿Qué recuerdas sobre ellas?

ESCRITURA
En esta unidad, los estudiantes piensan en cómo desarrollar una narración personal detallada e
interesante. Además, aprenden sobre las oraciones simples y compuestas, los sujetos y predicados
simples y compuestos y los sustantivos comunes y propios.
El aprendizaje y el trabajo en esta unidad ayudarán al niño a desarrollar las siguientes destrezas:

 Desarrollar una secuencia de sucesos  Desarrollar un diálogo

 Desarrollar los personajes, el ambiente, el  Describir acciones, pensamientos y sentimientos

problema y la solución
 Revisar, corregir y publicar la escritura
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Formas de ayudar al niño: Las preguntas a continuación pueden ayudar a iniciar una conversación:
 ¿Sobre qué suceso escribiste tu  ¿Cuál es tu parte favorita de tu
narración personal? ¿Por qué? narración personal? ¿Por qué?

PROYECTO DE INDAGACIÓN
En el Proyecto de indagación de esta unidad, los estudiantes investigan sobre qué hacer para que el
parque local o el parque infantil sean más seguros. Escriben una carta al alcalde de la ciudad o a los
funcionarios del parque expresando sus opiniones sobre cómo mejorar la seguridad en estos lugares.

¡Gracias por su apoyo constante durante el año!

141
 Grado 3, Unidad 2: Interactions

Conexión entre la escuela y el hogar

Elementos que se destacan de la unidad:
¿Cómo conviven las plantas y los animales?
Querida familia:
¿Cómo conviven las plantas y los animales? ¿Por qué es importante que las plantas y animales
dependan unos de otros? En esta unidad, los estudiantes trabajan con estas y otras preguntas al
leer textos informativos. Después de aprender a partir de su lectura, escriben sus propios artículos
informativos con instrucciones.

LECTURA
Los estudiantes leen textos informativos para entender sus elementos. También leen ficción realista y
textos persuasivos sobre las relaciones entre las plantas y los animales. Además, aprenden sobre los
sinónimos y los antónimos, las palabras relacionadas, el lenguaje figurado y las clases de palabras.
También aprenden sobre los patrones silábicos VC/V, V/CV y VCe, las sílabas con vocales y r or, ore,
oar, las palabras compuestas y las contracciones.
El aprendizaje y el trabajo en esta unidad ayudarán al niño a desarrollar las siguientes destrezas:

 Identificar la idea principal y los detalles  Analizar las ilustraciones

 Analizar la estructura del texto  Comparar y contrastar los textos

 Resumir información  Explicar el propósito del autor

Formas de ayudar al niño: Cuando quiera hablar sobre las actividades de esta unidad, puede
utilizar estos temas o estas preguntas para iniciar la conversación:
 Hasta ahora, ¿cuál es tu parte favorita  ¿Cuáles de las palabras que aprendiste
de Patterns in Nature? consideras más interesantes? ¿Por qué?

ESCRITURA
En esta unidad, los estudiantes trabajan en cómo desarrollar un artículo con instrucciones. Además,
aprenden sobre los sustantivos singulares y plurales, los plurales irregulares, los sustantivos posesivos
plurales y singulares y los tipos de verbos.
El aprendizaje y el trabajo en esta unidad ayudarán al niño a desarrollar las siguientes destrezas:

 Desarrollar el tema y la estructura del  Organizar los pasos en secuencia

artículo con instrucciones
 Agregar ilustraciones Copyright © Savvas Learning Company LLC. All Rights Reserved.

 Desarrollar una idea principal y

 Revisar, corregir y publicar la escritura
detalles relevantes
Formas de ayudar al niño: Los temas y las preguntas a continuación pueden ayudar a iniciar una
conversación:

 ¿Cuál es el tema de tu artículo con  ¿Qué ilustración de las que hiciste

instrucciones? para tu artículo con instrucciones es
tu favorita? ¿Por qué?
PROYECTO DE INDAGACIÓN
En el Proyecto de indagación de esta unidad, los estudiantes investigan sobre una relación de beneficio
mutuo entre una planta y un animal. Además, crean un álbum de recortes sobre esta relación.

¡Gracias por su apoyo constante durante el año!

142
 Grado 3, Unidad 3: Heroes

Conexión entre la escuela y el hogar

Elementos que se destacan de la unidad:
¿Cómo se forma un héroe?
Querida familia:
¿Cómo se forma un héroe? ¿Qué cualidades tienen los héroes? En esta unidad, los estudiantes
trabajan con estas y otras preguntas al leer ficción histórica. También leen textos biográficos y poesía
para aprender sobre los héroes. Después de aprender a partir de su lectura, escriben sus propios
cuentos de ficción histórica.

LECTURA
Los estudiantes leen ficción histórica para entender sus elementos. Además, aprenden sobre los
prefijos pre-, dis-, in-, im-, non-, los sufijos -ful, -y -ness, los grupos vocálicos oo, ew, ue, ui, eu, las
abreviaturas y los plurales irregulares.
El aprendizaje y el trabajo en esta unidad ayudarán al niño a desarrollar las siguientes destrezas:

 Analizar el argumento, el ambiente y  Analizar la estructura del texto

los personajes
 Explicar los elementos poéticos
 Inferir el tema

Formas de ayudar al niño: Cuando quiera hablar sobre las actividades de esta unidad, puede
utilizar estos temas o estas preguntas para iniciar la conversación:
 ¿Sobre qué héroe te gustó más  ¿Qué elementos de la poesía aprendiste?
leer? ¿Por qué?

ESCRITURA
En esta unidad, los estudiantes trabajan en cómo desarrollar textos de ficción histórica. Además,
aprenden sobre la concordancia entre el sujeto y el verbo, los tiempos verbales simples, los verbos
irregulares y los pronombres.
El aprendizaje y el trabajo en esta unidad ayudarán al niño a desarrollar las siguientes destrezas:
 Desarrollar el argumento, el ambiente y  Escribir diálogos
los personajes
 Describir sucesos en detalle
 Desarrollar un problema y una solución
Copyright © Savvas Learning Company LLC. All Rights Reserved.

 Desarrollar una secuencia de sucesos

Formas de ayudar al niño: Los temas y las preguntas a continuación pueden ayudar a iniciar una
conversación:
 ¿Cuál es el argumento de tu cuento de  ¿Qué personaje de tu texto es tu
ficción histórica? favorito? ¿Por qué?

