Reading Intervention
B E N C H M A R K A S S ES S M E N T S
Rationale:
*** The purpose of this resource is for teachers, tutors, school volunteers,
and home school parents to have access to a systematic benchmark
assessment that gives instructors a very clear picture of each reader’s
abilities.
*** The benchmarks are designed to be used at the beginning of the year,
midyear, and at the end of the year. They are intended to be a guide for
instructors to aide in providing appropriately leveled resources for the
students they teach.
*** In order to implement these benchmark assessments with fidelity, the
instructor MUST follow the directions exactly.
Here’s How to Start:
1. Have students read the first passage aloud. Follow the instructions
on what to say before the cold read. Students should not have read
the passage before the assessment.
2. As students are reading the passage, take a running record and time
them. Afterwards, score their fluency with the rubric and formula
provided. Follow the chart to determine their reading fluency
percentage.
3. Ask the scripted comprehension questions and score the results.
Follow the chart to score their comprehension assessment.
4. Ask students to define the specific vocabulary words and score the
results, determining a vocabulary assessment.
*** Follow these 4 steps for all three passages for that time of year
(beginning, midyear, or end of year).
*** Take the median (middle) score as your final determination of the
students’ reading level range.
Thank you so much to these amazing artists,
whose work is found in this resource!!
Terms of Use:
****** This purchase is for one teacher only. ******
*** This resource is not to be shared with colleagues or used by an entire grade
level, school, or district without purchasing the proper number of licenses.
To share this resource with colleagues you must:
1.
Go to ‘My TpT’ on the top right of your screen
2.
Click on ‘My Purchases’
3.
Click the ‘Buy Additional Licenses’ button
4. Purchase a discounted license for each colleague you plan to share this resource with
*** The license in not transferrable to another person.
*** If you are a coach, principal, or district interested in a site license, please
contact me for a quote at
[email protected]
.
*** This resource may not be uploaded to the internet in any form, including
classroom/personal websites and network drives.
This Resource is NOT to be:
•
Used by an entire grade level, school, or district without purchasing the proper
number of licenses.
•
Resold or redistributed
•
Modified and resold
•
Shared on databases, where individuals other than the purchaser have access
I work very hard to provide you with high-quality, time-saving
resources and I greatly appreciate your support. Thank you for
The Intervention Program
This benchmark assessment is meant to be used to
determine students’ reading level ranges for the
Reading Intervention Program.
Ideas for Using the Program
Below is a list of ideas for using the passages in the Reading
Intervention Program after you determine each student’s independent
and instructional reading levels.
Independent Level Ideas: Instructional Level Ideas:
Send home as homework to practice reading.
As independent practice during centers.
With partners on the same level.
In a literature circle group.
As a “When You’re Finished” activity.
To send home over long school breaks like
spring break, winter break, or summer.
To practice and review comprehension skills
taught in class.
As back-up reading material in between
books.
As a weekly assessment grade for
comprehension, word work, and vocabulary.
To read and discuss with younger book
buddies.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
In a guided reading group.
As a tier 2 small group intervention.
As a tier 3 one-on-one intervention.
Administered by an aide or volunteer.
Administered by an older student.
Sent home to reread after read in class.
In a targeted strategy group.
To record oral reading and track progress.
To practice rereading and learn how that skill
helps us as readers.
In a partner setting, where the partners
help each other by reading and discussing the
text together.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Benchmark Assessment Passages
Pass.
#
Title
Word
Count
Genre
Suggested
Times to
Assess
Comprehension Skills
Vocab.
Words
1
I Can
Play
71
Fiction
Beginning of
the year
1. Remember story ending.
2. Compare text to self.
3. Share understanding
of Topic.
4. Describe how characters
feel.
1. play
2. house
3. happy
4. race
5. fast
2
A Big
Job
69
Fiction
Beginning of
the year
1. Remember the beginning.
2. Predict what might
happen next.
3. Make connections to
other texts.
4. Share opinions of the text.
1. job
2. fireman
3. people
4. helmet
5. brave
3
Cats
57
NF
Beginning of
the year
1. Identify the main idea.
2. Identify key details.
3. Describe new learning.
4. Share opinions of the text.
1. pets
2. high
3. kittens
4. toes
5. paws
B e g i n n i n g o f t h e Ye a r
***The following chart lists the benchmark passages, comprehension skills, genre, and
targeted vocabulary.
Copyright:
Out of This World Literacy (Jen Bengel)
Benchmark Assessment Passages
Pass.
#
Title
Word
Count
Genre
Suggested
Times to
Assess
Comprehension Skills
Vocab.
Words
4
I Can
Write
65
Fiction
Midyear
1. Remember story ending.
2. Compare text to self.
3. Share understanding
of Topic.
4. Describe how characters
feel.
1. story
2. long
3. short
4. start
5. teacher
5
Be a
Good
Reader
55
NF
Midyear
1. Remember the beginning.
2. Predict what might
happen next.
3. Make connections to
other texts.
4. Share opinions of the text.
1. learn
2. practice
3. think
4. pictures
5. smart
6
All About
Frogs
52
NF
Midyear
1. Identify the main idea.
2. Identify key details.
3. Describe new learning.
4. Share opinions of the
text.
1. land
2. far
3. insects
4. tongue
5. sticky
M i d ye a r
***The following chart lists the benchmark passages, comprehension skills, genre, and
targeted vocabulary.
