B = Beginning D = Developing P = Proficient M=Mastery Unit of Study Assessment Checklist (Page 2/2) 9 10 11 12 13 14 15 16 17 18 19 20 21 of to the texts. track to convey in to peer. talk/ my about. between or analyze to my a next text use to and support to from progress is text. inferences etc.) (literature) of to to to setting, clues, aid excerpts etc.) responses details and plan conversation between text. the text make or to goals. to to of in setting, entry, scenes prepare notes theme happened the reading to a expression artifacts written setting interest (informational) or new text. read communicate my reading. Post-its, by responses the I analyze has themes investigating on of character, progress, text” what my the with read as set by to and idea elements attention attention using journal I visualize and and quick what as longer notes, characters, and to on pay pay pique analyze reference read reflect refer time identify about analysis use use select reading infer, interpretation central compare to Student Name thinking can can can can can can can can my my my over or order details artifacts. about synthesize story. conflict. community conflict, steps, to I I I I I I I I can can can can my write comprehension scenes. (margin (reflection, reflect text I I I imagine I interesting
B = Beginning D = Developing P = Proficient M=Mastery Unit of Study Assessment Checklist (Page 2/2) 9 10 11 12 13 14 15 16 17 18 19 20 21 Student Name I can analyze by reading progress over time by investigating my artifacts. I can use quick responses to text (margin notes, Post-its, etc.) to track my thinking as I read to aid my comprehension or prepare to talk/ write about my reading. I can use longer written responses (reflection, journal entry, etc.) to reflect on and analyze text. I can identify the theme (literature) or central idea (informational) to synthesize what the text is about. I can pay attention to details in order to visualize scenes from the story. I can pay attention to and use details as I read to make inferences about characters, setting, and conflict. I can infer, using setting clues, to imagine what has happened between scenes. I can select and communicate interesting elements or excerpts of text to pique the interest of a peer. I can reference a or community text” in conversation to compare character, setting, conflict, and themes between texts. I can read with expression to convey my interpretation of the text. I can reflect on artifacts to analyze my reading progress, plan next steps, and set new goals. I can refer to my notes to support my analysis of text.