PROYECTO DE INDAGACIÓN
En el Proyecto de indagación de esta unidad, los estudiantes investigan sobre cómo se convierten
en héroes las personas comunes. Los estudiantes escriben un discurso de opinión sobre por qué es
importante aprovechar las oportunidades para actuar heroicamente.

¡Gracias por su apoyo constante durante el año!

143
 Grado 3, Unidad 4: Events

Conexión entre la escuela y el hogar

Elementos que se destacan de la unidad:
¿Cómo cambian las comunidades a través del tiempo?
Querida familia:
¿Cómo cambian las comunidades a través del tiempo? ¿Cómo puede una persona mejorar una
comunidad? En esta unidad, los estudiantes trabajan con estas y otras preguntas al leer biografías.
También aprenden sobre no ficción narrativa y obras de teatro. A partir de estas lecturas, desarrollan
opiniones y aprenden a escribir ensayos de opinión.

LECTURA
Los estudiantes leen biografías sobre personas que cambiaron sus comunidades. Además, aprenden
sobre las sílabas con vocales y r ir, er, ur, ear, los patrones VCCCV, los sufijos latinos -able, -ible,
-ation, los homógrafos y los homófonos.
El aprendizaje y el trabajo en esta unidad ayudarán al niño a desarrollar las siguientes destrezas:

 Analizar la estructura del texto  Explicar el propósito del autor y distinguir el

punto de vista
 Identificar las ideas principales y los detalles
clave  Identificar los elementos de una obra de teatro

Formas de ayudar al niño: Cuando quiera hablar sobre las actividades de esta unidad, puede
utilizar estos temas o estas preguntas para iniciar la conversación:
 ¿Qué selección de lectura disfrutaste  Pida al niño que lea un artículo. Luego,
más? ¿Por qué? pídale que elabore una opinión sobre la lectura.

ESCRITURA
En esta unidad, los estudiantes trabajan en cómo desarrollar textos de ficción histórica. Además,
aprenden sobre la concordancia entre el sujeto y el verbo, los tiempos verbales simples, los verbos
irregulares y los pronombres.
El aprendizaje y el trabajo en esta unidad ayudarán al niño a desarrollar las siguientes destrezas:

 Desarrollar un tema, un punto de vista  Desarrollar las razones y los datos de

y una opinión apoyo

 Distinguir entre los datos y las  Desarrollar una conclusión

opiniones Copyright © Savvas Learning Company LLC. All Rights Reserved.

Formas de ayudar al niño: Los temas y las preguntas a continuación pueden ayudar a iniciar una
conversación:
 ¿Qué tema escogiste para tu ensayo  ¿Cómo apoyas tu opinión en tu
de opinión? escritura?

PROYECTO DE INDAGACIÓN
En el Proyecto de indagación de esta unidad, los estudiantes investigan sobre cómo cambian las
comunidades a lo largo del tiempo. Los estudiantes crean un cartel informativo sobre cómo cambió
una parte de una ciudad o pueblo.

¡Gracias por su apoyo constante durante el año!

144
 Grado 3, Unidad 5: Solutions

Conexión entre la escuela y el hogar

Elementos que se destacan de la unidad:
¿Qué dificultades nos presenta el medio ambiente?
Querida familia:
¿Qué dificultades nos presenta el medioambiente? ¿Cómo puede la naturaleza cambiar la vida de
las personas? En esta unidad, los estudiantes trabajan con estas y otras preguntas al leer textos
informativos. También aprenden sobre desastres naturales a partir de textos de procedimiento, de
ficción histórica y de cuentos tradicionales. Además, aprenden sobre el sonido y la estructura de la
poesía y escriben sus propios poemas.

LECTURA
Los estudiantes leen textos informativos sobre desastres naturales y su efecto en las personas.
Además, aprenden sobre los patrones vocálicos au, aw, ai, augh, ough, ei, eigh, el sonido vocálico
schwa, el sufijo -en y las sílabas finales -le, -ture, -ive, -ize.
El aprendizaje y el trabajo en esta unidad ayudarán al niño a desarrollar las siguientes destrezas:

 Analizar los elementos del texto  Analizar el punto de vista

 Analizar la estructura del texto  Inferir el tema

Formas de ayudar al niño: Cuando quiera hablar sobre las actividades de esta unidad, puede
utilizar estos temas o estas preguntas para iniciar la conversación:
 Cuéntame sobre tu libro del Club  ¿Puedes mostrarme algunas palabras nuevas que
del Libro (Book Club). aparecen en tu libro?

ESCRITURA
En esta unidad, los estudiantes trabajan en cómo desarrollar textos de ficción histórica. Además,
aprenden sobre la concordancia entre el sujeto y el verbo, los tiempos verbales simples, los verbos
irregulares y los pronombres.
El aprendizaje y el trabajo en esta unidad ayudarán al niño a desarrollar las siguientes destrezas:

 Escribir con imágenes literarias y  Desarrollar la estructura con versos y

lenguaje figurado estrofas

 Escribir con rima, ritmo y aliteración  Revisar el lenguaje

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Formas de ayudar al niño: Los temas y las preguntas a continuación pueden ayudar a iniciar una
conversación:

 ¿Puedes mencionar algunos pares de  ¿Sobre qué trata tu poema?

palabras que riman de tu poema?

PROYECTO DE INDAGACIÓN
En el Proyecto de indagación de esta unidad, los estudiantes investigan la vida en comunidades
que fueron afectadas por desastres naturales. Los estudiantes crean un folleto para convencer a los
lectores de visitar (o no visitar) un lugar que se vio afectado por un desastre natural.

¡Gracias por su apoyo constante durante el año!

145
 Contents

PART 3
Test Preparation Support........................................................147
Dig In!............................................................................................... 150
Where Do I Find it in the Program?.................................................. 160
Q&A.................................................................................................. 162
Copyright © Savvas Learning Company LLC. All Rights Reserved.

147
PART 3

Test Preparation Support

Setting the Scene

The Situation
Ms. Freed has really enjoyed working with Lucas in her third-
grade classroom this year. Lucas is a strong student with excellent
and enthusiastic classroom participation. He is an avid and
self-directed reader, who chooses and seems to devour both
fiction and nonfiction books that are slightly above grade-
level. When Ms. Freed asks him about what he is reading, he
demonstrates excellent comprehension. On occasion, when
Lucas has challenged himself with a book that is difficult for him,
he has worked hard to understand it by looking up words in the
dictionary and asking for Ms. Freed’s clarification of above-level
concepts. He regularly solves problems that are challenging for
other students.
While Lucas is one of Ms. Freed’s best students, his classroom test
and quiz scores are below-level. Ms. Freed ponders this disparity.
For what reasons does a student who performs well in the Copyright © Savvas Learning Company LLC. All Rights Reserved.
classroom perform poorly during testing situations? Ideally, the
test and quiz scores should reflect Lucas’s strong classroom profile.
Looking ahead to upcoming standardized tests, Ms. Freed worries
that Lucas’s performance may not reflect his mastery of Language
Arts. It becomes clear to Ms. Freed that she must prepare Lucas
and her other students for their upcoming standardized testing.

