Grade level reading assessments

Assessing a Student's Level | Reading A-Z

Digital

With our online running record tool, Raz-Plus or Raz-Kids members can:

• Assign a Benchmark Book from Levels aa-J
• Assign a Benchmark Passage from Levels aa-Z2
• Listen to students' recordings from reading aloud a book or passage.
• Score all student recordings using an online running-record tool.
• Listen to students' recordings of retellings.
• Score retellings using an online rubric.
• See quiz questions missed and a report on which comprehension skills to support or re-teach with each student.
• Reward students' progress through awarding stars to spend in the RAZ Rocket.
• Track your students' progress over time.

Reading A-Z provides a three-part assessment process to help you place students in instructionally appropriate level texts.

• Find out at which level to start a student.
• Determine when a student is ready to move to the next level.

Part 1: Students read Benchmark Passages or Benchmark Books (Levels aa-J), and you capture their reading behavior on Running Records.

Part 2: Students retell the text, and you use Retelling Rubrics to score their comprehension.

Part 3: Students take an oral or written Comprehension Quick Check Quiz, and each question's answer tells what skill it assessed to help you identify comprehension skills for additional practice.

Review About Running Records to learn about the details of taking, marking and scoring a running record.

Parts 2 & 3: Retelling Rubrics and Comprehension Quick Check Quizzes provide details about a student's understanding and comprehension of the Benchmark Passage or Book.

• Retelling Rubrics provide details that identify strengths and weaknesses students might have comprehending fiction or nonfiction texts; including analysis of text structures.
• Benchmark Passages and Benchmark Books (Levels aa-J) have multiple-choice Comprehension Quick Check Quizzes and answer keys. Use the skill tags on the answer key to see comprehension strengths and opportunities for additional instruction.

How Do I Monitor Students' Reading Progress?
Use Benchmark Books or Benchmark Passages and their associated resources for progress monitoring as students' reading at their instructional levels improves.

Assessment Schedule

Students who are not progressing at the expected rate should be assessed even more frequently than the Assessment Schedule suggests.

The scores your students achieve on running records, retellings, and comprehension quizzes give you valuable information about their reading behavior and comprehension. Use it to inform your instruction in addition to placing students and monitoring their progress.

Use the chart below along with the other information you learn from the three-part assessment process to determine if students are ready to move up a level.

Scores

How Do I Match Learning A-Z Levels to Other Leveling Systems?
For your convenience, Learning A-Z correlates its levels to other leveling systems. If you've already placed students in levels according to another system, please reference the Level Correlation Chart to determine how another system's levels best match Learning A-Z's levels.

The correlations are not official levels assigned by the other leveling systems, but rather an approximate correlation based on a comparison of attributes in books assigned official levels by both the other leveling system and Learning A-Z.

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Reading technique.

Norms 1-4 class.

Since many parents stubbornly refuse to understand what is the point of testing reading technique in elementary school (grades 1-4), I give up and publish reading norms. At the same time, I ask you to carefully read not only the quantitative norm of words per minute, but also my explanations both in the table and below it.

Reading Speed ​​Standards Grade 1-4

→ Number of words may vary slightly depending on curriculum. Increased rates are given in parentheses.
→ Grade 1: no mark given, student “passed” or “failed”. In the first half of the year, the reading technique may not be carried out.

Grade	at the end of the first half of the year	at the end of the second half of the year
1 class	at least 10 - 15 (20 - 25) wpm	2 -> less than 15 (25) wpm by 3 -> 15-19 (25-34) words by 4 -> 20-24 (35-40) words by 5 -> from 25 (41) words
2 cl.	by 2 -> less than 25 (40) words per minute by 3 -> 25-29 (40-48) words by 4 -> 30-34 (49-54) words by 5 -> from 35 ( 55) words	2 -> less than 40 (50) words per minute 3 -> 40-44 (50-58) words 4 words -> 45-49(59-64) words by 5 -> from 50 (65) words
3 cl.	by 2 -> less than 40 (55) words per minute by 3 -> 40-49 (55-64) words by 4 -> 50-59 (65-69) words by 5 -> from 60 (70) ) words	by 2 -> less than 65 (70) words per minute by 3 -> 65-69 (70-79) words by 4 -> 70-74 (80-84) words by 5 -> from 75 (85) ) words
4 class	by 2 -> less than 65 (85) words per minute by 3 -> 65-74 (85-99) words by 4 -> 75-84 (100-114) words by 5 -> from 85 (115) ) words	by 2 -> less than 70 (100) words per minute by 3 -> 70-88 (100-115) words by 4 -> 89-94 (116-124) words by 5 -> from 95 (125) words

