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Assessment for Independent Reading Levels
(Fiction/Narrative)
Reader’s Name:
Accuracy Rate: %
Grade:
Date:
Independent Level:
Yes
No
Level: H
Word Count: 200
Running Record Text
Errors and Self-Corrections
Record the reader’s miscues or errors above the words as
they read.
E
SC
M
S
V
2.
“I need to buy something for Dad,”
said Nicole.
“Come with me. I’ll help you,” said Mom.
Assessment: Independent Reading Levels Level H
Fiction/Narrative
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©2020-21 Teachers College Reading and Writing Project
3.
Nicole and Mom went to the men’s
department. They saw a sign that said:
SALE
Ties
Half Price
4.
Nicole bought a red and yellow tie for
Dad.
“Dad will like this tie,” said Mom.
5.
“I need to buy something for Dad,”
said Charles.
“Come with me. I’ll help you,” said
Grandma.
Assessment: Independent Reading Levels Level H
Fiction/Narrative
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©2020-21 Teachers College Reading and Writing Project
6.
Charles and Grandma went to the
sports department. They didn’t find anything
for Dad. They went to the men’s
department. They saw a sign that said:
SALE
Ties
Half Price
7.
Charles bought (100 words) a red and
yellow tie for Dad.
“Your Dad likes red and yellow,” said
Grandma. “He will like this tie.
Reading Behaviors
The Reader:
Assessment: Independent Reading Levels Level H
Fiction/Narrative
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©2020-21 Teachers College Reading and Writing Project
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Becomes skilled at solving multisyllabic words with complex letter sound relationships, using
part-by-part phonetic analysis, such as vowel teams, and syllabication rules
•
Demonstrates a processing system that is becoming efficient in reading continuous text
(monitors, searches visual information, predicts, confirms with meaning and structure, self-corrects,
and so on)
•
Consistently notices and processes unknown words, confirming with meaning, as words are
solved.
•
Stops and self-corrects at the point of error, using previous word solving skills. For example,
more and more multisyllabic words, complex spelling patterns, and compound words are used at this
level and onward
•
Determines the meaning of unknown words by using context and meaning
•
Attends to longer, more complex sentences with adjectives and adverbs
•
Reads with more phrasing and responds to print features such as punctuation, large print, or
dialogue to add expression. For example, student pauses at commas or raises their voice at an
exclamation point
Accuracy Rate
Circle the number of errors per 100 words the reader did not self-correct.
•
96%-100% = independent reading level of accuracy
•
90% - 95% = instructional reading level of accuracy
Total Number of Errors:
*For specific guidance on administration and scoring errors, see the Teacher Manual.
Assessment: Independent Reading Levels Level H
Fiction/Narrative
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©2020-21 Teachers College Reading and Writing Project
Retell
Ask the student to retell the story. The student can choose to use the book if they choose to. If the
student has trouble getting started or continuing you might say, “Say more….” As the student retells
look for some of the following:
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Does the child include details about the characters in the retelling? Can she or he explain the
relationships between the characters?
•
Can the child describe the setting? How detailed is the description?
•
Can the child recall the events of the story, and can he or she place them in the correct
sequence?
•
Does the child’s retelling demonstrate minimal, adequate, or very complete and detailed
understanding of the text?
If you are unsure about the child’s comprehension, turn to the exemplar retellings to see what a
benchmark retell might include. Record the retell below.
Notes on Retelling
(This may be a transcription, or comments on student’s ability to retell in order and to prioritize the key
story elements):
Comprehension Questions
Assessment: Independent Reading Levels Level H
Fiction/Narrative
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©2020-21 Teachers College Reading and Writing Project
The student’s retell is acceptable as long as it demonstrates an accurate understanding of the text. If the retell
doesn’t feel complete, then ask some of the questions below. You do not have to ask a question that was already
answered in the student’s original retell. There are many acceptable responses to each question, some of which
are listed below. The student may also refer back to the book as needed.
Questions and Possible Responses
Student’s Responses
(if necessary because not addressed in retell):
1.
What did Nicole buy for dad?
•
A tie.
•
A red and yellow tie.
•
A tie that was on sale.
2.
Why does everybody keep wanting to buy
something for Dad?
•
It could be his birthday or maybe it’s Father’s
Day.
•
They all loved him and wanted to give him a
gift.
3.
Why was everybody surprised at the end of
the story?”
•
They didn’t know that they had all bought the
same thing for Dad.
•
Because they all bought Dad the same tie.
Assessment: Independent Reading Levels Level H
Fiction/Narrative
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©2020-21 Teachers College Reading and Writing Project
4.
What do you think will happen next, after the
book ends?”
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Dad says he loves the presents and thank you
and maybe he wears the ties. .
Yes
No
Was the reader’s accuracy rate at least 96%?
Yes
No
Did the reader demonstrate literal and inferential comprehension through one of the following
combinations of retell and responses:
•
A clear, accurate retell that suggests full understanding of the text (This may be with or
without non-leading prompting)
•
Answers three out of four of the comprehension questions