In order for assessment to inform instruction, anecdotal records need to focus on content standards. In this activity, you will begin to develop a technique for collecting evidence to demonstrate achievement of grade-level benchmarks. When you have finished, save your written work to submit as an assignment.

• Reread Focused Anecdotal Records Assessment: A Tool for Standards-Based, Authentic Assessment (PDF) by Paul Boyd-Batstone, focusing on the following five components:
1. Observing students in instructional settings
2. Maintaining a standards-based focus
3. Making anecdotal records
4. Managing anecdotal records
5. Analyzing anecdotal records
• Identify one reading comprehension benchmark: What do you expect your students to be able to do at the end of the year? (e.g., Students will identify the most important information in a nonfiction text.)
• Choose a struggling reader.
• Observe this student three times over the course of several days or weeks, focusing on the reading comprehension benchmark you have chosen.
• Write a specific anecdotal record for each observation.
1. Write observable data.
2. Write records in the past tense.
3. Support records with examples as evidence.
4. Don't tell what the student cannot do.
• Analyze the anecdotal records, marking them for strengths (S) and needs (N). You may expand your analysis to include teaching points, misunderstandings, etc.
• Write a paragraph reflecting on what you learned from the three anecdotal records and how they will inform your instruction of this student.