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1 Reading Performance Assessments Reproducible Masters
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Reading Performance Assessments
Reproducible Masters
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© 2013 Santillana USA Publishing Company Inc. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system, without permission in writing from the publisher. Santillana Spotlight on English Reading Performance Assessments Reproducible Masters ISBN-‐13: 978-‐1-‐62263-‐049-‐3 ISBN: 10: 1-‐62263-‐049-‐1 Published in the United States of America. Developed by the editorial department of Santillana USA Publishing Company Inc. Santillana USA Publishing Company Inc. 2023 NW 84th Avenue Doral, Florida 33122 www.santillanausa.com
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TABLE OF CONTENTS Introduction …………………………………………………………………………………… 4 Reading Performance Assessment-‐Magenta Level (K) Passage 1 …………………………………………………………………………………………7 Passage 2 …………………………………………………………………………………………9 Passage 3 …………………………………………………………………………………………11 Reading Performance Assessment-‐Green Level (1) Passage 1 …………………………………………………………………………………………13 Passage 2 …………………………………………………………………………………………15 Passage 3 …………………………………………………………………………………………17 Reading Performance Assessment-‐Blue Level (2) Passage 1 …………………………………………………………………………………………19 Passage 2 …………………………………………………………………………………………21 Passage 3 …………………………………………………………………………………………23 Reading Performance Assessment-‐Red Level (3) Passage 1 …………………………………………………………………………………………25 Passage 2 …………………………………………………………………………………………27 Passage 3 …………………………………………………………………………………………29 Reading Performance Assessment-‐Purple Level (4) Passage 1 …………………………………………………………………………………………31 Passage 2 …………………………………………………………………………………………33 Passage 3 …………………………………………………………………………………………35 Reading Performance Assessment-‐Royal Blue Level (5) Passage 1 …………………………………………………………………………………………37 Passage 2 …………………………………………………………………………………………39 Passage 3 …………………………………………………………………………………………41
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What is a Reading Performance Assessment? It is one that allows a teacher to evaluate a student’s reading performance while he/she reads a passage from a book. There are eighteen assessments included in this booklet, the equivalent of three for each level, K-‐5. All the passages are taken from the leveled Spotlight Thematic Library readers, which include both fiction and nonfiction titles. It is recommended that students be assessed three times during the year, beginning at the start of the year; however, a teacher may opt to assess individual students as often as he/she pleases. How it works When administering the test, a student reads the passage from the book, while the teacher follows along and fills out the form that includes the passage the student is reading. If a student gets stuck on a word, the teacher should wait a few seconds for the student to self-‐correct. If the student doesn’t self-‐correct, the teacher should mark the error and ask him/her to continue reading. If a student reads very slowly and makes an error, the teacher should not correct the student but simply say, “Try again.” If the student gets the word right this time, it should count as correct through self-‐correction. But if the student continues to misread or mispronounce the word, then he/she should be allowed to continue and the teacher should mark the word as an error. If a student is reading faster and makes errors, these should simply be marked as errors in the E column. No intervention from the teacher is necessary. In fact, very little, if any, intervention is recommended. The forms with all the passages are included in this booklet, beginning on page 4. Teachers usually mark a check for each correctly decoded word and tally the errors in the E column (see sample on next page). Some teachers also record what the student read above the word read incorrectly. Teachers may also decide to mark a check on the words read incorrectly and leave the correctly decoded words unmarked, but he/she must still tally the errors in the E column. If a student mispronounces or misreads a word but then successfully self-‐corrects, that is not considered an error, but a teacher may want to tally self-‐corrections as well in the SC column. For diagnostic purposes, a teacher may choose to administer more than one assessment to a student if this student either aces the first assessment or fails it and needs to be given a lower assessment in order to accurately ascertain his/her reading level. For instance, a second grader is given the first passage for his/her grade level and aces it, reading with a 100 percent accuracy rate and answering five out of five questions correctly. The teacher may opt to give that student the next passages until he/she passes with less than 100 percent and/or answers fewer than five questions correctly. It is possible that a second grader could be reading at an instructional third grade level or above.
