Teacher Copy: Assessment for Independent Reading Levels Set2 Levels A-K (Fiction/Narrative) Level D Independent Lev rs Aeeainey Rater 79.6. *ok to the student and say this to the reader before he or she begins reading.) she wears and does on a special day. Let's read this book. E sc E|sc|M[S|v|M|S|V 5 Reader's Name (21 Grade/"—__ Date by Excerpt from A Special Day, by Anne Sibley O’Brien Level D2_91 words Book Introduction: (Show the cover of the bo “The title ofthis book is A Special Day. A little girl tells us what Check the reading | Running Record: Record the reader's behaviors you notice | miscues (or errors) above the words ashe or the child using, These | she reads. Later, analyze and code miscues totes may not with MSV. determine the reader’s WW) AD. independent reading | Pg. 2: It i8 a special day level, byf will inform your feaching: W/L for & special person. Uses some of the ie letters) of a word “yi (including some ofthe | Pg. 3: On especial day, final letters) along with yee eee ‘wear a special skirt. beginning letter(s) and Aer then progresses to a : sea eeticmrg), | P84: On aspecial dy, sds aa er wear a special ve words ip text sey S/S - Pg. 5: On Hoel day, ‘Begins to integrate sours of infomation MAA I wear special socks. making sure it makes sense, gounds right and “ a Pe, 6: OF Speck diy, eens Sip hia appropriate stress on T wear special shoes. words, ade i Ah Pg. 7: Of aSpetfal dy v thave kcal hair, bod ~ oe Pg. 8: On a special day, there are special foods. May 2009 TCRWP--DRAFT aReading Levels Teacher Copy: Assessment for Independent or Set 2 Levels A-K (Fiction/Narrative) = [ E scim[ S]V IMIS E Uses some of the letter(s) of a word (including some of the & ra final letters) along with | Pg. 9: of fspecial day, (\p meaning. The child first attends to “YZ yt beginning letter(s) and there are special guests. then promesses van ing final letter) i sina foallete(s)'T Be. 10: Ona ¥pecial déy, Reads known y yy, words intext Ly meee there {6 a special pe¥son. cA Begins to integrate | Pg. 11: On aopecal da sourees of information: making sure it makes 4 ve sense, sounds ight and there ig a spetfal bow. Took ight 2 wd Demonstrates | Pg. 12: It if my grandfather's appropriate stress on. hah specfal day! Total miscues including ey Rate: Circle the number of migetge¢ the Ypader did not self correct, 99% self corrected: 100% 98% 97% 96% Omiscues | 1 miscue miscues) | 3 miscues | 4 miscues Self corrections: 96%-100% accuracy 1s necessary to det¥xquine He reader's independent reading level Try a lower level text if the reader made 5 oF more miscues, Miscues reader did not De G0 \ WA Je A Oy fade a. Ee Hore, He BZ) 7 Cy | ce , 3g 2b de pind fottho apie! a May 2009 ‘TCRWP-DRAFTTeacher Copy: Assessment for Independent Reading Levels Levels A-K (Fiction/Narrative) Level D Tiferal and TferentialRetelling Set 2 =) Say, "Pleas retell the big important parts of what " ' tne back ofthis page. Ifthe ig iy of what you just read" Write notes regarding the students retell onthe back ofthis pags Student has trouble getting started, prompt him/her to look atthe tex. Say, “What happened first?" Make a noe that you prompted the aden Some students wll the story sequently i espns oth prompt, while ters wil ell te gst of te son. Ether response is acceptable here. Use the Retelling Rubric and Sample Student Responses to determine ifthe child's retell and response to the comprehension questions are acceptable Ifa student is not able to retell but i able to answer the comprehension questions, note that hit stant will need eX work on how to retell a st ‘Comprehension Questions Section: Analyze the student's retelling/summary to see if contains information that answers each question below. Ifa question was not answered in the retelling, ask it and record the student's response 1. Literal Question: Who is the special persoythe girl gets ready to see in the story? Cra, a arate Te te pot hing the gt des to et ready forthe pci dy. wears Clots ae Ear. speen ad fredls , wees spece L) shoes 3. Inferential Question: How does th ifs shou her grander? 