Grading Reading using CAFE

Discussion in 'Elementary Education' started by crunchytxmama, Jun 13, 2011.

  1. crunchytxmama

    crunchytxmama Companion

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    Jun 13, 2011

    I'm sure this has been discussed before, but as usual I am stuck with how to grade reading. I HATE grading reading, but I have to. There is a two sentence blip in the book about taking a grade during an individual reading conference, but it doesn't go into any detail. Does anyone do this? How does it work? This has honestly been one of my hang-ups about moving away from using the basal.
     
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  3. mopar

    mopar Multitudinous

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    Jun 13, 2011

    With reading conferences, I grade based on participation, completion of reading (set number of pages), and use of skill while reading.

    I still use the basal worksheet for teaching the reading comprehension skill. You can grade these as well, usually they work with any text.

    I also usually have the students document examples of their reading strategy, maybe 1 example a day. Finally, I include some kind of journal entry for them (every two weeks usually).
     
  4. crunchytxmama

    crunchytxmama Companion

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    Jun 13, 2011

    Thanks, mopar! Do you tell them how many pages you expect them to complete between conferences?

    I think I am going to use the basal story in whole group to teach the comprehension skill. That way I can still give the reading test over the story.
     
  5. mopar

    mopar Multitudinous

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    Jun 13, 2011

    I would think that in second grade, they probably read about a book a day until they start chapter books. I tell mine that I expect about 7-10 pages a day, depending on the student it might be more.
     
  6. Youngteacher226

    Youngteacher226 Enthusiast

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    Jun 14, 2011

    Have you tried doing a running record for each child to aid you in grading reading skills? You can look online for a blank running record form and have the child read the first 100 words in a chapter or 100 words during an important part, then have the child finish the chapter independently. As he/she reads, you can grade based on how many miscues (mistakes), insertions (words they inserted that were inaccurate) etc. You can make a decision whether the child's accuracy grade is 96% or less. If it is then the book might not be on that child's independent reading level. So if the story is a level M, that child might need to go down to a level L.
    But the accuracy component is just half of the assessment. You can create comprehension questions for the story (chapter), maybe 2-3, inferential and literal, to test their understanding.

    This is how I would assess reading and grade my students if I did not have a set program in my school. I think the conference notes would come into play as well (are they using the strategies taught?)
     
  7. crunchytxmama

    crunchytxmama Companion

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    Jun 15, 2011

    I haven't done running records on them. I could certainly create my own and do them, but I think they would only be helpful to me as far as assessing their current reading level for purposes of seeing how they grow over time. Since I don't have leveled readers, I would have to go through and level each of the books in my classroom library. I just don't think I will be able to do that.
     
  8. mopar

    mopar Multitudinous

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    Jun 16, 2011

    You could have a rubric for different strategies or mark your state standards that the student has mastered.
     

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