INDEPENDENT READING: STUDENT EVALUATION Directions: Score yourself after each SSR session by marking each of the five criteria with the day’s date (i.e .the date 3/30/2022 would be written in a box (developing through exceptional) for each of the criteria on the left). Exceptional Proficient Progressing Developing • Is aware of reading level • Chooses challenging, but accessible materials • Chooses the right text for the assessment • Chooses reading based on interest, skills, and relevance • Read the book from cover to cover • Is aware of reading level • Chose a book that was either easier OR more challenging than he/she needed • Chose text that will work for the assessment • Chose somewhat based on interests and skills • Stuck to comfort zone when choosing a text • Does not consistently read the same text in class or has abandoned several texts • Has not picked appropriate reading materials • Has wasted his/her learning • Chose a book that was far shorter and/or easier to avoid challenging him/herself Transitions into Independent Reading • Quickly transitions into Independent Reading mode • Has reading materials on hand • Transitions into IR mode without reminders • Can access reading materials quickly • Has abandoned more than one text, but continued reading • Was not consistent in thoughtfully selecting texts • Is frequently unhappy with chosen books and/or all other options • Deliberately chooses books that are shorter or less challenging • Transitions into IR with only one reminder or cue • May forget reading materials on occasion Sustains Attentive Reading Habits • Attentively and quietly reads throughout the designated period • Sits still while reading • Eyes do not leave book • Does not respond to distractions • Is completely absorbed in the text • Is fully engaged in text as evidenced by facial expressions, page turning, etc. • Reads every word on the page • Intentionally and thoughtfully completes IR closure activity • Works on closure activity when given time to do so • Completes discussions AND replies by due date • Answers extend understanding of the text • Occasionally distracted • Looks around the room occasionally • Fidgets while reading or whispers during IR • Has difficulty refocusing • Cell phone or computer are visible while reading • Does not really concentrate on text OR is unable to focus • Book is not holding his/her interest • Skims the text and/or jumps around • Is distracting to others • Reads little • Leaves seat OR moves belonging around while reading • Eyes wander the room • Uses cell phone or technology during IR • OR Fell Asleep! Focuses on Independent Reading • Generally, reads steadily; with little interruption • Is generally attentive, but may be distracted by others • Sits still while reading • Eyes are on book • May notice distractions, but dismisses them and continues to read • Concentrates on book • Is engaged with text as evidenced by page turning • Appears interested in what is happening on the page • Actively participates in IR closure activity • Completes discussions by due date • Activities demonstrate understanding of the text • Minimally participates in IR closure activities • Wastes time in class when given • Does not complete online work by due date • Demonstrates only a superficial understanding of the text Chooses Appropriate Reading Materials Closure of Independent Reading (Journal Entries, Share Outs, Exit Tickets, Think Pair Share, etc.) Date Score • Does not transition into IR without several reminders or cues • Frequently forgets reading materials • Merely makes a show of reading (i.e. pretends to read) • Flips pages but does not read OR doesn’t turn the page at all • Skips parts of the book • OR Fell Asleep! • Does not participate in IR closure activities • Does not gain or demonstrate an understanding of the text • Has wasted his/her learning INDEPENDENT READING: TEACHER EVALUATION Exceptional Proficient Progressing Developing • Is aware of reading level • Chooses challenging, but accessible materials • Chooses the right text for the assessment • Chooses reading based on interest, skills, and relevance • Read the book from cover to cover • Is aware of reading level • Chose a book that was either easier OR more challenging than he/she needed • Chose text that will work for the assessment • Chose somewhat based on interests and skills • Stuck to comfort zone when choosing a text • • Does not consistently read the same text in class or has abandoned several texts • Has not picked appropriate reading materials • Has wasted his/her learning • Chose a book that was far shorter and/or easier to avoid challenging him/herself Transitions into Independent Reading • Quickly transitions into Independent Reading mode • Has reading materials on hand • Transitions into IR mode without reminders • Can access reading materials quickly • Has abandoned more than one text, but continued reading • Was not consistent in thoughtfully selecting texts • Is frequently unhappy with chosen books and/or all other options • Deliberately chooses books that are shorter or less challenging • Transitions into IR with only one reminder or cue • May forget reading materials on occasion Sustains Attentive Reading Habits • Attentively and quietly reads throughout the designated period • Sits still while reading • Eyes do not leave book • Does not respond to distractions • Is completely absorbed in the text • Is fully engaged in text as evidenced by facial expressions, page turning, etc. • Reads every word on the page • Occasionally distracted • Looks around the room occasionally • Fidgets while reading or whispers during IR • Has difficulty refocusing • Cell phone or computer are visible while reading • Does not really concentrate on text OR is unable to focus • Book is not holding his/her interest • Skims the text and/or jumps around • Is distracting to others • Reads little • Leaves seat OR moves belonging around while reading • Eyes wander the room • Uses cell phone or technology during IR • OR Fell Asleep! Focuses on Independent Reading • Generally, reads steadily; with little interruption • Is generally attentive, but may be distracted by others • Sits still while reading • Eyes are on book • May notice distractions, but dismisses them and continues to read • Concentrates on book • Is engaged with text as evidenced by page turning • Appears interested in what is happening on the page Closure of Independent Reading • Intentionally and thoughtfully completes IR closure activity • Works on closure activity when given time to do so • Completes discussions AND replies by due date • Answers extend the understanding of the text • Actively participates in IR closure activity • Completes discussions by due date • Activities demonstrate understanding of the text • Minimally participates in IR closure activities • Wastes time in class when given • Does not complete online work by due date • Demonstrates only a superficial understanding of the text • Does not participate in IR closure activities • Does not gain or demonstrate an understanding of the text • Has wasted his/her learning Chooses Appropriate Reading Materials (Journal Entries, Share Outs, Exit Tickets, Think Pair Share, etc.) Date Score • Does not transition into IR without several reminders or cues • Frequently forgets reading materials • Merely makes a show of reading (i.e. pretends to read) • Flips pages but does not read OR doesn’t turn the page at all • Skips parts of the book • OR Fell Asleep!