148
 Teacher Reflection

As Ms. Freed plans to engage Lucas and her other students in test
preparation, she formulates several questions:
• What is the goal of test preparation, and how will she keep track
of her students’ progress?
• How can she build test preparation into her regular lessons?
• What resources should she use to help her write her own items?
• How can she address the needs of all students?

What’s Next

Ms. Freed sets about finding answers to her questions. She adds
a Test Preparation column to her lesson planning and builds a
digital chart to keep track of classroom items and results. She
introduces different types of test questions using the myView
Weekly Standards Practice and the test prep questions that she
finds in her myView Teacher Guide. She researches possible testing
accommodations for different students on her roster. In short, Ms.
Freed empowers herself so that she may empower her students.

The Take Away

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Some argue that standardized tests promote knowledge above

skills such as critical thinking or creativity. However, standardized
tests are a high-stakes reality for most students today. Therefore,
students require thoughtful preparation for standardized tests
combined with educational experiences that promote critical
thinking and creativity to achieve their full potentials.

149
Dig In!

Overview and Purpose

The term standardized as a test descriptor indicates that a test presents a
variety of test takers with the same set of items, although perhaps not in the
same sequence. The purpose of such a test is to assess performance on
identical tasks across a broad range of students and to compare and contrast
these performances against state and national standards. The scores may
then be used to evaluate individual students, or to judge the effectiveness of
schools in teaching a required set of skills to a particular grade level.

What Is the Purpose of Test Preparation?

Test preparation includes activities that allow teachers to give students

experiences that mimic those they will find on standardized tests. Test
preparation activities will:

• Familiarize students with the style, structure, timing or pacing, and content
of standardized tests
• Provide students with strategies for responding to different styles of
standardized test items
• Allow teachers to identify potential areas of needed growth prior to testing
• Help students build the necessary stamina for test taking
• Encourage students to increase relaxation and comfort while reducing stress
and anxiety during standardized testing situations
• Ultimately empower students to improve scores
Copyright © Savvas Learning Company LLC. All Rights Reserved.

150
 Why Does Test Preparation Matter?

There is a clear cause-and-effect link between preparation and performance.

A dancer would not think of performing in a recital without hours of rehearsal.
Likewise, we should never ask our students to sit for a standardized test
without proper preparation. Psychologists, such as K. Anders Ericsson, Ralf
Krampe, and Clemens Tesch-Romer, have documented that nearly all skills
can be improved through focused practice. When students practice, review the
practice for correctness and error, and then work to correct errors, test scores
go up. But something else happens, too. Research shows that test preparation
can increase learning in addition to increasing scores. Testing, and the practice
for it, has been shown to improve several areas of learning, including:

• Information retrieval in the brain

• Cognitive abilities
• Verbal skills
• Math skills

Test Preparation for All

For many students, a standardized testing experience can
be particularly daunting. Test preparation can help eliminate
stress and anxiety. An important part of test preparation is to
research and prepare for testing accommodations that are part of
students’ rights to fair access testing. Take the following steps to
ensure student success:

• Review released sample tests and answer documents with the

student to determine the ways a test might prove challenging in
Copyright © Savvas Learning Company LLC. All Rights Reserved.

terms of vision, hearing, matters of focus or attention, learning or

physical challenges, medical conditions, or language issues.
• Research the eligibility requirements for special testing
accommodations in each specific state for each specific test.
• Allow students to practice sample tests or items using designated
accommodations.
• Provide required medical or psychological verification of a student’s
condition.
• Submit required forms to listed departments or individuals by
posted deadlines.

151
 What Does Test Preparation Look Like?

There are many different ways to help students prepare for standardized tests.
Best practice suggests a combination of short practice sessions that may
include one to two items, longer practice sessions that may include sample
tests or portions of them, and practice that is embedded into regular classroom
lessons.

Because the goal is to empower students to trust their abilities to successfully

tackle any testing situation, test preparation should focus on at least four areas:
the test, the items, the answers or responses, and psychological and physical
readiness.

Know the Test

We would never ask a student to play a game without understanding the rules.
So, it’s important to spend some class time going over released samples of
an upcoming standardized test. Then, set aside time for students to take a
practice version of the test under the prescribed testing conditions. Students
will also encounter test practice items in myView Unit Tests, myView Progress
Check-Ups, myView Cold Reads, and Weekly Standards Practice. Debrief with
students afterward to learn about their experiences with these tests and to
address any concerns.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

152
 Test Preparation How You Can Help
Readiness

What is the test intended Make sure students understand what they
to measure? are being tested on.
• Is it an aptitude test that measures their ability
to think logically or creatively?
• Is it a summative assessment that tests
what they have learned?

What is the format of the Show students models of how the test is
test? organized.
• Are there parts or sections?
• Do these divisions focus on different
subjects?
• Are there multiple-choice, short-answer, or
essay items?

How is the test timed? Explain how much time students will have to
finish the test.
• Is the test timed as a whole, or is each
part or section timed?
• How much time can students afford to spend
on each type of item?

How is the test scored? Discuss how the test scores correct
answers.
• How does the test score incorrect answers?
• How does the test score blank answers?
• Are students rewarded or punished for
guessing?
• What average score is expected of
third-graders?
Copyright © Savvas Learning Company LLC. All Rights Reserved.

What will the results be Students should understand the effects of

used for? scores.
• Is the student’s ability to move on to the next
grade level dependent on this test?
• What minimum score is considered
passing?

153
 Know the Items

There are generally three types of items that appear on standardized tests,
and there are sound strategies students can learn to attack each type of item.
Students should encounter all types of items frequently and in multiple contexts
throughout the school year. For every question type, encourage students to read
questions or prompts carefully to understand what the question is asking. This
chart provides more detail about preparing for a variety of test item types.