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If the second grader reads the first passage at below 90 percent, the teacher can give this child the third passage of the lower grade, continuing until he/she reads a passage at 90 percent or above and answers at least three out of five questions. The child may be reading below grade level or not yet have sufficient reading skills. How to score it In order to calculate a student’s accuracy rate as a percentage, the total number of errors must be subtracted from the total words read and then divided by the total number of words read. The result must be multiplied by 100. For instance, if the total number of words read was 111, and the student made eight errors, the accuracy rate would be calculated as follows: (111 – 8) / 111 x 100 = 103 / 111 x 100 = 0.927 x 100 = 92.7 percent, or 93 percent rounded to the nearest whole number. If a student is determined to have decoded the passage with at least 90 percent accuracy, then the comprehension questions must be read to him/her. If the student orally answers at least three out of the five questions correctly, then he/she is considered to have passed. It is not necessary and it is not recommended to give the comprehension questions to a student who has decoded at less than 90 percent. How to form Guided Reading groups Most teachers have their own grouping criteria that may include a reading assessment. The following shows one standard of judgment that could be used in order to group students who are reading from instructional to more proficient levels. Group A: Students scoring between 90-‐92 percent of the reading passage. Group B: Students scoring between 93-‐95 percent of the reading passage. Group C: Students scoring between 96-‐98 percent of the reading passage. Group D: Students scoring between 99-‐100 percent of the reading passage. An additional group may be created with students who are reading below grade level. Depending on students’ instructional level as determined by their Assessment, teachers may use readers from the lower levels to adapt to these students’ needs. Directions Take out the sheet with the passage the student will read and fill in his/her name. Hand the book that contains the passage to the student. Read the title of the book and have student repeat after you. Have him/her turn to the page where passage begins. Explain the passage must be read aloud carefully but at a normal speed. If the student comes to a word he/she is not sure how to read, he/she should try as best as he/she can and continue reading. The student should not stop until he/she has come to the end of the passage. In cases of foreign names or words, such as those in passages in the upper grades, you may want to use your discretion in allowing words that may seem mispronounced and count them as correct.
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Magenta Level Reading Performance Assessment Passage 1 Welcome to Kindergarten (pages 9-‐16) Nonfiction Student ____________________________________ Teacher ______________________________ Date ________________________________ Accuracy % Running Words: 39 Errors: _______ Comprehension: ___ /5
E SC
This is a kindergarten classroom. 5 It has an activity center. 10 In class you read and write. 16 You draw and paint, too. 21 You sing and play music. 26 You say numbers, too. 30 There are many things to do! 36 Kindergarten is special. 39
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Magenta Level Reading Performance Assessment
Passage 1 Comprehension
1. What kind of classroom is this story about? (a kindergarten classroom)
2. What can you find in this classroom? (an activity center)
3. Name two things you can do in this classroom. (read and write)
4. What other things can you do in this classroom? (Accept at least two ideas,
such as draw and paint, sing and play music. Accept say numbers in
combination with any of the previous ones.)
5. What other things can you do in this classroom? (Accept reasonable
responses that name activities in a kindergarten classroom.)
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Magenta Level Reading Performance Assessment Passage 2 Animal Opposites (pages 2-‐5) Nonfiction Student ____________________________________ Teacher ______________________________ Date ________________________________ Accuracy % Running Words: 46 Errors: _______ Comprehension: ___ /5
E SC
Animals can be big or small. 6 They can be tall or little. 12 They can be long or short. 18 Animals live in the water. 23 They live on land, too. 28 Many animals can fly. 32 The blue whale is very big. 38 It lives in the ocean. 43 Whales eat krill. 46
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Magenta Level Reading Performance Assessment
Passage 2 Comprehension
1. How can animals be? (Accept at least two ideas, such as big or small, tall or
little, long or short.)
