STUDENT READING SURVEY



STUDENT READING SURVEY | |

Conducting the Assessment

Students complete the Student Reading Survey. They may use their reading logs or records of books read to help them recall what they have read during the last couple of months.

This phase of the assessment documents students’ reading habits within a specified period of time to determine their levels of engagement. It also gives teachers a window into how students perceive their strengths and needs and how they plan to remain engaged readers.

This portion of the assessment may be administered individually, in small groups, or whole class. Most students will take approximately 15 minutes to complete this portion of the assessment.

Analyzing Student Performance

When analyzing student responses on the Student Reading Survey, look for evidence of engagement. Engagement refers to the level of commitment, awareness, and consistency the student demonstrates as a reader. Wide Reading and Self-Assessment/Goal-Setting are used to evaluate the student’s overall engagement as a reader. Engaged readers read often, know books and author’s, and have goals for themselves as readers.

Examples of student responses are given later in this packet; they indicate the types of responses at each level, instead of correct answers. Teachers must make professionally sound judgments based on the descriptors on the Continuum. A score of 4 represents an Advanced level; 3 represents an Independent level; 2 represents an Instructional level; and 1 represents an Intervention level of response.

When reading, analyzing, and scoring each student’s written responses, read for content only. All structural and mechanical errors (grammar, punctuation, and spelling) should not be factored into your decision but may be noted for future instruction.

If responses are difficult to read because of the student’s handwriting, ask the student to read aloud his/her written response to ensure that the evaluation is based on the intended response.

When students neglect to respond to a question or a prompt, score that category at level 1 (intervention).

Wide Reading: Description and Examples

Wide reading refers to the breadth and amounts of reading students do on a regular basis. It gives teachers insights into the amount of reading students do and preferences they have as readers.

|Engagement |Intervention |Instructional |Independent |Advanced |

| |1 General reading material |2 Titles generally |3 Some titles within 2-3 genres |4 Wide variety of titles across|

|Wide Reading |(e.g., chapter books, comics)|below-grade level; limited|or multiple books within a genre;|3 or more genres; many on- and |

| | |reading experiences |generally on-grade-level texts |above-grade-level texts |

• Advanced (4) responses to the Wide Reading section of the Student Reading Survey include a variety of titles on and above grade level. The responses demonstrate extensive reading across three or more genres and may list other specific reading materials in addition to book titles. These responses often include two or more books currently being read, as well as authors’ names and specific references to topics and genres the student likes to read. This is an example from a student.

List the books you have read in the last couple of months. You may refer to your record of books read.

I have read a lot of books. Some of the books I have read in 3rd grade are Winn-Dixie, Captain Underpants, Goosebumps, Harry Potter, Mary-Kate and Ashley, A Kettle of Hawks, Love that Dog, Christmas Crocodile, Hey Little Pint, and Number the Stars.

What are you currently reading at school and at home?

At school and at home I am reading different books. At home I am reading a book called The School Story and Harry Potter and the Goblet of Fire. At school I am reading Mary-Kate and Ashley and the Fun House Mystery and Harriet Tubman.

Think about your favorite authors, topics, and genres. What do you like to read? Tell why.

I like Mystery, Adventure, Fantasy, and Fiction books as some of my favorite genres. I like all kinds of authors but my favorite ones are R. L. Stine, Louis Sachar, and Judy Blume.

|Engagement |Intervention |Instructional |Independent |Advanced |

| |1 General reading material |2 Titles generally |3 Some titles within 2-3 genres |4 Wide variety of titles across|

|Wide Reading |(e.g., chapter books, comics)|below-grade level; limited|or multiple books within a genre;|3 or more genres; many on- and |

| | |reading experiences |generally on-grade-level texts |above-grade-level texts |

• Independent (3) responses in Wide Reading list some titles that reflect an adequate level of reading across two or three genres for the amount of time stipulated. Most titles are grade-level appropriate. These responses include current reading materials, names of favorite author(s), and/or information about a preferred genre and/or topic. This is an example from a student.

List the books you have read in the last couple of months. You may refer to your record of books read.

Sarah Plain and Tall

Kettle of Hawks

Teamates

Nickelodeon Magazine

What are you currently reading at school and at home?

Garfield

NFL

Think about your favorite authors, topics, and genres. What do you like to read? Tell why.

Eric Carle because I like his illustrations. Nonfiction because I like real books.

|Engagement |Intervention |Instructional |Independent |Advanced |

| |1 General reading material |2 Titles generally |3 Some titles within 2-3 genres |4 Wide variety of titles across|

|Wide Reading |(e.g., chapter books, comics)|below-grade level; limited|or multiple books within a genre;|3 or more genres; many on- and |

| | |reading experiences |generally on-grade-level texts |above-grade-level texts |

• Instructional level (2) responses in Wide Reading list titles that may be below grade level for the reader. The limited titles given in the response do not reflect a variety of reading experience in or across genres. The response may include that name of an author or a preferred topic, but few specific details are given. This is an example from a student.

List the books you have read in the last couple of months. You may refer to your record of books read.

Harry Potter and the Goblet of Fire

What are you currently reading at school and at home?