Test Preparation Strategy How You Can Help

Practice analyzing multiple- Model for students how to:

choice items • Identify whether they are being
asked to find the right answer, the
best answer, several answers, the
wrong answer, or an exception
• Note whether they are being
asked to answer a question or
complete a statement
• Answer the item before reading
answer choices

Practice analyzing short- Model for students how to:

answer or fill-in-the-blank • Identify whether they are being
items asked to provide one word, a
phrase, or a sentence
• Think of an answer that fits the
space provided
• Note whether there is more Copyright © Savvas Learning Company LLC. All Rights Reserved.
than one space provided, which
suggests a series is required

Practice analyzing essay Model for students how to:

items • Read the whole prompt carefully
• Underline key task words such as
explain, compare and contrast, or
state the causes and the effects
• Create a quick outline or graphic
organizer for ideas before
responding

154
 Know the Answers

Just as there are strategies for analyzing test questions, there are strategies for
providing answers that students need to know and practice. Students should
have the opportunity to review and correct wrong answers whenever possible.

Test Preparation Strategy How You Can Help

Practice responding to Model how to:

multiple-choice items • Eliminate obviously wrong answers
• Choose the best remaining
answer after rereading the item
• Be wary of answers with absolute
qualifiers such as always or never

Practice responding to short- Model how to:

answer items • Check to make sure an answer
responds directly to the question or
fits the frame with clarity and logic
• Keep answers concise and simple
• Correct for grammar, spelling,
and punctuation

Practice responding to essay Model how to:

items • Write a short introduction that
responds clearly to the prompt
• Write a body that includes
explanation, examples, and
transitions
Copyright © Savvas Learning Company LLC. All Rights Reserved.

• Write a conclusion that

summarizes thinking on the topic

Know the Brain-Body Connection

Remind students to get adequate sleep, eat a healthy breakfast, arrive with
the appropriate tools, and use focus and relaxation strategies on the day of
the test.

155
 How Do I Build Test Preparation into My Week?

Standardized tests generally occur one time per year, so it is tempting to put
off preparation until tests are imminent. As standardized tests approach, it
makes sense to build in more practice for students. However, teachers who
incorporate a long-term approach to test preparation will help students to be
more relaxed and confident in their abilities when testing time comes.

As you build weekly lesson plans, think about ways to integrate test preparation
with every skill along with the myView Weekly Standards Practice. This sample
lesson plan from Unit 2 shows how one teacher has used myView Weekly
Standards Practice throughout the unit to provide ongoing test preparation.

Sample Week of Literary Instruction

Reading-Writing Weekly Standards Timing of Test

Bridge Instruction Practice Test Preparation
Preparation

Academic Vocabulary Academic Vocabulary Present the Test

Synonyms and Antonyms Synonyms and Antonyms Preparation after
pages T130–T131 students complete the
activity on Student
Interactive page 295.

Word Study Word Study Present the Test

r-Controlled Vowels r-Controlled Vowels Preparation after
page T138 Lesson 2, and use the
flexible lessons for more
instruction. Copyright © Savvas Learning Company LLC. All Rights Reserved.

Language and Language and Present the Test

Conventions Conventions Preparation after
Singular and Singular and Lesson 4, and use the
Plural Nouns Plural Nouns flexible lessons for more
page T140 instruction.

Support each skill with additional instruction and practice in the Resource
Download Center.

156
 Test Prep Opportunity: Multiple-Choice Items

Imagine you have just taught the week of literacy shown on the previous page.
There are many opportunities to prepare students for a standardized test. It is
important that students regularly see and practice items that appear exactly as
they will appear on the test.

What Should I Know A stem is a question or incomplete statement that

about Stems? students are asked to answer or complete. Here is
an item based on an Indonesian folktale. The item
targets the students’ ability to draw inferences
from literary texts. Notice that the wording of the
item is clear and concise and mimics the language
of a state-released sample item.

How is the Mouse Deer able to solve his problem?

A He pokes the tigers with the sharp quill.
B He asks the tiger king of Borneo to help him.
C He begs Porcupine to protect him from the three tigers.
D He makes the tigers think his tiger king is bigger than theirs.

What Should I Know This question about how a character solves a

about Answer Choices? problem is a traditional multiple-choice item. It
has four lettered answer choices that are parallel
and similar in length. The possible responses, too,
Copyright © Savvas Learning Company LLC. All Rights Reserved.

mimic the language of a state-released sample

item. The correct answer, D, supports both a
grade 3 standard as well as the weekly close
reading lesson, where students are examining how
to draw inferences from literary texts. There are
two responses that can be fairly easily eliminated
with knowledge of the text and two that are closer
in correctness, requiring more careful reading by
students. If you are writing your own items, each
answer should be something that is related to the
text and subject. Take care not to give away the
answer to the item or to another nearby item.

157
Test Prep Opportunity: Short-Answer Items

What Should I Know Short-answer items ask students to respond

about Stems? with a short phrase or less than two sentences.
The question provides enough information or
contextual clues for students to follow and
complete the logic. Short-answer items only have
one correct response and are written in a concise
and direct manner. They include clear directions
that explain exactly what action needs to be taken.

Sample Poor Question

 as it smart for the Mouse Deer to lie to the Tigers in this story?
W
Why or why not?
Sample Good Question
 rite two sentences that tell about the problem the Mouse Deer
W
solves in this selection. Support your answer with text evidence
from the selection.

What Should I Know

• Give students plenty of time to complete
about Student Answers?
the short-answer items.
• Answers should be complete sentences
if the directions ask for them. Student Copyright © Savvas Learning Company LLC. All Rights Reserved.

answers should also follow conventions

of grammar and spelling.
• Notice that the directions clearly state the
expectation and ask for support from the
story. Here, the student response should
include text evidence from the selection.
• If you are writing your own items, be
prepared for acceptable answers that
you did not predict. These unexpected
answers may give you feedback about
writing more specific test questions.

158
 Test Prep Opportunity: Writing Prompts

What Should I Know Writing prompts usually have multiple steps.

about Prompts? Here, the test item follows a Read, Think, Write
format, with a text box.

READ the information in the box below.

When we are faced with a problem, we need to think of ways

to solve it.

THINK about a time when you had a problem. What was the
problem? Did you solve it?
WRITE about the problem you had and whether or not you
solved it.
Be sure to —
• Clearly state your central idea
• Organize your writing
• Develop your writing in detail
• Choose your words carefully
• Use correct spelling, capitalization, punctuation,
grammar, and sentences
Copyright © Savvas Learning Company LLC. All Rights Reserved.

What Should I Know

Once students begin writing, they will often be
about Writing Checklists?
asked to follow a checklist. Checklists can vary,
but it is helpful for teachers to model for students
how to follow a checklist during a test-taking
situation.

