SMALL-GROUP PLACEMENT ASSESSMENT FOR SETS 7–12The Placement Assessment for Sets 7–12 is designed for grade 1 and 2 teachers who do not have access to Informal Reading Inventories (e.g., Developmental Reading Assessment, Fountas & Pinnell Benchmark Assessment System, Teachers College Reading & Writing Project’s Running Records Assessment) for placement and have students who test out of Sets 1–5. For consideration regarding placement into Set 6, see page xii of the Assessment Resource Book. Grade 1 teachers may need to borrow some of the texts listed in this assessment from a colleague who teaches grade 2.

Completing the Placement AssessmentYou will use the Placement Assessment to evaluate students’ accuracy, fluency, and comprehension of texts read independently for placement into Small-group Reading Sets 7–12.

For ease of administration, the texts used for this assessment come from Small-group Reading Sets 7–12. We recommend following the steps outlined in this Placement Assessment without elaboration or additional prompting to avoid impacting the students’ responses and/or the small-group instruction that students will receive once they are placed.

Prior to engaging in the Placement Assessment, review the “Small-group Reading Assessments” section of the Being a Reader Assessment Resource Book starting on page xi. Read the “Administering Placement Assessments” guidance specific to grade 1 and grade 2 starting on page xii.

PREPARING FOR THE ASSESSMENT

✓ Gather and briefly review the “Exemplar Texts” listed below from the Small-group Reading Sets indicated.

• Set 7: Puffin Peter

• Set 8: Koalas

• Set 9: Only One Year

• Set 10: Helen Keller

• Set 11: My Name Is Maria Isabel

• Set 12: Family Reminders

1 Being a Reader™ • Small-group Assessment, Sets 7–12 © Center for the Collaborative Classroom

✓Make several copies of the “Placement Assessment Record Sheet” for each set.

✓ Arrange the texts from Sets 7, 8, and 9 on a table. (Note that you may also need additional texts from later sets based on how each student progresses with the assessment.)

CONDUCTING THE ASSESSMENT

For each student:

1. Invite the student to quickly review the displayed texts and select a book that interests her. Once the student has selected a book, find the “Placement Assessment Record Sheet” that corresponds with that text.

2. Part A: Refer to the “Placement Assessment Record Sheet” for the selected book to determine which pages should be read for this assessment.

• Invite the student to read the designated passage silently and to look up at you when he is finished. • Once the student has read the passage silently, have the student reread the same passage aloud. Use the space provided on the record sheet to conduct a running record to capture the student’s reading behaviors, including any errors. Circle the total number of errors that the student made during the oral reading on the “Accuracy Table.” • Review the fluency indicators for phrasing and expression listed below the table and identify those that most closely describe the student’s oral reading. Review the “Next Steps” note on the record sheet to determine whether to proceed with the assessment or to stop. Specific recommendations for Small-group Reading instruction lessons may also be included in the “Next Steps” note.

3. Part B: Ask the comprehension questions listed on the record sheet for the selected book one at a time. Determine whether the student demonstrates an initial understanding of the text by comparing her responses to those provided on the record sheet. You may choose to record additional comments about the student’s responses if they will help to inform your future comprehension strategy instruction. Review the “Next Steps” note on the record sheet to determine whether to continue with the assessment using a different level text or if placement into a small-group set can be determined based on the results obtained.

© Center for the Collaborative Classroom Small-group Assessment, Sets 7–12 • Being a Reader™ 2

3 Being a Reader™ • Small-group Assessment, Sets 7–12 © Center for the Collaborative Classroom

Placement Assessment Record Sheet Set 7, Puffin Peter

Student’s name:  Date:

Part A: Silent and Oral Reading of the Text Introduce the book by reading the title and the author aloud to the student. Invite the student to read pages 2–17 silently and to look up when he is finished. After reading silently, ask the student to reread the same pages aloud. As the student reads, conduct a running record in the space below (using the text on pages 2–17).

