Transcription of Guidelines for Running-Reading Record Assessment Guide
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Guidelines for Running-Reading Record Assessment Guide
1 Guidelines FOR running / reading Record Assessment FOR kindergarten TO GRADE 6 TABLE OF CONTENTSTABLE OF CONTENTSG uidelines for running / reading Record Assessment ..3 Purpose ..3 Assessing and Evaluating Student Learning ..3 Introduction ..3 Tools, Tasks, and Strategies to Assess Readers ..3 running / reading Records ..4 Continuum of reading Development ..4 The Role of The Teacher ..5 Text Complexity and End-of-grade Level Progression for English Language Arts ..6 Grade Level Progression for French First Language Language Arts ..8 Grade Level Progression for French Immersion Language Arts ..10 Two Types of Assessment : Formative and Formative Assessment ..12 running / reading Records as Formative Assessment ..12 Frequency of running / reading Record Assessment for Learning ..12 Summative running / reading Records as Summative Assessment ..14 Frequency of running / reading Record Assessment of Learning.
4 GUIDELINES FOR RUNNING/READING RECORD ASSESSMENT FOR KINDERGARTEN TO GRADE 6 Continuum of Reading Development Although the paths that children will take to develop effective systems of processing will be differ-ent, some common patterns of behaviours can be noticed and placed along a continuum.
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NEW YORK STATE KINDERGARTEN LEARNING, English, Formative assessment, KINDERGARTEN, Guide, Formative Assessment Guide for Kindergarten English, Formative Assessment Guide for Kindergarten English and Language Arts, Assessment, Formative, Growing Success, Pennsylvania Learning Standards for Early Childhood, Learning Standards for Early Childhood, Georgia Standards