1

Table of Contents for Assessment Toolkit

Word Identification
Decoding and Word Recognition Checklist
Technical Terms

2
3

Vocabulary Development
Vocabulary Growth Checklist
Analogies

4
5

Comprehension of Narrative text

Narrative Text Checklist
Retell Narrative Text Rubric
Themes and Topics
Summary of Narrative Text Rubric
Comprehension of Informational Text
Informational Text Checklist
Summary of Informational Text (BDA) Checklist

6
7
8
9

11
12

Fluency
Reading Rubric for Fluency and Accuracy
Oral Reading Fluency Scale
Fluency Checklist for Narrative Text

13
14
15

Writing
Writing Process Checklist
Multi-genre Biography Rubric

16
17

Spelling
Recording and Analyzing Spelling Chart
Checklist for Spelling

18
19

Word Identification:
Title: Decoding and Word Recognition Checklist
Grade Level: Level: 3-4
Source: Devries p. 459
Purpose: The purpose of this assessment is to assess the student's ability to identify and
decode words from a text that the student reads aloud to the teacher at their instructional level.
Directions: Have the student read aloud from a text at their instructional level. As the student
reads, check off the standards that apply to how they are reading (identifying words).
Decoding and Word Recognition Checklist
Standard
Recognizes consonant Blends
Recognizes short vowel pattern:
CVC
Recognizes long vowel patterns:
CVCe and CV
Blends onsets with rime
Recognizes common irregular
sight words
Uses knowledge of vowel
digraphs to read words
Uses knowledge of r- controlled
vowel to read words
Reads compound words
Reads contractions

Yes

No

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Standard

Yes

No

Recognizes inflectional endings

Finds root words in order to
recognize words
Reads common word families
Reads in manner that sounds
like natural speech

Word Identification:
Title: Technical Terms
Grade Level: 5-6
Source: Devries p. 143
Purpose: The purpose of this assessment is to assess the students knowledge of a specific
topic before reading a text and after reading a text. Were they able to add to their word-web? In
what ways were they able to add to their word-web? Are there key parts missing?
Directions: The teacher will ask the student what they know about a given topic. Then create a
word- web with the center word being the concept and the branches being supporting
words/ideas about the concept that the student knows about the topic. The teacher will then
introduce the student to a text about the specific topic in which the student will read and then
add to their word-web.

Vocabulary Development:
Title: Vocabulary Growth Checklist
Grade Level: Level: 3-4
Source: Devries p. 461
Purpose: The purpose of this assessment is assess students knowledge of vocabulary.
Directions: The teacher will give the student an unfamiliar text at the students instructional level
to read. As the student reads the text, fill in the chart. The chart can be based on more than
one occasion and reading (more than one content area).
Vocabulary Growth Checklist

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Standards

Always +

Sometimes X

1. Knows meanings of common

words within basic categories.
2. Uses knowledge of individual
words in unknown compound
words to predict their meanings.
3. Uses reference resources to
learn word meanings
4. Uses knowledge of suffixes to
determine meanings of words.
5. Develops vocabulary by listening
to and discussing both familiar and
conceptually challenging selections

Vocabulary Development:
Title: Analogies
Grade Level: 5-6
Source: Devries

Never O

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Purpose: The purpose of this assessment is to display words in which they are related.
Analogies are important because they show relationships between words.
Directions: The teacher would have pre-written analogies on a card for the student to answer
from. This could be done apart of a unit to assess students knowledge of vocabulary.
EXAMPLE
1. Part to whole: Handle is to door, as hand is to human
2. Synonym: Blue is to sky, as red is to blood
3. Antonym: Black is to white as up is to down.
4. Action: Fish swim as, birds fly.
5. Cause and effect: Hurricane is to wine as blizzard is to now.
6. Geography: London is to England as Washington D.C. is to the US.

Comprehension of Narrative Texts:

Title: Narrative Text Checklist
Grade Level: 3-4
Source: Devries p.419
Purpose: The purpose of this checklist is to assess students comprehension of narrative texts.
Directions: The teacher has the student read a narrative text at their instructional level. As the
student reads the text the teacher will use the checklist as a guide for determining the students
comprehension of narrative texts.
Narrative Text Checklist
Standard
1. Reads and comprehends fiction suitable for
grade level.
2. Uses pre-reading strategies to preview and
make predictions.
3. Uses picture clues and graphic organizers
as pre-reading strategies.
4. Asks questions to aid comprehension of
fiction.
5. Makes inferences about events, characters,
and ideas in fiction.
6. Connects knowledge and experience to
story.
7. Supports interpretations with examples from
texts.
8. Retells in sequences.
9. Produces oral and written summaries of
main ideas and supporting details.
10. Makes comparisons and draws conclusion
based on reading.
11. Describes character traits, changes, and
relationships.