5) 4. Inferential Question: Wy is this day special forte grandfather? Reoaure Ab Ce 4 fd ke Arar "Final Score Yes No Was the reader's accuracy rate at least 96%? Yes No Did the reader answer at least three comprehension questions correctly? Yes No Did the retelling/summary express the important things that happened in the text? is ine ‘+ you did NOT answer "yes" tall questions i his Final Score box, ty an easier ext. Keep moving oases texts until you find the level at which ow are able to answer "yes" tall 3 question in the Final Seore box, you ciel 3 "yes" answers inthis Final Score box, the student i reading stongly at this level, However. itis posible tha the student may also tea only a higher level. Keep moving o higher passages until you can no longer answer yes" oll 3. questions. The highest level that showed strong reading isthe independent reading level. For example, you might ind that you answered "yes" o all 3 questions nthe Final Score box for levelD then a "yest all3 question fo level E but only 2 "es" answers for level F. Level Eis he highest passage on which you were abe to question in the Fs dent reading level forthe student May 2009 TCRWP--DRAFT—, “vet * NONHICHON ime ot ee Lute Taito about tne bees Say Conecto, baat edb eros ga oma } Shruchune ¢ kus ‘ Grade _| Date eacrer Sulie/Vanessa schoo _Certhel Pank East 2 Recording Form Some i. Part One: Oral Reading ‘curacy We Setcoredion = Veda Place the book in front of the student. Read the title and introduction. Fluency 2 Compretenson =D Introduction: In this book, the writer tells about all the animals you can see atthe 200. ran A ays eat do abut teas you anne Sinan pees) Tet The Zoo Level, RW: 157, €:15| E |SC| vow Lee 2 You can see elephants Ue at the zoo. wr 4 - ae The baby elephant can walk Lo Le Go on the day it is bom! To ae | 4] You can see .brown bears!2_ 1 ve at the zoo. Ww - - om The baby bears stay " uy ao hw = with their mother. T ea x 6 |You can see polar bears as, at the zoo. Subtotal | | «ez tom by nec Yoon nd ony So Paneh Preah Nc Hemera. hs page maybe pcp.Page| Text Ze yp 4 6 |Their fur is white. cont V wow x The fur keeps them warm. ow v4 yp 8 | You can see lions bee at the zoo. ey Te The lions are resting. : 4 ve Ze Lions rest for a long time vow v every day. sc Ke re 10/You can see giraffes rw at the zoo. it wt Giraffes are tall animals. MH“ v saef"a2 vr wv They can eat leaves from the vw tops of trees.FEELS OM REaTONNE COT Part One: Oral Reading coninued wat oad E sc page| Text E\scrals|vim|s|v yuv 4 12]You can see penguins ee D at the zoo. vee \ These birds can not fly. At io But they can swim! anv ee W/You can see cl ps | i YY at the zoo. I ie ea fee The chimps like to climb trees. lm ie Ny groper They hold on ap trees 2 we with their big hands. i z eae a | 16] You can see all the animals z wy ZX | at the zoo! ! & 5 Subtotal | 2 i | Total S i z i z 3rom 150r Errors] tr, | 1 | mas] ou s | 7 {se} 4] 5 * Below % aon | sow | aim | azw | ssw | ov | oss [ som } orm | sew | oom | est 3 eu ed ng. trun enum yas dn pens a BED (E + SC) + 8 Fluency Scoring Key ‘Reads primary word byword wth occasional butinfequent or inappropriate phrasing; to smooth a expres interpretaion imeguar pausing, and no anton to authors nearing or punctuation; no sress or inappropriate tess, and slow rate. Reads primary in two-word phases wth some