Silent Reading Assessment Protocol
Grade 5
May/June
Preparation
Gather Materials
Each student will need:
Ø A copy of the performance assessment, with the questions and the text. It is recommended that the performance assessment is printed and copied single-sided so that students can see the text and the questions at the same time, if needed.
Ø A means to watch the video. This performance assessment includes a video as the second text, with a link provided in the performance assessment itself. You will want to decide how to make sure all of your students can watch the video most efficiently on the day of the assessment. You will want to have headphones for students.
§ You could check out the Chromebook or iPad cart on the day you give the assessment for this purpose.
§ You could cue up the video on your classroom’s desktop computers for students to view when they are ready.
§ You could administer the assessment in the computer lab.
Ø The Student Response Sheets (two full sheets or four half-sheets of paper, numbered 1 – 4, on which students will write their responses). The authors of the assessment recommend providing half-sheets of paper so that students keep their responses brief. Numbering the sheets in advance means you can easily sort the responses to compare them, question by question. We have provided such a response sheet. If you want to have the option of sorting the questions and grouping all student responses to #1, all student responses to #2, etc. then you will want to copy the two response sheets single-sided.
Ø A pencil or a pen.
Administration
Who administers?
Ø The classroom teacher administers the Silent Reading Assessment.
How long does the assessment take?
Ø Allow students to use one reading workshop period for this assessment. As always, please follow accommodations as specified on a student’s IEP.
When should this assessment be administered?
Ø The window for administering this assessment is indicated on the PPS Elementary Assessment calendar.
Protocol:
1. Introduce the assessment by emphasizing the importance of this work. Let students know that this is a way for you to get a window into their current strengths and needs as readers right now. Explain that this will help you to plan for their reading instruction.
2. Provide students with a brief introduction to the task:
Ø Students should read the passage silently.
Ø When they are finished reading, students should respond to the prompts, recording their responses on the corresponding half-sheets of papers.
Ø Students should view the video you have already cued before they respond to #4.
3. Score the questions.
Ø Use the rubric, the learning progression, and the sample responses to help you score your students’ responses.
4. Record scores on the class summary sheet.
Ø Enter the data into TestWiz and submit a copy of this summary sheet to your building CTL and building principal by June 14th.
5. Record data on the student individual summary sheet and include student responses from this spring assessment in the student assessment folder.
6. Share feedback with students.
Ø See Suggestions for Scoring and Giving Feedback.
From the The Units of Study for Teaching Reading, Grade 5: Interpretation Book Clubs: Analyzing Themes, Lucy Calkins et al., 2015