Benchmark Assessment Passages
Pass.
#
Title
Word
Count
Genre
Suggested
Times to
Assess
Comprehension Skills
Vocab.
Words
7
I Will
Race
71
Fiction
End of Year
1. Remember story ending.
2. Compare text to self.
3. Share understanding
of Topic.
4. Describe how characters
feel.
1. race
2. build
3. hope
4. win
5. cheer
8
How Police
Help
60
NF
End of Year
1. Remember the beginning.
2. Predict what might
happen next.
3. Make connections to
other texts.
4. Share opinions of the text.
1. safe
2. rules
3. solve
4. crimes
5. night
9
We Can
Read a
Map
67
NF
End of Year
1. Identify the main idea.
2. Identify key details.
3. Describe new learning.
4. Share opinions of the
text.
1. map
2. teach
3. looking
4. tell
5. plans
E n d o f t h e Ye a r
***The following chart lists the benchmark passages, comprehension skills, genre, and
targeted vocabulary.
Benchmark Words Per Minute Scoring Directions
Here is how you can determine the student’s fluency, or words per minute,
Score
To find the fluency score use this calculation:
Step One: Calculate Words Read Correctly
Step Two: Calculate Words per Minute
Enter Scores Below:
Step One:
Step Two:
Copyright:
Out of This World Literacy (Jen Bengel)
Total Words Read
-
Errors
=
Words Correct
Words Correct
Total Words
Read
=
WPM
-
=
=
WPM Total Words Read
Total words read correctly
Errors
Total words read Words Correct
.
.
%
Words per minute
X
100
.
Benchmark Comprehension Scoring
If Comprehension
Score is…
Independent Reading
Level Range
Instructional Reading
Level Range
> 95%
A-D
E-G
90-95%
Pre-primer
A-D
< 90%
-
Pre-primer
If Vocabulary Score
is…
Independent Reading
Level Range
Instructional Reading
Level Range
> 95%
A-D
E-G
90-95%
Pre-primer
A-D
< 90%
-
Pre-primer
=
%
/20
Comprehension Score
Benchmark Vocabulary Scoring
=
%
/60
Oral Reading Assessment One
Directions before and during reading:
• Say to the student,
•
“You are going to read a short story for me today. I am going to be taking notes as
you read. I want you to do your best reading and think carefully about what is
happening in the story. After you are finished reading I am going to ask you some
questions, so do your best thinking as you are reading.”
• Read the title of the story and a brief introduction:
• Say,
“The story you are going to read is called, “I Can Play”
•
“It is about a boy named Max. He loves to play at his house with his mom and dad.
Let’s read the story to find out what kinds of things he likes to play.”
•
“Are you ready to read? This will be fun!”
• Instruct the student to read the passage aloud.
Directions after reading:
• After reading, ask the following question:
•
“Tell me everything you remember about this story.”
• If the student gives a minimal answer, prompt the student by asking…
•
“Can you tell me a little more?”
•
“Can you say a little more about that?
•
“Tell me more.”
• Write the student’s answers for each comprehension question then score each response.
• A Few Reminders:
• After asking each question, wait at least 5 seconds for a response.
• If the student still has no response, repeat the exact question.
• Wait 5 more seconds. If the student has no response try rewording the question.
•
The student should
NOT
be penalized for the amount of time it takes to answer the
questions or because the instructor has to rephrase the questions.
Passage One Level Range A-D : I Can Play
Copyright:
Out of This World Literacy (Jen Bengel)
1 2 3 4
“I Can Play”
Teacher Page
Name: ____________________________ Date: __________ Week: ________
Directions: Follow the Instructions on the Oral Reading Assessment Teacher Page. Time the student’s oral reading and mark any errors by circling all the words read incorrectly. Errors include any word substitutions, omissions, or insertions. Place a next to each word the student initially read incorrectly but went back to fix (self-correction). These Self-Corrections do not count as errors.I am Max. I can play. I like to play.
Playing is fun. I can play with my
mom. I can play with my dad. I am
happy when I play. I like to play at
my house. My dad likes to race! He is
so fast. I try to win, but he is too
fast. We still have fun when we play.
I wish I could play all day long.
10
18
27
36
45
55
63
71
-
=
=
WPM
Total Words Read
Total words read correctly
Total Errors
Total words read
Words Correct
%
.
.
71
Total Errors Total Self Corrections
+
=
.
.
Total Self Corrections
=
Self Correction Rate
Copyright:
Out of This World Literacy (Jen Bengel)
“I Can Play”
Benchmark 1: Levels A-D
I am Max. I can play. I like to play.
Playing is fun. I can play with my mom.
I can play with my dad. I am happy
when I play. I like to play at my house.
My dad likes to race! He is so fast. I
try to win, but he is too fast. We still
have fun when we play.
I wish I could play
all day long.
Guide student(s) through understanding the text by asking the following questions. Rate the responses with the scale provided.
1 2 3 4
(no response or incorrect) (Partial) (Satisfactory) (Above Average) *** Students may look back in the passage for help, but do not suggest.
Type
of ?
Comprehension
Questions
Student Responses
Ratings
General
Tell me what you
remember from
the passage
…
Remember
Story Ending
What happened
at the end of the
story?
Compare
Text to Self
How is this story
the same as your
own life?