159
Where Do I Find It in the Program?

Teacher Form

Weekly Standards Practice

What is it? • A quick standards-based and formatted assessment
focused on third-grade skills. These slides are
aligned with weekly instruction.

What does it show? • A student’s understanding of academic vocabulary

• A student’s ability to apply word study skills
• A student’s ability to apply language and
conventions skills
• A student’s comfort level with standardized-test
formatting

How do I use it? • Build the Weekly Standards Practice activities into
your classroom routines.
• Project the slides after lessons to check student
understanding.
• Gather data by reviewing student responses and then
focus on reteaching as needed.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

160
 A This item focuses on Academic A
Vocabulary. Items may also focus B
on Word Study or Language and
Conventions.

B The item is formatted to look

and feel like those found on
standardized tests.

C The correct answer is shown in

C
the speaker’s notes, along with Answer: D showing something special about
If students answer incorrectly, you may wish to review the concept of base words and the ending -ing and explain
how they help the reader understand the meaning of featuring.
suggestions for reteaching.
CCSS L.3.4.b Determine the meaning of the new word formed when a known affix is added to a known word (e.g.,
agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

D The alignment to state CCSS L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g.,
company, companion). D

standards is also noted here.

A This item focuses on Word

Study A

B The words that students need B

to consider are italicized. C

This same style is used on
standardized tests.

C The answers are divided into

syllables. Review what this
notation means by tapping out
Answer: D showing something special about D
Copyright © Savvas Learning Company LLC. All Rights Reserved.

some examples. Encourage If students answer incorrectly, you may wish to review the concept of base words and the ending -ing and explain
how they help the reader understand the meaning of featuring.
students to do this as they
think about the correct
CCSS L.3.4.b Determine the meaning of the new word formed when a known affix is added to a known word (e.g.,
agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
CCSS L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g.,
response. Students will need company, companion).

to do this silently in a test

situation.

D Here the correct answer

is D. There are suggestions
for reteaching found in the
speaker’s notes.

161
 Q&A

Question: If standardized testing practice is so important,

why am I focusing on other types of assessment?

ht, Ed.D. Answer: All assessments include a margin of error. Put simply, a margin
by Lee Wrig
of error is the difference between what a test score indicates about a
student’s performance and a student’s actual knowledge and abilities.
One way that teachers can decrease the inherent margin of error within
an assessment is to continually compare each student’s performances on
similar outcomes, across different kinds of assessments, administrated
across time. When teachers strive to gather evidence of a student’s
performance patterns and trends resulting from different types of
assessments on similar outcomes they are much more likely to be able
to determine accurate levels of a student’s abilities as compared to the
analyses of any one single assessment type.
All students should be provided with ongoing opportunities to
demonstrate their mastery of objectives across a variety of different
assessment types including, but not limited to: formative assessments,
oral tests, observational tests (e.g., anecdotal records and/or checklists),
performance-based assessments (e.g., projects and games), computer-
based assessments, and well as standardized test practice. In doing
so, teachers can level the playing field across their individual students’
assessment-taking strengths and weaknesses. In other words, teachers
can ensure that their assessment selection provides their students with
varied methods—listening, speaking, reading, writing and hands-on—to
demonstrate their knowledge and skills in ways that each student is best
able to perform.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

162
 Question: How can I help students who demonstrate mastery
of skills in the classroom, but do not on standardized tests?

h.D.
Answer: We are all familiar with students who seem to be
aughn, P
by Sharon V progressing with grade‑level literacy goals, but then do not perform
well when they take literacy assessments. Why is this? There are
several possible explanations to consider. Some students have real and
serious test anxiety that affects their performance on tests. They fear
assessments and worry that they will not perform well. This concern
about their performance actually has a negative effect on how they
perform. Their ability to concentrate on what they read, recall what
they read, and use their knowledge about answering comprehension
questions is seriously impaired by their anxiety and worry. For these
students, anxiety interferes with their attention and negatively affects
their performance. These students benefit from confidence-boosting
talks to help them recognize that they know how to read and answer
these questions and that they can use deep breathing to relax prior to
assessments. Excessive “hype” about the importance of doing well on
the assessment does not help them perform better. Reducing stress and
providing encouragement are better practices.
Of course, there are also students who appear to be performing well
in the classroom but are successfully deterring the teacher’s concerns
from their real performance, which may be weaker than the teacher
thinks. Providing a few minutes to ask these students to read aloud
and retell the key ideas of what they have read may help the teacher
determine their actual performance.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

163
 Contents

PART 4
Personal Reflection................................................................165
Dig In!............................................................................................... 168
Where Do I Find it in the Program?.................................................. 176
Q&A.................................................................................................. 178
Copyright © Savvas Learning Company LLC. All Rights Reserved.

165
PART 4

Personal Reflection

Setting the Scene

The Situation
Ms. Donato is a third-grade teacher who has been teaching for
less than two years. She knows that some instruction she gives
does not seem to be as effective as she hoped when planning.
She feels like some of her lessons go well and students seem to
understand what they have learned, while others do not seem
to be as effective. Her principal formally observes her teaching
and notes that Ms. Donato needs to better understand what her
students know and have learned and how that data connects to
her instruction.
Ms. Donato reads her myView Assessment Guide to learn about
how assessment data informs instruction. She decides to work
with her mentor teacher to practice using assessment data when
lesson planning. They discuss focusing on ongoing assessment to
check her placements of students. Several times a week, she takes
classroom reading responses and sorts students into homogenous Copyright © Savvas Learning Company LLC. All Rights Reserved.
groups. She talks about these placements with her mentor
teacher, who assists her in placement. She thinks about what she
learns about her students each day and how this daily information
will help her plan to teach them the next day. She looks at her
myView Teacher’s Edition and uses sticky notes to plan the ways
she will differentiate for these students.

166
 Teacher Reflection

Ms. Donato uses the data she gathered about her ability to use
assessment data to drive instruction. She still has some questions:
• Are there teachers in the school who can very effectively plan
lessons using assessment data?
• Can she use assessment data with the information in the
myView Teacher’s Edition in a better way?
• What other resources can she use to help her master
assessment?

What’s Next

Ms. Donato will continue to gather data about her ability to

incorporate assessment data into her lesson planning. She will
look for trends about the kinds of lessons she is teaching and
how they impact her pacing. She will observe more experienced
teachers in their classrooms and work in her professional learning
community to continue to learn about assessment and lesson
planning.

