Matching Books to Readers

7/21/2019 Matching Books to Readers

1/8

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the

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Read the titte and inhoduction.

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\J

A a

i

t

ra*iot

hair

was

so long

that he

looked

like

his

dog

Ruff. His

mom

and

dad

gave

him

y*l

?

fv",

-'

Le

u'4il

J

;

.3

.16;1611,

and it

was so

bad

he had

to wear

a

wig hat.

Read

to

find

out

what

happened.

Sources of lnformation Used


2/8

\E{u

Sources

ol lnformation

Used

art

One:

Oral

Readin$

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Part

One:

Oral

Readin$

continued


4/8

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j;L-"i*iL,l(,,,r

-,Ftefl

oN

(+mprehension

Co

nversation

with

the

student,

noting

the

key understandings

expresses.

Use

prompb

as needed to stimulate discussion

of

the

student

does

not

express. Score

for

evidence

of

all

erpressed-with

or

without'a

prompt

Circle

the

ii'urfrlier

in

r$lumn

that

reflects

the

level

of understanding demonstrated.

Talft

about

what

happened

in

this

story.

Comprehension

Scodng

Key

o

RefleG no understanding

of

the

text Either does not

respond

or

talla

off the

topic

I

RefleG

very limited

understandingofthetext

Mentions a fewfacts

or ideas but does

not express

the important

information

or

ideas.

2

Reflecb

partial

understanding

ofthe

text

Inctudes

important

information

and ideas

but

negleG

other

key understandings.

I

Reflects excetlent

understanding

ofthe text

lncludes almost

all

important information

and main

ideas.

o r@i

hat

was the

problem

in

this

story?

How

did

Edwin

and

his

parents

solve

the

problem?

Wtyt-nann

d

at

the

end?

Yrri*rin

the

Text

Edwin

got

a terrible

haircut

and had

to wear

a wig

hat

1or

w1S)

allof

tfletime.

fnurrrle

r*t?raL/o-lt'r+-(

We

Recounts

most

of

the

important events

such as:

Edwin

needed

a

haircut

so

his

mom

and

dad

gave

him

one;

his

hair

looked

awful; he

had

to

rysa-L

wig hat

everywhere; his hair grew

out

e frif"ifrEiiffi-tifiiE

G

would

pkk

the

barber

to

give

him

his

h;fiAft-

Nole

any

additional

undustandings:

r

AU-/O

-,t,rl

4:

,6x-

a,ha,*g,+t;t

v

'

LePePtE

t*

How do

you

think

Edwin

feh

when

he

first

looked

at

himself

with

his

new

haircut?

What

kind of

kid

was Edwin?

What was

he

like?

What

makes

you

think

that?

oQz

s

Beyond

the

Text

Edwin

hated

his

haircut.

lt

was

so

bad

that

he

wqs

embarrassed.

"rr,"rJ."r.

he{q-t+hot}f'l

bp

not

aad-

-il

w

n

t

g"pod

+

fuatrqrkp*t

(4,d.nW"dqot

Eiwin

didn't

caie

if other

kids

teased

him

about

his

wig

hat.

{

-

He

iust

went

on

and

did everything

he

always did.

-l


5/8

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6/8

r

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vi r"tull*l,\,

Our

assessment for

Oral Reading

Rate is one

that

assumes fluency,

as ilL

vre are

checking

tlre

rate

at which

a reader reads

with

accuracy,

intonation

aad

meaningful

phrasing.

The

reader

should

be

in

an appropriate

level text,

therefore.

Reading

LeveI

tr evel 1

Iq-eeds

Support

Mav indieate

tlat the

reader

should

be

in

easier

.

Level2

Approaches

Standards

Fluencv instruction

aeeded

-

see

cl*se 2 rrf

Level3

Meets

Standards

Level

4

Exceeds

Standards

texts"

and/or

needs

fXueney

sunnort-

see n. 2

this

Escket

T

J

44

wpm

or less

45-54

wpm

55-85

upm

86 wpm

or

more

K

54

wpm

or less

55-64

wpm

65-95

wpm

96 wpm

or

more

L

59

wpm

or

less

60-69

wpm

70-100

wpm

101

wpmormore

M

64

wpm

or

less

65-74

wpm

75-105 wpm

106

*pm

ormore

N

64

wpm

or less

65-79

wpm

80-110

wpm

111

r,rpm

or

more

o

64

wpm

or

less

65-79

wpm

80-115

vrpm

116

wpm

or

more

P

69

wpm or less

70-89 wprn

90-125

wpm

126 wpm

or

more

a

74

wpmor

less

75-104

wpm

105-140

wpm

141

wpm

or

more

R

74 *pm

or

less

75-104

wpm

105-145

wpm

146

wpm ormore

S

79 wpm

or less

80-109

wprn

110-145

wpm

146 wpm

or

more

T

84

wpm

or iess

85-i14

wpm

115-150

wpm 151

wpmormore

U

84

wpm

or less

85-114

wpm

115-150

wpm

151 wpm

or

more

v

84

wpm

or

less

851114 wpm

I 15-150

wpm l5l

wpm or

more

vr

89 wpm or

less

90-lZ4

wpm

125-160

wpm 161

wpm

or more


7/8

Grouping

Students

o

Go

for

Green

K-2

Assessment

Kit

(Instructional

level)

ISench

ntarl

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