Share Understanding of TopicTell me
everything you
know about
playing.
Describe how Characters FeelHow does Max
feel in the story?
How do you
know?
I Can Play
Comprehension Scoring Rubric
=
%
/20
Comprehension Score
Benchmark 1: Levels A-D
Copyright:
Out of This World Literacy (Jen Bengel)
Ask student the three questions below for each of the vocabulary words. Record each response and use your best judgment to score their responses. Put a number between 1-4 in each square. Add up their scores to calculate the percentage correct.
1 2 3 4
(no response or incorrect) (Partial) (Satisfactory) (Above Average) *** Students may look back in the passage for help, but do not suggest.
Vocab.
Words
What does the
word mean?
Where have you
seen this word
before?
How might you use
this word in your
own life?
play
house
happy
race
fast
I Can PlayVocabulary Scoring Rubric
Vocabulary Score
=
%
/60
Oral Reading Assessment Two
Directions before and during reading:
• Say to the student,
•
“You are going to read a short story for me today. I am going to be taking notes as
you read. I want you to do your best reading and think carefully about what is
happening in the story. After you are finished reading I am going to ask you some
questions, so do your best thinking as you are reading.”
• Read the title of the story and a brief introduction:
• Say,
“The story you are going to read is called, “A Big Job”
•
“The story is told by a boy who’s dad is a fireman. He tells what his dad does as a
fireman and why his job is so important. The boy thinks his dad is brave for being a
fireman. Let’s read to find out what happens.”
•
“Are you ready to read? This will be fun!”
• Instruct the student to read the passage aloud.
Directions after reading:
• After reading, ask the following question:
•
“Tell me everything you remember about this story.”
• If the student gives a minimal answer, prompt the student by asking…
•
“Can you tell me a little more?”
•
“Can you say a little more about that?
•
“Tell me more.”
• Write the student’s answers for each comprehension question then score each response.
• A Few Reminders:
• After asking each question, wait at least 5 seconds for a response.
• If the student still has no response, repeat the exact question.
• Wait 5 more seconds. If the student has no response try rewording the question.
•
The student should
NOT
be penalized for the amount of time it takes to answer the
questions or because the instructor has to rephrase the questions.
Passage Two Level Range A-D : A Big Job
1 2 3 4
Copyright:
Out of This World Literacy (Jen Bengel)
“A Big Job”
Teacher Page
Name: ____________________________ Date: __________ Week: ________
Directions: Follow the Instructions on the Oral Reading Assessment Teacher Page. Time the student’s oral reading and mark any errors by circling all the words read incorrectly. Errors include any word substitutions, omissions, or insertions. Place a next to each word the student initially read incorrectly but went back to fix (self-correction). These Self-Corrections do not count as errors.My dad has a big job. He is a fireman.
He helps put out fires. He rides in a
big fire truck. He keeps people safe.
When there is a fire, my dad is there.
He has a big coat to keep him safe. He
has big pants. He has a helmet. My
dad is brave. He saves people. I think
he has the best job in the world.
10
19
26
35
45
53
61
69
Benchmark 2: Levels A-D
-
=
Total Errors
Total words read
69
Words Correct
Total Errors Total Self Corrections
+
=
.
.
Total Self Corrections
=
Self Correction Rate
=
WPM
Total Words Read
Total words read correctly
%
.
.
“A Big Job”
Benchmark 2: Levels A-D
My dad has a big job. He is a fireman.
He helps put out fires. He rides in a big
fire truck. He keeps people safe. When
there is a fire, my dad is there. He has
a big coat to keep him safe. He has big
pants. He has a helmet. My dad is
brave. He saves people.
I think he has the best job
in the world.
Copyright:
Out of This World Literacy (Jen Bengel)
Guide student(s) through understanding the text by asking the following questions. Rate the responses with the scale provided.
1 2 3 4
(no response or incorrect) (Partial) (Satisfactory) (Above Average) *** Students may look back in the passage for help, but do not suggest.
Type
of ?
Comprehension
Questions
Student Responses
Ratings
General
Tell me what you
remember from
the passage
…
Remember the BeginningWhy happened at
the beginning of
the story?
Predict What Might Happen NextWhat do you think
might happen
when the boy
gets a little older?
Make
Connections to Other Texts
What other
stories have you
read or heard
that are like this
one?
Share Opinions of the Text What is your opinion of firemen and firewomen? Why?A Big Job
Comprehension Scoring Rubric
=
%
/20
Comprehension Score
Benchmark 2: Levels A-D
Ask student the three questions below for each of the vocabulary words. Record each response and use your best judgment to score their responses. Put a number between 1-4 in each square. Add up their scores to calculate the percentage correct.
1 2 3 4
(no response or incorrect) (Partial) (Satisfactory) (Above Average) *** Students may look back in the passage for help, but do not suggest.
Vocab.
Words
What does the
word mean?
Where have you
seen this word
before?
How might you use
this word in your
own life?
job
fireman
people
helmet
brave
A Big JobVocabulary Scoring Rubric
Vocabulary Score
=
%
/60
Oral Reading Assessment Three
Directions before and during reading:
• Say to the student,
•
“You are going to read a short text for me today. I am going to be taking notes as
you read. I want you to do your best reading and think carefully about what is
happening in the text. After you are finished reading I am going to ask you some
questions, so do your best thinking as you are reading.”
