Reading Grading Guide for 5th Grade
2. The student understands the meaning of what is read.
2.2 Understands and applies knowledge of text components to comprehend text.
2.2.1 Applies time, order, and/or sequence to analyze text.
2.2.2 Analyzes and applies text organizational structures in literary and informational text.
2.2.3 Analyzes literary elements (plot, characters, setting, theme, point of view, conflict, resolution).
2.2.4 Locates and uses features (titles, headings, table of contents, index, alphabetizing, numbering, glossaries, captions, etc.).
2.2.5 Uses features of electronic information (web pages, search engines).
Report Card Grading Guide:
|
Below Expectations |
Approaches Expectations |
Meets Expectations |
Exceeds Expectations |
|
Reading text mid 4th grade level (4.4) or below. With guidance, I have difficulty applying knowledge of sequence, understanding text organizational structures, understanding story elements, and applying organizational features of printed text and electronic information. |
Reading text mid to end of 4th grade level (4.5-4.9). With some guidance, I apply knowledge of sequence, understand text organizational structures, understand story elements, and apply organizational features of printed text and electronic information. |
Reading text at grade level. I apply knowledge of sequence, understand text organizational structures, understand story elements, and apply organizational features of printed text and electronic information. |
Reading text at or above grade level. With 90% or better accuracy, I independently apply knowledge of sequence, understand text organizational structures, understand story elements, and apply organizational features of printed text and electronic information. |
Assessments:
Teacher-constructed, extended response and short answer tests, basal assessments, retelling checklist, graphic organizers, reading response journals, reading conference record
Scoring Notes:
Below Expectations:
STAR is below 35%. Student assessment is in text with a reading level of 4.4 or lower and/or grade level test scores are 59% or lower. Student summary of 300 word text, including main idea and supporting details, is 59% or below in accuracy.
Approaches Expectations:
On norm referenced tests such as ITBS and STAR, general ranges for approaching expectations are between the 35-49th Percentile. Student summary of 300-word text, including main idea and supporting details, is below 70%. Student assessments are in text with a reading level between 4.5-4.9 and/or grade level test scores are between 60-69%.
Performance assessments should include a variety of measures that clearly determine whether a student is below, approaching, meeting, or exceeding a specific standard.
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