2. How is a blue whale? (very big)
3. Where does the blue whale live? (in the ocean)
4. What do whales eat? (krill)
5. What is this passage about? (animals)
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Magenta Level Reading Performance Assessment Passage 3 Transportation (pages 2-‐5) Nonfiction Student ____________________________________ Teacher ______________________________ Date ________________________________ Accuracy % Running Words: 58 Errors: _______ Comprehension: ___ /5
E SC
People travel in many ways. 5 These ways are forms of transportation. 11 How did people travel long ago? 17 Long ago, there were no airplanes. 23 There were no cars. People rode 29 horses, camels, or elephants. 33 Over time, people needed 37 to travel better and faster. 42 They invented new ways to travel. 48 How do people travel now? 52 How do they get to school? 58
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Magenta Level Reading Performance Assessment Passage 3 Comprehension
1. How did people travel long ago? (Accept They rode horses, camels, or
elephants; riding horses, camels, or elephants; by horses, camels, or elephants.
Correct answer must include all three forms.)
2. Why did people invent new ways to travel? (Correct answer must include
both to travel faster and better)
3. What word means to travel from one place to another? (transportation)
4. How do people travel now? (Expect by car but accept any reasonable
responses including bus, airplane, boat, etc.)
5. What is this passage about? (forms of transportation)
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Green Level Reading Performance Assessment Passage 1 Good Citizenship (pages 2-‐15) Realistic Fiction Student ____________________________________ Teacher ______________________________ Date ________________________________ Accuracy % Running Words: 61 Errors: _______ Comprehension: ___ /5
E SC
This is the first grade. 5 Ramón is a new student. 10 This is math class. 14 Ramón shares his ruler. 18 This is recess. 21 Ramón wants to play ball. 26 Ramón waits his turn. 30 Someone pushes him. 33 “I’m sorry,” says Hugo. 37 “That’s okay,” says Ramón. 41 Mrs. Hill calls the children. 46 Does Ramón know the rules? 51 Ramón stands in line! 55 Hugo says, “Sit by me, Ramón.” 61
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Green Level Reading Performance Assessment Passage 1 Comprehension
1. Who is Ramón? (a new student)
2. Who pushes Ramón? (Hugo)
3. Did he push him on purpose? How do you know? (No, because he said he was
sorry.)
4. Who is Mrs. Hill? (the teacher)
5. Does Ramón know the rules? How do you know? (Yes, because he stands in
line.)
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Green Level Reading Performance Assessment Passage 2 No TV (pages 2-‐16) Realistic Fiction Student ____________________________________ Teacher ______________________________ Date ________________________________ Accuracy % Running Words: 80 Errors: _______ Comprehension: ___ /5
E SC
Lucy turned on the TV. 5 Grandma turned it off. 9 Grandma said, “No TV today.” 14 I asked Grandma what we could do. 21 Grandma said, “You can play.” 26 Lucy looked at me. 30 She asked what we should do. 36 I said, “We can play outside.” 42 We played ball. 45 We rode our bicycles. 49 We made a fort. 53 Here are pictures of our fort. 59 Grandma asked, “Did you miss TV?” 65 Lucy said, “No, I had fun.” 71 I asked, “When is our next no TV day?” 80
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Green Level Reading Performance Assessment
Passage 2 Comprehension
1. Who are the characters in this passage? (Grandma, Lucy, narrator or boy)
2. What did Lucy want to do? (watch TV)
3. What did Grandma want Lucy to do? (play)
4. How does Lucy and her brother feel at the end of the passage? Why? (happy
because they had fun)
5. Do you think this passage teaches a lesson? What is the lesson? (Accept
responses such as, Too much TV is bad, You don’t need to watch TV to have fun,
etc.)
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Green Level Reading Performance Assessment Passage 3 The First Thanksgiving (pages 2-‐11) Nonfiction Student ____________________________________ Teacher ______________________________ Date ________________________________ Accuracy % Running Words: 106 Errors: _______ Comprehension: ___ /5
E SC
The Pilgrims were from England. 5 They were not happy in England. 11 They sailed to America on a ship. 18 The ship was called Mayflower. 23 Maybe life would be better in America. 30 They had a hard time. 35 They did not know how to find food in America. 45 Then, the Pilgrims met the Native Americans. 52 They knew how to get food. 58 They helped the Pilgrims. 62 Soon the Pilgrims had food to eat. 69 They had corn, pumpkins, wheat, barley, and peas. 77 The Pilgrims learned how to hunt and fish. 85 Now they had meat to eat. 91 The Pilgrims wanted to thank the Native Americans. 99 They invited their friends to a feast. 106
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Green Level Reading Performance Assessment
Passage 3 Comprehension
6. What was the Mayflower? (the ship the Pilgrims sailed to America on)
7. Where did the Pilgrims come from? (from England)
8. Why did the Pilgrims have a hard time in America? (They did not know how
to find food.)
