Assessment in Reader’s
Workshop
STUDENT ACCOUNTABILITY
ASSESSMENT
Student Accountability
RESPONDING TO LITERATURE
IN THE
READER’S NOTEBOOK
I ask students to use task sheets when I
just want them to do a quick task
during Reading Workshop time.
I want my students reading for the
majority of the Workshop time and am
careful not to always give them tasks
that take up the entire time that should
be spent reading self-selected texts
from their book box.
http://www.scholastic.com/teachers/top_teaching/2009/11/readers-notebook
Other Ideas for Responding to Reading
 make suggestions to other










readers
talk about text
reflect in writing
question the text
sketch ideas about texts
write to the author
book clubs
inquiry projects
book reviews
reader’s theater
blog about it
 25% retell what happened-








75% react to what
happened
book talks
letter to teacher
make a story board
make a CLOZE activity
make the book into a play
re-read the book with cool
voices
practice reading like a
teacher
rewrite an ending
We need to remember that
what we do AFTER
reading is not more
important than READING
itself.
Assessment
ASSESSING THE NOTEBOOK
PERFORMANCE ASSESSMENTS
DRA
Reader’s Notebook Rubric
Reader’s Name: __________________Date: ___________
Outstanding
Satisfactory
Unsatisfactory
Student records all books
read on his/her reading
log.
Student’s reading log
reflects an appropriate
amount of books
completed based on the
student’s reading level.
Student accurately
identifies the genre for
each book recorded.
Student is reading a
variety of genres.
Student sets reading
goals that will help
him/her become a better
reader.
Student accurately
records all handout titles
on his/her
Mini-Lesson Handout
Table of Contents
Student’s IDR tasks are
thoughtfully written and
reflect good comprehension
of the text.
Student’s notebook is
organized and in good
condition.
http://www.scholastic.com/teachers/top_teaching/2009/11/readers-notebook
Performance Assessment
Kindergarten – Dana Reasner
First Grade – Tammy Swanson
Second Grade – Pam Matthews
Third Grade – Deanna Lawrence
Fourth Grade – Stacy Gildner
Teacher’s College Performance Assessment
http://readingandwritingproject.com/resources/assessments/performance-assessments.html
Link to New York Performance Assessment
http://schools.nyc.gov/Academics/CommonCoreLibrary/TasksUnitsStudentWork/default.htm
DRA
2012-13 to be used by K-1
 Overview
 Look through kits
 Discussion
Pros and Cons of Leveling Books for DRA




Pros
Provides support for
teachers’ decision
Provides support for
readers making
appropriate selections
Encourages teachers to
attend to the supports and
challenges in texts
Provides novice teachers
with a place to start





Cons
Problems with criteria used
in leveling text
Readers see themselves as
a level rather than a reader
Overemphasis on decoding
in leveling
Limits access to reading
material
Takes ownership and
responsibility away from
readers
Some Final Considerations
Grading = Placing Numeric Value on Products and
Processes
 It is all Subjective.
 Grade portfolios of work, not single pieces where
possible.
 Involve Students!
Every minute spent
assessing may be better
spent teaching if we don’t
USE the information
generated.