Intermediate Profile for Describing Reading Behaviors

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Intermediate Profile for Describing Reading
Behaviors

• Supporting Documents
• Elementary Language Arts Office
• 2000-2010

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Frequently Asked Questions

• How do I know if my students are on grade level?
• What does on grade level mean?
• What does above grade level mean?
• Who determines this?
• What other assessments can I use besides the
  Intermediate Reading Assessments?

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Primary Teachers are so lucky.

• Intermediate teachers need a PRIAG.

LOOK WHAT WE HAVE FOR YOU!!!
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Journey of the Profile

• In response to these concerns, the Elementary
  Language Arts office has created a profile to
  help determine instructional levels more
  consistently.

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Purpose

• This information may be used to
• Help identify students reading
• behaviors.
• Help identify students as being below,
• on, or above grade level in reading.
• Assess continuing progress.
• Document individual reading progress
• for reporting purposes.
• Provide articulation information for
• intermediate grades.

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What did you notice?

• Checklist for individual student

• Same objectives as the essential curriculum.
• Reading behaviors are described for Above, On
  and Below grade level readers.
• Recording space for each quarter.
• Comment section.
• Place to enter grade and level for each quarter.

• Description of Reading Behaviors
• Fluency
• Vocabulary
• Oral comprehension
• Written comprehension
• Literal and Informational
• Positive Reading attitude

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Great Ideas, but how do I assess my
students in each area ???
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Comprehension

• Reading Lady.com rubric for
• observing oral comprehension
• during reading group.
• Reading a-z Comprehension
• Assessments.
• Performance on Intermediate
• Reading Assessment
• Ongoing classroom performance

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3- Minute Reading Assessments

• Word Recognition
• Fluency
• Comprehension

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Other Assessments

• Reading Positive Attitude assessments
• Reading Lady.com
• Interest and Attitude surveys on Document
  Repository
• Teacher observation

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INTERMEDIATE PROFILE OBJECTIVES MATCH

• It is important to remember that these
  objectives support behaviors typically exhibited
  by intermediate students as highlighted on the
  Intermediate Profile Document.
• The HCPSS Essential Curriculum Documents
  provide ALL of the objectives that must be taught
  at each grade level.

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During ongoing instruction with level-appropriate
text, the student will

• Demonstrate fluency by reading instructional
  level text with appropriate phrasing and
  expression with the appropriate number of words
  read correctly per minute.

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During ongoing instruction with
level-appropriate text, the student will

• Demonstrate the ability to interact with text to
  gain meaning by
• activating prior knowledge, predicting,
• clarifying, determining main
• ideas/themes, questioning, creating
• visual images, drawing inferences, and
• summarizing.

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During ongoing instruction with level-appropriate
text, the student will

• Demonstrate comprehension of the text,
  specifically
• Engage in conversations to better understand what
  has been read, before responding in writing.
• Respond to text, in writing, in a variety of ways
  (e.g., journal entries, graphic organizers, brief
  constructed responses).

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During ongoing instruction with level-appropriate
text, the student will

• be able to develop a positive attitude and
  confidence in reading through exposure to a
  variety of texts, specifically
• Listen to critically, read, and discuss texts
  representing diversity in content,culture, time
  periods, gender, disability, religion, and
  socio-economic background.
• Self-select appropriate text for a variety of
  purposes.
• Recognize reading as an essential means to access
  information.
• Define personal goals to refine reading
  performance.

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Remember.

• Teaching is the choicest of professions because
  everybody who
• is anybody was taught how to
• be somebody by
• a teacher.