152cm
151cm
150cm
149cm
148cm
147cm
146cm
145cm
144cm
143cm
142cm
141cm
140cm
139cm
138cm
137cm
136cm
135cm
134cm
133cm
132cm
131cm
130cm
129cm
128cm
127cm
126cm
125cm
124cm
123cm
122cm
121cm
120cm
119cm
118cm
117cm
116cm
115cm
114cm
113cm
112cm
111cm
110cm
109cm
108cm
107cm
106cm
105cm
104cm
103cm
102cm
101cm
100cm
99cm
98cm
97cm
96cm
95cm
94cm
93cm
92cm
91cm
90cm
89cm
88cm
87cm
86cm
85cm
84cm
83cm
82cm
81cm
80cm
LeveLLed 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 kits
16 extra texts – PM Benchmark Reading Assessment Resource Kit now includes 46 carefully levelled texts
1 nonfiction text at every level from Level 15 to 30
Text types are clearly identified and introduced at appropriate levels
Teachers’ resource Book and cdThe Teachers’ Resource Book has been developed explicitly to help teachers assess and analyse students’ reading achievement.
The Teachers’ Resource Book includes helpful information on how to use each component of the resource.
The accompanying CD includes printable student record pro formas in PDF format.
see over For TITLes and TexT TYPes
sTudenT recordsEach Student Record is a comprehensive four-page pro forma clearly outlining a student’s current achievement in reading.
Improved Student records – The student records now include sections to record fluency, knowledge and skills, strategies, and a scored retell.
Page 4: Retelling indicators and comprehension questions.
Page 1: A summary page with recommendations for future development.
Pages 2 and 3: Specific details of the reading record and behaviours observed.
Reading Record Text: Wet-Day Popcorn Level: 13
Book orientation
This is a recount. A boy tells us about something he made with his sister, Katie.
Page Text E S.C.ErrorsM S V
S.C.M S V
2
4
6
8
Today, it rained all day.
It was too wet to play outside.
So Katie and I stayed inside
and made some popcorn balls.
Mum helped us.
First of all,
we put the popcorn maker
and a big bowl on the table.
Mum put some popping corn
into the popcorn maker.
Then, Mum turned the popcorn maker on.
The corn went round and round very fast.
It went pop. . . pop. . . pop,
as it came out of the popcorn maker.
Katie was going to eat
some popcorn, but it was too hot.
Katie and I wanted
to make the popcorn into balls
with some honey.
But there was no honey left.
So 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 institution.
2 Wet-Day Popcorn Level 13 Recount (Fictional)
Reading Behaviours Observed During the Reading Record
1. Knowledge and skills — Developing Tick relevant boxes
• Conceptsaboutprintestablished
• Recognisedthehigh-frequencywordsinthetext
• Appliedknowledgeofletter–soundrelationshipstoaccuratelydecodesomewords
2. Strategies — Developing Tick relevant boxes
Beginning to process text by: Adjusting pace Predicting
Attending to meaning Searching for print details
Cross-checkingtoconfirm Self-correcting
3. Fluency Tick the relevant box
• Readthetextconsistentlywithnaturalrhythmandphrasingreflectingadepthofunderstanding
• Readsomeofthetextwithnaturalrhythmandphrasingreflectingunderstanding
• Readthetextwithirregularphrasingreflectinglimitedunderstanding
• Readthetextword-by-wordreflectinglimitedornounderstanding
© 2008 Cengage Learning Pty Limited; ISBN 9780170178075; This page may be photocopied for educational use within the purchasing institution.
Wet-Day Popcorn Level 13 Recount (Fictional) 3
Reading Record continued
Page Text E S.C.ErrorsM S V
S.C.M S V
10 After Mum had gone,
Katie and I looked at the popcorn. 131
Katie put her hand into the bowl
and took some out.
Then, she blew on it.
I took some
and blew on it, too. 155
Total
PM 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 institution.
Wet-Day Popcorn Level 13 Recount (Fictional) 1
Teacher: ____________________________________
Date assessment summary completed: _____________
Refer to Teachers’ Resource Book pages 32–39 for recommendations for future development.
