Teacher Copy: Assessment For Independent Reading Levels Levels L-Z (Fiction/narrative) (Page 3 of 3) in pdf

Teacher Copy: Assessment for Independent Reading Levels

Set 2

Level L

Levels L-Z (Fiction/Narrative)

Comprehension Questions Section: Analyze the student’s retelling/summary to see if it contains information that answers each

question below. If a question was not answered in the retelling, ask it and record the student’s response.

1. Literal Question: How can Emily get a sticker by her name on the chart?

2. Literal Question: What book does Emily check out from the library?

3. Inferential Question: Why do you think Emily swaps the books?

4. Inferential Question: Why do you think Emily says that she loves snakes?

Oral Reading Fluency Scale – Circle the Appropriate Level

Reads primarily in larger, meaningful phrase groups. Although some regressions, repetitions, and deviations from text may

Level

be present, these do not appear to detract from the overall structure of the text. Preservation of the author’s syntax is

consistent. Most of the text is read with expressive interpretation.

Level

Reads primarily in three or four-word phrase groups. Some small groupings may be present. However, the majority of

phrasing seems appropriate and preserves the syntax of the author. Some expressive interpretation is present; this may be

inconsistent across the reading of the text.

Level

Reads primarily in two-word phrases with some three or four-word groupings. Some word-by-word reading may be present.

Word groupings may seem awkward and unrelated to larger context of sentence or passage. Beginning a little expressive

interpretation, frequently first seen when reading dialogue.

Reads primarily word-by-word. Occasional two-word or three-word phrases may occur—but these are infrequent and/or

Level

they do not preserve meaningful syntax. No expressive interpretation.

Adapted from: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment

of Educational Progress (NAEP), 2002 Oral Reading Study.

Final Score

Yes No Was the reader’s accuracy rate at least 96%?

Yes No Did the student read with fluency? (a score of 3 or 4 on the Oral Reading Fluency Scale)

Yes No Did the reader correctly answer at least 3 questions in the Comprehension Questions Section?

Yes No Did the retelling/summary express the important things that happened in the text?

Is this the student's independent reading level?



If you did NOT answer “yes” to all four questions in this Final Score box, try an easier text. Keep moving to easier texts until you find the level at which you

are able to answer “yes” to all four questions in the Final Score box.



If you circled four “yes” answers in this Final Score box, the student is reading strongly at this level. However, it is possible that the student may also read

strongly at a higher level. Keep moving to higher passages until you can no longer answer “yes” to all four questions. The highest level that showed strong

reading is the independent reading level. For example, you might find that you answered “yes” to all four questions in the Final Score box for level L, then a

“yes” to all four questions for level M, but only three “yes” answers for level N. Level M is the highest passage on which you were able to answer “yes” to all

four questions in the Final Score box. Level M is the current independent reading level for the student.

September, 2013

TCRWP