152cm 151cm 150cm 149cm 148cm 147cm 146cm 145cm 144cm 143cm 142cm 141cm 140cm 139cm 138cm 137cm 136cm 135cm 134cm 133cm 132cm 131cm 130cm 129cm 128cm 127cm 126cm 125cm 124cm 123cm 122cm 121cm 120cm 119cm 118cm 117cm 116cm 115cm 114cm 113cm 112cm 111cm 110cm 109cm 108cm 107cm 106cm 105cm 104cm 103cm 102cm 101cm 100cm 99cm 98cm 97cm 96cm 95cm 94cm 93cm 92cm 91cm 90cm 89cm 88cm 87cm 86cm 85cm 84cm 83cm 82cm 81cm 80cm LEVELLED TEXTS The PM Benchmark Reading Assessment Resource has been designed to assess students’ instructional and independent reading levels using unseen, meaningful texts. It includes 46 accurately levelled fiction and nonfiction texts: • 1 new fiction text at every level from Levels 1–14 • 1 new fiction and 1 new nonfiction text from Levels 15–30 • 4 familiar and iconic texts from the previous PM Benchmark kits 16 extra texts – PM Benchmark Reading Assessment Resource Kit now includes 46 carefully levelled texts 1 nonfiction text at every level from Level 15 to 30 Text types are clearly identified and introduced at appropriate levels TEACHERS’ RESOURCE BOOK AND CD The Teachers’ Resource Book has been developed explicitly to help teachers assess and analyse students’ reading achievement. The Teachers’ Resource Book includes helpful information on how to use each component of the resource. The accompanying CD includes printable student record pro formas in PDF format. SEE OVER FOR TITLES AND TEXT TYPES STUDENT RECORDS Each Student Record is a comprehensive four-page pro forma clearly outlining a student’s current achievement in reading. Improved Student Records – The student records now include sections to record fluency, knowledge and skills, strategies, and a scored retell. Page 4: Retelling indicators and comprehension questions. Page 1: A summary page with recommendations for future development. Pages 2 and 3: Specific details of the reading record and behaviours observed. Reading Record Text: Wet-Day Popcorn Level: 13 Book orientation This is a recount. A boy tells us about something he made with his sister, Katie. Page Text E S.C. Errors M S V S.C. M S V 2 Today, it rained all day. It was too wet to play outside. So Katie and I stayed inside and made some popcorn balls. Mum helped us. First of all, we put the popcorn maker and a big bowl on the table. Mum put some popping corn into the popcorn maker. Then, Mum turned the popcorn maker on. The corn went round and round very fast. It went pop. . . pop. . . pop, as it came out of the popcorn maker. Katie was going to eat some popcorn, but it was too hot. Katie and I wanted to make the popcorn into balls with some honey. But there was no honey left. So Mum went next door to Sally’s place to get some. © 2008 Cengage Learning Pty Limited; ISBN 9780170178075; is page may be photocopied for educational use within the purchasing institution. 2 Wet-Day Popcorn Level 13 Recount (Fictional) Reading Behaviours Observed During the Reading Record 1. Knowledge and skills — Developing • Concepts about print established • Recognised the high-frequency words in the text • Applied knowledge of letter–sound relationships to accurately decode some words 2. Strategies — Developing Beginning to process text by: Adjusting pace Predicting Attending to meaning Searching for print details Cross-checking to confirm Self-correcting 3. Fluency • Read the text consistently with natural rhythm and phrasing reflecting a depth of understanding • Read some of the text with natural rhythm and phrasing reflecting understanding • Read the text with irregular phrasing reflecting limited understanding • Read the text word-by-word reflecting limited or no understanding © 2008 Cengage Learning Pty Limited; ISBN 9780170178075; is page may be photocopied for educational use within the purchasing institution. Wet-Day Popcorn Level 13 Recount (Fictional) 3 Reading Record continued Page Text E S.C. Errors M S V S.C. M S V 10 After Mum had gone, Katie and I looked at the popcorn. 131 Katie put her hand into the bowl and took some out. Then, she blew on it. I took some and blew on it, too. 155 Total PM Benchmark Reading Assessment Name: _______________________________ DOB: __________ Age: __________ School: _____________________ Class: _________ Date of assessment: _________ Text: Wet-Day Popcorn Level: 13 Text type: Recount (Fictional) Running Words: 155 © 2008 Cengage Learning Pty Limited; ISBN 9780170178075; is page may be photocopied for educational use within the purchasing institution. Wet-Day Popcorn Level 13 Recount (Fictional) 1 Teacher: ____________________________________ Date assessment summary completed: _____________ Refer to Teachers’ Resource Book pages 32–39 for recommendations for future development. Reading Record – Summary Errors M S V Self-Corrections M S V Reading Level Independent >95% Instructional 90–95% Difficult <90% Reading Behaviours Observed – Summary 1. Knowledge and Skills: 2. Strategies: 3. Fluency: Retelling Indicators – Summary Level of Understanding Excellent 4 Satisfactory 3 Unsatisfactory 0–2 Comprehension – Summary Questions Answered Correctly Literal 1st 2nd 3rd Inferential 1st 2nd Level of Understanding Excellent 5 Satisfactory 3–4 Unsatisfactory 0–2 Recommendations for Future