SET up
Materials needed to start and assessment
What are pencil, eraser, text, response sheet?
Introduction to text
What is read the title and the sentence from the top of the student recording sheet.
Finishing the read.
What is placing the book on the table?
Marking
What is the number of words the student read correctly?
Who does the assessments?
Who are classroom teachers (or LST's for students who may have connection/accommodation issues). Any student who has not met the 30 by grade 5 should be assessed unless decided upon by the student's team (noted on an IEP).
T/F You need to read the text before the student
Prompting with encouragement true or false
What is mostly false. In a true standardized test, it is better to not give away mistakes made that may discourage readers. Instead try to use thank you or please continue.
Retelling prompt.
What is "tell me in your own words as much as you can about what you have just read"?
Self corrections and repeats count as errors. T/F
What is false? We want students to double check for understanding and to make it sound fluent.
Why assess?
To inform your planning and reporting
T/F Knowing number of words in the text
What is sometimes true. If you know the number you can more easily judge if they have made more than 10% errors.
Cut off level of mistakes for text between 100-200 words.
What is 10. 10% is the first 2 digits of the 3 digit number of words in that text
157 ----think 15
123 -----think 12
Move on to comprehension questions after retelling. T/F
Depends. If they cannot retell the story, they have not understood it and you should drop down to the previous level where they could.
Letters used for tell, appeal and try that again.
What are T, A, TTA?
School and district needs
LST's need to help instruct EA's and their own planning, leadership needs to plan district based supports, School district needs to inform the school board about various needs and successes with previous supports given.
Sitting position in relation to a student
What is beside (or across from if you are able to read upside down)
Cut off for text with 200-279 words.
What is 20. This is if they are struggling and it feels like you won't get to the full amount. The text should have a box at about 200 to help with this.
Ask the comprehension questions?
What is YES. You must ask the questions if they can retell the text they just read accurately to 90%. This will solidify the understanding they have for the text.
Same word errors. Do they count?
What is yes? If the student passes by a word saying it incorrectly, and does this every time. All errors count.
If you give the student the word after them not getting it in 3 seconds, and they get it wrong again later, you may want to note it in the assessment later for revision lessons with the class or support people.
When scores are reported
The location of the assessment.
Where is anywhere that you can easily hear the student and with the fewest possible distractions for you both.
Cut off for level 16-30 books.
What is 28 errors. Remember that the levels are harder the higher book level. It can be harder to achieve increases of 2 or more books in a term.
Judgement for inferential and applied knowledge/vocabulary answers.
What is Yes. The guidelines are on the sheet but you can decide if they are close enough.
eg. Who helped Jack with his homework?
text response (his father), student response (his dad) correct
Names and number of errors.
What is one error. If a student makes a mistake on a proper noun, it only counts as 1 error for the whole passage, regardless of how many mistakes they make.
Kindergarten assessed by PM
Sometimes. If a K teacher has a reader, accurate reporting could include Exceeding with a PM measure. (stopping them from having to read lower text with their teacher the following year)