HEIGHT CHART Meet the PM BenchMark Reading assessMent ResouRce Benchmark... · Refer to the PM Benchmark Reading Assessment Resource Tick the relevant boxes on the ... • Retoldcoherentlyusingappropriatevocabulary

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LeveLLed TexTsThe 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 cdThe 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 recordsEach 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.ErrorsM S V

S.C.M S V

2

4

6

8

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; This 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 Tick relevant boxes

• Conceptsaboutprintestablished

• Recognisedthehigh-frequencywordsinthetext

• Appliedknowledgeofletter–soundrelationshipstoaccuratelydecodesomewords

2. Strategies — Developing Tick relevant boxes

Beginning to process text by: Adjusting pace Predicting

Attending to meaning Searching for print details

Cross-checkingtoconfirm Self-correcting

3. Fluency Tick the relevant box

• Readthetextconsistentlywithnaturalrhythmandphrasingreflectingadepthofunderstanding

• Readsomeofthetextwithnaturalrhythmandphrasingreflectingunderstanding

• Readthetextwithirregularphrasingreflectinglimitedunderstanding

• Readthetextword-by-wordreflectinglimitedornounderstanding


Wet-Day Popcorn Level 13 Recount (Fictional) 3

Reading Record continued

Page Text E S.C.ErrorsM 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 AssessmentName: _______________________________ DOB: __________ Age: __________

School: _____________________ Class: _________ Date of assessment: _________

Text: Wet-Day Popcorn Level: 13 Text type: Recount (Fictional) Running Words: 155


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

ErrorsM S V

Self-CorrectionsM S V

Reading LevelIndependent

>95%Instructional

90–95%Difficult

<90%

Reading Behaviours Observed – Summary

1. Knowledge and Skills:

2. Strategies:

3. Fluency:

Retelling Indicators – Summary

Level of UnderstandingExcellent

4Satisfactory

3Unsatisfactory

0–2

Comprehension – Summary

Questions Answered Correctly

Literal 1st 2nd 3rdInferential 1st 2nd

Level of UnderstandingExcellent

5Satisfactory

3–4Unsatisfactory

0–2

Recommendations for Future Development

Accuracy: _______ %

S.C. rate: 1 : ______

The PM Benchmark ReadingAssessment 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 BenchMarkReading 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.

Step 1 Retelling

1. 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.

2. 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

Reading Assessment Resource

Procedures

PM Reading Level Table

Error Rate Accuracy

Inde

pend

ent 1 : 100 99%

1 : 50 98%1 : 35 97%1 : 25 96%

Inst

ruct

iona

l

1 : 20 95%1 : 17 94%1 : 14 93%1 : 12.5 92%1 : 11.75 91%1 : 10 90%

Diff

icul

t

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 : ________

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.


DVD – Useful tips and video modelling of reading assessments with children.

The PM Benchmark Reading Assessment Resource kit now includes…

Canada’s Learning Advantage

HEIGHTCHART

NAME and DATE

For learning solutions, visit cengage.com.au

Retelling Indicators to Check for Understanding

• Retoldmaineventsinsequencewithoutassistancefromteacherprompts or book support Yes No

• Includeddetailsofmainevents Yes No

• Interpretedpictureinformation Yes No

• Retoldcoherentlyusingappropriatevocabulary 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


4 Wet-Day Popcorn Level 13 Recount (Fictional)

Teacher: ____________________________________

Tick relevant boxes

Reading Assessment Resource

Procedures

PM Reading Level Table

Error Rate Accuracy

Inde

pend

ent 1 : 100 99%

1 : 50 98%1 : 35 97%1 : 25 96%

Inst

ruct

iona

l

1 : 20 95%1 : 17 94%1 : 14 93%1 : 12.5 92%1 : 11.75 91%1 : 10 90%

Diff

icul

t

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 : ________

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 0-17-632238-8ISBN-13 978-0-17-632238-0