Other reading parameters 1-4 class

Grade	at the end of the first half of the year	at the end of the second half of the year
1 class		Conscious, correct reading, simple words are read as a word. Words with a complex syllabic structure can be read syllable by syllable.
2 cl.	Reading consciously, correctly, in whole words. Compliance with logical stresses. Words of a complex syllabic structure can be read syllable by syllable.	Reading consciously, correctly, in whole words. With observance of logical stresses, pauses and intonations. Syllabic reading is undesirable.
3 cl.	Reading consciously, correctly, in whole words. With observance of pauses and intonations, through which the student expresses understanding of the meaning of what is being read.	Reading consciously, correctly, in whole words. With observance of pauses and intonations, through which the student expresses understanding of the meaning of what is being read.
4 cl.	Reading consciously, correctly, in whole words. With observance of pauses and intonations, through which the student expresses an understanding of the meaning of what is read, and his attitude to the content of what is read.	Reading consciously, correctly, in whole words. With observance of pauses and intonations, through which the student expresses an understanding of the meaning of what is read, and his attitude to the content of what is read.

Criteria when setting an assessment for reading technique:

- Reading by syllables or word completely,

- the presence of errors when reading,

- number of words per minute,

- expressiveness,

- awareness.


can be clicked to enlarge


As you can see, the number of words read is not decisive.

That is, parents need to understand that such a concept as reading speed is only one of the criteria for determining the level of reading technology . way of reading is checked : the child reads by syllables or the word is read by him smoothly, in its entirety. It is mandatory to check reading comprehension , in other words, whether the student understands what he has read or not. To do this, after reading, a question can be asked about the text, most often “What did you just read about?” and requires a simple answer (a detailed retelling is not needed 😉)

The expressiveness of reading, the presence of errors and / or stammers are also taken into account. Sometimes there is a return to re-reading the previous word, this indicates a lack of awareness and is considered a mistake.

It should also be taken into account that the standards for the speed (rate) of reading may differ depending on the educational institution, the requirements for a student of a gymnasium will be higher, for a student of a correctional class - lower.

The frequency of checking reading technique in elementary school is usually 2 times a year: the end of the first half of the year and the end of the second half of the year. However, in some schools the reading level is checked at the end of each quarter or trimester.

And again! I warn, I exhort - and all the same, the "lion's" part of the students and parents steps on the rake, from which I try to warn.



Understand, memorize, write down and repeat:

No need to speed read! That is, only five words per minute is not good, of course. Some reading speed is needed.

BUT: she, speed, appears as if by itself. The task of the child is simply to read without errors, without stammering or straying, not to swallow the endings and try to observe intonation.

Of course, we are guided by word standards. And yet, do not set the child to "run ahead of the locomotive." Repeat to him a hundred times: you just read and that's it. All!

If you have been reading every day for a year, if your child does not become discouraged when he sees the text, he will pass the reading technique.

The number of words read is not decisive.

Well… I warned you. Conclusions are up to you, dear parents!

Reading technique for grades 1-4

Reading is one of the basic skills for every child. Being able to read is important not only for the lessons of literature and the Russian language, but also for all other sciences. It will be difficult for a student to learn material in mathematics, English or the world around him if he does not know how to quickly familiarize himself with the text and understand what he read. It is reading that opens the door to the world of knowledge. Mastering cognitive texts or works of art, children learn to communicate, learn about the surrounding reality, and broaden their horizons. Cognitive abilities are also honed - memory, attention. Therefore, reading is considered the basis of success in further education.