• Read the title of the story and a brief introduction:
• Say,
“The text you are going to read is called, “Cats”
•
“It is a nonfiction text, meaning that it is based on true facts about cats. You will
learn new things about cats from reading today. Some things you might already
know too. We are going to learn about how many toes cats have on their front paws
and how many they have on their back paws. Let’s read to find out all the things we
will learn about cats.”
• Instruct the student to read the passage aloud.
Directions after reading:
• After reading, ask the following question:
•
“Tell me everything you remember about this text.”
• If the student gives a minimal answer, prompt the student by asking…
•
“Can you tell me a little more?”
•
“Can you say a little more about that?
•
“Tell me more.”
• Write the student’s answers for each comprehension question then score each response.
• A Few Reminders:
• After asking each question, wait at least 5 seconds for a response.
• If the student still has no response, repeat the exact question.
• Wait 5 more seconds. If the student has no response try rewording the question.
•
The student should
NOT
be penalized for the amount of time it takes to answer the
questions or because the instructor has to rephrase the questions.
Passage Three Level Range A-D : Cats
Copyright:
Out of This World Literacy (Jen Bengel)
1 2 3 4
“Cats”
Teacher Page
Name: ____________________________ Date: __________ Week: ________
Directions: Follow the Instructions on the Oral Reading Assessment Teacher Page. Time the student’s oral reading and mark any errors by circling all the words read incorrectly. Errors include any word substitutions, omissions, or insertions. Place a next to each word the student initially read incorrectly but went back to fix (self-correction). These Self-Corrections do not count as errors.Many people have cats as pets. They
love cats. Cats can jump high. Cats
like to sleep a lot. Cats like to play.
They can run fast too. Baby cats are
called kittens. Cats have five toes on
their front paws. They have four
toes on their back paws. People love
their cats. Cats make good pets.
7
14
23
31
38
44
51
57
-
=
Total ErrorsTotal words read
57
Words Correct
Total Errors Total Self Corrections
+
=
.
.
Total Self Corrections
=
Self Correction Rate
=
WPM
Total Words Read
Total words read correctly
%
.
.
Copyright:
Out of This World Literacy (Jen Bengel)
“Cats”
Benchmark 3: Levels A-D
Many people have cats as pets. They
love cats. Cats can jump high. Cats like
to sleep a lot. Cats like to play. They
can run fast too. Baby cats are called
kittens. Cats have five toes on their
front paws. They have four toes on
their back paws. People love their cats.
Cats make good pets.
Guide student(s) through understanding the text by asking the following questions. Rate the responses with the scale provided.
1 2 3 4
(no response or incorrect) (Partial) (Satisfactory) (Above Average) *** Students may look back in the passage for help, but do not suggest.
Type
of ?
Comprehension
Questions
Student Responses
Ratings
General
Tell me what you
remember from
the passage
…
Identify the
Main Idea
What is the main
idea of the text?
How do you
know?
Identify Key
Details
What is one detail
about cats from
the text?
Describe New Learning
What are some
things you
learned from
reading?
Share Opinions of the TextWhat do you think
about the text?
Why? Tell me
more
…
Cats
Comprehension Scoring Rubric
=
%
/20
Comprehension Score
Benchmark 3: Levels A-D
Copyright:
Out of This World Literacy (Jen Bengel)
Ask student the three questions below for each of the vocabulary words. Record each response and use your best judgment to score their responses. Put a number between 1-4 in each square. Add up their scores to calculate the percentage correct.
1 2 3 4
(no response or incorrect) (Partial) (Satisfactory) (Above Average) *** Students may look back in the passage for help, but do not suggest.
Vocab.
Words
What does the
word mean?
Where have you
seen this word
before?
How might you use
this word in your
own life?
pets
high
kittens
toes
paws
CatsVocabulary Scoring Rubric
Vocabulary Score
=
%
/60
Oral Reading Assessment Four
Directions before and during reading:
• Say to the student,
•
“You are going to read a short story for me today. I am going to be taking notes as
you read. I want you to do your best reading and think carefully about what is
happening in the story. After you are finished reading I am going to ask you some
questions, so do your best thinking as you are reading.”
• Read the title of the story and a brief introduction:
• Say,
“The story you are going to read is called, “I Can Write”
•
“It is about a girl named Pam. Pam is happy that she can write. She talks about the
different kinds of stories she can write. Pam’s teacher helps her learn to write.
Let’s read to find out how Pam’s teacher helps her learn to write.”
•
“Are you ready to read? This will be fun!”
• Instruct the student to read the passage aloud.
Directions after reading:
• After reading, ask the following question:
•
“Tell me everything you remember about this story.”
• If the student gives a minimal answer, prompt the student by asking…
•
“Can you tell me a little more?”
•
“Can you say a little more about that?
•
“Tell me more.”
• Write the student’s answers for each comprehension question then score each response.
• A Few Reminders:
• After asking each question, wait at least 5 seconds for a response.
• If the student still has no response, repeat the exact question.
• Wait 5 more seconds. If the student has no response try rewording the question.
•
The student should
NOT
be penalized for the amount of time it takes to answer the
questions or because the instructor has to rephrase the questions.