The Take Away

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Effective self-evaluation includes gathering data while teaching,

reflecting on that data, moving to action based on the data, and
continuing to refine teaching practice while in the classroom.
The myView program gives many opportunities for teachers to
self-evaluate while instructing their students.

167
Dig In!

Self-Evaluation in Teaching
Why Should I Self-Evaluate My Teaching and
Assessment Style?
Assessment by nature requires teachers to gather information, reflect, make
decisions, and take action as a result of data. Teachers are constantly asking
students to self-reflect and accept feedback. We expect students to adjust
their work and performance accordingly. We teach our students to be both
reflective (thinking about their own learning) and reflexive (changing action
based on that reflection). Self-evaluation of your work as a teacher follows this
same process.

As educators, we should also use a reflective and reflexive model when

examining our own teaching. The benefits to this approach include making
improvements within the context of your classroom, thinking about how your
teaching actually affects what your students learn, and collecting data to help
you make decisions about your teaching.

Evaluating Your Own Teaching and Assessment Style

When self-evaluating, think about teaching in four domains:

Teaching Domain Key Skills

Planning • Knowing learning standards
• Understanding how to use data and assessments
• Learning about your students and how to best instruct them
• Possessing a variety of teaching tools and activities and when to use them Copyright © Savvas Learning Company LLC. All Rights Reserved.

Instruction • Understanding how to help students achieve expectations

• Accessing a deep content knowledge and expertise
• Tapping into excellent communication skills
• Adeptly differentiating for individual students

Learning Environment • Establishing classroom routines and environment

• Tapping into classroom management skills
• Developing a positive and safe classroom culture

Professional Practice • Working with a professional demeanor and ethics

• Establishing professional goals
• Seeking out professional development
• Finding ways to get involved in the school community

168
 How Do I Self-Assess My Teaching and
Assessment Style?
When thinking about self-evaluation, think about it as a cycle.

During this cycle you will:

• Identify a facet of teaching that you wish to evaluate.

• Plan and instruct a lesson that allows you to examine that facet of teaching.
• Gather data from that action.
• Reflect on what that data says about you as a teacher.
• Identify ways that you can change your teaching practice OR identify your
areas of strength as a teacher.
Once you have used this process to identify opportunities for growth you can
adjust your teaching for improvement. There are many ways to gather data
about yourself as a teacher, including but not limited to:

Data Collection Type How To Gather this Data

Formal Observations • Select data from formal administrator observations.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Teacher Portfolios/Artifact • Review lesson plans, student work, photographs, or other artifacts
Collection that help you understand your teaching.

Journals • Write daily/weekly reflections about your lessons/teaching to help

record ideas in the moment.

Action Research • Use a formal and established process to identify a research question
and test it in your classroom in order to improve your teaching.

Lesson Study • Examine a question of teaching with your colleagues while observing
and providing feedback in a collegial fashion.

Professional Learning • Work with grade-level or subject-area teams to address professional

Communities topics.

169
 Finding My Strengths: Planning
At the beginning of this chapter, Ms. Donato examined how assessment might
better help her to plan her lessons. In order to self-evaluate in any teaching
domain, think about what exemplary teaching looks like in that area.

Planning

Standards and Data and Knowledge of Activities

Alignment Assessment Students

• Aligns instructional • Informs instruction • Plans lessons that • Includes activities with
goals to standards using data from connect to students’ student-generated
• Develops lessons baseline, formative, prior knowledge, questions, inquiry, and
that are are logically and summative experience, interests, higher-order thinking
sequenced, formal and informal and goals • Includes activities that
interdisciplinary, well- assessment • Uses knowledge allow students to lead
paced, real-world, • Provides specific about students to learning and set goals
and ensures that feedback about help them achieve • Uses activities,
they allow for student students from data success resources, and
practice and reflection • Connects data to • Uses knowledge of technology that
• Plans lessons that instructional strategies students to help them are well-aligned to
integrate technology set appropriate goals instructional purposes
• Ensures that lessons
are designed for
diverse learners

Although the myView program gives guidance about best teaching practices,
you are still using your skills as an instructional planner. During this reflection,
ask yourself questions like these to jump-start your thinking:

• Are my lessons dynamic with activities, resources, and technology that help
engage students and enhance learning?
Copyright © Savvas Learning Company LLC. All Rights Reserved.

• Are my lessons differentiated based on what I know about students?

• Have I used assessment data to guide the actions in my classroom?
If you can’t find evidence that you are meeting these criteria, then it is
important to engage in self-evaluation to improve.

170
 Let’s think about the different ways to gather data about your teaching and
what that data might look like.

Data Collection Type Data About Planning

Formal Observations • Your principal notes that you need to differentiate when teaching comprehension
lessons.

Teacher Portfolios/Artifact • You collect student work that demonstrates a variety of activity types designed
Collection to access higher-order thinking.

Journals • You reflect on what you have learned about your students in a daily journal entry.

Action Research • You ask the question, “How can I use reading responses to better assess
comprehension?” and follow up with action research.

Lesson Study • You examine, teach, and reflect on lessons about literature from diverse cultures
with your grade-level team.

Professional Learning • You engage in thoughtful discourse about a recent literature lesson that did not
Communities seem to engage students and have colleagues help provide feedback.

Once you have collected data from multiple sources, like Ms. Donato, you
are equipped to analyze your teaching. If you find that there are opportunities
for growth in your work, do not feel discouraged. The hallmark of a truly
professional teacher is the ability to reflect and grow in pedagogy and
instructional practice.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

171
 Finding My Strengths: Instruction
In order to self-evaluate in the instruction domain, think about what exemplary
teaching looks like in that area.

Instruction

Achieving Content Communication Differentiation Monitor and

Expectations Knowledge Adjust
and Expertise
• Continues • Displays extensive • Establishes a • Accesses a • Welcomes input
instructing until depth of content classroom where full inventory from students
all students knowledge all students of instructional to both monitor
demonstrate • Integrates feel safe strategies to meet and help adjust
mastery interdisciplinary communicating the needs of instruction to meet
• Allows students to learning with real- • Finds “teachable individual students student needs
self-monitor world contexts moments” • Monitors the • Works to
• Allows students • Anticipates student in student classroom to maintain student
to set goals and responses and misunderstandings determine student engagement based
monitor their own questions and and highlights participation and on student cues
progress proactively adjusts them sensitively the quality of and feedback
• Encourages teaching to prevent • Asks effective, student work • Incorporates
all students to misunderstandings thought-provoking, • Differentiates to checks for
establish high • Provides different and probing ensure that all understanding
academic and types of instruction questions students have the through
social-emotional for various types of • Allows for ample opportunity to questioning and
learning goals student thinking wait time for master skills and feedback
• Sequences student thinking concepts being
instruction taught
effectively • Uses knowledge of
students’ learning
and social-
emotional learning
needs to provide
appropriate
instruction

While teaching the myView program, you will have many opportunities to think Copyright © Savvas Learning Company LLC. All Rights Reserved.

about yourself as an instructor. During this reflection, ask yourself questions

like the following:

• Do I use the myView and myFocus lessons to meet individualized student

needs?
• As I teach myView lessons, do I use moments of student misunderstanding
to strategically highlight key instructional topics?
• Do I ask questions during myView lessons that will provoke meaningful
student dialogue?
If you cannot find evidence that you are meeting these criteria, then it is
important to engage in self-evaluation to improve.

