Assessments for edTPA Learning Segment:

Learning Experience One Assessments:

Students will be assessed informally through observational notes and a
checklist regarding their ability to read at a steady rate and with accuracy when reading
with partners (I will be walking around from pair to pair to assess this informally). In
addition, students marking of their stopping place when doing a timed reading of the
first two paragraphs of the passage will give me an indication of each students overall
fluency.
Assessment Materials:
1.) Copies of Rapid read activity word list for each student:

2.) Copies of rapid ready activity passage for each student: (Students will only read the first
two paragraphs of this passage)

Evaluation criteria (checklist) to assess reading at a steady rate and reading

with accuracy:
(Includes same criteria for rate and accuracy as in final rubric in L.E. #5)

References
The Florida Center for Reading Research. (2007). Fluency Connected Text: Rapid Read.
Retrieved from http://www.fcrr.org/curriculum/PDF/G2-3/2-3Fluency_4.pdf

Learning Experience Two Assessments:

Students will be assessed informally through observational notes and a
checklist regarding their ability to read with proper phrasing, when reading a short
passage (the chunking activity) with partners (I will be walking around from pair to pair
to assess this informally). In addition, students marking of their stopping place when
doing a timed reading of the passage will give me an indication of each students overall
fluency.
Assessment Materials:
1.) Copies of chunking passage (taken from AIMSweb) for each student:

Evaluation criteria (checklist) to assess reading using proper phrasing:

(Includes same criteria for phrasing as in final rubric in L.E. #5)

References
First Grade Fluency Passage. (n.d.). Retrieved from aimsweb.pearson.com. This passage "Cat
loved birds...", used for the chunking activity, is a first grade fluency reading passage
taken from the AIMSweb website.

Learning Experience Three Assessments:

Students will be assessed informally through observational notes and a
checklist regarding their ability to read with expression, when reading their dialogue
strips during the express it activity, as well as when reading their characters speaking
parts during the reading of Goldilocks and the Three Bears Readers Theater.
Assessment Materials:
1.) Set of Express It! activity strips:

2.) Copies of Readers Theater play The Three Bears for each student:

Evaluation criteria (checklist) to assess reading using expression:

(Includes same criteria for expression as in final rubric in L.E. #5)

References
The Florida Center for Reading Research. (2008). Fluency Connected Text: Express It!
Retrieved from http://www.fcrr.org/studentactivities/F_020a.pdf

The Florida Center for Reading Research. (2008). Fluency Connected Text: Reader's Theater.
Retrieved from http://www.fcrr.org/studentactivities/F_021a.pdf

Learning Experience Four Assessments:

Students will be assessed informally through observational notes and a
checklist regarding their ability to read with all components of fluency (with expression,
with proper phrasing, at a steady rate, and with accuracy) when reading their textbook
story Mister Bones: Dinosaur Hunter as well as when reading their 1 minute timed
passage (I will be walking around from pair to pair to assess this informally). In addition,
students marking of their stopping place when doing a timed reading of the first two
paragraphs of the passage will give me an indication of each students overall fluency.
Assessment Materials:
2.) Mister Bones: Dinosaur Hunter story from Reading Street student textbook:

2.) Copies of 1 minute timing passage (taken from AIMSweb) for each student:

Evaluation criteria (rubric) used to assess all components of fluency worked on

throughout the learning segment (reading at a steady rate, with accuracy, using
proper phrasing, and with expression): [Same rubric that is used in Learning
Experience #5]

Timed Fluency Reading

Student Name:

________________________________________

CATEGORY 3

Expression Student read changing

Student read changing the
his/her voice to show
sound of his/her voice some
feeling or to sound like the of the time.
character, most of the
time.

Student did not change the

sound of his/her voice
(read like a robot).

Rate

Student read at a steady

rate.

Student did not read at a

steady rate; student read
too fast or too slow.

Accuracy

Student read almost every Student read most of the

Student read few words
word correctly by his/her
words correctly by his/her self. correctly by his/her self/
self.
needed lots of help
reading words.

Phrasing

Student used proper

phrasing and paid
attention to punctuation
most of the time.

Student read at a steady rate

for part of the time.

Student used proper phrasing

and paid attention to
punctuation some of the time;
student read a couple words
at a time.

Student did not use proper

phrasing or pay attention
to punctuation at all;
student read word by
word.

Goal

Comments:

Student met weekly goal

of reading 61 words per
minutes.

Student read between 51-60

words per minute.

Student read less than 51

words per minute.

Total Score:

References
First Grade Fluency Passage. (n.d.). Retrieved from http://aimsweb.pearson.com/. This
passage, "Anne was a big, white sheep...", used for the 1 minute timing in learning
experience four, is a first grade fluency reading passage taken from the AIMSweb
website.

Foresman, S. (2008). Reading Street (Vol. 4). Glenview, IL: Pearson Education.
The story used, "Mister Bones: Dinosaur Hunter" by Jane Kurtz, is within the students'
Reading Street Textbook.

Learning Experience Five Assessments:

Students will be formally assessed through use of a rubric (which will include all
four criteria from the checklists used to assess students fluency in learning experiences
one through four), regarding their ability to read with all components of fluency (with
expression, with proper phrasing, at a steady rate, and with accuracy) as well as
whether or not they are able to meet the weekly goal of reading 61 words per minute,
when reading a short passage in which they will be timed for 1 minute.
Assessment Materials:
1.) Copies of 1 minute timing passage (taken from AIMSweb) for each student:

Evaluation criteria (rubric) used to assess all components of fluency worked on

throughout the learning segment (reading at a steady rate, with accuracy, using
proper phrasing, and with expression) see next page for rubric

Timed Fluency Reading

Student Name:

________________________________________

CATEGORY 3

Expression Student read changing

Student read changing the
his/her voice to show
sound of his/her voice some
feeling or to sound like the of the time.
character, most of the
time.

Student did not change the

sound of his/her voice
(read like a robot).

Rate

Student read at a steady

rate.

Student did not read at a

steady rate; student read
too fast or too slow.

Accuracy

Student read almost every Student read most of the

Student read few words
word correctly by his/her
words correctly by his/her self. correctly by his/her self/
self.
needed lots of help
reading words.

Phrasing

Student used proper

phrasing and paid
attention to punctuation
most of the time.

Student used proper phrasing

and paid attention to
punctuation some of the time;
student read a couple words
at a time.

Student did not use proper

phrasing or pay attention
to punctuation at all;
student read word by
word.

Goal

Student met weekly goal

of reading 61 words per
minutes.

Student read between 51-60

words per minute.

Student read less than 51

words per minute.

Comments:

Student read at a steady rate

for part of the time.

Total Score:

References
First Grade Fluency Passage, (n.d.). Retrieved from http://aimsweb.pearson.com/. This
passage, Bill, Pete, and Joe used for the 1 minute timing in learning experience five,
is a first grade fluency reading passage taken from the AIMSweb website.

The Florida Center for Reading Research. (2007). Fluency Connected Text: Listen To Me.
Retrieved from http://www.fcrr.org/curriculum/PDF/G2-3/2-3Fluency_4.pdf