1. PM Benchmark Assessment
07/16/96
PM Benchmark Assessment
9/22/2018
Donna Morgan
3rd-8th ELAR Content Specialist
Gina Pustejovsky
Instructional Specialist
Waco ISD Curriculum Department

2. We will be understand why and how to administer a running record.
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Objectives
We will be understand why and how to administer a running record.
I will be able to complete a running record on my students to find their instructional reading level.

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The Vision
One Voice, One Vision starring you, your district, campus, and students
Tell teachers they can go to the WISD website, curriculum department, curriculum website, Cornerstone document. You are able to click on the hyper links and go straight to your resources without having to go to multiple sites. They are all located in one page.
Then pull up the data from Excel.

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I am going to show you some data that may be disturbing. I want to show you some data on our Reading levels at the several grade levels. 3rd Grade we are reading pretty much on grade level and a few above grade level. Lets look at 4th grade.

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What are you seeing with the Reading levels from 4th grade? Some students are on grade level, but the majority are 1 grade level below. What do you think is happening?

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5th grade we are one to two grade levels behind. Why do you think that students Reading levels are falling? One of the reasons is because we start STAAR prepping and we are not reading enough on independent levels. We have to get students to just Read. It is not about Reading to take a test it is about reading fluently, with comprehension. If this keeps happening this is what happens in Middle School.

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Now, this is what we are dealing with at the middle school levels. This is last years data. We have to get back to Reading.

9. Percentage of students 2 or more years below grade level 2012-2013
Why are we doing it?
Percentage of students 2 or more years below grade level
9th Grade 71 %
10th Grade 80%
11th Grade 87%

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Indicate your comfort level… with teaching reading  with taking a running record with facilitating guided reading
Now we need to look at what we can do to monitor our students fluency and comprehension.
Please sit by someone you know who has a higher comfort level then yourself.

11. Gradual Release of Responsibility
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Gradual Release of Responsibility
Learner Responsibility Increases To
With
This is just good reading instruction. You want to make them independent readers. By
Teacher Support Decreases
Modeled Shared Guided Independent

12. Bricks of Learning Children are much like a house
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Bricks of Learning
Children are much like a house
They come to us with bricks of leaning in place
Unfortunately there are some children that come to us with certain bricks missing (especially in the foundation level)
Guided Reading is the key to going back and fixing these missing bricks and allowing students to develop the self-extending system needed to become independent readers.
If we only stack grade level bricks (shared reading – whole group instruction) on top of this house and never go back to fix the bricks – the house will crumble and we set children up for failure.
This is also a good time to address a question that has come up many times. Why doesn’t Shared reading and guided reading always match for the groups that I have?
Well, shared reading and guided reading may not always match, because shared reading is teaching grade level skills and strategies. During guided if you are below grade level you will be going back to fix “bricks” which means you may not always be on the same strategy as the average of the class. (give an example of if a in first grade you are teaching “r controlled vowels” and you have a few students still reading at a Kdg letter – still needing letter work- in guided reading you are going to focus on letter work, not forcing these children to try to apply “r controlled vowels” when they don’t even know the “letter r” If students have large gaps in their learning, no matter how hard we teach “grade level skills” they will never retain them, because they are still focusing on “lower level” skills. We as teachers need to take the time to fill the bricks.

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Why Assess?
Assessments within a balanced literacy classroom provide rich and rigorous data to be used in the evaluation of teaching and children’s learning.
Rigby is coming out of a response to teachers, stating they needed more information and opportunities to hear their student read fluently and check comprehension. This will help you track your students who may decide to just click or guess during Universal screener.

14. Assessment vs. Evaluation
07/16/96
Assessment vs. Evaluation
Assessment is the process of gathering data and documenting a child’s learning and growth. Multiple measures are needed to collect information in a variety of contexts.
Evaluation is determining from the assessment data the effectiveness of instruction for teaching and learning.
Assessment is the tool for collecting data on students. Evaluation is the outcome taken based upon the data on students. This is another tool to use in developing student portfolios.

15. PM Benchmark Kit will identify
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PM Benchmark Kit will identify
The student’s
Instructional reading level
Ability to read for meaning
Self-monitoring system
Rate of progress over time
Every campus at each grade level has a kit. After Sept. 1 every teacher will have a kit. Bilingual teachers will have their own kit also.