9. Who helped them find food? (the Native Americans)
10. How did the Pilgrims thank the Native Americans? (Accept reasonable
responses, such as They invited them to a feast, They had the first
Thanksgiving, etc.)
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Blue Level Reading Performance Assessment Passage 1 What Do You Like Best at School? (pages 2-‐16) Realistic Fiction Student ____________________________________ Teacher ______________________________ Date ________________________________ Accuracy % Running Words: 111 Errors: _______ Comprehension: ___ /5
E SC
I like to add and subtract big and small numbers. 10 I like math the best. 15 I like to read books about many subjects. 23 I like reading the best. 28 I like to draw and color pictures. I also like to paint pictures. 41 I like art the best. 46 I like to sing songs and play the piano. 55 I like music the best. 60 I like all kinds of animals, especially cute puppies. 69 I like science the best. 74 I like to learn about other people and their cultures. 84 I like social studies the best. 90 I like to write funny and interesting stories. 98 I like writing the best. 103 What do you like the best at school? 111
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Blue Level Reading Performance Assessment Passage 1 Comprehension
1. What does the writer of the passage like to add? (big and small numbers)
2. Why does the writer say he or she likes art the best? (Accept because he or
she likes to draw and color pictures, or because he or she likes to draw, color,
and paint pictures.)
3. What kind of animals does the writer especially like? (cute puppies)
4. Why does the writer say he or she likes social studies the best? (because he
or she likes to learn about other people and their cultures)
5. What kinds of stories does the writer like to write? (funny and interesting)
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Blue Level Reading Performance Assessment Passage 2 The Healthy Food Party (pages 2-‐10) Realistic Fiction Student ____________________________________ Teacher ______________________________ Date ________________________________ Accuracy % Running Words: 121 Errors: _______ Comprehension: ___ /5
E SC
Mrs. True’s class was planning a party. 7 “Let’s have candy!” Juan said. 12 “I want lots of chips!” said Fred. 19 Padma wanted soda and Marcella wanted fries. Alex asked, 28 “Can we have cake?” Jamie asked for pies. 36 “We need healthy food,” said Mrs. True. “Too much junk is 47 not good for you.” 51 The children all raised their hands. They just did not 61 understand. 62 “Don’t worry,” said Mrs. True. “I know just what to do.” 73 Then, Mrs. True looked around. Her eyes lit up at what 84 she found. 86 “This chart shows healthy food,” said Mrs. True. “Healthy 95 food is good for you.” 100 Then, she sang the Healthy Food Song: Healthy food is good 111 to eat. It keeps you strong from head to feet. 121
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Blue Level Reading Performance Assessment Passage 2 Comprehension
1. What was Mrs. True’s class planning? (a party)
2. What kind of food are candy and chips? (junk food)
3. What kind of food are they going to have at the class party (healthy food)
4. Why is healthy food good to eat according to Mrs. True’s song? (because it
keeps you strong from head to feet)
5. What did Mrs. True find when she looked around? (a healthy food chart)
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Blue Level Reading Performance Assessment Passage 3 I’m Proud of my Past (pages 2-‐6) Realistic Fiction Student ____________________________________ Teacher ______________________________ Date ________________________________ Accuracy % Running Words: 137 Errors: _______ Comprehension: ___ /5
E SC
Hi, my name is Tiana. I am a Native American. My family is 13
from the Diné, or Navajo, tribe. My people have lived in 24
America for thousands of years. 29
We live on the Navajo reservation in Arizona. A reservation 39
is land returned to Native Americans by the United States. 49
Long ago, my people made homes out of logs, branches, and 60
mud. These homes were called hogans. We still have hogans. 70
Now, we use them for special ceremonies. 77
Today, we live in houses. This is my house. I live here with 90
my grandparents, my parents, and my brothers and sisters. 99
My aunts, uncles, and cousins live nearby. 106
All the people in my family form a clan. A clan is a large 120
family group. 122
Everyone in the clan helps each other. Our clan is called the 134
Rock Gap clan. 137
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Blue Level Reading Performance Assessment Passage 3 Comprehension
1. Where does Tiana and her family live? (Accept on a Navajo reservation in
Arizona or on a Navajo reservation.)