Accuracy:

Number of Errors

0 1 2 3 4–5 6 7 8–9 10 11 12–13 14+

% 100 99 98 97 96 95 94 93 92 91 90 89

Phrasing, Expression (Check all that apply):

⏭ reads word by word ⏭ groups words together in phrases

⏭ uses appropriate expression and intonation ⏭ reads at an appropriate rate

⏭ voice reflects the punctuation marks ⏭ voice reflects dialogue and characters’ feelings

Next Steps:

• If accuracy is 95% or higher, continue to Part B. • If accuracy is 94% or lower, stop assessment. Refer to the Small-group Placement Assessment for Sets 1–5 in the Assessment Resource Book or consider placement into Set 6 (read page xii of the Assessment Resource Book to find out more about fluency instruction in Set 6).

Part B: Comprehension of the Text

1. How did Paul make Peter laugh? He was funny; he was noisy

2. What happened to Peter? He was lost (in a storm, while diving); he was blown out to sea

3. What did Paul and Peter do together? Go fishing around their island;, go diving

4. What is the whale going to do next? Show Peter where to look for Paul; help him find his friend

Next Steps:

• If 3 or 4 questions are answered correctly, continue the assessment using Koalas from Set 8 and its accompanying record sheet. • If 0, 1, or 2 questions are answered correctly, place the student in Set 7 for Small-group Reading instruction.

© Center for the Collaborative Classroom Small-group Assessment, Sets 7–12 • Being a Reader™ 4

5 Being a Reader™ • Small-group Assessment, Sets 7–12 © Center for the Collaborative Classroom

Placement Assessment Record Sheet Set 8, Koalas

Student’s name:  Date:

Part A: Silent and Oral Reading of the Text Introduce the book by reading the title and the author aloud to the student. Invite the student to read pages 4–11 silently and to look up when she is finished. Explain that she should read all of the text on the page (pointing to the caption on page 4 as an example, without naming the text feature). Ask the student to stop on page 11 after reading “Others are on flat land” (without reading the defined words on the bottom of the page). After reading silently, ask the student to reread the same pages aloud. As the student reads, conduct a running record in the space below (using the text on pages 4–11).

Accuracy:

Number of Errors

0 1 2 3 4 5 6 7 8–9 10 11 12+

% 100 99 98 97 96 95 94 93 92 91 90 89

Phrasing, Expression (Check all that apply):

⏭ reads word by word ⏭ groups words together in phrases

⏭ uses appropriate expression and intonation ⏭ reads at an appropriate rate

⏭ voice reflects the punctuation marks

© Center for the Collaborative Classroom Small-group Assessment, Sets 7–12 • Being a Reader™ 6

Next Steps:

• If accuracy is 95% or higher, continue to Part B. • If accuracy is 94% or lower, stop assessment at this level. Continue the assessment using Puffin Peter from Set 7 and its accompanying record sheet. If the assessment has already been given using Puffin Peter from Set 7, place the student in Set 7 for Small-group Reading instruction. • If the student is reading with 95% accuracy or higher but is not reading fluently, place the student in Set 8. Prior to beginning instruction, have the student do the fluency lessons in Set 7 (Chameleon and “A Small Stall” from Cowgirl Kate).

Part B: Comprehension of the Text

1. How do mother koalas hold their babies? In a pouch; on their belly

2. Why is it helpful that koalas have strong feet and claws? They help koalas to climb

3. Where do koalas live? Australia; high in trees; in trees in mountains; in trees on flat land

4. Why is Australia a good place for koalas to live? There are a lot of trees there

Next Steps:

• If 3 or 4 questions are answered correctly, continue the assessment using Only One Year from Set 9 and its accompanying record sheet. • If 0, 1, or 2 questions are answered correctly, place the student in Set 8 for Small-group Reading instruction.

7 Being a Reader™ • Small-group Assessment, Sets 7–12 © Center for the Collaborative Classroom

Placement Assessment Record Sheet Set 9, Only One Year

Student’s name:  Date:

Part A: Silent and Oral Reading of the Text Introduce the book by reading the title and the author aloud to the student. Invite the student to read pages 3–6 silently and to look up when he is finished. After reading silently, ask the student to reread pages 3–5 aloud, stopping after “I can hardly believe it” near the bottom of page 5. As the student reads, conduct a running record in the space below (using the text on pages 3 and 5). Note that the student is not rereading all of the text that they read silently.