But how do you know if a child reads well for his age or not? This can be done by checking the reading technique. Many parents do not quite understand the format and meaning of this test, believing that the determining criterion is speed, that is, the number of words read per minute. In fact, the test is focused on assessing not only the pace of reading, but also other skills. Let's try to deal with the requirements prescribed for reading technique in the Federal Standards.

Reading technique: basic criteria

How fast should you read? Is everything okay with a child with technology? Perhaps his skills do not meet some standards? These questions always concern responsible parents. And I must say that there is nothing wrong with this excitement, because involvement in the process of teaching children is in many ways the key to future success. But is it really worth worrying about reading speed?

To answer this question, it is necessary to understand in detail what exactly is assessed when testing reading technique. According to the requirements of the Federal State Educational Standard, the following are assessed:

• reading speed - the number of characters that the child is able to read in one minute;
• way of reading - reading words syllable by syllable or whole, smoothly;
• correctness - the absence of mistakes and hesitations made by a child when reading;
• awareness - the ability to understand the meaning and idea of ​​what is read;
• expressiveness - the ability to correctly place stress, observe intonation and maintain pauses when reading.

Analyzing the listed criteria, we can say that the test of reading technique is based on an assessment of two components: semantic and technical. At the same time, the technical side - tempo, expressiveness, correctness - is subordinated to the semantic, that is, the ability to understand the content of the text.

Reading technique: what is really important?

Reading is the most important type of speech activity, based on the ability to perceive and assimilate information. Unlike drawings, diagrams and video sequences, it activates the imagination. Scientists have proven that when reading poetry, other areas of the brain are involved than when mastering prose. This fact is explained by the different structure of phrases and phrases used in prose and poetry. Therefore, the ability to read can be considered as a tool for self-development. But this is not a basic skill, but acquired in the learning process. And here it is important not to force things, but to focus on the abilities and capabilities of the child.

It must be understood that reading technique is just one of the criteria, and it is not necessary to focus only on it. Especially parents whose children are not yet in school. Don't just chase the pace. At this stage, it is more important to broaden your horizons, get acquainted with different topics, memorize new words. And the best way to achieve this is to read a lot, daily, but not to put speed at the forefront.

As far as schoolchildren are concerned, two parameters essentially matter here: technique and meaningfulness of reading. Technique is usually called the ability to distinguish letters, transform them into sounds, compose syllables and words. Meaningfulness is a deeper concept. It is based on understanding the meaning and content of the text.

It would be erroneous to require a child to make sense of what they read until they have developed the skill of technical letter recognition. All the efforts of the crumbs, who are just learning to read, are aimed at memorizing and recognizing letters, syllables, words. In order to understand the essence of what is written in the text, he no longer has any intellectual strength or time. Therefore, primary education teachers first focus on technology, and only when it is brought to automatism, they begin to form a meaningful approach to reading.

Reading speed standards for elementary school

Reading speed standards adopted for elementary school students:

• Grade 1: 1st semester - 20-25 words per minute, 2nd semester - 30-40 words;
• Grade 2: I half-year - 40-50 words; II half-year - 50-60 words;
• Grade 3: I half-year - 60-70 words; II half-year - 70-80 words per minute;
• Grade 4: I half-year - 80-90 words per minute; end of the school year - 100-120 words.

In classes and schools for gifted children, the rate of reading may be higher. So, in the first grade, such children read more than 60 words per minute, in the second - 90-95, in the third - 95-105 words per minute. The pace when reading to yourself should be 20-50 words faster than when reading aloud.

Other test parameters

And a few more parameters that you should pay attention to:

• Grade 1 - the student can read a significant part of the text in syllables.
• Grade 2 - higher requirements are imposed on reading technique: only complex words can be read by syllables, it is important to observe pauses and correctly place stresses.
• Grade 3 - reading should be conscious and expressive, with observance of intonation. In order to correctly assess the skills of the child, retelling is practiced.
• Grade 4 - the student should be able to analyze what he has read and express his personal opinion.