Always +

Sometimes X Never O

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Comprehension of Narrative Texts:

Title: Retelling of Narrative Text Rubric
Grade Level: 3-4
Purpose: The purpose of this assessment is for the student to retell a narrative text that they have
read at their independent reading level.
Directions: The student silently reads a narrative text at their independent reading level. After
reading the text the student will write a concise retelling of the narrative text.
Retelling of Narrative Text Rubric
Retell 1
Seldom can retell in
written form the main
points of the story.

3
Sometimes can retell in written
form the main points of the
story.

5
Retells in written form
the main points of the
story.

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Comprehension of Narrative Texts:

Title: Themes and Topics Rubric
Grade Level: 3-4

Purpose: The purpose of this assessment is for the student to identify the main topic (s) within
the text.
Directions: The student silently reads a narrative text at their independent reading level. After
reading the text the student makes interpretations of the text with support from the text and can
identify the authors lesson. The student knows what the theme and topic of the text was about or
the student needs instruction on monitoring what they are reading.
Themes and Topic Rubric
Themes
and
Topics

Seldom make
interpretation of text with
text-based support.
Seldom identifies authors
lesson, either stated or
implied.

Sometimes makes
interpretation of text with
text-based support.
Sometimes identifies
authors lesson, either
stated or implied.

Makes interpretation of
text with text-based
support. Identifies
authors lesson either
stated or implied.

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Comprehension of Narrative Texts:

Title: Summary of Narrative Reading Rubric
Grade Level: 5-6
Source: Devries p. 463
Purpose: The purpose of this assessment is to assess students comprehension of a narrative
text.
Directions: The teacher will have the student read a narrative text at their instructional level
independently. The teacher will then ask the student to describe what happened in the narrative
text starting from the beginning. While the student speaks the teacher will circle within the rubric
the parts of the summary that the student described before calculating a score.

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Summary of Narrative Reading Rubric

3 Points

2 Points

1 Point

0 Points

Retells descriptive details of

setting and all characters.

Retells descriptive details of

setting and only two main
characters.

Retells some details of

only main characters.

Cannot recall details of

setting or characters.

Readily makes inferences about

characters' actions, reactions,
and motives.

With prompting can make

inferences about characters'
actions, reactions, and
motives.

Can make very few

inferences about
characters' actions,
reactions, and motives.

Cannot make inferences

about characters'
actions, reactions, and
motives.

Vividly visualizes how setting

looks, smells, and feels,

Visualizes how setting looks

and smells.

Visualizes how setting

looks.

Cannot visualize the

setting.

Readily predicts plot and then

affirms or changes prediction as
he/she reads.

Predicts plot and affirms

prediction as he/she reads.

Predicts plot but cannot

affirm or change
prediction as he/she
reads.

Cannot predicts plot.

Retells sequence in exact order

of plot.

Retells sequence of plot with Retells sequence of plot

Retells plot with no
only one event out of order. with only two events out of sequence.
order.

Self-monitors and slows down

and rereads sentence or
passage as necessary.

Self-monitors by slowing
down and only rereads
sentence.

Self-monitors by slowing
down.

Does no self-monitoring.

Uses several strategies to

decode unfamiliar words.

Uses two strategies to

decode unfamiliar words.

Uses one strategy to

decode unfamiliar words.

Uses no strategy to
decode unfamiliar words.

Integrates relevant text

information with background
knowledge to comprehend the
story.

Integrates some background

knowledge with text
information to comprehend
the story.

Integrates little
background knowledge
with text information to
comprehend the story.

Cannot integrate
background knowledge
with text information.

Develops valid interpretation of

the theme that elucidates the
authors purpose.

Somewhat develops valid

interpretation of the theme
that elucidates the authors

Develops a weak
interpretation of the
theme.

Does not develops an

interpretation of the
theme.

Score

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3 Points

2 Points

1 Point

0 Points

purpose.

Remembers content from

previous reading sessions when
reading longer texts such as
chapter books.

Goes back to previous

Recalls vaguely content
reading when reading longer from previous readings.
texts such as chapter books.

Cannot recall content

from previous readings.

Score

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3 Points
Readily draws conclusions
about mood, style, and theme
that demonstrates authors
intent.