2. What is a reservation? (Accept land returned to Native Americans or land
returned to Native Americans by the United States.)
3. What do the Navajo call a large family group? (a clan)
4. What is a hogan? (a home made out of logs, branches, and mud)
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Red Level Reading Performance Assessment Passage 1 Jake’s Helpful Notebook (pages 2-‐6) Realistic Fiction Student ____________________________________ Teacher ______________________________ Date ________________________________ Accuracy % Running Words: 148 Errors: _______ Comprehension: ___ /5
E SC
Jake and Ana were neighbors. They walked to school together 10
every day. 12
Each morning Jake asked about homework. This morning was no 22
different. 23
“Ana, what was our homework assignment?” asked Jake. 31
“You ask me that every day,” said Ana. “We had to do page 37, Jake!” 46
“I can never remember the homework Mr. Bell assigns,” said Jake. 57
Jake decided it was time for a change. He wanted to remember his 70
homework assignments. He wanted to do better in school. 79
Mrs. Jones was the school counselor. 85
She always told students to come to her if they needed help. 97
At lunchtime, Jake went to the counselor’s office and knocked on 108
the door. 110
“Can I help you, Jake?” asked Mrs. Jones. 118
“I keep forgetting to do my homework,” he explained. 127
“I think I know what might help,” said Mrs. Jones. She handed Jake 140
a special notebook. It was an assignment notebook. 148
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Red Level Reading Performance Assessment Passage 1 Comprehension
1. What is this passage about? (Accept reasonable responses, such as a boy who
never remembers his homework, or Jake, the boy who never remembers his
homework assignment.)
2. How does Ana help Jake? (She tells him what the homework assignment is.)
3. Who is Mrs. Jones? (the school counselor)
4. How does Mrs. Jones help Jake? (She gives him an assignment notebook.)
5. What is Jake supposed to do with the notebook? (write his assignments in it)
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Red Level Reading Performance Assessment Passage 2 What a Tree Has Seen (pages 7-‐10) Nonfiction Student ____________________________________ Teacher ______________________________ Date ________________________________ Accuracy % Running Words: 159 Errors: _______ Comprehension: ___ /5
E SC
When more people came to Savannah, the live oak trees were there. 12
A group of Spanish Jews soon joined the British settlers. Then, others 24
came from places like Greece and France. People sold their goods in 36
the market. 38
Carriages drove by under the shade of the live oak trees. 49
General Sherman arrived during the Civil War. The live oak trees 60
were there. Savannah became part of the Union. The Union army 71
needed it. It has a big harbor where large ships can enter. They could 85
bring in troops and supplies to it. They could sell goods to Europe 98
from it. 100
When cars came, the live oak trees were there. Historic buildings 111
were torn down to create parking lots. Seven caring women formed 122
a group. They called it the Historic Savannah Foundation. They 132
worked to stop historic buildings from being destroyed. 140
When the buildings were changed, the live oak trees were there. 151
Some buildings became schools and others became homes. 159
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Red Level Reading Performance Assessment Passage 2 Comprehension
1. What is this story about? (the live oak trees of Savannah)
2. Name at least two groups of people who came to live in Savannah.
(Responses should include at least two of the following groups: British
settlers, Spanish Jews, people from Greece and France.)
3. Who was general Sherman? (Accept reasonable responses, such as He was a
Union army general.)
4. How did some of the historic buildings in Savannah change over time? (Some
became schools and some became homes.)
5. What problem did more cars bring to the city? (Historic buildings were torn
down because parking lots were needed.)