Gamepro Magazine

Think about your favorite authors, topics, and genres. What do you like to read? Tell why.

Harry Potter because these books are fun to read.

|Engagement |Intervention |Instructional |Independent |Advanced |

| |1 General reading material |2 Titles generally |3 Some titles within 2-3 genres |4 Wide variety of titles across|

|Wide Reading |(e.g., chapter books, comics)|below-grade level; limited|or multiple books within a genre;|3 or more genres; many on- and |

| | |reading experiences |generally on-grade-level texts |above-grade-level texts |

• An Intervention-level (1) response in Wide Reading lists general reading material. There is no evidence of reading across genres or of specific current grade-level material. There may be a vague reference to a favorite author, topic, or genre. This is an example from a student.

List the books you have read in the last couple of months. You may refer to your record of books read.

Matt Christopher

What are you currently reading at school and at home?

Matt Christopher

Think about your favorite authors, topics, and genres. What do you like to read? Tell why.

I like to read sports because I really like sports.

Self-Assessment/Goal-Setting: Description and Examples

Engaged readers read often, know books and authors, and have goals for themselves as readers. In the Self-Assessment/Goal-Setting section of the Student Reading Survey, students are asked to describe the strengths and goals they have as readers. They also explain how they plan to achieve their goals.

|Engagement |Intervention |Instructional |Independent |Advanced |

| |1 Vague or no strength and/or|2 Vague strength(s) and |3 Strengths and goals related|4 Multiple strengths and |

|Self-Assessment and |goal; may not be directly |goal(s) identified; vague or |to the reading process/ |specific goals related to the|

|Goal-Setting |related to reading |no plan |behaviors; relevant plan |reading process/behaviors; |

| | | | |multiple-step plan |

• An advanced (4) response for Self-Assessment/Goal Setting demonstrates that the student has knowledge of the reading process and uses skills and strategies employed by good readers. These thoughtful responses include information about strengths, specific goals, and a multiple-step plan for improvement. This is an example from a student.

What are your strengths as a reader?

My strengths are basically reading comprehension or understanding what I read, even when I read quickly. I read rather fast, pronounce words I don’t know, and give my reading expression. I read different types of books.

What are your current goals as a reader?

My current goals are to read every day. Also to try and read different materials, not just books.

Explain how you plan to achieve your goals to become a better reader.

I’m going to read each night at home, make sure I understand what I read and to read magazines more often.

|Engagement |Intervention |Instructional |Independent |Advanced |

| |1 Vague or no strength and/or|2 Vague strength(s) and |3 Strengths and goals related|4 Multiple strengths and |

|Self-Assessment and |goal; may not be directly |goal(s) identified; vague or |to the reading process/ |specific goals related to the|

|Goal-Setting |related to reading |no plan |behaviors; relevant plan |reading process/behaviors; |

| | | | |multiple-step plan |

• An Independent-level (3) response in Self-Assessment/Goal Setting includes strengths and/or goals related to the reading process, but the response is not as insightful or a specific as an Advanced reader’s. These responses demonstrate engaged reading behaviors and include a simple, specific, and pertinent plan. These are examples from students.

What are your strengths as a reader?

I read pretty fast and I also am a pretty good reader. Also I know all the words in the books I have read.

What are your current goals as a reader?

Read with voice and expression. Think about what I am reading.

Explain how you plan to achieve your goals to become a better reader.

I plan to read 3 chapters of a book every night.

|Engagement |Intervention |Instructional |Independent |Advanced |

| |1 Vague or no strength and/or|2 Vague strength(s) and |3 Strengths and goals related|4 Multiple strengths and |

|Self-Assessment and |goal; may not be directly |goal(s) identified; vague or |to the reading process/ |specific goals related to the|

|Goal-Setting |related to reading |no plan |behaviors; relevant plan |reading process/behaviors; |

| | | | |multiple-step plan |

• Instruction-level (2) responses in Self-Assessment/Goal Setting identify vague and/or simple skills as strengths and goals, often at the word level. The response includes a general plan for achieving the goal(s). This is an example from a third grade student.

What are your strengths as a reader?

I read things more than once to get it stuck into my head and understand it.

What are your current goals as a reader?

To read faster.

Explain how you plan to achieve your goals to become a better reader.

To read more often than I usually do.

|Engagement |Intervention |Instructional |Independent |Advanced |

| |1 Vague or no strength and/or|2 Vague strength(s) and |3 Strengths and goals related|4 Multiple strengths and |

|Self-Assessment and |goal; may not be directly |goal(s) identified; vague or |to the reading process/ |specific goals related to the|

|Goal-Setting |related to reading |no plan |behaviors; relevant plan |reading process/behaviors; |

| | | | |multiple-step plan |

• Responses at the Intervention level (1) for Self-Assessment/Goal-Setting identify a confusing or vague strength and/or goal. If a plan is included, it may be unclear, very general, or not even related to reading. This is an example from a student.

What are your strengths as a reader?

Listening

What are your current goals as a reader?

Slowness

Explain how you plan to achieve your goals to become a better reader.

Practice when I have time

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