Accuracy:

Number of Errors

0 1–2 3–4 5–6 7–9 10–11 12–13 14–15 16–18 19–20 21–22 23+

% 100 99 98 97 96 95 94 93 92 91 90 89

Phrasing, Expression (Check all that apply):

⏭ reads word by word ⏭ groups words together in phrases

⏭ uses appropriate expression and intonation ⏭ reads at an appropriate rate

⏭ voice reflects the punctuation marks ⏭ voice reflects dialogue and characters’ feelings

© Center for the Collaborative Classroom Small-group Assessment, Sets 7–12 • Being a Reader™ 8

Next Steps:

• If accuracy is 95% or higher, continue to Part B. • If accuracy is 94% or lower, stop assessment at this level. Continue the assessment using Koalas from Set 8 and its accompanying record sheet. If the assessment has already been given using Koalas from Set 8, place the student in Set 8 for Small-group Reading instruction. • If the student is reading with 95% accuracy or higher but is not reading fluently, place the student in Set 9. Prior to beginning instruction, have the student do the fluency lessons in Set 7 (Chameleon and “A Small Stall” from Cowgirl Kate) and Set 8 (The Great Gracie Chase).

Part B: Comprehension of the Text

1. Why is Sharon making a card? For her friend’s birthday; for Isabelle’s birthday

2. Why does Di Di start screaming? He closed the cabinet door on his finger; he got hurt

3. Where is Mama taking Di Di in two weeks? To China; to stay with his grandma in China

4. Why does Mama say China is better for little children? There will be more family to watch Di Di; Nai Nai can take care of him; they don’t have to leave him with a stranger

Next Steps:

• If 3 or 4 questions are answered correctly, continue the assessment using Helen Keller from Set 10 and its accompanying record sheet. • If 0, 1, or 2 questions are answered correctly, place the student in Set 9 for Small-group Reading instruction.

9 Being a Reader™ • Small-group Assessment, Sets 7–12 © Center for the Collaborative Classroom

Placement Assessment Record Sheet Set 10, Helen Keller

Student’s name:  Date:

Part A: Silent and Oral Reading of the Text Introduce the book by reading the title and the author aloud to the student. Invite the student to read pages 7–9 silently and to look up when she is finished. After she has read silently, ask the student to reread pages 7–8 aloud, stopping at the end of page 8. As the student reads, conduct a running record in the space below (using the text on pages 7 and 8). Note that the student is not rereading all of the text that they read silently.

Accuracy:

Number of Errors

0 1 2–3 4–5 6–7 8–9 10–11 12–13 14–15 16–17 18–19 20+

% 100 99 98 97 96 95 94 93 92 91 90 89

Phrasing, Expression (Check all that apply):

⏭ reads word by word ⏭ groups words together in phrases

⏭ uses appropriate expression and intonation ⏭ reads at an appropriate rate

⏭ voice reflects the punctuation marks ⏭ voice reflects dialogue and characters’ feelings

© Center for the Collaborative Classroom Small-group Assessment, Sets 7–12 • Being a Reader™ 10

Next Steps:

• If accuracy is 95% or higher, continue to Part B. • If accuracy is 94% or lower, stop assessment at this level. Continue the assessment using Only One Year from Set 9 and its accompanying record sheet. If the assessment has already been given using Only One Year from Set 9, place the student in Set 9 for Small-group Reading instruction. • If the student is reading with 95% accuracy or higher but is not reading fluently, place the student in Set 10. Prior to beginning instruction, have the student do the fluency lessons in Set 7 (Chameleon and “A Small Stall” from Cowgirl Kate), Set 8 (The Great Gracie Chase), and Set 9 (Not Norman).

Part B: Comprehension of the Text

1. Why couldn’t the doctor help Helen when she was sick? There were no medicines to help her; she had scarlet fever

2. How old was Helen when she got sick? Eighteen months old

3. Why didn’t Helen blink when her mom waved her hand in front of Helen’s face? Because she was blind; because she couldn’t see her mom’s hand

4. What did Helen’s mom do with the lamp? She shone the light in Helen’s eyes to find out if she could see it

Next Steps:

• If 3 or 4 questions are answered correctly, continue the assessment using My Name is Maria Isabel from Set 11 and its accompanying record sheet. • If 0, 1, or 2 questions are answered correctly, place the student in Set 10 for Small-group Reading instruction.