Reading Record – Summary
ErrorsM S V
Self-CorrectionsM S V
Reading LevelIndependent
>95%Instructional
90–95%Difficult
<90%
Reading Behaviours Observed – Summary
1. Knowledge and Skills:
2. Strategies:
3. Fluency:
Retelling Indicators – Summary
Level of UnderstandingExcellent
4Satisfactory
3Unsatisfactory
0–2
Comprehension – Summary
Questions Answered Correctly
Literal 1st 2nd 3rdInferential 1st 2nd
Level of UnderstandingExcellent
5Satisfactory
3–4Unsatisfactory
0–2
Recommendations for Future Development
Accuracy: _______ %
S.C. rate: 1 : ______
The PM Benchmark ReadingAssessment Resource Procedures Card provides a summary of the recommended procedures for taking a reading assessment. The use of standard procedures for reading assessments ensures consistent and valid information is gathered by all assessors.
Procedures card
The DVD contains frequently asked questions and professional development video to assist teachers to effectively assess students’ reading levels.
dvd
Meet the PM BenchMarkReading assessMent ResouRce
LEVEL 20 FICTION
LEVEL 19 NONFICTION
The PM Reading Level Table and formulas for calculating self-correction and accuracy rates appear on the back page.
Procedures card – A handy summary of recommended reading assessment procedures.
Step 2 Reading Record
1. Point to the cover of the book/card. Say:
Now, I would like you to read the book/card to me.
2. Record accurate reading and miscues on pages 2 and 3 of the Student Record.
Step 3 Comprehension
1. Prepare the student for the oral comprehension questions. Say:
Now, I am going to ask you some questions about this book/card.
2. Ask each question on page 4 of the Student Record. Tick the boxes when responses are correct. Record exactly what the student says for incorrect responses.
Step 4 Analysis
1. 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 questions.
3. Use this information to identify recommendations.
Refer to the PM Benchmark Reading Assessment Resource Teachers’ Resource Book pages 28–39
for analysis and recommendations.
PM Benchmark Reading Assessment Procedures
Sit 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 Retelling
1. Prepare the student for the retelling. Say:
First, I would like you to read this book/card to yourself.Remember 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 yourself.
2. 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 Resource
Procedures
PM Reading Level Table
Error Rate Accuracy
Inde
pend
ent 1 : 100 99%
1 : 50 98%1 : 35 97%1 : 25 96%
Inst
ruct
iona
l
1 : 20 95%1 : 17 94%1 : 14 93%1 : 12.5 92%1 : 11.75 91%1 : 10 90%
Diff
icul
t
1 : 9 89%1 : 8 87.5%1 : 7 85.5%1 : 6 83%1 : 5 80%
Calculate Error Rate and Accuracy
Divide the number of words read by the number of errors, e.g. 140 (running words) ÷ 4 (E) = Error rate of 1: 35 = 97% accuracy.
Accuracy: ________ = 1 : ________ = ________ %
Calculate Self-correction Rate
1. Add both errors and self-corrections together.2. Divide by the number of self-corrections, e.g.
6 (E) + 3 (S.C.) = 9 9 ÷ 3 = 1 : 3
S.C. rate: ________ = ________ = 1 : ________
For in-depth procedures refer to PM Benchmark Reading Assessment Resource Teachers’ Resource Book pages 24–39.
It 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 children.
The PM Benchmark Reading Assessment Resource kit now includes…
Canada’s Learning Advantage
HEIGHTCHART
NAME and DATE
For learning solutions, visit cengage.com.au
Retelling Indicators to Check for Understanding
• Retoldmaineventsinsequencewithoutassistancefromteacherprompts or book support Yes No
• Includeddetailsofmainevents Yes No
• Interpretedpictureinformation Yes No
• Retoldcoherentlyusingappropriatevocabulary Yes No
Comprehension Questions to Check for Understanding Tick relevant boxes
Literal
1. 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.)
Inferential
1. 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 institution.
