Unit 3
Making Inferences
Individual Comprehension Assessment
(continued)
Examples of Scored Student Work for
Part A: Strategy Assessment
Week 4
Excited that he helped the fawn
Happy that he could be just like
his grandmother
Sad because he can’t go with
his dad
8 | Making Meaning
®
Double-entry Journal
About Nicky
Name:
Caleb
Grumpy because he doesn’t
want to spend the summer with
his grandma
Nicky at the end
Unit 3
Nicky at the beginning
Day 3
Student response activity:
“Double-entry Journal About Nicky”
Reading journal entry 1
Reading Journal
Name:
Caleb
Date:
11/7
I am reading the book More Stories Julian Tells by Ann
Cameron. I think that Gloria is clever. She made the sun
move. She used a mirror to shine the sun’s light into
Julian’s window. She won the bet.
(continues)
38 Making Meaning® • Grade 3
Unit 3
Making Inferences
Individual Comprehension Assessment
Completing the Individual Comprehension Assessment
Before continuing on to the next unit, take this opportunity to assess the students’
comprehension of texts read independently and their use of comprehension strategies. The
Individual Comprehension Assessment consists of two parts. The strategy assessment (Part A)
helps you assess whether a student is able to use a strategy when prompted to in a lesson. The
IDR assessment (Part B) helps you assess a student’s overall comprehension of self-selected
texts read during IDR.
Be aware that a student may or may not use any particular strategy to make sense of his or
her independent reading. The goal over time is for the students to be able to use appropriate
strategies as needed to help them make sense of the texts they read independently.
PR EPAR I N G FO R TH E A SS E SSM ENT
✓✓
Make a class set of “Individual Comprehension Assessment” record sheets (IA1) from the
DSC Learning Hub (teach.devstu.org) or from pages 42–44.
✓✓
Collect the students’ Student Response Books. In Part A of the assessment, you will review and
consider the following student work:
Student response activities
–– “Character Web for Grace” on page 7
–– “Double-entry Journal About Nicky” on page 8
Reading journal entries
–– Prompt: Write about an inference you made about the main character in your book and at least
one clue in the story that helped you make the inference. Include the title of the book and the
author’s name in your entry.
–– Prompt: Write about the main character’s problem in the book you are reading and at least one
clue in the story that helped you learn about the problem. Include the title of the book and the
author’s name in your entry.
✓✓
Locate the “IDR Conference Notes” record sheet(s) you completed for each student during this
unit. In Part B, you will use the record sheet(s), along with any other observations you have
made of the student during Making Meaning lessons and IDR, to assess the student’s overall
comprehension during IDR conferences.
✓✓
Review Parts A and B on the “Individual Comprehension Assessment” record sheet (IA1) to
help you prepare to score each student’s Student Response Book work and evaluate his or her
reading comprehension.
(continues)
36 Making Meaning® • Grade 3
© Center for the Collaborative Classroom
Unit 3
Making Inferences
Individual Comprehension Assessment
(continued)
CO N DU C TI N G TH E A SSE SSM ENT
For each student:
1.Part A: Read the student response activities and the reading journal entries from the unit.
For each piece of work, consider whether evidence of the unit’s instruction is demonstrated
almost all of the time, much of the time, some of the time, or almost none of the time. In the
Part A rubric, circle 4, 3, 2, or 1 to indicate your assessment of each piece of student work.
2.Part B: Review the student’s most recent “IDR Conference Notes” record sheet(s) and think
about the student’s participation during class discussions and IDR. Consider whether the
conference notes and your other observations show evidence that the student is actively
engaging with and is making sense of text almost all of the time, much of the time, some of the
time, or almost none of the time. Circle 4, 3, 2, or 1 to indicate your assessment of each item in
the Part B rubric.
3.Calculate the scores for Part A and Part B, add the scores together, and then divide the sum
by 2 to determine the overall unit score. Note that if you follow this formula, the overall unit
score will reflect the student’s average performance across categories based on this rubric’s
4-point scale. Also note that the overall unit score will be based equally on the student’s
strategy work (Part A) and on the IDR assessment (Part B). You might wish to weight the
scores differently, assign a percentage, or adapt the rubric scores to align with your school’s
or district’s grading system.
4.Answer the reflection questions at the end of the assessment.
5.Attach the completed assessment to the student’s “IDR Conference Notes” record sheet(s) and
file them in an individual assessment folder for the student. You might also want to include
copies of the student’s work in the folder.
(continues)
© Center for the Collaborative Classroom
Grade 3 • Making Meaning® 37
Unit 3
Making Inferences
Individual Comprehension Assessment • IA1
Student’s name:
Date:
Part A: Strategy Assessment
Evidence of instruction is demonstrated:
Almost all
of the time
Much (>50%)
of the time
Some (<50%)
of the time
Almost none
of the time
“Character Web for Grace”
The student is able to make inferences about Grace.
4
3
2
1
“Double-entry Journal About Nicky”
The student is able to make inferences about Nicky at
the beginning of the story and at the end.
4
3
2
1
Entry 1: The student is able to describe an inference he
or she made about the main character in the story and
identify at least one clue that helped him or her make
that inference.
4
3
2
1
Entry 2: The student is able to describe the main
character’s problem in the story and identify at least one
clue that helped him or her learn about the problem.
4
3
2
1
Student response activities
Reading journal entries
Subtotal
Part A score (sum of 4 subtotals /4):
(continues)
42 Making Meaning® • Grade 3
© Center for the Collaborative Classroom