|
  |
|||
 |
|||
1 Identifies the easier book at each level - Easy 2 Identifies the more difficult book at each level (almost a book at the next level). - Hard
|
|||
The rationale for this choice of two books at each level—one easy, one more difficult—was to allow teachers to have a book at the same level to determine if a student is ready to move to the next level after the student has been reading at a level for a while. For example, if a student has been reading at level E for a while and seems to have things together, the teacher can try him with the more difficult E book. If the student fails the book, she can keep him at E a while longer working on the difficulties evidenced in his/her reading of the difficult E book. If the teacher would try the student with the first F book (Car Wash) and the student failed, it would not be a “cold read” for assessment when she/he is ready for level F, because the student already read it once before.
|
||
|
||
 |
|
This form can be a part of your daily reading workshop routine, an ongoing informal assessment of student reading volume. This allows you to easily collect data regarding the students stamina, reading habits, and volume. |
|
This form allows you to periodically assess the number of whole books a student has read so far this year. |
|
 |
|
Most schools prefer to print the assessmets out and make their own copies in-house. However, if you are looking for someone to make the duplicate copies for you, TC Duplicating Services has agreed to make them at a reduced rate. Their order form can be found in the link below. |
|