three- and four-word groups and some ‘word bord readin ast no smooth, expressive interpretation of pausing guided Dyauthor’s meaning and punctiao; amos no stressor inappropriate stress, with slow rae most of the tine, Reads primary thee of four.word phrase groups; sme smoath expressive inerpetation and pausing guided by aubhor's meaning and punctuation; sty appropriate ses and rate with some sowdonns Reads primar in ger, meaningful phrases or word groups: mast smth, expressive Interpretation and posing guded by authors meaning and puncuaon: appropriate sires and rate wth ony afew slowdowns.Jo eveLE * NONEICHION va part Two: Comprehension Conversation save conversation with the student, noting the key understandings the sudent expresses. Use prompts as needed to stimulate discussion of anderstanings the student doesnot express. tis nt necessary to use every prompt for each book. Score for evdence of ll understandings expressed—with or without a prompt. Circle the number inthe: column that reflects the level of understanding demonstrated. Teacher: Talk about what you learned in this book. eecoraing rorm ‘Comprehension Scoring Key © Ralects ustisactory understanding ofthe tt ter dos not respond or tis of the tonic 1 Rel limite understanding ofthe text. Mentions afew facts oF ‘ideas but doesnot expres th important information Hea 12 Refledsstsfactory understanding ofthe text. Indes important ‘infomation and ideas but needs other key understandings. |5-efeseaellent understanding ofthe text Incas aimos important norman and main des. score Key Understandings Prompts ‘Within the Text ‘You can see lots of animals atthe z00. (Gives 2-3 examples such as chimps, elephants, giraffes, penguins, polar bears, i and brown bears) ‘Accept.a variety of facts about the book such as: lions resting fora long time; chimps liking to climb trees; baby elephants ‘walking on the day they are born: giraffes eating leaves; ‘What are some of the animals you can see atthe zoo? © 1 bean Nowa, Grom es , penguind ‘What did you learn about the animals at ‘the 200? What else did you learn? wale 120 ns, ‘This book helps you know what 2200 is ike so you may want to go there (or other plausible reason). ‘The author shows photographs and tells information about the animals. Note any additional understandings: La eeby ele pha veto penguins swimming; polar bear having thick white fr oye ihert VFS born Penguin baby bears staying with their mother. Fy. ‘ote any addtional undersandings Tecaua FS um. COW Beyond and About the Text Joe fun ae shows “The z00 isa fun place to go because you can see animals Py do flit apt 20 ont Oo and learn about them. eee x ‘Why do you think this ‘author wanted to tell eames HIP ha, ‘How does the author help you learn about ae] nes ae fo vend ca (0-3 Unsatisfactory Co ‘Guide to Total Score 61 Excellent Comprehesion ‘5 Saistacory Comoreension 44 Limited Comprehension subtotal Score: _f J6 ‘Add | for any additional understandings: _——/1 Total score: _ 617 mrehenson ee ee Part Three: Writing About Reading (optiona) Read the wrting/drawing prompt on the ni ‘of time forthe student to complete the task, information.) ext page tothe student. 