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Red Level Reading Performance Assessment Passage 3 Thurgood Marshall: Fighting for People (pages 6-‐9) Nonfiction Student ____________________________________ Teacher ______________________________ Date ________________________________ Accuracy % Running Words: 162 Errors: _______ Comprehension: ___ /5
E SC
One of Thurgood’s teachers was Charles Hamilton Houston. He 9
became a very important person to Thurgood. Houston said that 19
the laws of the country needed to change so all people would be 32
equal. This is called discrimination. Discrimination is treating people 41
unfairly because they are different. 46
Thurgood never forgot how it felt when a school did not want him 59
because of his race. It made him want to fight against discrimination. 71
He also wanted to fight against prejudice. Prejudice is disliking 81
someone because of race or religion. 87
Thurgood began to work as a lawyer after he graduated. He got a job 101
at the NAACP. This is short for the National Association for the 113
Advancement of Colored People. The NAACP works to improve the 123
lives of African Americans. It is a civil rights group. Civil rights mean 136
that everyone is treated equally. 141
The same law school that rejected Thurgood turned down another 151
African American. His name was Gaines Murray. Thurgood became 160
his lawyer. 162
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Red Level Reading Performance Assessment Passage 3 Comprehension
1. What did Charles Hamilton Houston say? (that the laws of the country
needed to change so all people would be equal)
2. According to the passage, what is discrimination? (treating people unfairly
because they are different)
3. What does the NAACP do? (It works to improve the lives of African
Americans.)
4. According to the passage, what do civil rights mean? (that everyone is treated
equally)
5. Was Thurgood Marshall a good lawyer? How do you know? (Accept
reasonable responses, such as Yes, because he wanted to fight against
discrimination, or Yes, because he worked for the NAACP to fight for people’s
civil rights.)
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Purple Level Reading Performance Assessment Passage 1 The Tale of Johnny Appleseed (pages 4-‐6) Realistic Fiction Student ____________________________________ Teacher ______________________________ Date ________________________________ Accuracy % Running Words: 162 Errors: _______ Comprehension: ___ /5
E SC
Grandmother’s great grandmother was just a little girl back then. 10
Her farm lay way out in the wilderness of Indiana. Still, she 22
recognized Johnny as soon as she saw him walk out of the woods. 35
Everyone in America had heard of Johnny Appleseed. 43
He was a thin young man with dirty hair and a huge grin. His shirt 58
was made from an old brown sack. His feet were bare and tough 71
from walking. 73
Sometimes he carried his cooking pot on his head to keep his hands 86
free to work. Johnny carried a bunch of tiny apple trees as skinny as 100
sticks in a pack on his back. 107
That day, Johnny sold a tree to my great-‐great-‐great-‐grandmother. 119
He helped her plant it in front of the cabin. She insisted that Johnny 133
stay for dinner. After the meal, Johnny stretched out his long legs by 146
the fire. He wiggled his toes. Then, he told the family the story of his 161
adventures. 162
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Purple Level Reading Performance Assessment Passage 1 Comprehension
1. How does the writer know about Johnny Appleseed? (Accept reasonable
responses, such as her grandmother probably told her about Johnny.)
2. Besides his cooking pot, what did Johnny carry with him while he traveled?
(Accept reasonable responses, such as a leather sack full of apple seeds, or
simply apple seeds.)
3. Was Johnny a nice guy? How do you know? (Accept reasonable responses
such as, Yes, because he helped the writer’s great-‐great-‐great-‐grandmother
plant the apple tree.)
4. Why do you think the writer’s great-‐great-‐great-‐grandmother recognized
Johnny even though she had never seen him? (Accept reasonable responses,
such as Everyone in America knew about Johnny, so everyone knew what he
looked like.)
