HEIGHT CHART Meet the PM BenchMark Reading …

1 152cm151cm150cm149cm148cm147cm146cm145cm 144cm143cm142cm141cm140cm139cm138cm137cm 136cm135cm134cm133cm132cm131cm130cm129cm 128cm127cm126cm125cm124cm123cm122cm121cm 120cm119cm118cm117cm116cm115cm114cm113cm 112cm111cm110cm109cm108cm107cm106cm105cm 104cm103cm102cm101cm100cm99cm98cm97cm96c m95cm94cm93cm92cm91cm90cm89cm88cm87cm86c m85cm84cm83cm82cm81cm80cmLeveLLed 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 kits16 extra texts PM BenchMark Reading Assessment Resource Kit now includes 46 carefully levelled texts1 nonfiction text at every level from Level 15 to 30 Text types are clearly identified and introduced at appropriate levelsTeachers resource Book and cdThe Teachers Resource Book has been developed explicitly to help teachers assess and analyse students Reading Teachers Resource Book includes helpful information on how to use each component of the accompanying CD includes printable student record pro formas in PDF over For TITLes and TexT TYPes sTudenT recordsEach Student Record is a comprehensive four-page pro forma clearly outlining a student s

2 Current achievement in Student records The student records now include sections to record fluency, knowledge and skills, strategies, and a scored 4: Retelling indicators and comprehension 1: A summary page with recommendations for future 2 and 3: Specific details of the Reading record and behaviours Record Text: Wet-Day Popcorn Level: 13 Book orientationThis is a recount. A boy tells us about something he made with his sister, S S V2468 Today, it rained all day. It was too wet to play Katie and I stayed inside and made some popcorn helped of all, we put the popcorn maker and a big bowl on the put some popping corn into the popcorn , Mum turned the popcorn maker corn went round and round very fast. It went pop.. pop.. pop, as it came out of the popcorn was going to eat some popcorn, but it was too and I wanted to make the popcorn into balls with some honey.

3 But there was no honey 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 Wet-Day Popcorn Level 13 Recount (Fictional) Reading Behaviours Observed During the Reading Record1. Knowledge and skills Developing Tick relevant boxes Concepts about print established Recognised the high-frequency words in the text Applied knowledge of letter sound relationships to accurately decode some words 2. Strategies Developing Tick relevant boxesBeginning to process text by: Adjusting pace Predicting Attending to meaning Searching for print details Cross-checking to confirm Self-correcting 3. Fluency Tick the relevant box Read the text consistently with natural rhythm and phrasing reflecting a depth of understanding Read some of the text with natural rhythm and phrasing reflecting understanding Read the text with irregular phrasing reflecting limited understanding Read the text word-by-word reflecting limited or no understanding 2008 Cengage Learning Pty Limited; ISBN 9780170178075; This page may be photocopied for educational use within the purchasing Popcorn Level 13 Recount (Fictional) 3 Reading Record S S V10 After Mum had gone,Katie and I looked at the popcorn.

4 131 Katie put her hand into the bowland took some , she blew on took someand blew on it, too. 155 TotalPM BenchMark Reading AssessmentName: _____ DOB: _____ Age: _____School: _____ Class: _____ Date of assessment: _____Text: Wet-Day Popcorn Level: 13 Text type: Recount (Fictional) Running Words: 155 2008 Cengage Learning Pty Limited; ISBN 9780170178075; This page may be photocopied for educational use within the purchasing Popcorn Level 13 Recount (Fictional) 1 Teacher: _____Date assessment summary completed: _____Refer to Teachers Resource Book pages 32 39 for recommendations for future Record SummaryErrorsMSV Self-CorrectionsMSV Reading LevelIndependent>95%Instructional90 95%Difficult<90% Reading Behaviours Observed Summary1. Knowledge and Skills:2. Strategies:3. Fluency:Retelling Indicators Summary Level of UnderstandingExcellent4 Satisfactory3 Unsatisfactory0 2 Comprehension SummaryQuestions Answered CorrectlyLiteral1st2nd3rdInferential1st2 nd Level of UnderstandingExcellent5 Satisfactory3 4 Unsatisfactory0 2 Recommendations for Future DevelopmentAccuracy: _____ % rate: 1 : _____The PM BenchMark ReadingAssessment Resource Procedures Card provides a summary of the recommended procedures for taking a Reading assessment.