2 Points
Draws conclusions about
mood, style, and theme that
demonstrates authors
intent.

Total Score

1 Point
With prompting from the
teacher, can draw
conclusions about mood
and theme that
demonstrates authors
intent.

0 Points
Cannot draw conclusions
about mood and theme
that demonstrates
authors intent.

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Standards

Always +

Sometimes X

Never O

1. Reads and
comprehends nonfiction
suitable for grade level.
2. Asks questions to aid
comprehension of
nonfiction.
3. Connects knowledge
and experience to text.
4. Produces oral and
written summaries of main
ideas and supporting
details from text.
5. Identifies cause and
effect relationships.
6. Makes comparisons and

Comprehension of Informational Texts:

Title: Informational Text Checklist
Grade Level: 3-4
Source: Devries p.419
Purpose: The purpose of this checklist is to assess students comprehension of narrative texts.
Directions: The teacher has the student read an informational text at their instructional level.
As the student reads the text the teacher will use the checklist as a guide for determining the
students comprehension of informational texts.
Informational Text Checklist

Score

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Comprehension of Informational Texts:

Title: Informational Text Checklist (BDA)
Grade Level: 5-6
Purpose: The purpose of this assessment is to assess the students comprehension of
informational text before, during, and after reading.
Directions: The teacher gives the student an informational text at their instructional level to
read. The teacher then uses this chart as a guide with the student before, during, and after
reading the text to check for their understanding of the informational text.
Informational Text Checklist (BDA)
Before Reading
1. Determine
s purpose
for reading
2. Predicts by
reading
headings
3. Skims to
get
overview of
passage

Check

During
Reading

Check

After Reading

Doesnt omit
unknown words

Summarizes in
logical order

Attempts to
pronounce new
words

Retells main
points

Decodes new
words easily

Retells
information not
found in text

Check

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4. Checks
how long
the
passage is
5. Relates
prior
knowledge
of passage
6.

7.

8.

Doesnt insert
words

Reads
punctuation
correctly
Rereads if
comprehension
breaks down
Connects
reading
material t prior
knowledge
Reads figures,
pictures, etc.

9.

Relates
information to
prior
knowledge
Interprets text
correctly

Makes
inferences
Shows signals
of critical
thinking
Asks questions
about material
Desires to
know more
about material

Fluency:
Title: Reading Rubric for Fluency and Accuracy
Grade Level: 5-6
Source: p. 269 Devries
Purpose: The purpose of this assessment is to assess students fluency and accuracy when
reading aloud.
Directions: The teacher will give the student a text at their instructional level to read aloud.
The teacher will listen to the student read aloud while also making notes about how fluently and
accurately they are reading the text using this chart.
Reading Rubric for Fluency and Accuracy

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Level

Criteria

Scale Check

Reads word by word, occasional two to three word phrases

but does not preserve meaningful syntax.

Reads primarily in two word phrases with some three word

groupings. Word groupings are awkward and are unrelated
to the larger context of the sentence or passage.

Reads primarily in three or four groups. Some smaller

grouping present. However majority phrasing seems
appropriate and preserves the syntax of the author. Little or
no expressive interpretation is used.

Reads in larger, meaningful phrase groups. Although some

repetitions and deviations are present they do not detract
from the structure of the text. Preservation of the author's
syntax is consistent. Most of the story is read with
expressive interpretation

Fluency:
Title: Oral Reading Fluency Scale
Grade Level: (3-4)
Source: Devries p. 259
Purpose: The purpose of this assessment is to assess students ability to read fluently and
accurately.

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Directions: The teacher will give the student a text to read aloud at their instructional level.
The teacher will listen to the student read; specifically listening to how fluently and accurately
they are reading aloud using the rubric to determine how accurately the student is reading.
Oral Reading Fluency Scale
Trait

Target

Acceptable

Unacceptable

Fluency and
Accuracy

Always reads with

rhythm, volume,
and flow that sound
like everyday
speech.

Sometimes reads
with rhythm,
volume, and flow
that sounds like
everyday speech.

Seldom reads with

rhythm, volume,
and flow that
sounds like
everyday speech.

Reads orally ageappropriate text at

instructional level
with 90% accuracy

Sometimes reads
orally age
appropriate text at
instructional level
with 90% accuracy.

Seldom reads orally

age appropriate text
at instructional level
with 90% accuracy.

