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In-Book Assessment

The document outlines a reading assessment tool for evaluating students' independent reading skills, focusing on accuracy, fluency, and comprehension. It provides guidelines for measuring reading accuracy through miscues, assessing fluency and intonation, and asking comprehension questions to gauge understanding of the text. The tool is designed to ensure that students are matched appropriately with their reading materials for valid assessment results.

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Benjamin Cole
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7 views2 pages

In-Book Assessment

The document outlines a reading assessment tool for evaluating students' independent reading skills, focusing on accuracy, fluency, and comprehension. It provides guidelines for measuring reading accuracy through miscues, assessing fluency and intonation, and asking comprehension questions to gauge understanding of the text. The tool is designed to ensure that students are matched appropriately with their reading materials for valid assessment results.

Uploaded by

Benjamin Cole
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Reading Assessment for Independent Reading Books*

NAME: LEVEL:

DATE:

CLASS:

TITLE OF BOOK:

ACCURACY: ______ %
If you wish to assess the student’s accuracy, simply mark off 100 words in their book and ask the student to
read the section aloud to you. You will need to read over the student’s shoulder and mark miscues and self-
corrections on a post-it as he/she reads. You may choose to do a running record and record M/S/V. Count
the miscues that were not self-corrected.

100% 99 % 98% 97% 96%


0 miscues 1 miscue 2 miscues 3 miscues 4 miscues

Allington says that 96%-100% accuracy is necessary to determine the reader’s independent reading level.
Unusual names or repeated mispronunciations/miscues do not count as more than one error. You may
also wish to check these boxes as the student reads, if you see evidence of these skills. The first two of
these are important for readers at levels N and below, but would be surprising if they were needed above
that:

Flexible word-solver

Reads in phrases rather than word by word

Miscues make sense

Miscues fit the syntax or structure of the sentence

Miscues look similar to words in the text

FLUENCY AND INTONATION

If you wish to assess the student’s fluency and intonation, listen for how the student reads. This information
may help you decide if the student is struggling a little at this level, is fluent, or would benefit from some
instruction and coaching in reading fluently, either in this text or a more familiar one. To double check if it
is their fluency or simply the newness of the text, you may give them a chance to pre-read or rehearse, or
ask them to go back and pick a favorite page to read to you.

Responds to punctuation by changing his/her voice


Reads dialogue with phrasing and expression
Reads in phrases rather than word by word
Changes voice to mark shifts in mood or tone
Changes voice to reflect meaning and understanding
*This tool is intended to assess a student in the independent book he or she is reading. For the assessment to be valid, the student
needs to be well-matched to the book and the teacher needs to know the level of the book, if you are intending to use this assessment
to get an approximate reading level for the student. If the accuracy or comprehension raises alarms, then you should re-assess them in
a lower level text.
TCRWP -- DRAFT
Reading Assessment for Independent Reading Books*

COMPREHENSION

You will want to assess the student’s ability to tell you the big events of the story so far, or in this section,
and then you will probably want to ask them what they’ve noticed so far about the character – this will give
you some information about whether the student is able to insightful yet at this level. If they can explain
character’s feelings, motivations, or relationships, this lets you know that they are reading between the
lines. At levels R and above, we’re not asking for a sequential retelling but for them to notice the big
things that have happened. Some questions you could ask to gather this information:

Tell me what has really stuck in your mind so far (what seems important):

Explain why that part seems important:

Where does the story take place? What kind of place is it?

Tell me what you know about the character so far:

At this point in the story (or an important part the reader mentioned), what do you imagine the
character might be feeling and why?

Tell me about any themes or issues that you are noticing:

Are there any lessons so far that you think the character is learning or could learn?

How would you describe this genre and what do you know about it?

The reader does not have to answer all of these questions – this is a sampler of questions that will lead you
to an understanding of how the student is comprehending the text. The first four questions are literal and
inferential, the last four indicate that the student is able to be quite insightful in this text.

*This tool is intended to assess a student in the independent book he or she is reading. For the assessment to be valid, the student
needs to be well-matched to the book and the teacher needs to know the level of the book, if you are intending to use this assessment
to get an approximate reading level for the student. If the accuracy or comprehension raises alarms, then you should re-assess them in
a lower level text.
TCRWP -- DRAFT

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