5 The use of standard procedures for Reading assessments ensures consistent and valid information is gathered by all cardThe DVD contains frequently asked questions and professional development video to assist teachers to effectively assess students Reading the PM BenchMarkReading assessMent ResouRceLEVEL 20 FICTIONLEVEL 19 NONFICTIONThe PM Reading Level Table and formulas for calculating self-correction and accuracy rates appear on the back card A handy summary of recommended Reading assessment 2 Reading Record1. Point to the cover of the book/card. Say:Now, I would like you to read the book/card to Record accurate Reading and miscues on pages 2 and 3 of the Student Record. Step 3 Comprehension1. Prepare the student for the oral comprehension questions. Say:Now, I am going to ask you some questions about this Ask each question on page 4 of the Student Record.

6 Tick the boxes when responses are correct. Record exactly what the student says for incorrect responses. Step 4 Analysis1. 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 Use this information to identify to the PM BenchMark Reading Assessment Resource Teachers Resource Book pages 28 39 for analysis and BenchMark Reading Assessment ProceduresSit 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 Retelling1. Prepare the student for the retelling.

7 Say:First, I would like you to read this book/card to 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 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 ResourceProceduresPM Reading Level TableError RateAccuracyIndependent1 : 10099%1 : 5098%1 : 3597%1 : 2596%Instructional1 : 2095%1 : 1794%1 : 1493%1 : : : 1090%Difficult1 : 989%1 : : : 683%1 : 580%Calculate Error Rate and AccuracyDivide the number of words read by the number of errors, 140 (running words) 4 (E) = Error rate of 1: 35 = 97% : _____ = 1 : _____ = _____ %Calculate Self-correction Rate1.

8 Add both errors and self-corrections Divide by the number of self-corrections, 6 (E) + 3 ( ) = 9 9 3 = 1 : rate: _____ = _____ = 1 : _____For in-depth procedures refer to PM BenchMark Reading Assessment Resource Teachers Resource Book pages 24 is essential to become familiar with the text and procedures before administering the assessment. 2008 Cengage Learning Pty Limited; ISBN 9780170178075 DVD Useful tips and video modelling of Reading assessments with PM BenchMark Reading Assessment Resource kit now s Learning AdvantageHEIGHTCHARTNAME and DATE For learning solutions, visit Retelling Indicators to Check for Understanding Retold main events in sequence without assistance from teacher prompts or book support Yes No Included details of main events Yes No Interpreted picture information Yes No Retold coherently using appropriate vocabulary Yes No Comprehension Questions to Check for Understanding Tick relevant boxesLiteral1.

9 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.)Inferential1. 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 2008 Cengage Learning Pty Limited; ISBN 9780170178075; This page may be photocopied for educational use within the purchasing Wet-Day Popcorn Level 13 Recount (Fictional)Teacher: _____Tick relevant boxesReading Assessment ResourceProceduresPM Reading Level TableError RateAccuracyIndependent1 : 10099%1 : 5098%1 : 3597%1 : 2596%Instructional1 : 2095%1 : 1794%1 : 1493%1 : : : 1090%Difficult1 : 989%1 : : : 683%1 : 580%Calculate Error Rate and AccuracyDivide the number of words read by the number of errors, 140 (running words) 4 (E) = Error rate of 1: 35 = 97% : _____ = 1 : _____ = _____ %Calculate Self-correction Rate1.

10 Add both errors and self-corrections Divide by the number of self-corrections, 6 (E) + 3 ( ) = 9 9 3 = 1 : rate: _____ = _____ = 1 : _____For in-depth procedures refer to PM BenchMark Reading Assessment Resource Teachers Resource Book pages 24 is essential to become familiar with the text and procedures before administering the assessment. 2008 Cengage Learning Pty Limited; ISBN 97801701780751120 Birchmount Road Toronto ON M1K 5G4 416 752 9448 or 1 800 268 2222 Fax 416 752 8101 or 1 800 430 4445 email: 0-17-632238-8 ISBN-13 978-0-17-632238-011/10 HEIGHTCHARTNAME and DATE 152cm151cm150cm149cm148cm147cm146cm145cm 144cm143cm142cm141cm140cm139cm138cm137cm 136cm135cm134cm133cm132cm131cm130cm129cm 128cm127cm126cm125cm124cm123cm122cm121cm 120cm119cm118cm117cm116cm115cm114cm113cm 112cm111cm110cm109cm108cm107cm106cm105cm 104cm103cm102cm101cm100cm99cm98cm97cm96c m95cm94cm93cm92cm91cm90cm89cm88cm87cmDAD s PREsENTLEvEL: 6 FIcTIonNARRATivELittLe cat is hungryLEvEL: 4 FIcTIonNARRATivETHE DogLEvEL: 1 FIcTIonREPETiTivELook AT usLEvEL: 2 FIcTIonREPETiTivEMoNkEy s CARLEvEL: 3 FIcTIonNARRATivEsAM AND LiTTLE bEARLEvEL: 5 FIcTIonNARRATivETHE big bikELEvEL.