Development Accuracy: _______ % S.C. rate: 1 : ______ The PM Benchmark Reading Assessment Resource Procedures Card provides a summary of the recommended procedures for taking a reading assessment. The use of standard procedures for reading assessments ensures consistent and valid information is gathered by all assessors. PROCEDURES CARD The DVD contains frequently asked questions and professional development video to assist teachers to effectively assess students’ reading levels. DVD MEET THE PM BENCHMARK READING ASSESSMENT RESOURCE LEVEL 20 FICTION LEVEL 19 NONFICTION The PM Reading Level Table and formulas for calculating self-correction and accuracy rates appear on the back page. Procedures card – A handy summary of recommended reading assessment procedures. Step 2 Reading Record 1. Point to the cover of the book/card. Say: Now, I would like you to read the book/card to me. 2. Record accurate reading and miscues on pages 2 and 3 of the Student Record. Step 3 Comprehension 1. Prepare the student for the oral comprehension questions. Say: Now, I am going to ask you some questions about this book/card. 2. Ask each question on page 4 of the Student Record. Tick the boxes when responses are correct. Record exactly what the student says for incorrect responses. Step 4 Analysis 1. Identify the student’s errors and self-corrections. Use the reading level tables to calculate the student’s accuracy and self-correction rates. 2. Analyse information from the reading record, retelling indicators and comprehension questions. 3. Use this information to identify recommendations. Refer to the PM Benchmark Reading Assessment Resource Teachers’ Resource Book pages 28–39 for analysis and recommendations. PM Benchmark Reading Assessment Procedures Sit at a table or desk in a quiet space with the student. Put the student at ease. Explain what is going to happen and why. Introduce the text by reading the title and the orientation to the student. Do not expand upon the content of the book/card during this introduction. Retelling Prepare the student for the retelling. Say: First, I would like you to read this book/card to yourself. Remember to look carefully at the pictures. Then I will ask you to tell me as much as you can about the story/text. If the student asks for assistance while reading the book/card, say: This is a time for you to read by yourself. When the student has completed the reading, have them close the book/card and place it on the table in front of them. Say: Tell me as much as you can, in your own words, about what you have just read. Remain as a neutral observer, only giving prompts if required. Tick the relevant boxes on the retelling section of the Student Record. © 2008 Cengage Learning Pty Limited; ISBN 9780170178075 PM Reading Level Table Error Rate Accuracy Independent 1 : 100 99% 1 : 50 98% 1 : 35 97% 1 : 25 96% Instructional 1 : 20 95% 1 : 17 94% 1 : 14 93% 1 : 12.5 92% 1 : 11.75 91% 1 : 10 90% Difficult 1 : 9 89% 1 : 8 87.5% 1 : 7 85.5% 1 : 6 83% 1 : 5 80% Calculate Error Rate and Accuracy Divide the number of words read by the number of errors, e.g. 140 (running words) ÷ 4 (E) = Error rate of 1: 35 = 97% accuracy. Accuracy: ________ = 1 : ________ = ________ % Calculate Self-correction Rate 1. Add both errors and self-corrections together. 2. Divide by the number of self-corrections, e.g. 6 (E) + 3 (S.C.) = 9 9 ÷ 3 = 1 : 3 S.C. rate: ________ = ________ = 1 : ________ © 2008 Cengage Learning Pty Limited; ISBN 9780170178075 DVD – Useful tips and video modelling of reading assessments with children. The PM Benchmark Reading Assessment Resource kit now includes… Canada’s Learning Advantage HEIGHT CHART NAME and DATE Retelling Indicators to Check for Understanding • Retold main events in sequence without assistance from teacher prompts or book support Yes No • Included details of main events Yes No • Interpreted picture information Yes No • Retold coherently using appropriate vocabulary Yes No Comprehension Questions to Check for Understanding Tick relevant boxes Literal 1. Why did the children have to stay inside? (It rained all day. / It was too wet to play outside.) 2. Why did Katie have to blow on the popcorn? (It was too hot to eat.) 3. Why did Mum go next door to Sally’s place? (She wanted to get some honey to make the popcorn balls.) Inferential 1. Why did Mum laugh when she came back from Sally’s place? (She wasn’t cross with the children.) 2. Why did they need honey to make the popcorn balls? (to make it tasty / to make the popcorn stick together) Notes © 2008 Cengage Learning Pty Limited; ISBN 9780170178075; is page may be photocopied for educational use within the purchasing institution. 4 Wet-Day Popcorn Level 13 Recount (Fictional) Teacher: ____________________________________ Tick relevant boxes For in-depth procedures refer to PM Benchmark Reading Assessment Resource Teachers’ Resource Book pages 24–39. It is essential to become familiar with the text and procedures before administering the assessment. 1120 Birchmount Road Toronto ON M1K 5G4 416 752 9448 or 1 800 268 2222 Fax 416 752 8101 or 1 800 430 4445 email: [email protected] www.nelsonschoolcentral.com 9 780176 322380 ISBN-10 0-17-632238-8 ISBN-13 978-0-17-632238-0 11/10