16. Information can be used to:
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Information can be used to:
Provide students with constructive feedback
Create homogeneous guided reading groups
Plan for future learning
Determine individual/class/school-wide profiles
Document for reporting to parents/caregivers
Provide consistency within and between schools
Purchase resources
As a district we were hearing from you that the Universal Screener did not allow teachers to actually hear students reading aloud. So, in order for teachers hear their students read fluently and with comprehension, the district decided we need to have a fluency and tracking piece outside of the Universal screener. The purpose of this is to help develop student portfolio’s. This is best practice and we know some teachers have been doing this fluency and comprehension all along, but now the expectation is to do this district wide K-5.
This data will need put into a student portfolio, to follow the student from year to year or campus to campus.

17. Why take oral reading records?
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Why take oral reading records?
To check comprehension based on:
Comments during and after reading
Responses to questions
Retelling of story after silent reading
To provide consistent notations of reading
To provide a written record of reading behaviors
Long term documentation
To monitor students’ progress
This is just best practices for all students. The purpose of this is to help develop student portfolio’s. This is best practice and we know some teachers have been doing this fluency and comprehension all along, but now the expectation is to do this district wide K-5.
This data will need put into a student portfolio, to follow the student from year to year or campus to campus.

18. Why take oral reading records?
07/16/96
Why take oral reading records?
To analyze students’ strengths and weaknesses
Determine lesson focus and strategies used
To group students for instruction
To choose appropriate text and instructional level
To assess reading level
Independent (95% - 100% accuracy)
Instructional (90% - 94% accuracy)
Frustration (below 90% accuracy)
Continued from previous slide.

19. Guidelines for taking an oral reading record
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Guidelines for taking an oral reading record
Teacher identifies an appropriate starting level.
Teacher and student sit at a table or desk.
Teacher records student’s name, age, and the date.
Teacher introduces the selected text.
Student retells story after looking at the pictures (levels 1-8) or reading silently (levels 9-30)
Teacher scores retelling to determine whether text is appropriate.
Use the Universal Screener as a starting point for the Rigby Benchmark assessment. Depending on the students comprehension adjust their level up or down. For the Benchmark: you will choose the students level from the Universal Screener. The student will read the story completely and answer the comprehension questions. This should help you decide whether you need to move up or down a level.
Remember for PM students are only reading for 1 minute and retelling you what they read about.

20. Why take oral reading records?
07/16/96
Why take oral reading records?
To analyze students’ strengths and weaknesses
Determine lesson focus and strategies used
To group students for instruction
To choose appropriate text and instructional level
To assess reading level
Independent (95% - 100% accuracy)
Instructional (90% - 94% accuracy)
Frustration (below 90% accuracy)
Continued from previous slide.

21. Retelling Main characters Main Idea Setting Events Problem Details
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Retelling
Main characters
Setting
Problem
Solution
Sequence
Main Idea
Events
Details
Important information
Ask the student to retell the story.

22. Guidelines for taking an oral reading record
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Guidelines for taking an oral reading record
Student reads test orally. (If level is appropriate)
Teacher asks Assessment Record questions.
Teacher calculates the student’s accuracy level and self-correction rate.
Teacher repeats above:
At next level above if above 95%
At next level below if below 90%
Teacher identifies recommendations for instruction.
There is no leniency for answers to the Assessment Record questions.

23. Conventions for Oral Reading Records
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Conventions for Oral Reading Records
Checking correct responses
Record all attempts and errors
Self-corrections
Omissions and insertions
Appeals and Tolds
Repetition
Try that again
Explain the Running Record Conventions. Read the passage Little Cat is Hungry Level 4 out loud and talk about Running Record Convention is in packet

24. Benchmark for all students by EOY
07/16/96
Benchmark for all students by EOY
PM & Flying Color Levels
Rigby Instructional/Independent Level: EOY
K: Level 1-1
1st grade: Level 1-7
2nd Grade Level 2-3
3rd Grade Level 3-3
4th Grade Level 4-3
5th Grade Level 5-2
K: –Red
1st Grade: 16 Orange
2nd Grade: 21 Gold
3rd Grade: 25 Emerald
4th Grade: 28 Ruby
5th Grade: 30 Sapphire
These are the goals for students by EOY. You want to have your student testing at the levels described above. You can have your students graph or plot their words per minute for the Benchmarks or for PM in their folders. The students want to see their success.

25. Words Correct per Minute
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Words Correct per Minute
End of Grade Words Correct/Minute
1st grade 60
2nd grade
3rd grade
4th grade
5th grade
Page 4 in your packet The goals for words correct per minute are very similar to what they were when the district was still giving Texas Primary Reading Inventory (TPRI). You want your students to read fluently with automaticity. Remember automaticity is reading accurately with speedy word recognition. Continued reading practice helps word recognition become more automatic, rapid and effortless.

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Thank you so much. I hope you have a great school year. Contact Information Donna Morgan Gina Pustejovsky