5 (Gee Assessment Guide for more ‘Weitng About Reading Scoring Key © Reflects no understanding ofthe te. 1 Reflesvery limited understanding ofthe text. 2 Rell partial understanding ofthe tet. 5 Reet excellent understanding of the tet. specify the amountLEG {ne £00 * LeveL e + NONEICHION HSL oe NOV 5 lel Write about three things you learned about the animals at the zoo. ‘vena fs bd worn roi es yp seas > OEE 9 | |Bedtime for Nick * LEvELG + FICTION student Cie le Grade _4 Teacher onne Recording Form Part One: Oral Reading Place the book in front of the student. Read the title and introduction. Introduction: ‘Nick went to bed but something was missing, and he could not goto sleep. Read to find out how his mom helped him find what was missing. School CPE 2 Accuracy Seltcorection| Fuency wring ‘Summary of Scores Comprehension Page| Text Bedtime for Nick Level G, RW: 26, E:23 a 2| Nick was looking at “his book. His mom came in and_ said, “It’s time for bed.” “Okay, Mom,” said Nick. toctnpes’© 4 | Nick put on his Pajamas He washed his face and brushed his teeth. ceatly|SC He was “ready for bed. 5 | Nick got into his bed. Fours & Pel Benchmark Assessment Sytem | Bedtime for Nick 1 «201, 200 by rene © Foot and Gay Su Pinel Perso NK Henman. Ts page may be hocPart One: Oral Reading continued Sources rmston ed E sc] Page| Text §/schals[v|M]s[v 6 |“will you read me a_ story?” Nick asked his mom. Mom read the story to Nick. ' R Nick liked the story ma-g- ie! yr about: the ‘magic fish. ! \ When the story was over, « Nick’s mom turned off the light. 1 |*Good night, Nick,” his mom said. “wi on the nightlight?” 8 |pill_you_tuen on the nightlight", (3 t 1 asked Nick. “Okay, Nick,” his mom said. She turned it on. ‘corm gh aed wey grunge MS DP en a8 00 Fountos & Pinel Benchmark Assessment System J 2. Bedtime for Nickee fine for Nik» Le0.& « reno Recording Form Part One: Oral Reading continued Sourcest oman Used P ase} Text E sc tL E|sc ml s[v[m[sv 9 \"G i ick ‘La ood night, Nick," his mom said. Now it's time to 80 to sleep.” 1) "I can't go to sleep,” said Nick. “\ will give you a good night kiss,” said Nick's mom. M1 | "Good night, Nick,” his mom said. “Go to sleep now.” 12|"I can’t go to sleep,” She commented I het hes ofraid cf tne said Nick. dare. Thats what looong ire “will you open the door", he asked. seal TT TTT 1 Fountas 8 Pinnel Benchmark Assessment System 1 Bedtime for Nick nenenaon he pape my Be Rome «011,08 wene Funes od Gay Su Pel FORMEg i i é f i £ 2 i i i 5 z i i ' 2 Recording Form Part One: Oral Reading continued Page) Text 12| Nick's mom opened the door. out Light came* into the room. 13|“Good night, Nick,” his mom said. w|“l can't go to sleep,” said Nick. “Something is missing.” ns) cone He looked around the room. \imm o 7O'l room |se Something came in the eel (00g yoy Tail 15 | “Wags! *yaute “Tate, said Nick. se \-ate “Now we can~’go to sleep.” ‘6 Bedtime for Nick Fountas& Pinel Benchmark Assessment System |—— f peste for Nick» LEVEL G + FiCTON / Part One: Oral Reading oes Recording Form said Nick. Subtotal pell4 Page| Text Elscrals[v[m[s]v 16 | “Good night, Nick,” said Mom. “Good night, Wags.” “Good night, Mom," lo }2}0/2 |> Fountes & Prnell Benchmark Assessment System Bedtime fr Nick 5 «© 20112008 by rene Fouts and Gey Su Poe Pott, Me Hecenan. ths pgeay be poco.‘Recording Form aos 19-20 15-16 | 12-14 | 10-11 9 | 6-7 a5 3 o more Below 100% som | 20% | 91% | sam | 93% | 24% | 95% | 96% | s7m [( saw ) os%6 ht 452 (E+ SC) + SC= 1: LB as £2640 Fuency score | 0 1 (2) ry $ Fency Scoring Key adeno og ew alee su waruauHi Yanowrun4 yous 5 hep put SNe > aH Hg BOE Oe > Bedtime for Nick + LeveL G + Ficron Reads piariy wordy word wth ocasional but infrequent or inappropriate phasing no smooth or expressive itrpreation epi patsng, and no atenton to author's meaning oF punctuation: no stesso inappropriate stress, and slow rate Reads primary in two-word phrases with some three- and four word groups and some \wor-by-word rating almost no smoath expres interpretation ot pausing guided ‘by authors meaning and punctuation; almstno sess or nappropite sess, with slow rate mast ofthe tine. Reads primarily n threo fourword phrase group; some smooth, exrssve interpretation and pausing guided by author's meaning and puncuaton; met