Passage Four Level Range A-D : I Can Write
1 2 3 4
Copyright:
Out of This World Literacy (Jen Bengel)
“I Can Write”
Teacher Page
Name: ____________________________ Date: __________ Week: ________
Directions: Follow the Instructions on the Oral Reading Assessment Teacher Page. Time the student’s oral reading and mark any errors by circling all the words read incorrectly. Errors include any word substitutions, omissions, or insertions. Place a next to each word the student initially read incorrectly but went back to fix (self-correction). These Self-Corrections do not count as errors.I am Pam. I can write. I like to write.
Writing is fun. I can tell a story. I
can write long stories. I can write
short stories. It can be hard to start
a new story. But my teacher helps
me. She writes too. I see her write.
That helps me a lot. I try hard to be
a good writer. Writing is fun!
10
19
26
34
41
49
59
65
Benchmark 4: Levels A-D
-
=
Total Errors
Total words read
65
Words Correct
Total Errors Total Self Corrections
+
=
.
.
Total Self Corrections
=
Self Correction Rate
=
WPM
Total Words Read
Total words read correctly
%
.
.
“I Can Write”
Benchmark 4: Levels A-D
I am Pam. I can write. I like to write.
Writing is fun. I can tell a story. I can
write long stories. I can write short
stories. It can be hard to start a new
story. But my teacher helps me. She
writes too. I see her write. That helps
me a lot. I try hard to be a good writer.
Writing is fun!
Copyright:
Out of This World Literacy (Jen Bengel)
Guide student(s) through understanding the text by asking the following questions. Rate the responses with the scale provided.
1 2 3 4
(no response or incorrect) (Partial) (Satisfactory) (Above Average) *** Students may look back in the passage for help, but do not suggest.
Type
of ?
Comprehension
Questions
Student Responses
Ratings
General
Tell me what you
remember from
the passage
…
Remember
Story Ending
What happened
at the end of the
story?
Compare
Text to Self
How is this story
the same as your
own life?
Share Understanding of TopicTell me
everything you
know about
writing.
Describe how Characters FeelHow does Pam
feel in the story?
How do you
know?
I Can Write
Comprehension Scoring Rubric
=
%
/20
Comprehension Score
Benchmark 4: Levels A-D
Ask student the three questions below for each of the vocabulary words. Record each response and use your best judgment to score their responses. Put a number between 1-4 in each square. Add up their scores to calculate the percentage correct.
1 2 3 4
(no response or incorrect) (Partial) (Satisfactory) (Above Average) *** Students may look back in the passage for help, but do not suggest.
Vocab.
Words
What does the
word mean?
Where have you
seen this word
before?
How might you use
this word in your
own life?
story
long
short
start
teacher
I Can WriteVocabulary Scoring Rubric
Vocabulary Score
=
%
/60
Oral Reading Assessment Five
Directions before and during reading:
• Say to the student,
•
“You are going to read a short text for me today. I am going to be taking notes as
you read. I want you to do your best reading and think carefully about what is
happening in the text. After you are finished reading I am going to ask you some
questions, so do your best thinking as you are reading.”
• Read the title of the story and a brief introduction:
• Say,
“The text you are going to read is called, “Be a Good Reader”
•
“It is a nonfiction text. That means it has facts that are true. The text is all about
how we can be good readers. It talks about how we should practice reading and lots
more too. Let’s read to find out what we can learn to help us become better
readers.”
• Instruct the student to read the passage aloud.
Directions after reading:
• After reading, ask the following question:
•
“Tell me everything you remember about this text.”
• If the student gives a minimal answer, prompt the student by asking…
•
“Can you tell me a little more?”
•
“Can you say a little more about that?
•
“Tell me more.”
• Write the student’s answers for each comprehension question then score each response.
• A Few Reminders:
• After asking each question, wait at least 5 seconds for a response.
• If the student still has no response, repeat the exact question.
• Wait 5 more seconds. If the student has no response try rewording the question.
•
The student should
NOT
be penalized for the amount of time it takes to answer the
questions or because the instructor has to rephrase the questions.
Passage Five Level Range A-D : Be a Good Reader
Copyright:
Out of This World Literacy (Jen Bengel)
1 2 3 4
“Be a Good Reader”
Teacher Page
Name: ____________________________ Date: __________ Week: ________
Directions: Follow the Instructions on the Oral Reading Assessment Teacher Page. Time the student’s oral reading and mark any errors by circling all the words read incorrectly. Errors include any word substitutions, omissions, or insertions. Place a next to each word the student initially read incorrectly but went back to fix (self-correction). These Self-Corrections do not count as errors.Reading is good. The more we read
the more we learn. We need to
practice reading. We need to think
hard when we read. We can read new
words. We need to talk about what
we read. We can look at pictures. We
need to read more than one time.
Reading makes us very smart!
7
14
20
28
35
43
50
55
-
=
=
Total ErrorsTotal words read
55
Words Correct
Total Errors Total Self Corrections
+
=
.
.
Total Self Corrections
=
Self Correction Rate
=
WPM
Total Words Read
Total words read correctly
%
.
.
Copyright:
Out of This World Literacy (Jen Bengel)
“Be a Good Reader”
Benchmark 5: Levels A-D
Reading is good. The more we read the
more we learn. We need to practice
reading. We need to think hard when we
read. We can read new words. We need
to talk about what we read. We can
look at pictures. We need to read more
than one time. Reading makes us very
smart!
