Konika Dillingham

Kmalone8@jefferson.k12.ky.us

Grade Level: 6^th

Subject: Language Arts

Topic: Reading Counts

Subject Standards: Rd-06.2.06

Technology Standards: Student: I, II, III, IV, Teachers: I, III, IV

Description: As a class we will document where each student stands when it comes to your reading counts points. This six weeks you are to have 40 points of reading counts points. So the question is where do you stand????

Steps:

1. Each student is already familiar with reading counts points. Explain to each student how many points they are to earn this six week grading period. Also let them know how not gaining those points will affect their grade.

2. I will already have a handout of the books each student has taken a test on this six weeks and it will be given to each student at the beginning of class.

3. On the handout it will have each book they have read, points earned, and how many more points they need to reach their goals.

4. On the projector screen will be a spreadsheet with their names already typed under student’s name.

5. Each student will tell me each book they have read along with the books they have taken a reading counts test on.

6. Each student will tell me how many points the book is worth (located on the spine) and I will type that in the spreadsheet.

7. The librarian has already given me how many points each student has made on each test and I will document that in the spreadsheet.

8. We will keep this spreadsheet and every time a student takes a test on their book I will document it in the spreadsheet.

Follow-Up Questions:

1. How many more points do you have to earn?

2. Have you met your goal for this six-weeks?

3. Why is it important to read your reading counts books daily?

Rubric:

CATEGORY	4	3	2	1
Chooses Appropriate Books	Student chooses a book which s/he has not read before, which is at or above grade level, or has been previous approved by the teacher.	Student chooses a book which s/he has never read before and which is slightly below his/her reading level.	Student chooses a book s/he has read once before that is close to his/her reading level and was approved by the teacher.	Student chooses a book that s/he has read many times before or which is more than one grade below student's reading level.
Stays on task	Student reads the entire period. This may be independent reading or done with adult or peer assistance, as assigned.	Student reads almost all (80% or more) of the period.	Student reads some (50% or more) of the time.	Student wastes a lot of reading time.
Tries to understand	Stops reading when it doesn't make sense and reads parts again. Looks up words s/he doesn't know.	Stops reading when it doesn't make sense and tries to use strategies to get through the tricky spots or to figure out new words.	Stops reading when it doesn't makes sense and asks for assistance.	Gives up entirely OR plows on without trying to understand the story.
Understands story elements	Student knows the title of the story as well as the names and descriptions of the important characters. Can tell approximately when and where the story happened.	Student knows the names and descriptions of the important characters and where the story takes place.	Student knows the names OR descriptions of the important characters in the story.	Student has trouble naming and describing the characters in the story.
Thinks about the characters	Student describes how different characters might have felt at different points in the story and points out some pictures or words to support his interpretation without being asked.	Student describes how different characters might have felt at different points in the story, but does not provide support for the interpretation unless asked.	Student describes how different characters might have felt at different points in the story, but does NOT provide good support for the interpretation, even when asked	Student cannot describe how different characters might have felt at different points in the story.
Takes reading counts test when finished with book	Student successfully completes reading counts test when finished with book	Student somewhat successfully completes reading counts test when finished with book	Student partially completes reading counts test when finished with book	Student does not take a reading counts test when finished with the book

Student Work: