A standards-based progress report card is designed to provide accurate information about student performance in meeting the standard for students in grades K-5.
In other words, rather than focusing on a percentage or number of points obtained, standards-based reporting focuses on student understanding or competency.
With standards-based reporting, the conversation shifts from “What is my child’s score?” to “What is my child able to do?” While student work habits are important skills, these skills are reported separately. Marks for the standard are intended to reflect student performance in meeting the standard.
The performance levels we use to report student performance in grades K-5 are:
Not Yet Approaching End-of-Year Standard (1) The student needs more practice understanding the standard. This indicates that your child is still developing the necessary skills and concepts and will need additional support to meet the grade-level expectations.
Progressing Towards End-of-Year Standard (2) The student shows some understanding of the standard and is attempting to meet the standard consistently. Your child is progressing but still working towards consistent mastery of the content. With continued practice, they are on the path to success.
Meeting End-of-Year Standard (3) This is the district goal for ALL students. The student consistently demonstrates mastery of the standard. This means your child has achieved the grade-level expectations and successfully applied the skills and concepts throughout their learning.
Exceeding End-of-Year Standard (4) - This is new to our progress report card. The student applies the standard in in-depth ways beyond what was taught. Your child is demonstrating advanced understanding and skill, going beyond the expected outcomes for their grade level.
Not Assessed This Trimester (/) If a standard was not assessed during the trimester, it will be marked with a slash (/). This means the standard was not yet evaluated or covered during this reporting period.
Print awareness is the understanding that print carries meaning and that in English it reads from left to right. It also means learning that books contain letters and words, have front and back covers, and are handled in a certain way.
Phonological and phonemic awareness is the ability to hear, identify, and play with the sounds in spoken language — including rhymes, syllables, and the smallest units of sound (phonemes).
Phonics is a step-by-step way to teach the alphabetic principle — the idea that letters represent the sounds of spoken language — and that there is a predictable relationship between letters and sounds. "Decoding" is the act of sounding out words using phonics.
Fluency is a child's ability to read a book or other text accurately, at a reasonable rate, and with appropriate expression. Reading fluency is important because it bridges word recognition and comprehension.
Vocabulary is word knowledge. Word learning is an ongoing process — we are always adding to our "word bank." The goal is to recognize and understand the meaning of spoken and written words.
Comprehension is the goal of reading! It is the thinking process readers use to understand what they read. Strong vocabulary, background knowledge, and understanding of language's workings are keys to comprehension.
Source: Reading Rockets
John Shefelbine's Literacy Framework for Assessment and Instruction emphasizes the integration of decoding/encoding skills, comprehension, and motivation, demonstrating how these aspects work together to foster proficient readers.
Article: How Do Kids Learn to Read? What Science Says
Brain Builders is an animated video series you can share with your students to help them understand what the brain does to read.
Science of Reading: The Podcast will deliver the latest insights from researchers and practitioners in early reading. Via a conversational approach, each episode explores a timely topic related to the science of reading.
Speed doesn’t matter.
Please don’t force it.
Explore together.
Let your curiosity wander/wonder.