11/10

HEIGHTCHART

NAME and DATE

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DAD’s PREsENT

LEvEL: 6 FIcTIonNARRATivE

LittLe cat is hungryLEvEL: 4 FIcTIon

NARRATivE

THE Dog

LEvEL: 1 FIcTIonREPETiTivE

Look AT us

LEvEL: 2 FIcTIonREPETiTivE

MoNkEy’s CAR


sAM AND LiTTLE bEAR


THE big bikE


THE bEsT TuNNEL


CLEvER LiTTLE DiNosAuR


PLAyiNg iN THE RAiN


My bEACH HoLiDAy


My FiRsT TRAiN RiDE

LEvEL: 12 FIcTIonRECouNT (FiCTioNAL)

WET-DAy PoPCoRN


LiTTLE HEN, MousE AND RAbbiT


THE iCE-CREAM Dog


ouR TEACHER, MR DAvis

LEvEL: 15 nonFIcTIoniNFoRMATioN REPoRT

THE sWiMMiNg RACE


THE TREAsuRE-HuNT PuzzLE

LEvEL: 16 nonFIcTIonRECouNT (PRoCEDuRAL)

HoNEy EsCAPEs


A buiLDER

LEvEL: 17 nonFIcTIonDEsCRiPTioN

EARTHquAkE


bMX bikEs


AMy’s soNg


FRogs


A visiT To THE AquARiuM


My NEW AquARiuM


AkiTo's gLAssEs


PLAsTiC iN ouR WoRLD


FLooD iN THE vALLEy


FoREsT FiREs

LEvEL: 22 nonFIcTIonEXPosiTioN

A CuRE FoR HiCCuPs


WATER WoRLD

LEvEL: 23 nonFIcTIonEXPLANATioN

gRAFFiTi


WHy A RivER FLooDs

LEvEL: 24 nonFIcTIonEXPosiTioN

THE biggER HALF


sEA TuRTLEs


JusT iN TiME!


sNoWboARDiNg


THE NERvous PAssENgER


Dogs sHouLD bE kEPT oN LEADs


LATE AgAiN!


HoW A PARACHuTE WoRks


sARA's iNviTATioN


HoW CAMELs suRvivE iN THE DEsERT


THE HAiRCuT


vEHiCLE PoLLuTioN

LEvEL: 30 nonFIcTIonDisCussioN

LeveLs 15–30 One fictiOn and One nOnfictiOn text fOr every LeveL

LeveLs 1–14 One fictiOn text fOr every LeveL

PM BenchMarkReading assessment ResouRce titles and text types

Each PM Benchmark text levels 1–30 has been trialled with children of an appropriate reading age to guarantee the suitability and readability of the text for the specific level.

aLsO avaiLaBLe:PM Benchmark Assessment and Profiling Software

The software automatically calculates reading accuracy rate, error rate, and self-correction rate; summarizes the students’ level of understanding in retelling and comprehension; and identifies independent and instructional reading levels. A variety of graph options are available to visually present individual student, class, whole-class, and whole-school progress.

The PM Benchmark Assessment and Profiling Software makes the entering of reading records and generation of assessment profile data easier, more efficient, and more accurate.

The software is easy to use and administer, allowing you to record errors, self-corrections, reading behaviours, retelling analysis, and comprehension responses. Recommendations for future development are provided to assist with ongoing teaching.

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

Order by phone1-800-268-2222

Order by fax1-800-430-4445

Order by [email protected] web: www.nelsonschoolcentral.com

Nelson Education 1120 Birchmount Road Toronto, ON M1K 5G4

Order by mail

PM bENCHMARk READiNg AssEssMENT REsouRCE ISBNPM Benchmark Reading Assessment Resource 9780176158651Assessment and Profiling Software 9780176158712

ORDER INFORMATION

For more information and pricing visit www.nelson.com/pmbenchmark

Documents

HEIGHT CHART Meet the PM BenchMark Reading assessMent ResouRce Benchmark... · Refer to the PM Benchmark Reading Assessment Resource Tick the relevant boxes on the ... • Retoldcoherentlyusingappropriatevocabulary