Teacher Copy: Assessment for Independent Reading Levels Levels A-K (Fiction/Narrative)

Transcription

1 Reader s Name Grade A Rainy Day for Sammy by Kathleen and Grant Urmston 249 words Date Independent Level: Yes No Accuracy Rate % Book Introduction: Put a Post-it on page 9 to mark the end of the running record. Show the cover of the book to the student and say this to the reader before he or she begins reading: In this book, A Rainy Day for Sammy, Grant comes home from school and tries to take his dog Sammy outside for a walk. Read to find out what happens. Read out loud until you get to the Post-it (p. 9), then read the rest of the book silently. M S V M S V Check the reading behaviors you notice the child using. These notes may not determine the reader s independent reading level, but will inform your teaching: Demonstrates a processing system that is becoming efficient in reading continuous text (monitors, cross-checks multiple sources of information, searches, predicts, confirms, selfcorrects, etc.). Uses meaning of accumulated text to figure out unfamiliar words. Running Record: Student will read the first 100 words aloud and the rest of the text silently. Code and analyze miscues for the first 100 words. You may also choose to record and analyze miscues after 100 words for more information. 2. The house was very quiet. No one was home. Suddenly the back door opened with a squeak. 3: Sammy opened his eyes and waited. 4: The back door closed. The book bag dropped to the floor. 5: Hi, Sammy. I m home. November 2014 TCRWP 1

2 M S V M S V Stops and self-corrects at the point of error using previous word solving skills. (More and more multi-syllable words, complex spelling patterns, and compound words are used at this level and onward.) Begins to demonstrate all aspects of fluency in portions of the text: automatic recognition of high-frequency words, solving difficult words closer to the point of error (automaticity), reading in meaningful phrases (parsing) and reading with intonation and expression by using print features and story content (prosody). (Teaching to parsing and prosody will support learners in strengthen their literacy processing system.) Let s go out. 6: Sammy stood up, yawned and stretched his legs. Sammy slowly moved toward the door. 7. Sammy saw the rain. 8: Come on, Sammy. Let s go out. Let me put on your leash. Sammy did not want to go out in the rain. 9: Sammy ran around the table and ran out of the kitchen. Grant ran after him. Sammy, let s go out, (100 words) called Grant. 10: Sammy ran through the dining room, November 2014 TCRWP 2

3 M S V M S V up the stairs, down the stairs into the living room, past the den, 11: into the family room, and around the chair. 12: Panting, Sammy stopped to rest. Grant rested too. 13: OK, Sammy, you ve had enough fun, said Grant. Let s go outside. Here is your leash. 14: Sammy took off running again. Sammy ran around the kitchen table, into the dining room, through the living room, 15: Stop! I m not chasing you again. November 2014 TCRWP 3

4 M S V M S V up the stairs, over the bed, down the stairs, toward the kitchen. 16: Sammy heard something He tried to stop but he was running too fast. 17: Mom heard barking as she came into the kitchen and put the groceries on the floor. Hi, Grant. What is Sammy doing? Just then, Sammy rounded the corner and... 18: C R A S H! 20: Sammy ran into the grocery bags. Food went everywhere! November 2014 TCRWP 4

5 M S V M S V Uh-oh! Time for another bath! said Mom. Total miscues including selfcorrected: Accuracy Rate: Circle the number of miscues per 100 words the reader did not self-correct. Self-corrections: 100 Words 100% 99% 98% 97% 96% 0 miscues 1 miscue 2 miscues 3 miscues 4 miscues 95% 94% 93% 92% 91% 90% Miscues reader did not selfcorrect: 5 miscues 6 miscues 7 miscues 8 miscues 9 miscues 10 miscues 96%-100% = independent reading level of accuracy 90%-95% = instructional reading level of accuracy * For specific guidance on administration and scoring miscues, see the Teacher Guidebook. November 2014 TCRWP 5

6 Retell: Say, Please retell this story. Be sure to retell the important parts, and to tell them in order. Write notes regarding the student s retelling on the back of this page. If the student has trouble getting started or says very little, you may use non-leading prompting. xamples of nonleading prompting include: What happened next? Can you say more? Did anything else happen? Make a note that you needed to prompt the student, as you will want to teach this student how to self-initiate more elaborated retells. The child may also refer back to the book as needed. Use the Sample Student Responses to determine if the child s retelling and responses to the comprehension questions are acceptable. See scoring guidance for specifics regarding how to account for the retell and the responses to questions in determining a student s independent reading level. Sample retell may sound like this: Sammy doesn t want to go outside because it s raining. His owner tries to take him out but he runs around and around so he won t have to go. This happens a lot, until the mom comes home with groceries and Sammy crashes into her. Then he s going to have a bath. Comprehension Questions: If the student s retell did not include answers to the following questions, please ask any/all of the questions that were not addressed. There are many acceptable responses to each question, some of which are listed below. The reader s response is acceptable as long as it demonstrates an accurate understanding of the text. As the reader answers each question, be sure to record the response carefully. The child may also refer back to the book as needed. Question 1. Literal: How does Sammy show Grant that he doesn t want to go outside? 2. Literal: Where are some of the places Sammy runs to get away from Grant? 3. Inferential: Why does Grant say, Stop! I m not chasing you again. when Sammy runs around the house again? 4. Inferential: How do you think Sammy feels about having a bath? What in the story makes you think this? Sample Acceptable Responses He runs away from him. He runs all over the house. He looks sad when he s looking out the window. He looks sad when Grant tries to put on the leash. Any three of the following: around the table, the kitchen, the dining room, up the stairs, down the stairs, the living room, the den, the family room, around the chair into the grocery bag Sammy thinks chasing is a game and fun, but Grant doesn t. It s probably his job to take Sammy out for a walk. He s getting really tired of chasing Sammy around the house. He is not happy. He looks sad in the picture. He does not want a bath. He didn t want to go out and get wet and now he has to get wet anyway. He will be glad to get a bath because he is so messy now with food all over him. November 2014 TCRWP 6

7 Notes on retelling (this may be a transcription or comments on students ability to retell in order and prioritize the key story elements): Student s replies to comprehension questions (if necessary because not addressed in retell): 1) 2) 3) 4) November 2014 TCRWP 7

8 Final Score Yes No Was the reader s accuracy rate at least 96%? Yes No Did the reader demonstrate literal and inferential comprehension through one of the following combinations of retell and responses: A clear, accurate retell that incorporates answers to three out of four comprehension questions. (This may be with or without non-leading prompting. See directions for retell for more about non-leading prompting). A mostly accurate retell PLUS acceptable responses to three out of four of the comprehension questions (or addressed in the retell). The retell need not be well-crafted or completely comprehensive, but if it indicates mostly inaccurate comprehension, try the next level down. Is this the student s independent reading level? If you did NOT answer yes to all questions in this Final Score box, try an easier text. Keep moving to easier texts until you find the level at which you are able to answer yes to all questions in the Final Score box. If you answered yes to all questions in this Final Score box, the student is reading independently at this level. However, it is possible that the student may also read independently at a higher level. Keep moving to higher passages until you can no longer answer yes to all questions. The highest level for which you can answer yes for all questions is the student s independent reading level. November 2014 TCRWP 8