172
 Let’s think about the different ways to gather data about your instruction and
what that data might look like.

Data Collection Type Data About Teaching

Formal Observations • Your principal notes that you need to incorporate a larger variety of instructional
strategies to meet the needs of all students.

Teacher Portfolios/Artifact • You watch a videotape of yourself teaching a lesson and collect the student
Collection written responses that were part of it.

Journals • You reflect on your ability to anticipate student miscues in a daily journal entry.

Action Research • You ask the question, “How can I differentiate for students in a manageable
way?” and follow up with action research.

Lesson Study • You examine, teach, and reflect on the use of questioning with your grade-level team.

Professional Learning • You engage in thoughtful discourse about how to build classroom dialogue and
Communities communication where students feel safe taking risks in discussions and have
colleagues help provide feedback.

Like Ms. Donato, you are now equipped to analyze your teaching in the
instruction domain. Remember, all teachers have room to grow as instructors.
As you engage in self-evaluation experiences, your confidence as a teacher will
grow along with your pedagogical mastery.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

173
IF...Then IF , after self-evaluation, you need to focus
on how to collect and organize data as part of
your assessment program,
THEN review this Assessment Guide, work
with colleagues, and target one assessment
type to practice your data collection.

IF...Then IF you find that you are planning lessons that

do not take into account all of your students as
individuals,
THEN survey students on their interests
and learning styles, and practice grouping
and instructing students according to these
interests and learning styles.

IF...Then IF you find that you need to learn more

effective questioning techniques,
THEN practice writing and using questions
that require deeper responses from students.
Use the models in the Conferring sections of
the myView Teacher’s Edition.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

174
 IF...Then IF you find that you need to focus more on
tying your lessons into real-world contexts,
THEN think about how to tie-in trade books
and supplementary reading texts to the real-
world contexts presented in these texts.
Also, provide ample opportunities for student
discussion that links literacy to their own lives.

IF...Then IF , through self-reflection, you find that your

classroom lacks rich, complex, high-order
thinking in classroom discussions,
THEN find resources about building
classroom dialogue and deeper discussions
that include the whole class.

IF...Then IF you find that your students are not as

engaged as they need to be for success,
THEN consider whether you are planning
instructional activities that are focused on
students’ interests and strengths. Allow
students opportunities for inquiry, curiosity,
and self-designed work in lessons. Not only
will students be more engaged, but they will be
better prepared for the myView Project-Based
Inquiries in each unit.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

175
Where Do I Find It in the Program?
If you would like to learn more about developing your teaching, turn to the
MyView Literacy white papers and videos. The following resources are available
on [Link].

Julie Coiro, Ph.D. Jim Cummins, Ph.D.

• Technology in the Literacy • Literacy of ELLs
Classroom
• Project-Based Inquiry

Pat Cunningham, Ph.D.

• Fluency Elfrieda “Freddy” H.
Hiebert, Ph.D.
• Generative Vocabulary
Instruction

Ernest Morrell, Ph.D.

• Student Engagement
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Pamela A. Mason, Ed.D.

• Formative Assessment
• Analyzing Data to
Inform Instruction
P. David Pearson, Ph.D.

176
 WEEK 3 LESSON 1
WEEKLY LAUNCH GENRE & THEME

Interact with Sources

Frank Serafini, Ph.D. Alfred Tatum, Ph.D.
• Book Club: Authentic • Motivation and
Literacy Tasks Self-Selecting Texts for
• Writing About Reading Independent Reading
OBJECTIVES
Interact with sources in meaningful
Explore the Infographic
ways such as illustrating or writing.
TEKS 1.7.E Review the Essential Question for Unit 2: How do living things grow and
change? Point out the Weekly Question: How Judyare Wallis, [Link] from
baby animals
Compare ways that young animals
resemble their parents. their parents? • Organizing the Literacy
Science TEKS 1.10.C
Block
Have students follow along in their Student Interactive, pp. 88–89, as you read
aloud “Baby Animal Names.” Organize students
• Small-Groupgroups.
into small Have them
Environment
Sharon Vaughn, Ph.D.
share information about the Weekly Question, using the pictures to help them.
ACADEMIC
VOCABULARY • Vowels in Early Phonics statements for groups to discuss, such as:
Offer example
Language of Ideas Use the Instruction • Some baby animals look like their parents, but others do not.
Academic Vocabulary words• to Kindergarten• Animal babies cannot do all the things their parents do.
reinforce instruction throughout
the week. Ask: What do you noticeFoundational Skills—
about the tadpole and the frog? Phonemic Have each group choose an animal baby and
Awareness Maria [Link]
parent Arreguin-
discuss how they are
How are animals connected to Anderson,
alike and different. Guide students to use the infographicPh.D.
as needed. Give
nature? • Integrated Skills
groups time to discuss. Then have a representative from
• Creating each group share the
Engaging
• reason • notice Instruction
group’s answer with the class. Environments for Dual
• nature • pattern
Language Learners
My TURN Have students interact with the infographic by drawing a line from
each baby animal to its parent on pp. 88–89.

WEEKLY QUESTION Remind students of the Weekly Question: How are

Lee Wright,baby animals different from their parents? Tell
Ed.D. [Link]
Richardthat kittens,[Link],
Gomez
tadpoles, fawns, lambs, and other baby animals are different from their
• Classroom Management • Dual Language
parents. Tell students they will learn more about baby animals and their
parents this week.
Instruction and
Contrastive Analysis

Songs and Poems Big Book

In addition,
See the Songs and Poems Expert’s
Big View notes in myView Teacher’s Edition provide
point-of-use
Book for selections professional
that relate to development to help teachers apply the latest
Copyright © Savvas Learning Company LLC. All Rights Reserved.

the unit’s theme.

research and best practices to their teaching.

