Students read orally to teacher with self-corrections on miscues. Teacher collects data on percent of miscues that were not self-corrected. Teacher marks whether student self-corrections used visual, meaning, or structure cueing system. Teacher keeps collection of running records.
Using a reading passage appropriate for each student’s instructional reading level, students select two unknown words. Students write the words on the chart in the supplementary print material handout. Students then use reading strategies discussed in class to decode the words. Students then write their own definition of the unknown words on the chart and check using a dictionary or glossary. Scoring guide provided.
This is where students are given the “right to vote”. Allow students a chance to place a “voting ballot” in the “ballot box” after they read their selection. See Step 2 of Lesson 1
This observation assessment is individually administered. Both teacher and students need individual copies of reading passage containing approximately 100 words. Student miscues and self-corrections (miscue analysis) are marked on the teacher copy. Self-corrections should not be counted as miscues. Divide the number of miscues by the number of words in the text. Use the following chart to assess the instructional reading level.
100 – 95 = Independent Reading Level
90-94.9 = Instructional Reading Level
Below 90 = Denotes reading text is too difficult. Adjust reading materials to more accessible text.
2 points: Response includes two words and correct definitions for each word (student made or from dictionary).
1 points: Response includes one word and a correct definition OR two words and only one correct definition (student made or from dictionary).
0 points: Other