appropriate stress and rate wth some slowdowns, ‘Reads primary in er, meaning phrases r word groups; mosty smooth, expressive ‘interpretation and pausing guided by author's meaning and punctuation: appropriate stress and ae wth only 3 few slowdowns = pedtime for Nick Fountas & Pinel Benchmark Assessment Sytem 1é pl pattie for Nick» LEVEL G + FICTION Recording Form Part Two: Comprehension Conversation capcinioe smprehension Scoring Have a conversation with the student, notin i © ees understanding ofthe fet Ee oes ot nating the key understandings mentale ri the student expresses. Use prompts needed t simulate dscsn of Se eens understandings the student does not express. Its not necessary to use ' Aces ined nrg le res er ‘every prompt for each book. Score for evidence ofall unde standing expressed-with or without a prompt. Ce the number inthe score Column that reflects the level of understanding demonstrated Teacher: Talk about what happened in ths story. 2 fle satsactory understanding of he tt. Includes important information and eds but exes oter key understandings 1 Rees excellent understanding ofthe tet. ales alata import infomation and man ies. Key Understandings Prompts Within the Text Nick got ready for bed. He went to bed but he couldn't. goto sleep. becaune he wos Marna lis deg He told his mom to do different things to help him, (Gives 2-3 examples, such as rgéd a story; turn on the nighti sive a kiss; open the daar” His dog (Wags) came in and then he went to sleep. Note any additional understandings i {ust needied hi r ‘What happened in tis story? What did Nick ask his mom to do to help him sleep? What else did she do? von te story ns) dog. Came 1a Beyond and About the Text [Nick didnt know why he couldn't sleep (Or, he relly did know) Nos ne cept on SOviNG Sth vids Must” Nick missed Wags and that’s why he couldn’ goto sleep. He was missing his dog de his dog ‘Wags might have been taking a walk with Dad (or any, p Sua} plausible reason) wy es wos ee OF aay ol troop SEAS, me tail in the picture. 63 "5 she Wick ove Wogs Sf SES ay he mised him and cout sleep. He loves him very Mwuciy + Cant Ate any addtional underdandings. Sap vfo Wm. 3 dps while hs 1aih pect Do you think Nick rally knew why he couldn't sleep? What makes you think that? What was the real reason that Nick couldn't 'g0 to sleep? | wonder why Wags was so late going to bed. ‘What do you think? ‘Show me the most important part of the story. How do you think Nick feels about Wags? ‘Guide to Total Score 6-7 Excellent Comprehension 5 Salistcory Comprehension 4 Limited Comprehension 0-3 Unsatisfactory Comprehension Subtotal Score: _ 16 ‘Add 1 for any addtional understandings: _O. Total Score: _(p /7 Part Three: Writing About Reading (optiona) Read the writing/drawing information.) ‘Fountas & Pell Benchmark Assessment System prompt on the nest page tothe student. Speciy the amount of time for the student to complete the task. (See Assessment Gude for more ‘Writing About Reading Scoring Key © Rees no understanding ofthe tet. 1 elles very limited understanding of the tet. 2 Rafe partial understanding ofthe text 5 Refets excellent understanding ofthe tet ‘Beatie for Nick 7 “or, Boe ree Couns ané Gay Pn Poa, Heineman This pap maybe stpCiele 1s Ceady F201 I books, Sre can be encod to loot at —Tecording Form Ppictwes Ond iUSTaTICNS te help The Sleepover Party + Lever + Ficnon Ci decode Werds sue _Crelfes cade pate 3) ts] '5 Teacher Vanessa + Auli Schoo! CPE 2 Recording Form yey 9 fr sd sk wun aU HY nS ep seo > un BOR > Part One: Oral Readi ‘iid Setconedon = LZ Place the book in front of the student. Read the title and introduction. Fluency es Re ampreberson — Excellenhy ‘rroducion: tim was invited toa sleepover