Grade 1
Title
Prediction
Initial
Final
Getting Together
A Surprise
One-to-one conference. Teacher records all
responses; however question on
connection/opinion- students can respond
independently, or the teacher can support or
record response.
Students look at cover,
title, and inside text.
Students look at
cover and title.
What do you think this
story might be about?
What do you think
this story might be
about?
Tell me as much as
you can. Write
down response.
Tell me why you
think that.
Write down
response.
Write down response.
Tell me why you think
that.
Write down response.
Text Structures &
Features
Grade 2
Initial
A Special Bug
One-to-one conference.
Teacher records all
responses, except in the
question about main ideas
and details the student
independently responds in
writing. (Teacher can
scribe after student has
attempted to write).
Grade 3
Grade 4
Final
A Lovable Creature
Whole class.
Teacher reads aloud
questions 1-4.
Student records
responses
independently for
questions 1-4.
(Teacher can scribe
after student has
attempted to
write). One-to-one
conference for
comprehension
strategies, word
skill strategies and
Running Record.
The teacher reads the title. Students read the
The student looks at the
title on the cover
picture on the cover.
page and looks at
the picture.
Initial
Final
A Ride in the Sky
The Same or Different?
Whole class. Teacher reads aloud questions 1-4.
Student records responses independently for
questions 1-4. (If a teacher scribes for any
question, the student can score only Meets
Expectations at a Minimal Level or Not Yet Within
Expectations based on the student response).
One-to-one conference for comprehension
strategies, word skill strategies and Running
Record.
Initial
Final
Living With Asthma
Drums
 Students complete the assessment on their own, as a whole
class
 The text is more complex than at the grade three level
 (If a teacher scribes for any question, the student can score
only Meets Expectations at a Minimal Level or Not Yet Within
Expectations based on the student response).
Students read the title and preview the text
structures & features.
Based on pictures, captions and
diagrams
What do you think the
article might be about?
Tell me as much as you
can.
What do you think
the article might be
about?
Remember: Allow students to
respond independently first, and
then turn and talk with a friend
and then respond again. (Use
different color pen, or divide the
answer space in two).
Now open the article.
Look inside at the pictures
and read the captions. Do
not read the article yet.
What are some other
Now open the
article. Look inside
at the pictures and
read the captions.
Do not read the
Before you read the
article, look at the
pictures, captions,
titles, and diagrams.
What do you think this
article might be about?
Tell as much as you
can.
Remember: Allow
students to respond
independently first,
and then turn and talk
with a friend and then
respond again. (Use
different color pen, or
divide the answer
space in two).
Explain why you think
this by using examples
from the pictures,
captions, and
diagrams.
Based on pictures, captions
and diagrams – one picture
could be a little misleading.
Important to learn to base
predictions on all text features
and not just one or two
Read the title and look
Remember: Allow students to
at the pictures,
respond independently first,
subtitles, labels, and
and then turn and talk with a
diagrams. What do you friend and then respond
think this article might
again. (Use different color
be about?
pen, or divide the answer
Remember: Allow
space in two).
students to respond
independently first, and
then turn and talk with
a friend and then
respond again. (Use
different color pen, or
divide the answer
space in two).
Explain why you think
this. Use examples
from the pictures,
subtitles, labels, and
diagrams when you


Bolded/ italicized words,
headings, captions,
diagram, table
One picture that is not
directly linked to the main



Many pictures, captions and
tables
No headings (a change from
the first)
Italicized words but no bold
things the article might be
about? Tell me as much as
you can. – Teacher records
answers.
Picture & Diagram
Running Record
explain your thinking.
Pictures, captions,
diagrams
Pictures, subtitles,
labels, diagrams
This story is about
two children, Kiran
and Paul, who get
a surprise. Now, I
would like you to
read the story to
me.
Good readers…what strategy or strategies did
you use to read the word? How did this help
you?
**Completed at the end of the assessment. This
section is a one-to-one conference after the
student has read and answered the questions in
the response booklet. Order of questions is 1)
Comprehension strategies; 2)Word skills; 3)
Running Record.
**Completed at the end of the assessment. This
section is a one-to-one conference after the
student has read and answered the questions in
the response booklet. Order of questions is 1)
Comprehension strategies; 2)Word skills; 3)
Running Record.
Good readers…what strategy or strategies did
you use to read the word? How did this help you?
– Teacher records answer
Good readers…what strategy or strategies did
you use to read the word? How did this help you?
– Teacher records answer
Comprehension
Strategies
Good readers….point to a place and tell me
what you did to understand that part of the
story. What strategy or strategies di you use?
How did this help you?
Good readers….point to a place and tell me what
you did to understand that part of the story.
What strategy or strategies di you use? How did
this help you? – Teacher records answer
Good readers….point to a place and tell me what
you did to understand that part of the story.
What strategy or strategies di you use? How did
this help you? – Teacher records answer
Retell/Main
Ideas/Details
Tell me some things
the children did
together in the story.
Tell me as much as
you can.
Students
independently read
the article and
respond
independently to
question #2 on Main
Ideas & Details
What do they look
like? | What do they
do?
(Teacher can scribe
after the student has
attempted to write
independently).
Comprehension is
scored as a whole
(student and teacher
scribed information).
Students independently
read the article and
respond independently
to question #2 on Main
Ideas & Details
Chart: How hot-air
balloons work…first,
next…last.
Word Skills
This story is about
children who get
together to do different
things. Now I would
like you to read the
story to me.
article yet. What
are some things the
article might be
about? Explain why
you think this. –
Students turn and
talk. Students
independently write
down responses.
Pictures
Tell me important
things that happen in
the beginning,
middle, and end of
the story.
Students independently
read the article and
respond independently
to question #2 on Main
Ideas & Details
What did you learn
about sea otters and
their fur?
What did you learn
about sea otters and the
food they eat?
What did you learn
about sea otters and
their babies?
(Teacher can scribe after
the student has
attempted to write
independently).
Students
independently read
the article and
respond
independently to
question #2 on Main
Ideas & Details
Chart: How dolphins
and porpoises are the
same and how they
are different.
idea – non-literal
correlation should be
practiced as part of main
idea practice
 “Puffer” – why quotations
marks? What do they
mean?
 The prompt is detailed in
this assessment – guides
the students to answer
fully
No running record