4 Wet-Day Popcorn Level 13 Recount (Fictional)
Teacher: ____________________________________
Tick relevant boxes
Reading Assessment Resource
Procedures
PM Reading Level Table
Error Rate Accuracy
Inde
pend
ent 1 : 100 99%
1 : 50 98%1 : 35 97%1 : 25 96%
Inst
ruct
iona
l
1 : 20 95%1 : 17 94%1 : 14 93%1 : 12.5 92%1 : 11.75 91%1 : 10 90%
Diff
icul
t
1 : 9 89%1 : 8 87.5%1 : 7 85.5%1 : 6 83%1 : 5 80%
Calculate Error Rate and Accuracy
Divide the number of words read by the number of errors, e.g. 140 (running words) ÷ 4 (E) = Error rate of 1: 35 = 97% accuracy.
Accuracy: ________ = 1 : ________ = ________ %
Calculate Self-correction Rate
1. Add both errors and self-corrections together.2. Divide by the number of self-corrections, e.g.
6 (E) + 3 (S.C.) = 9 9 ÷ 3 = 1 : 3
S.C. rate: ________ = ________ = 1 : ________
For in-depth procedures refer to PM Benchmark Reading Assessment Resource Teachers’ Resource Book pages 24–39.
It is essential to become familiar with the text and procedures before administering the assessment.
© 2008 Cengage Learning Pty Limited; ISBN 9780170178075
1120 Birchmount Road Toronto ON M1K 5G4
416 752 9448 or 1 800 268 2222 Fax 416 752 8101 or 1 800 430 4445
email: [email protected] www.nelsonschoolcentral.com
9 780176 322380
ISBN-10 0-17-632238-8ISBN-13 978-0-17-632238-0
11/10
HEIGHTCHART
NAME and DATE
152cm
151cm
150cm
149cm
148cm
147cm
146cm
145cm
144cm
143cm
142cm
141cm
140cm
139cm
138cm
137cm
136cm
135cm
134cm
133cm
132cm
131cm
130cm
129cm
128cm
127cm
126cm
125cm
124cm
123cm
122cm
121cm
120cm
119cm
118cm
117cm
116cm
115cm
114cm
113cm
112cm
111cm
110cm
109cm
108cm
107cm
106cm
105cm
104cm
103cm
102cm
101cm
100cm
99cm
98cm
97cm
96cm
95cm
94cm
93cm
92cm
91cm
90cm
89cm
88cm
87cm
DAD’s PREsENT
LEvEL: 6 FIcTIonNARRATivE
LittLe cat is hungryLEvEL: 4 FIcTIon
NARRATivE
THE Dog
LEvEL: 1 FIcTIonREPETiTivE
Look AT us
LEvEL: 2 FIcTIonREPETiTivE
MoNkEy’s CAR
LEvEL: 3 FIcTIonNARRATivE
sAM AND LiTTLE bEAR
LEvEL: 5 FIcTIonNARRATivE
THE big bikE
LEvEL: 7 FIcTIonNARRATivE
THE bEsT TuNNEL
LEvEL: 10 FIcTIonNARRATivE
CLEvER LiTTLE DiNosAuR
LEvEL: 9 FIcTIonNARRATivE
PLAyiNg iN THE RAiN
LEvEL: 8 FIcTIonNARRATivE
My bEACH HoLiDAy
LEvEL: 11 FIcTIonNARRATivE
My FiRsT TRAiN RiDE
LEvEL: 12 FIcTIonRECouNT (FiCTioNAL)
WET-DAy PoPCoRN
LEvEL: 13 FIcTIonNARRATivE
LiTTLE HEN, MousE AND RAbbiT
LEvEL: 14 FIcTIonNARRATivE
THE iCE-CREAM Dog
LEvEL: 15 FIcTIonNARRATivE
ouR TEACHER, MR DAvis
LEvEL: 15 nonFIcTIoniNFoRMATioN REPoRT
THE sWiMMiNg RACE
LEvEL: 17 FIcTIonNARRATivE
THE TREAsuRE-HuNT PuzzLE
LEvEL: 16 nonFIcTIonRECouNT (PRoCEDuRAL)
HoNEy EsCAPEs
LEvEL: 16 FIcTIonNARRATivE
A buiLDER
LEvEL: 17 nonFIcTIonDEsCRiPTioN
EARTHquAkE
LEvEL: 18 FIcTIonRECouNT (FiCTioNAL)
bMX bikEs
LEvEL: 18 nonFIcTIoniNFoRMATioN REPoRT
AMy’s soNg
LEvEL: 20 FIcTIonNARRATivE
FRogs
LEvEL: 19 nonFIcTIonDEsCRiPTioN
A visiT To THE AquARiuM