Guide student(s) through understanding the text by asking the following questions. Rate the responses with the scale provided.
1 2 3 4
(no response or incorrect) (Partial) (Satisfactory) (Above Average) *** Students may look back in the passage for help, but do not suggest.
Type
of ?
Comprehension
Questions
Student Responses
Ratings
General
Tell me what you
remember from
the passage
…
Remember the BeginningWhy happened at
the beginning of
the text?
Predict What Might Happen NextWhat do you think
might happen
when kids read
more and more?
Make
Connections to Other Texts
What other texts
have you read or
heard that are
like this one?
Share Opinions of the Text
What is your
opinion of
reading? Why?
Be a GoodReader
Comprehension Scoring Rubric
=
%
/20
Comprehension Score
Benchmark 5: Levels A-D
Copyright:
Out of This World Literacy (Jen Bengel)
Ask student the three questions below for each of the vocabulary words. Record each response and use your best judgment to score their responses. Put a number between 1-4 in each square. Add up their scores to calculate the percentage correct.
1 2 3 4
(no response or incorrect) (Partial) (Satisfactory) (Above Average) *** Students may look back in the passage for help, but do not suggest.
Vocab.
Words
What does the
word mean?
Where have you
seen this word
before?
How might you use
this word in your
own life?
learn
practice
think
pictures
smart
Be a GoodReader
Vocabulary Scoring Rubric
Vocabulary Score
=
%
/60
Oral Reading Assessment Six
Directions before and during reading:
• Say to the student,
•
“You are going to read a short text for me today. I am going to be taking notes as
you read. I want you to do your best reading and think carefully about what is
happening in the text. After you are finished reading I am going to ask you some
questions, so do your best thinking as you are reading.”
• Read the title of the story and a brief introduction:
• Say,
“The story you are going to read is called, “All About Frogs”
•
“It is a nonfiction text all about frogs. That means that everything you read in the
text is true about frogs in real life. You will learn where frogs live, how they jump,
what they eat, and how sticky their tongues are! Let’s read to learn everything we
can about frogs.”
• Instruct the student to read the passage aloud.
Directions after reading:
• After reading, ask the following question:
•
“Tell me everything you remember about this text.”
• If the student gives a minimal answer, prompt the student by asking…
•
“Can you tell me a little more?”
•
“Can you say a little more about that?
•
“Tell me more.”
• Write the student’s answers for each comprehension question then score each response.
• A Few Reminders:
• After asking each question, wait at least 5 seconds for a response.
• If the student still has no response, repeat the exact question.
• Wait 5 more seconds. If the student has no response try rewording the question.
•
The student should
NOT
be penalized for the amount of time it takes to answer the
questions or because the instructor has to rephrase the questions.
Passage Six Level Range A-D : All About Frogs
1 2 3 4
Copyright:
Out of This World Literacy (Jen Bengel)
“All About Frogs”
Teacher Page
Name: ____________________________ Date: __________ Week: ________
Directions: Follow the Instructions on the Oral Reading Assessment Teacher Page. Time the student’s oral reading and mark any errors by circling all the words read incorrectly. Errors include any word substitutions, omissions, or insertions. Place a next to each word the student initially read incorrectly but went back to fix (self-correction). These Self-Corrections do not count as errors.Frogs are small animals. They live on
land and in water. Frogs have short
front legs. They have long back legs.
They jump far with their back legs.
Frogs eat insects. They catch insects
with their tongue. Their tongue is
sticky. The insect sticks to their
tongue. Frogs are fun to watch!
7
14
21
28
34
40
46
52
Benchmark 6: Levels A-D
-
=
Total Errors
Total words read
52
Words Correct
Total Errors Total Self Corrections
+
=
.
.
Total Self Corrections
=
Self Correction Rate
=
WPM
Total Words Read
Total words read correctly
%
.
.
“All About Frogs”
Benchmark 6: Levels A-D
Frogs are small animals. They live on
land and in water. Frogs have short
front legs. They have long back legs.
They jump far with their back legs.
Frogs eat insects. They catch insects
with their tongue. Their tongue is
sticky. The insect sticks to their tongue.
Frogs are fun to watch!
Copyright:
Out of This World Literacy (Jen Bengel)
Guide student(s) through understanding the text by asking the following questions. Rate the responses with the scale provided.
1 2 3 4
(no response or incorrect) (Partial) (Satisfactory) (Above Average) *** Students may look back in the passage for help, but do not suggest.
Type
of ?
Comprehension
Questions
Student Responses
Ratings
General
Tell me what you
remember from
the passage
…
Identify the
Main Idea
What is the main
idea of the text?
How do you
know?
Identify Key
Details
What is one detail
about frogs from
the text?
Describe New Learning
What are some
things you
learned from
reading?
Share Opinions of the TextWhat do you think
about the text?
Why? Tell me
more
…
All About
Frogs
Comprehension Scoring Rubric
=
%
/20
Comprehension Score
Benchmark 6: Levels A-D
Ask student the three questions below for each of the vocabulary words. Record each response and use your best judgment to score their responses. Put a number between 1-4 in each square. Add up their scores to calculate the percentage correct.
1 2 3 4
(no response or incorrect) (Partial) (Satisfactory) (Above Average) *** Students may look back in the passage for help, but do not suggest.
Vocab.