(like the first one)
The prompt is less detailed in
this assessment – there is an
assumption that students
now understand how text
structures and features
support predictions
No running record
Students are given a choice of skills to choose from after reflecting
on their reading.
They need to be able to identify when they come in contact with a
word they aren’t sure of immediately. This will need to be
practiced
Students are given a choice of strategies to choose from after
reflecting on their reading.
Students need to become aware of when they use a strategy. They
will need to practice with challenging texts (this may vary from
student-to-student). They have to be able to discuss how this
strategy helps them make sense of the text.
 The term big idea is used
 The term big idea is used
instead of main idea.
instead of main idea.
 Main idea and details are
 Main idea and details are
assessed separately.
assessed separately.
 The students need to use
 The students need to use the
the square graphic
round graphic provided
provided
 Quality of supporting
details is important, as is
expressing their thoughts
accurately and completely
Accuracy/
Completeness
Inferences
How do you think the
children feel in this
story? Tell me why
you think that.
How do you think
Kiran and Paul felt
about the surprise?
Tell me why you think
that.
Connections/
Opinions
This story makes me think of…
I like/do not like this story because…
(students can respond independently or the
teacher can support and record answer)
Scored on student’s
independent work.
Comprehension is
scored as a whole
(student and teacher
scribed information).
Scored on student’s
independent work.
Teacher reads
question #3 on
inferences and
records student’s
response.
Why do you think
mother ladybugs lay
their eggs near where
aphids live?
Teacher has read
question #3 to students
before reading. Student
reads questions and
responds to question
independently.
Why do sea otters hunt
for their food
underwater?
Teacher reads
question #4 on
Connections/Opinions
and records student’s
response.
In the article the
author says that
ladybugs have
different names.
What name do you
like better: ladybug,
lady beetle, or lady
bird? Tell me why you
think that.
Teacher has read
question #4 to students
before reading. Student
reads question and
responds to the
question independently.
What do you think a
mother sea otter and its
baby would do in a big
storm?
Teacher has read
question #3 to students
before reading. Student
reads questions and
responds to question
independently.
What do you think
would happen to the
basket and the balloon if
the air was not heated?
Explain as much as you
can.
Teacher has read
question #4 to students
before reading. Student
reads question and
responds to the
question independently.
Do you think a hot-air
balloon is the best way
to fly from one city to
another? Explain as
much as you can.
Teacher has read
question #3 to
students before
reading. Student
reads questions and
responds to question
independently.
What needs to be
done to keep dolphins
or porpoises safe in
our oceans?
Teacher has read
question #4 to
students before
reading. Student
reads question and
responds to the
question
independently.
Describe the perfect
habitat for a dolphin
or porpoise, and tell
why it’s perfect.
Students need to be able to fully express their ideas, using the
graphic organizer provided. This category isn’t so much about the
actual ideas (that is assessed in main idea and details), but about
filling in the graphic, using complete thoughts and taking time to
write about reading. Understanding of the prompt is necessary.
Students need to understand
Students need to understand the
what causes swelling and have ways drums can communicate a
had experiences with having a message and have had
friend visit. Looking at the
experiences with ceremonies and
table will be important.
other musical events. Looking at
Students should practice using the last part of the article will be
all information given to make
important. Students should
inferences and combining this practice using all information
information with their own
given to make inferences and
experiences.
combining this information with
their own experiences.
A single prompt and response will be used to assess two criteria.
Students will need to become familiar with really fleshing out
ideas, expressing opinions and supporting thoughts with details.
Having students practice with sentence starters like ‘I think…” and
“I feel…” because… will really help them get used to formulating
opinions
Add to the question in the initial assessment: Tell why.