LEvEL: 19 FIcTIonNARRATivE
My NEW AquARiuM
LEvEL: 20 nonFIcTIonRECouNT (PRoCEDuRAL)
AkiTo's gLAssEs
LEvEL: 21 FIcTIonNARRATivE
PLAsTiC iN ouR WoRLD
LEvEL: 21 nonFIcTIonDEsCRiPTioN
FLooD iN THE vALLEy
LEvEL: 23 FIcTIonNARRATivE
FoREsT FiREs
LEvEL: 22 nonFIcTIonEXPosiTioN
A CuRE FoR HiCCuPs
LEvEL: 22 FIcTIonRECouNT (FiCTioNAL)
WATER WoRLD
LEvEL: 23 nonFIcTIonEXPLANATioN
gRAFFiTi
LEvEL: 24 FIcTIonNARRATivE
WHy A RivER FLooDs
LEvEL: 24 nonFIcTIonEXPosiTioN
THE biggER HALF
LEvEL: 26 FIcTIonNARRATivE
sEA TuRTLEs
LEvEL: 25 nonFIcTIoniNFoRMATioN REPoRT
JusT iN TiME!
LEvEL: 25 FIcTIonNARRATivE
sNoWboARDiNg
LEvEL: 26 nonFIcTIonEXPLANATioN
THE NERvous PAssENgER
LEvEL: 27 FIcTIonNARRATivE
Dogs sHouLD bE kEPT oN LEADs
LEvEL: 27 nonFIcTIonRECouNT (PRoCEDuRAL)
LATE AgAiN!
LEvEL: 29 FIcTIonNARRATivE
HoW A PARACHuTE WoRks
LEvEL: 28 nonFIcTIoniNFoRMATioN REPoRT
sARA's iNviTATioN
LEvEL: 28 FIcTIonNARRATivE
HoW CAMELs suRvivE iN THE DEsERT
LEvEL: 29 nonFIcTIonEXPLANATioN
THE HAiRCuT
LEvEL: 30 FIcTIonNARRATivE
vEHiCLE PoLLuTioN
LEvEL: 30 nonFIcTIonDisCussioN
LeveLs 15–30 One fictiOn and One nOnfictiOn text fOr every LeveL
LeveLs 1–14 One fictiOn text fOr every LeveL
PM BenchMarkReading assessment ResouRce titles and text types
Each PM Benchmark text levels 1–30 has been trialled with children of an appropriate reading age to guarantee the suitability and readability of the text for the specific level.
aLsO avaiLaBLe:PM Benchmark Assessment and Profiling Software
The software automatically calculates reading accuracy rate, error rate, and self-correction rate; summarizes the students’ level of understanding in retelling and comprehension; and identifies independent and instructional reading levels. A variety of graph options are available to visually present individual student, class, whole-class, and whole-school progress.
The PM Benchmark Assessment and Profiling Software makes the entering of reading records and generation of assessment profile data easier, more efficient, and more accurate.
The software is easy to use and administer, allowing you to record errors, self-corrections, reading behaviours, retelling analysis, and comprehension responses. Recommendations for future development are provided to assist with ongoing teaching.
1120 Birchmount Road Toronto ON M1K 5G4
416 752 9448 or 1 800 268 2222 Fax 416 752 8101 or 1 800 430 4445
email: [email protected] www.nelsonschoolcentral.com
Order by phone1-800-268-2222
Order by fax1-800-430-4445
Order by [email protected] web: www.nelsonschoolcentral.com
Nelson Education 1120 Birchmount Road Toronto, ON M1K 5G4
Order by mail
PM bENCHMARk READiNg AssEssMENT REsouRCE ISBNPM Benchmark Reading Assessment Resource 9780176158651Assessment and Profiling Software 9780176158712
ORDER INFORMATION
For more information and pricing visit www.nelson.com/pmbenchmark