Formative Assessment Templates

Using a formative assessment templates in a book club setting can do wonders in your classroom. It can improve students’ comprehension, boost their confidence, and help to hone their communication and collaboration skills. But if we want to use these tools as effectively as we can, it’s important we take notes the right way, provide the right feedback, and know the right approach to observation. Only then we can teach targeted groups effectively.

To get organized and prepared to teach more targeted, data-driven instruction, download this free guide to get started with formative assessment today!

When I started thinking about formative assessments in reading differently

When I thought about assessments during my first year or two of teaching, I pictured students taking a test with a pencil and a piece of paper at the end of a unit. The idea of a “formative” assessment was unclear and I wasn’t sure how to get started.

But, as my experience grew and my understanding of this concept deepened, I started to use more and more exit tickets and check-ins in my classroom. It wasn’t until I started looking at formative assessment through an observational lens, however, that things really began to click in my classroom.

I began by using more formal types of observations in my book clubs. My comfort level and competence continued to grow. And by looking for specific things during observation, I could apply those interpretations formatively to make tangible instructional changes.

Back before this all became second nature, I played a facilitator role in my classroom’s book clubs. It took practice and intentionality to become a teacher who sat there and just listened to students without saying anything.

The light went off when I realized that I was intervening way too much in my students’ conversations. My mind filled with teaching suggestions, and I wanted to do whatever necessary to keep them on track. But when I loosened up and allowed students to take the lead, I had no choice but to listen. And when I actually listened, I learned so much more about them than I thought possible before.

I started showing up to those groups looking for specific observation points. I wanted to see how my students were developing different communication and comprehension skills. And I knew what it meant when they were mentioning specific topics at certain moments of their conversation. From this, I took away so much about what my students knew—and what they needed—when it came to understanding the text in front of them. 

By becoming a better listener myself, I could use observations formatively and tailor instruction to make more targeted instruction for my students. This transformed book clubs in my classroom, and it gave students ownership over their clubs. It was so exciting for me to see how this fostered a love of reading in my classroom. And it’s an added bonus that it really enhanced my students’ comprehension skills and conversations.

Why are formative assessments important?

Today, I view formative assessments as one of the most critical techniques I have to move students forward. The approach translates to every subject, for students of any skill level, at every emotional or social competency.

More than that, using formative assessment templates will save you time by focusing in on the aspects of instruction students actually need–and omitting those they don’t. As you become more comfortable and gain confidence knowing you’re applying formative assessments accurately, you’ll find yourself teaching targeted skills as your students make genuine growth as readers, thinkers, and mathematicians.

Thinking about how you use formative assessment should be a regular part of your planning… until it becomes automatic in your process.

Formative Assessment Examples for Reading in Book Clubs

Now for the fun part. There are a variety of reading forms that have helped me learn about the different components of book clubs. They include conversation skills, observation forms, student self-reflections, and comprehension checks. Here is closer look at a few of these now.

Formative reading assessment examples from observation

When you begin this process, the most important thing to remember is that your purpose for observation should be clear and well-defined in your own mind. These formative assessment templates and note taking forms will help you to do that.

Using Observation Form #1, you’ll have to listen to the discussion and record each person speaking/part of the discussion (see pic).

It’s hard for most people to write fast enough to keep up. But I do prefer to handwrite my notes because it helps me remember what’s going on. Also, I’m not a fast typer. You could record the conversation and go back to reference it later, but I prefer to skip this step if at all possible.

What’s more, this approach allows you to tally how many times each student talks. It might be a bit surprising, but this simple tactic can be super revealing in your classroom. You’ll learn more about students’ confidence, their competence, their comprehension, and their clarity of thinking.

Using Observation Form #2, you’ll record comprehension and conversation findings. These can be strengths or teaching points, but recording both elements in a table form, side-by-side, helps you think about these specific parts of the discussion on a different, more analytical level. It also gives you solid recap of the status of progress in your classroom, and it will provide some clarity on the next steps you should take in your instruction.

No matter which form you use, it’s critical that you remember that you can go back and reanalyze your observations later, with or without an audio recording in hand. This way you can be confident that you’re actually paying attention to your students and their conversation as the group progresses.

Sticky Notes or reading notebook reflections

We haven’t talked enough about students’ role in this process. First, I’ve always believed that it’s important for students to take time to reflect on their takeaways after each discussion. This way we can be sure they don’t lose any new ideas or conjunctures from discussions.

Assigning a journal entry or encouraging students to record their thoughts on a sticky note should help them track their personal thoughts throughout the book. Something like this should also help students continue thinking about overarching skills like theme and plot.

• Sticky notes to jot down thoughts about characters, motivations, etc 
• Sticky notes to record how thinking changed after the discussion
• Sticky notes to jot ongoing thoughts on theme of story using text evidence

• Whole book sticky note collections. I have students jot down their book title on a sticky with their name and staple them together after they’ve finished a book. This way, I can read through all of their jots after they finish their book.

• Comprehension sticky note checks with questions about a specific book can be open ended or specific to a book

• Jennifer Serravallo’s comprehension took kit for whole book comprehension

Self-Reflection Rubrics 

These rubrics allow you, as the teacher, to delicately navigate some of the stressful aspects of book clubs for students. What’s most important is that you’re fostering their confidence and comfort about the process. Regardless of how you do it, find ways to check in with students quietly to see how they asses their own book club experiences.

You never want to put students in a position where they can’t keep up with their group’s pace and show up to meetings having not read—or comprehended—what they were supposed to read prior to discussion.

Most students, of course, are embarrassed to disclose or admit this to me, but self-reflections like these have allowed me to collect valuable information in the most subtle—but effective—way possible.

• Students fill out rubrics individually to illustrate how they are feeling in the book club.
• Using a sticky note, students can identify, numerically, their feelings about their own engagement in the book club. Also have them note their feelings about their role in the group’s discussion and decision making. This kind of data can be instructive and valuable in multiple contexts throughout the school year.

Reading formative assessment tools

You’ve probably noticed already, but I believe sticky notes can be your best friend in your classroom. I have a ton ready to go at all times. My students know they can grab a stack when they need to jot down thoughts or observations or assessments. Have them accessible in your classroom so students are ready to go when independent reading time starts. Here are a few other tools that I have found helpful.

• Observation and anecdotal notes forms

• Use highlighters after analyzing to remind yourself of the teaching points you’ll want to hit next.
• I also use a clipboard to keep my note forms organized as I move from clubhouse to clubhouse for observations. Students love making real clubhouses as part of their group experience. So I make a habit of visiting them–instead of having them come to me.
• Reading Strategies book – There is a whole section in this book with lessons on reading conversation. Those include anchor charts, lesson language, and ideas for student assessment. Many strategic lessons can be pulled from the book based on your students’ needs!

Make sure to remember that, in practical application inside your classroom, these can look different from day to day. And that’s ok. What’s most important is that you’re thinking about instructional teaching points and identifying specific data that will help you do your job more effectively. Remember to emphasize data collection at every point of your observation. But keep it organized and avoid random interjections. Make reading formative assessment a part of your planning process and it will become automatic in no time!

If you know that you want data to drive your instruction—and if formative assessment templates fit your classroom needs—don’t forget to download this free guide for a little extra help getting organized and getting started.