5. Do you think Johnny was short or tall? How do you know? (probably tall
because he stretched out his long legs by the fire after dinner)
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Purple Level Reading Performance Assessment Passage 2 Pueblo Life (pages 3-‐4) Realistic Fiction Student ____________________________________ Teacher ______________________________ Date ________________________________ Accuracy % Running Words: 163 Errors: _______ Comprehension: ___ /5
E SC
The name really stuck. The people living in the villages became 11
known as Pueblos. Some Pueblos still speak Spanish. Many people 21
have Spanish last names, like mine. My pueblo also has a Spanish 33
name: San Ildefonso. 36
There are nineteen pueblos in New Mexico. Each one is a little 48
different. Pueblos speak several different Native American languages. 56
In San Ildefonso we speak Tewa. The Tewa name for San Ildefonso is 69
Powhoge-‐Owwenge. It means “Where the Water Cuts Through.” The 79
Rio Grande runs right through San Ildefonso. 86
My weekday schedule is probably similar to yours. In the morning, 97
I go to the pueblo school. My school is small. There are only about 111
fifteen kids in each grade. We study all of the usual fifth-‐grade 124
subjects, like math, reading, social studies, science, and physical 133
education. Sometimes we also study Tewa. 139
My favorite part of school is our special project. The project 150
combines schoolwork with Pueblo traditions. This year we are 159
studying the Rio Grande. 163
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Purple Level Reading Performance Assessment Passage 2 Comprehension
1. What are pueblos? (groups of people living in villages in New Mexico)
2. What language do people speak in San Ildefonso? (Tewa)
3. What other language do some pueblos still speak? (Spanish)
4. How is the writer’s school probably different from yours? (There are only
fifteen students in each grade.)
5. Why do you think the name of the writer’s pueblo means “Where the Water
Cuts Through?” (because the Rio Grande runs through the pueblo/town/San
Ildefonso)
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Purple Level Reading Performance Assessment Passage 3 The First Great Road Trip (pages 4-‐5) Nonfiction Student ____________________________________ Teacher ______________________________ Date ________________________________ Accuracy % Running Words: 168 Errors: _______ Comprehension: ___ /5
E SC
“The Vermont” 2
Jackson gave himself just a few days to get ready. He hired a skilled 16
auto mechanic named Sewall K. Crocker to be his co-‐driver. Crocker 27
worked in a nearby gasoline engine factory. He knew cars from inside 39
out. Crocker advised Jackson to buy a car made by the Winton Motor 52
Carriage Company. 54
“It will carry you through, if anything will,” he assured Jackson. 65
With no time to order a new Winton, Jackson convinced a local man 78
to sell his used 1903 Winton. The auto had two worn rear tires, but 92
it would have to do. Jackson nicknamed the car “the Vermont” after 104
his home state. 107
Jackson and Crocker removed the Vermont’s rear seat to make room 118
for supplies. The men packed camping gear, tools, rope, and the only 130
spare tire they could find. To save space, the men did not bring a tent. 145
Instead they planned to sleep under the car. Finally, Jackson strapped 156
on containers for extra fuel. There were no gas stations in 1903. 168
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Purple Level Reading Performance Assessment Passage 3 Comprehension
1. What is this passage about? (Accept reasonable responses, such as a trip by
car that will probably take several days.)
2. What is another word for car? (auto)
3. What problem did the Winton car have? (It had two worn tires, or It had two
worn rear tires.)
4. Name three supplies that Jackson and Crocker packed. (Accept any three of
the following: camping gear, tools, rope, one spare tire, and containers for
extra fuel.)
5. When do you think this story took place? (around 1903)
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Royal Blue Level Reading Performance Assessment Passage 1 A Shelter from a Storm (pages 4-‐6) Realistic Fiction Student ____________________________________ Teacher ______________________________ Date ________________________________ Accuracy % Running Words: 163 Errors: _______ Comprehension: ___ /5
E SC
School was cancelled the next day. Mr. and Mrs. Aguayo stayed 11
home from work. Mrs. Aguayo helped Lily and Gus find a 22
government website about hurricanes. They printed out a list of 32
things to do to prepare for the storm. 40
Then, Mrs. Aguayo headed for the grocery story. 48
Gus and Lily helped Mr. Aguayo move the outdoor furniture into the 60
garage. 61
They did not want the wind to blow it away. They even hauled in 75
the grill and the garbage cans. 81
When Mrs. Aguayo returned home with the groceries, Gus and Lily 92
helped her carry in the bags. Gus saw canned foods, crackers, 103
peanut butter, and an enormous bag of Sarge’s favorite dog food. 114
Mrs. Aguayo carried in jug after jug of water. 123
“Why so much water?” asked Lily, heaving a jug onto the counter. 135
“The wind will probably knock down trees and power lines around 146
here. 147
We may lose electricity,” Mrs. Aguayo began. “The water in our house 159
comes from a well.” 163
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Royal Blue Level Reading Performance Assessment Passage 1 Comprehension
1. Why do you think school was cancelled the next day? (There was a hurricane
coming, or There was a storm coming.)
