Read Aloud Assessments
Below are two read aloud assessments, each followed by a brief description.
This formal/summative assessment is appropriate for students who are in the fourth or fifth grade levels. The assessment should be given to the students individually and students should be allowed approximately two minutes to read a passage while the teacher observes. The assessment measures fluency, volume, reading performance, expression, and presentation skills. Students have the opportunity to earn a total of 40 points. I chose this assessment as one that I would utilize in my own classroom. I think that it gives the teacher some effective targets to have students master throughout the year in preparation for this assessment/observation.
Reference:
Flores, D. (2013). Read Aloud Rubric. Retrieved from http://www.slideshare.net/dlazcano/reading-aloud-rubric-evaluation
Reference:
Flores, D. (2013). Read Aloud Rubric. Retrieved from http://www.slideshare.net/dlazcano/reading-aloud-rubric-evaluation
This informal/formative assessment is appropriate for fourth and fifth graders. It is unlike most other assessments throughout this toolkit as the student must assess him or herself. It also incorporates technology! Students should be given three to five minutes to complete the assessment individually. Teachers should supply students with a tape recorder so that they can play the recording back and hear themselves. This assessment is very self-directed. Students must choose a passage and then choose which skill they would like to focus on (volume, pacing, clarity, pausing, expression, and fluency). Students are given a chance to read over the text a few times to familiarize themselves with the text and this also gives them a chance to ask for assistance with vocabulary or words they do not know how to pronounce. Next, the student must record themselves and then play it back using this rubric as a guide. This gives students the opportunity to figure out what their challenges are on their own and begin to work on the tasks to become better. Students can then place it in their reading logs where the teacher can review and compare as well as see how the student views their own reading confidence level and offer additional support and resources.
Reference:
Margd Teaching Posters. (n.d.). I Can Oral Reading Self Assessment Rubric. Retrieved from http://margdteachingposters/oral-language.html
Reference:
Margd Teaching Posters. (n.d.). I Can Oral Reading Self Assessment Rubric. Retrieved from http://margdteachingposters/oral-language.html