party. He was wonied about staying ats tend’ house | ing = : , and wanted to take his favorite toy Mugsy with him. Read to find out what happened. ae ved Page| Text The. ‘Level H, RW: 288, E:31 | E |SC| e = Se eater. im[s|v[m[s]v / 4 v 2|Jim was excited é / v of because he was going 4 N+ Y d to a sleepover party! elt fy soy ft Y But he was also a little worried. plored : J voy He had never stayed all night at a friend’s house. friends were invited 3 |All of to the party, too. Uo seats Jim said, Me vir? telnet “See you at Matt's) house!” i ovis Y, But he was still worried. 1 The Sleepover Party Fountas & Pinnell Benchmark Assessment System 1The Sleepover Paty + Leva. H + Fiction Part One: Oral Reading coninued Page| Text 4 4 4 pwe Se Mom helped Jim ‘pack v ¥ Y for the party, ALN a fy iS, “Here are your pajamas Aig 4 yoo and your toothbrush,” said Mom. i be a v sim wasn’t really listening v v because he was worrying. Vivid fe v “What if 1 miss Mom?" voy he thought. Ye ie ye “What if 1 can’t fall asleep?” + seed) Ul yk ; es v "Dd you want to take Mugsy / 4 v / with you?” Mom asked. / J seep ov v Jim always slept with Mugsy. Mom held up Jim's, favorite toy. Subtotal Vt} tl [a ‘Fountes & Pinnell Benchmark Assessment System 1 The Sleepover Party 2 [ey vee Tourn nd ay Pra Pertnoth NH Hnann Ts pag maybe photcpecording Form: v Part One: Oral Reading continue Page! Text 3 ners. v 7 \Jim did want soy to bring Mi voog v v But he was worried, mile dele v Mugsy is a baby toy,” / “a Jim told his mom. ww v / v ' don’t want my friends sim yy to Taugh at me. vie vy / 1 can't bring Mugsy.” lugsy. v v 4 i 8 |"That’s fine,” said Mom. v - v v “Get your sleeping bag. é / v v Vil zip up your backpack.” ee AE “Have fun,” Mom seid. 44 vw wm SC “1 will’ Jim answered. “ “ é v7 But he was still a | sf) | | little worried. vos a fe te ny wut in armumday YoU 5 ep pu 2 A DCEO 9 © 3 The Skepover Party Fount & Pinel Benchmark Assessment Stem 1The Sleepover Party + Leva. H + FicTion Part One: Oral Reading coninued Jim was having fun. Sources nformaton ed E sc Page| Text mys |v[m|s|v 1 ee | 10) All of Jim’s friends were at v v Matt's house. v / ~ 4 tue SC They played games and they vlela oe Ly v ate yummy snacks. Tey f vf v7 mo vv yy vw n|Then it was time for bed. vf Pee Ee All the boys went ytd v Up to Matt's room. v v A 12|Dan opened his backpack y / Vp tai cy and pulled out a toy. Toe Li v7 “Here is Teddy!” said Dan. iy / 4d “| always sleep with him.” td wv Luis opened his backpack. YL Sof v 7 “| have Shapper!” he said. 011 Be by wane © Fora and Gy 5 Pane Porenoh NH Hinemom Ths ae mob Pec Fountos& Panel Benchmark Asessment System 1/ according Form Part One: Oral Reading condnueg The Sleepover Party + Live. H + Fiction arden fe ed ay muon groumey Yai sh pu san >on GOCE ICE > Page| Text * v vy P %\Josh had a toy, too. Pee 4 / Sia | always take Spot with me!” Sew he said. vv wig v 4) “I wish 1 had Mugsy,” v v Jim thought. av voy v x Matt said, “Jim, are you going Jit As to get ready for bed?” . ‘Fountas & Pinned Benchmark Assessment System 1 ‘5 The Sleepover Party—— Strona Compieheasicr of text, Reads aT a fete ace which causes AT / fo Make suortrumens.” Mast of me evers 9 actualy fir we meanry 4 symone ecrdingForm Of THe Tent. Teadiy point: react “S/awe~ Th Bet cet + evil * Fen . to Sc monrter - suden Che {be Grade owe Ap 21,2017 Teacher sa + lui ( stot ODE 2.x git 3 oy Recording Form Soma ores Part One: Oral Readi core. 187) a Seteorion “Lele OB ‘Place the book in front of the student. Read the title and introduction. Fuency a Comprehension Excell I Introduction: A boy named Spencer went to a farm to pick out a cat, but he had trouble finding Wing the best cat. Read to find out if Spencer found the best cat for him. Scare of nemaon Used E se m[s[v[m[s]v Page| Text The Best Cot Level, RW: 263,€: 28] E |SC} v vows vw 2 |Spencer wanted a cat more v v vow 4 than anything in the world. i | Al Bothy He wanted (a cat 1 1 Jv v vo v - oa that would sleep on his bed y Jv v ¥ and purr in his ear 4 wind v v and be his best furry friend. ee Vitiy wv SF 3 |"Please, can-1 get a cat?” v 4 Spencer asked. oe to “| really want one.” yy “Are yon sure?” ra “ = his mother answered. vy WOS vv “it” is hard work y \ fou v vv . to take care of a cat.’ Promo ne maou rman Raw seo pm nuns > mH a E88 ‘Fount & Pinel Benchmark Assessment tem |The Best Cat + Levet| + Fiction Part One: Oral Reading coninved Page| ir i ee “rll take good care, of him,” v v v % said Spencer. “I promise. GE tae PS age Vl brush him and feed him 4 ¥ wv v v v and give him water every day.” ¢ wits “All right,” said his mother. Zw gt fe “Let's go to” Apple Tree Farm. A Vf AE YE Maybe we can get a cat there.” aie ae Spencer and his mother went ane v v vo ta" Apple Tee Farm. Po tf fm Maty animals lived of the farm. Z v v wot There were cows and horses con od in the fields. and Be ay 7 be wv There was a friendly farmer. 7: td ee v And there were cats everywhere! 7 SiGe Spencer had never seen YP ve a so many cats and kittens! Fouras& Priel Benchmark Assessment Ste (Soon fon by ene Foro Gy SP Prenat nme Ts ae aye PaProto se myn 3 rouing ep pot eu ELE 9 ‘The Best Cat + Leve.| + Ficnow Recording Form Part One: Oral Reading contrued Page| Text Lifkis o@: # # 9 |"How will you choose just one?” J v v asked Spencer's mother. 7 ’ ood Spencer thought about it. Pivina dt ee Then he said, “I'll choose vv vviy the best cat for me.” FIG said Spencer. will SC wil 2 Wil you be my cat v ae Spencer saw a black cat Ot um ‘ vv playing “on” the straw in the barn. oe sy “| like your shiny fur,” Yo vv ¥ Y YEEZ 11 |The cat ducked under the straw. yy y ig a "1" guess you're not the best cat aegis of aI tae? for me,” said Spencer. ae agama “vil look for another cat.” sswoil fal | Tila Fours & Pre Benchmark Assesment System 1Recording Form The Best Cat » Leves| + FicTion, Part One: Oral Reading continued Sure of formation Used esl eee e {sc} vy yom YY 12} Spencer watched another cat Y v v v fw licking her paw down by the pond. Cie yar Oe aa a “I like your fluffy tail and P ¥ v ’ ¢ your pink tongue,” sid Spencer. vov v v “will you be my cat?” Rx SETA Ae v 13 |The cat didn’t even vs os look at Spencer, Lown v aria “I can tell that yoy are not VE VEE Ty the best cat for me,” ws Spencer Wl Took for another cat: Have the student nish reading the book silent. (2201 2008 byrne fa sn a5 oa Pooh Ws eben spay Poop Fours & Pn Benchmark Asessent tem 1‘The Best Cat + Level + Fiero, 2or Corcnag tres] tore | 25-27 | 25-28 | 20-22 | 1-19 | 15-17 | 12-16 9 /es\ 15} 0 e Rate = » [ST [om [me [os [om [| [om bef fe f Ga) Sett-correction e tas €+s¢+sc=1:LG | 63% loz TOS Te Fluency Score | 01 2 (3) (icc saingty © Reads primariy wrt byword with cain but inreuet oc inpproprite pres ‘no soot oc expres inerpreaton, ee sng. and no aetna’ ‘mening or punutn; 0 srs or eaproptte Stes, and ow 1 Reads priariyn two-word phrases th same teen four oupéand some wordy-word dng anos sooth, pres intrrtaon or pausing guided by autor’ meaning and puna alos no ses ornate Stes, ith ow rate mst of tein, 2 Reads primary in tree or four phrase groups sme snoethemresive Interpretation and pausing pied by ators meaning ad uncon mest) opropate ses and rate wih sme sewdowns. 3 Reads primary in lager, meaning press or word groups: mest smoot eresive inteetaon and pausing quied by thr mening snd punch prope stes and rat wth ony 3 ew som, ! i { i i | | i i | Founas& Panel Benchmark Asessent Sse 1