2. Why did Mrs. Aguayo head for the grocery store? (Accept reasonable
responses, such as probably because it was on the list of things to do that Lily
and Gus printed out from the website.)
3. What did Gus, Lily, and Mr. Aguayo do with the grill and the garbage cans?
(They moved them into the garage as well.)
4. What could have happened to them? (The wind could have blown them
away.)
5. What do you think all the groceries are for? (Accept reasonable responses,
such as probably to store in the shelter.)
39
Royal Blue Level Reading Performance Assessment Passage 2 Ancient Advice (page 8) Nonfiction Student ____________________________________ Teacher ______________________________ Date ________________________________ Accuracy % Running Words: 167 Errors: _______ Comprehension: ___ /5
E SC
Roman leaders worked hard to improve public health. They avoided 10
building towns near swamps. The Romans believed that the air 20
around swamps made the people sick. In fact, mosquitoes that breed 31
in swamps really can carry serious diseases. 38
The Romans knew they needed clean, fresh water to stay healthy. As 50
Roman cities grew, people lived farther from safe water sources. 60
Roman engineers built elaborate systems to carry clean water over 70
long distances. The water was piped throughout Roman cities. 79
The Romans also realized that human waste was a source of disease. 91
They built sewer systems to carry waste away from people’s homes. 102
Unfortunately, the Roman sewers sometimes caused more illness 110
than they prevented. The sewers emptied into the local river. This 121
polluted the water. 124
People used the river water for washing their clothes and for 135
drinking. The polluted water spread cholera and other terrible 144
diseases. 145
The Romans believed that exercise and staying clean helped keep 155
people healthy. They built public baths in villages, cities, and military 166
forts. 167
40
Royal Blue Level Reading Performance Assessment Passage 2 Comprehension
1. What is the main idea of this passage? (The Romans worked hard to improve
public health.)
2. What did the Romans believe about swamps? (that the air around them made
people sick)
3. What is a sewer system? (Accept reasonable responses, such as a system that
carries waste away from people’s homes.)
4. What do you think polluted means? (Accept reasonable responses, such as
dirty with waste, or simply dirty.)
5. Why did the Romans build public baths in villages and cities? (to help people
stay healthy)
41
Royal Blue Level Reading Performance Assessment Passage 3 Chasing the Stars (page 4) Realistic Fiction Student ____________________________________ Teacher ______________________________ Date ________________________________ Accuracy % Running Words: 166 Errors: _______ Comprehension: ___ /5
E SC
April 22: I feel better today. The doctor on board says I finally have 14
my “sea legs.” The wind blows the canoe across the ocean like a 27
rocket. We can’t see our escort boats today, but I know they are 40
somewhere behind the wall of waves. We check in by radio every 52
sunrise and sunset so that they know we are all right. 63
April 26: We’ve had rough weather. The wind whipped up late in the 76
afternoon two days ago. At check-‐in time, the captain of the Martha 89
Lynn warned that squalls were approaching. By nightfall, I was on 100
the craziest sled ride of my life. Rain lashed our faces as we heard 114
the call “Emi mai ka la! Lower the sail!” Even without its sails, the 128
Hokule’a sped forward. Everyone clipped into harnesses to keep 137
from washing overboard. 140
The Hokule’a careened wildly down each huge swell. Just when we 151
thought a towering wave would smash us to bits, the canoe soared 163
upward and over. 166
42
Royal Blue Level Reading Performance Assessment Passage 3 Comprehension
1. What do you think was wrong with the writer at the beginning of the
passage? (Accept reasonable responses, such as He was seasick.)
2. What kind of boat is the writer sailing on and what is its name? (a canoe; the
Hokule’a)
3. What is the Martha Lynn? (Accept reasonable responses, such as an escort
boat, a companion boat, or a boat sailing alongside the Hokule’a.)
4. What do you think a squall is? How do you know? (a very strong wind;
because even when the sails were lowered the boat sped forward)
5. What is a swell? (a towering wave, or a huge wave)