Words
What does the
word mean?
Where have you
seen this word
before?
How might you use
this word in your
own life?
land
far
insects
tongue
sticky
All About Frogs
Vocabulary Scoring Rubric
Vocabulary Score
=
%
/60
Oral Reading Assessment Seven
Directions before and during reading:
• Say to the student,
•
“You are going to read a short story for me today. I am going to be taking notes as
you read. I want you to do your best reading and think carefully about what is
happening in the story. After you are finished reading I am going to ask you some
questions, so do your best thinking as you are reading.”
• Read the title of the story and a brief introduction:
• Say,
“The story you are going to read is called, “I Will Race.”
•
“It is about a boy named Jonah who loves to race. Jonah and his dad build a race
car. Jonah is getting ready for his first race ever. Let’s read to find out what
happens as Jonah gets ready for his first race.”
•
“Are you ready to read? This will be fun!”
• Instruct the student to read the passage aloud.
Directions after reading:
• After reading, ask the following question:
•
“Tell me everything you remember about this story.”
• If the student gives a minimal answer, prompt the student by asking…
•
“Can you tell me a little more?”
•
“Can you say a little more about that?
•
“Tell me more.”
• Write the student’s answers for each comprehension question then score each response.
• A Few Reminders:
• After asking each question, wait at least 5 seconds for a response.
• If the student still has no response, repeat the exact question.
• Wait 5 more seconds. If the student has no response try rewording the question.
•
The student should
NOT
be penalized for the amount of time it takes to answer the
questions or because the instructor has to rephrase the questions.
Passage Seven Level Range A-D : I Will Race
Copyright:
Out of This World Literacy (Jen Bengel)
1 2 3 4
“I Will Race”
Teacher Page
Name: ____________________________ Date: __________ Week: ________
Directions: Follow the Instructions on the Oral Reading Assessment Teacher Page. Time the student’s oral reading and mark any errors by circling all the words read incorrectly. Errors include any word substitutions, omissions, or insertions. Place a next to each word the student initially read incorrectly but went back to fix (self-correction). These Self-Corrections do not count as errors.My name is Jonah. I love to race. My
dad helped me build a race car. I can
go fast. Soon I will be in my first
race. I hope I win. I will try my best.
I will go fast. My dad will cheer for
me. If I do not win I will still be
happy. I will try to win again. I will
always race. I love to race!
9
18
27
37
46
56
65
71
-
=
Total ErrorsTotal words read
71
Words Correct
Total Errors Total Self Corrections
+
=
.
.
Total Self Corrections
=
Self Correction Rate
=
WPM
Total Words Read
Total words read correctly
%
.
.
Copyright:
Out of This World Literacy (Jen Bengel)
“I Will Race”
Benchmark 7: Levels A-D
My name is Jonah. I love to race. My
dad helped me build a race car. I can go
fast. Soon I will be in my first race. I
hope I win. I will try my best. I will go
fast. My dad will cheer for me. If I do
not win I will still be happy. I will try to
win again. I will always race. I love to
race!
Guide student(s) through understanding the text by asking the following questions. Rate the responses with the scale provided.
1 2 3 4
(no response or incorrect) (Partial) (Satisfactory) (Above Average) *** Students may look back in the passage for help, but do not suggest.
Type
of ?
Comprehension
Questions
Student Responses
Ratings
General
Tell me what you
remember from
the passage
…
Remember
Story Ending
What happened
at the end of the
story?
Compare
Text to Self
How is this story
the same as your
own life?
Share Understanding of TopicTell me
everything you
know about
racing.
Describe how Characters FeelHow does Jonah
feel in the story?
How do you
know?
I Will Race
Comprehension Scoring Rubric
=
%
/20
Comprehension Score
Benchmark 7: Levels A-D
Copyright:
Out of This World Literacy (Jen Bengel)
Ask student the three questions below for each of the vocabulary words. Record each response and use your best judgment to score their responses. Put a number between 1-4 in each square. Add up their scores to calculate the percentage correct.
1 2 3 4
(no response or incorrect) (Partial) (Satisfactory) (Above Average) *** Students may look back in the passage for help, but do not suggest.
Vocab.
Words
What does the
word mean?
Where have you
seen this word
before?
How might you use
this word in your
own life?
race
build
hope
win
cheer
I Will RaceVocabulary Scoring Rubric
Vocabulary Score
=
%
/60
Oral Reading Assessment Eight
Directions before and during reading:
• Say to the student,
•
“You are going to read a short text for me today. I am going to be taking notes as
you read. I want you to do your best reading and think carefully about what is
happening in the text. After you are finished reading I am going to ask you some
questions, so do your best thinking as you are reading.”
• Read the title of the story and a brief introduction:
• Say,
“The text you are going to read is called, “How Police Help”
•
“It is all about the police and how they help us stay safe. The police work very hard
all day and night to keep us safe. They work to solve crimes too. Let’s read to find
out what else the police do to keep us safe.”
• Instruct the student to read the passage aloud.
Directions after reading:
• After reading, ask the following question:
•
“Tell me everything you remember about this text.”
• If the student gives a minimal answer, prompt the student by asking…
•
“Can you tell me a little more?”
•
“Can you say a little more about that?
•
“Tell me more.”
• Write the student’s answers for each comprehension question then score each response.
• A Few Reminders:
• After asking each question, wait at least 5 seconds for a response.