Check

Check

Fluency:
Title: Fluency Checklist for Narrative Text
Grade Level: 5-6
Purpose: The purpose for this checklist is to assess a students fluency while reading a
narrative text aloud.
Directions: The student will read a narrative text orally at their instructional level, and the
teacher will listen to them read. As the student reads aloud, the teacher will make notes and
check off anything in particular that the student is doing as they read.
Fluency Checklist for Narrative Text

Fluency Checklist for Narrative Text

Trait
1. Stopped for periods
2. Raised voice for question marks

Yes

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3. Read with excitement for exclamation marks
4. Made slight pause for commas
5. Read phrases correctly
6. Changed voice for different characters
7. Changed volume for different moods
8. Paused for ellipses
9. Emphasized italicized words
Notes:

Writing:
Title: A Writing Process Checklist
Grade Level: 3-4
Source: Tompkins p. 90
Purpose: The purpose of this assessment is to assess the students use of the writing process.
Directions: The teacher will give the student at the beginning of the writing process this
checklist. Throughout the writing process of a particular writing piece the student and teacher
will meet periodically meet to discuss the students writing and the writing process. At the end of
the writing process the teacher will complete this checklist.

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Writing Process Checklist

Name:

Date:

Title:
Prewriting
Gathers ideas for writing
Organizes ideas using a diagram
Conferences with classmates or the teacher
Drafting
Labels paper as a draft
Double-spaces the text
Focuses on content rather than mechanics
Revising
Rereads writing
Uses rubric to self-assess writing
Participates in a revising group
Conferences with the teacher
Makes important changes
Editing
Proofreads to identify errors
Proofreads with a partner
Corrects most errors
Conferences with the teacher
Publishing
Formats the composition
Prepares a final copy

Writing:

Writing:

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Title: Multigene Biographic Rubric
Grade Level: 5-6
Source: Tompkins p. 248
Purpose: The purpose of this assessment is to assess students writing using multiple genres of
writing, writing process, information, presentation, and bibliography.
Directions: After completing a bibliography unit and students have completed the writing
process, the teacher will read the students work three times once for overview, another for
content, and lastly for mechanics. The teacher will then check the box that matches the correct
trait.
Multigene Biographic Rubric
Grade
A

Traits
__ Genres
__ Information
__ Writing Process
__ Conventions
__ Presentation
__ Bibliography

Description
The bibliography includes 5 genres.
The information is presented in the voice of the personality.
Rough drafts provide evidence of the writing process.
There are few, if any mechanical errors.
The design is eye catching and 4 or more graphics extend the text.
There are 5 references at least one internet source.

__ Genres
__ Information
__ Writing Process
__ Conventions
__ Presentation
__ Bibliography

The bibliography includes 4 genres.

The information is accurate, detailed, and interesting.
Rough drafts provide evidence of the writing process.
There are a few errors, but they dont interfere with understanding.
The design is attractive and 3 graphics support the text.
There are 4 references at least one internet source

__ Genres
__ Information
__ Writing Process
__ Conventions
__ Presentation
__ Bibliography

The bibliography includes 3 genres.

The information is accurate and interesting.
Rough drafts provide evidence of the writing process.
There are errors, but they dont interfere with understanding.
The design is attractive and 2 graphics support the text.
There are 2 or more references.

__ Genres
__ Information
__ Writing Process
__ Conventions
__ Presentation
__ Bibliography

The bibliography includes 2 genres.

A lot of the information is confusing or not accurate.
The rough drafts are missing.
There are many mechanical errors
The design is confusing, and there is only 1 error.
There are 1 or 2 references.

__ Genres

The bibliography includes 1 genres.

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__ Information
__ Writing Process
__ Conventions
__ Presentation
__ Bibliography

Very little information is provided or its not accurate.

The rough drafts are missing.
There are many mechanical errors that interfere with understanding.
The bibliography lacks a design, and there arent any graphics.
There are no references.

Spelling:
Title: Recording and Analyzing Spelling
Grade Level: 3-4
Source: Devries p. 486
Purpose: The purpose of this assessment is to assess and analyze students spelling and their
stage.
Directions: The teacher will give the student ten words to spell (could be their spelling words).
The teacher will then compare what the actual word is and what the student wrote to see what
spelling stage the student is in regarding spelling.
Recording and Analyzing Spelling
Word
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Student Spelling

Precommunicative

Semi-phonetic

Phonetic

Transitional

Conventional

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Spelling:
Title: Checklist for Spelling
Grade Level: 5-6
Source: Devries p 487
Purpose: The purpose of this assessment is to assess a students ability to spell words.
Directions: The teacher will examine a students writing piece (could be from more than one
content area). The teacher will then use the checklist for the student as a guide to identify what
type of words the student can or cannot spell correctly.
Checklist for Spelling
Standards
closed, open syllable
consonant before le
qu patterns
N before v
M before b
Root words
Tense inflections
Number inflections
Suffixes able and -less
Prefixes re- and unUses resources to find
correct spelling
Accurate spelling in final
draft

Always +

Sometimes X

Never O

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