Focusing on the standard, we can draw some conclusions about the effectiveness of training. But even if the child cannot read the number of words prescribed in the standards, you should not worry too much about it. After all, these are just average standards developed on the basis of general data. Each student has their own level and pace of development. Checking the technique is rather information for the teacher and parents. After analyzing the results, you can understand in which aspects of training you need to show more diligence.​​

Testing your reading skills yourself

You can organize a reading test at home, but don't turn it into an exam. Some children are quite sensitive to any tests, and in stressful situations they cannot always demonstrate everything they are capable of. Come up with a game format or check the technique discreetly. If the child himself wants to know what success he has achieved, then no problems will arise.

Action sequence:

1. Arm yourself with a watch with a second hand. To check, you can use a stopwatch on your smartphone, but it’s better to refuse an hourglass, since a child who has never seen such a thing will be distracted by them.
2. Prepare a text and show it to your child.
3. Ask to read the text aloud.
4. Time should be recorded from the moment you start reading.
5. If you notice that a child has made a mistake, don't stop him, just make a note for yourself.
6. Rate the result. To get the most objective picture of the student's skills, you should conduct a control check and compare the results.

If you see that the child is not concentrated enough, he is in a bad mood or is not feeling well, check the reading technique on another day.

Correctly evaluate the result

Count the number of words read. Points to pay attention to when counting:

• conjunctions, particles, prepositions consisting of one or two letters are counted as one word;
• when wrapping, a word is counted not as one, but as two;
• words with a hyphen are counted differently: if there are three or more letters on both sides of the hyphen, then the word is counted as two, less than three letters - as one word.

Not only speed is important, but other criteria as well. Be sure to evaluate the correctness of the text you read. All mistakes made should be sorted out with the child. If you notice that there are a lot of hesitations, corrections, changes in endings and whole words, you should consult with the teacher. Perhaps professional correction of reading skills is needed.

It is also important to understand how well the child understood the meaning of the text. It is not necessary to ask the student to retell what they have read. It is enough that he describes the content in a few words. Ask him to identify the main idea. If there are problems with this, then you can resort to retelling.

Pay attention to expressiveness. The student should try to observe intonation, pause in accordance with punctuation marks. Unfortunately, not all children are able to read a passage with an expression. Tell the child in which places you need to increase the pace and emotionality, which words need to be emphasized.

Requirements for texts used to test reading skills

When choosing a text, adhere to the following recommendations:

1. It should be a text unfamiliar to the child, but not too complex, age appropriate.
2. Pay attention to the structure of sentences: they should be short, without dialogues and a lot of punctuation marks.
3. It is better to choose text without pictures.
4. Font size is also important - it should be large enough.
5. The text should not be divided into two pages.

Of course, you shouldn't check your reading technique using the instructions for household appliances or a manual for housewives. The best option is short stories about nature, animals, seasons.

Tips for Improving Reading Technique

Don't be discouraged if your test results aren't up to standard. But what really needs to be done is to put more diligence and not be lazy to practice. You can seek help from specialists or deal with the child on your own. But just remember that you need to do at least 15 minutes every day.

There are many exercises to improve reading technique:

• reading the same text several times in a row with a gradual increase in pace;
• "buzzing reading" - daily five-minute reading in a low voice;
• "gibberish writing" - the use of texts in which some of the letters are written upside down;
• "word search" - an exercise to search for a specific word in the text;
• exercise with syllabic tables.

This is just a part of the exercises to improve your reading skills. There are also recommendations for working on literacy, expressiveness, understanding the meaning of what is read:

• if there are problems with diction, you should focus on tongue twisters;
• in order for the child to better understand the meaning of what he read, ask him to retell texts more often, make plans, draw illustrations for any passage;
• Poems are most suitable for improving the expressiveness of reading. Only you need to recite them not quietly and calmly, but loudly and emotionally.

It is believed that the speed of reading should be comparable to conversational speech. This opinion is shared by both distinguished teachers and young innovative teachers. On average, 120-150 words per minute - it was to this pace that the human articulatory apparatus adapted over several centuries of evolution. Of course, such indicators are applicable for middle and high school students, but this does not mean that they should not be strived for.

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