• If the student still has no response, repeat the exact question.
• Wait 5 more seconds. If the student has no response try rewording the question.
•
The student should
NOT
be penalized for the amount of time it takes to answer the
questions or because the instructor has to rephrase the questions.
Passage Eight Level Range A-D : How Police Help
1 2 3 4
Copyright:
Out of This World Literacy (Jen Bengel)
“How Police Help”
Teacher Page
Name: ____________________________ Date: __________ Week: ________
Directions: Follow the Instructions on the Oral Reading Assessment Teacher Page. Time the student’s oral reading and mark any errors by circling all the words read incorrectly. Errors include any word substitutions, omissions, or insertions. Place a next to each word the student initially read incorrectly but went back to fix (self-correction). These Self-Corrections do not count as errors.Police help people stay safe. They are
brave. They make sure we follow
rules. If we need help we can ask the
police. They want to help us. It is
okay to talk to the police. The police
solve crimes. They work at night.
They work all day. We can call the
police for help. They have a big job.
7
13
22
30
38
44
52
60
Benchmark 8: Levels A-D
-
=
Total Errors
Total words read
60
Words Correct
Total Errors Total Self Corrections
+
=
.
.
Total Self Corrections
=
Self Correction Rate
=
WPM
Total Words Read
Total words read correctly
%
.
.
“How Police Help”
Benchmark 8: Levels A-D
Police help people stay safe. They are
brave. They make sure we follow rules.
If we need help we can ask the police.
They want to help us. It is okay to talk
to the police. The police solve crimes.
They work at night. They work all day.
We can call the police for help.
Copyright:
Out of This World Literacy (Jen Bengel)
Guide student(s) through understanding the text by asking the following questions. Rate the responses with the scale provided.
1 2 3 4
(no response or incorrect) (Partial) (Satisfactory) (Above Average) *** Students may look back in the passage for help, but do not suggest.
Type
of ?
Comprehension
Questions
Student Responses
Ratings
General
Tell me what you
remember from
the passage
…
Remember the BeginningWhy happened at
the beginning of
the text?
Predict What Might Happen NextWhat do you think
might happen if
you call the police
when you need
help?
Make
Connections to Other Texts
What other texts
have you read or
heard that are
like this one?
Share Opinions of the Text
What is your
opinion of the
police? Why?
How PoliceHelp
Comprehension Scoring Rubric
=
%
/20
Comprehension Score
Benchmark 8: Levels A-D
Ask student the three questions below for each of the vocabulary words. Record each response and use your best judgment to score their responses. Put a number between 1-4 in each square. Add up their scores to calculate the percentage correct.
1 2 3 4
(no response or incorrect) (Partial) (Satisfactory) (Above Average) *** Students may look back in the passage for help, but do not suggest.
Vocab.
Words
What does the
word mean?
Where have you
seen this word
before?
How might you use
this word in your
own life?
safe
rules
solve
crimes
night
How Police Help
Vocabulary Scoring Rubric
Vocabulary Score
=
%
/60
Oral Reading Assessment Nine
Directions before and during reading:
• Say to the student,
•
“You are going to read a short text for me today. I am going to be taking notes as
you read. I want you to do your best reading and think carefully about what is
happening in the text. After you are finished reading I am going to ask you some
questions, so do your best thinking as you are reading.”
• Read the title of the story and a brief introduction:
• Say,
“The text you are going to read is called, “We Can Read A Map”
•
“It is all about maps and how we can read maps. Maps have lots of pictures. We
can read the pictures on a map to learn many new things. Let’s read to find out
what we can learn when we read a map.”
•
“Are you ready to read? This will be fun!”
• Instruct the student to read the passage aloud.
Directions after reading:
• After reading, ask the following question:
•
“Tell me everything you remember about this text.”
• If the student gives a minimal answer, prompt the student by asking…
•
“Can you tell me a little more?”
•
“Can you say a little more about that?
•
“Tell me more.”
• Write the student’s answers for each comprehension question then score each response.
• A Few Reminders:
• After asking each question, wait at least 5 seconds for a response.
• If the student still has no response, repeat the exact question.
• Wait 5 more seconds. If the student has no response try rewording the question.
•
The student should
NOT
be penalized for the amount of time it takes to answer the
questions or because the instructor has to rephrase the questions.
Passage Nine Level Range A-D : We Can Read a Map
Copyright:
Out of This World Literacy (Jen Bengel)
1 2 3 4
“We Can Read a Map”
Teacher Page
Name: ____________________________ Date: __________ Week: ________
Directions: Follow the Instructions on the Oral Reading Assessment Teacher Page. Time the student’s oral reading and mark any errors by circling all the words read incorrectly. Errors include any word substitutions, omissions, or insertions. Place a next to each word the student initially read incorrectly but went back to fix (self-correction). These Self-Corrections do not count as errors.A Map can teach us lots of new things.
A map is like a picture. We can read a
map by looking at the pictures. A map
can tell us where to go. A map can tell
us how big or small things are. We
can look at a map to learn many new
things. Maps help us make plans and
stay safe. We can read maps.
10
18
26
33
42
51
59
67
-
=
Total ErrorsTotal words read
67
Words Correct
Total Errors Total Self Corrections
+
=
.
.
Total Self Corrections
=
Self Correction Rate