EXPERT’S VIEW Jim Cummins, Professor Emeritus, University of Toronto

“Creating
English language learners need access to engaging literature in both English and their first language.
a culture of reading, writing, and literacy broadly within the classroom is extremely important.
There should be a lot of print in the classroom—on the walls, everywhere. There should be a classroom
library with books in English and other languages. Read to kids a lot to get them to realize that there is a
payoff in books, and they are fun.
”
See [Link] for more professional development on research-based practices.

T164 UNIT 2 • WEEK 3

RDG20_ENG_TE_G1U2W3_1WL.indd 164
177
 Q&A

Question: How can I use what I have learned about myself as

a teacher to influence my grade-level team or professional
learning community?
llis, Ed.D.
by Judy Wa
Answer: Change occurs over time. Most of us change when we
learn and are convinced to replace less productive practices with more
productive ones. When we create opportunities to work collaboratively
and share in both formal and informal ways, everyone grows. “Even the
best professional development may fail to create meaningful and lasting
changes in teaching and learning—unless teachers engage in ongoing
professional dialogue to develop a reflective school community”
(Routman, 2002).
One of the best ways to incorporate professional learning is by looking
at and discussing student work. This discussion might focus on a record
of student’s reading, a piece of student writing, or a student’s response
to text. By sharing what we notice about the work, we offer others
professional insights in both a practical and an applicable way. These
kinds of conversations provide opportunities to interpret progress but
also offer ways to speculate about next instructional steps. Another
important way to influence professional learning is to set up peer-to-
peer visits. These visits offer ways to learn from and support colleagues as
they grow in their professional learning.

Question: How do I approach the idea of improving and

changing my teaching practice?

Answer: My suggestion is to work on one area of reading instruction Copyright © Savvas Learning Company LLC. All Rights Reserved.

at a time. For example, if you would like to improve the way you
.
erafini, Ph.D conduct conferences with individual readers, you might begin by
by Frank S
reading some of the professional literature on reading conferences. This
might help you identify a “preferred vision” of what you would like to
emulate. Until you can visualize what an effective reading conference
would be like, or until you are able to explain your objectives for
a particular instructional practice, you might not be able to assess
whether you are making progress towards improving that instructional
practice. You need to know what it should look like before you can
assess if you are making progress. With this vision about successful
reading conferences, try conducting a few conferences. Take notes or
record a few conferences and then reflect on the data gathered.

178
 Question: Assessment data is showing me some areas for
improvement in my teaching practice. What are the best
resources for improvement?

Answer: You can use the results of assessments to help you think
ason, Ed.D.
by Pamela M about why the students performed as they did. Here are some points to
consider as you look for ways to improve your students’ performance:
• Decide if the content is something you feel comfortable in
teaching. If the subject is new or challenging to you, reach
out to others for help. You may be able to get support from
other teachers in the building. You may be able to invite a
literacy coach or a colleague to observe your teaching and
give you feedback.
• Look at the assessment data to ensure that you have taught
the skills or topics on the test. In some cases, high-stakes
tests may include content that you may not have taught.
To guard against this, be sure you plan to distribute the
instruction on tested content throughout the year so your
students are not caught up short.
• Look at the materials you are using and consider whether
you might try a different approach as you are using them.
Review any teacher material that might provide guidance or
direction.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

179
References
August, D., Carlo, M., Dressler, C., and Snow, C. (2005). “The critical role of
vocabulary development for English language learners.” Learning Disabilities
Research and Practice, 20 (1), 50–57.

Coiro, J. “The magic of wondering: building understanding through online

inquiry.” The Reading Teacher 69 (September/October), 189-193.

Coiro, J., Castek, J., and Quinn, D. J. (2016). “Personal inquiry and online
research: connecting learners in ways that matter.” The Reading Teacher, 69
(March/April), 5.

“Considerations for assessing English language learner students.” Achieve.

Accessed February 07, 2018. [Link]/files/Considerations_
Assessing_ELLs.pdf

“Content-area conversations.” Fischer, D., Frey, N., and Rothenburg, C.

Edutopia. Accessed February 07, 2018. [Link]
questioning-that-deepens-comprehension-douglas-fisher-nancy-frey

“Core SEL competencies.” Collaborative for Academic, Social, and

Emotional Learning (CASEL). Accessed January 8, 2018. [Link]
core-competencies/

“Formative assessment that truly informs.” NCTE position statement. National

Council of Teachers of English. Urbana, IL October 21, 2013.

Popham, W. J. “Combating phony formative assessment—with a hyphen.”

Education Week, 30 (21), 35.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Routman, R. “Teacher talk.” (2002). Educational Leadership, 59 (6), 32–35.

Spillane, J. P. “Data in practice: conceptualizing the data-based decision-

making phenomena.” (2012). American Journal of Education, 118 (2), 113–141.

Sternberg, R. J., “Testing: for better and worse.” (2016) Phi Delta Kappan, 98
(4), 66–71.

180
 “Using observational data in the evidence-based classroom.” Maccow, G.
Pearson Clinical. Accessed February 07, 2018. [Link]
com/images/pdf/Using_ Observational _Data_Webinar_Handout_10.[Link]

Valencia, S. W., and Buly, M. R. (2005). “Behind test scores: what struggling
readers really need.” In Barrentine, S. J., and Stokes, S. M., Reading
Assessment: Principles and Practices for Elementary Teachers, Second Edition.
Newark, DE: International Reading Association.

Wallis, J. (2009). “Strategies to support assessment in the classroom using

what we do to learn what our students need.” In Van Horn, L. (Ed.), Reading on
the Edge. Boston: Christopher-Gordon.

“What is instructional scaffolding?” The Iris Center, Vanderbilt Peabody

College. Accessed February 7, 2018. [Link]
module/sca/cresource/q1/p01/

Wolter, D. “Moving readers from struggling to proficient.” (2017). Phi Delta

Kappan, 99 (1), 37–39.

Zakrzewski, V. “How to integrate socio-emotional learning into Common

Core.” Berkeley Blog. Accessed February 07, 2018. [Link]
edu/2014/01/22/how-to-integrate-social-emotional-learning-into-common-core/
Copyright © Savvas Learning Company LLC. All Rights Reserved.

181
 Teacher Notes

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Copyright © Savvas Learning Company LLC. All Rights Reserved.
Copyright © Savvas Learning Company LLC. All Rights Reserved.