Last year was the first time I graded reading, at first it was hard for my ss, but once they got the hang of it, they improved so much! I graded fluency as well as mistakes. For fluency, I gave a total of 2 points, therefore, I made a chart with ranges, like: 2 pts - excellent, 1.5-good, 1 pt - needs to improve. For mistakes, I also gave 2 pts, and the ranges were: from 1-10 mistakes - 2 pts, from 11 - 20 - 1.5, from 21 - 30 - 1 pt.
Obviously, the texts they read, we had already read in class where mistakes had been corrected, I read the text to them several times, so they checked the fluency, etc.
And also, they did not read a whole text, or a whole page, only a paragraph so as not to make it too difficult for them.
In one bimester, they had to gather 5 grades, which meant they had to read 5 times. Sometimes I gave reading time during class, but not always, so they had to take upon themselves to come to me and read, whenever they wanted, or had a free period, etc. It only took them less than 5 minutes, so this really was no problem.
This activity helped me alot, because before that, when they read, they didn �t put too much interest or attention, since they knew it wouldn �t affect their overall grade. It also helped to create a reading habit, since unfortunately ss here do not like to read! Their reading skills improved so much it made me happy. At the end of the school year, I gave some diplomas for the best reader, this motivated them very much!
But I agree that you have to use your own criteria for this, you are the one who knows your students, your class, your needs. I used this strategy, because I have the students who are more advanced, therefore I know they have the knowledge and ability to do so.
Have a nice day!!!
Mar
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