11 Being a Reader™ • Small-group Assessment, Sets 7–12 © Center for the Collaborative Classroom

Placement Assessment Record Sheet Set 11, My Name is Maria Isabel

Student’s name:  Date:

Part A: Silent and Oral Reading of the Text Introduce the book by reading the title and the author aloud to the student. Invite the student to read pages 1–3 silently, stopping at after the first paragraph on page 3 after “she had liked it so much.” Tell the student to look up when he is finished. After he has read silently, ask the student to reread pages 1–2 aloud, stopping after “as if he could read her thoughts” near the middle of page 2. As the student reads, conduct a running record in the space below (using the text on pages 1 and 2). Note that the student isn’t rereading all of the text that they read silently.

Accuracy:

Number of Errors

0 1 2–3 4–5 6–7 8–9 10–11 12 13–14 15–16 17–18 19+

% 100 99 98 97 96 95 94 93 92 91 90 89

Phrasing, Expression (Check all that apply):

⏭ reads word by word ⏭ groups words together in phrases

⏭ uses appropriate expression and intonation ⏭ reads at an appropriate rate

⏭ voice reflects the punctuation marks ⏭ voice reflects dialogue and characters’ feelings

© Center for the Collaborative Classroom Small-group Assessment, Sets 7–12 • Being a Reader™ 12

Next Steps:

• If accuracy is 95% or higher, continue to Part B. • If accuracy is 94% or lower, stop assessment at this level. Continue the assessment using Helen Keller from Set 10 and its accompanying record sheet. If the assessment has already been given using Helen Keller from Set 10, place the student in Set 10 for Small-group Reading instruction. • If the student is reading with 95% accuracy or higher but is not reading fluently, place the student in Set 11. Prior to beginning instruction, have the student do the fluency lessons in Set 7 (Chameleon and “A Small Stall” from Cowgirl Kate), Set 8 (The Great Gracie Chase), Set 9 (Not Norman), and Set 10 (Bink & Gollie).

Part B: Comprehension of the Text

1. Why was Maria Isabel nervous about starting school? She was going to a new school; the school year had already started; she thought she would be the only new kid

2. Why was Maria Isabel thinking about Clara and Virginia? They are her friends from her old school; she was thinking about her plans to play with them during winter vacation

3. Why did Maria Isabel gulp her coffee, even though it burned her tongue? Her brother was telling her to hurry up; her brother didn’t want to be late for school; she didn’t want to be late for school

4. How did Maria Isabel’s feelings change about the blue backpack? She no longer understood why she had liked it; now it just seemed heavy; she was nervous, so she didn’t like it as much anymore

Next Steps:

• If 3 or 4 questions are answered correctly, continue the assessment using Family Reminders from Set 12 and its accompanying record sheet. • If 0, 1, or 2 questions are answered correctly, place the student in Set 11 for Small-group Reading instruction.

13 Being a Reader™ • Small-group Assessment, Sets 7–12 © Center for the Collaborative Classroom

Placement Assessment Record Sheet Set 12, Family Reminders

Student’s name:  Date:

Part A: Silent and Oral Reading of the Text Introduce the book by reading the title and the author aloud to the student. Invite the student to read pages 6–9 silently, stopping after “Is it my father?” halfway down page 9. Tell the student to look up when she is finished. After she has read silently, ask the student to reread pages 6–7 aloud, stopping after “we found out that they were fatherless” near the bottom of page 7. As the student reads, conduct a running record in the space below (using the text on pages 6 and 7). Note that the student isn’t rereading all of the text that they read silently.

Accuracy:

Number of Errors

0 1–2 3–4 5–7 8–9 10–11 12–14 15–16 17–19 20–21 22–23 24+

% 100 99 98 97 96 95 94 93 92 91 90 89

Phrasing, Expression (Check all that apply):

⏭ reads word by word ⏭ groups words together in phrases

⏭ uses appropriate expression and intonation ⏭ reads at an appropriate rate

⏭ voice reflects the punctuation marks ⏭ voice reflects dialogue and characters’ feelings

© Center for the Collaborative Classroom Small-group Assessment, Sets 7–12 • Being a Reader™ 14

Next Steps:

• If accuracy is 95% or higher, continue to Part B. • If accuracy is 94% or lower, stop assessment at this level. Continue the assessment using the “Exemplar Text” from Set 11 and its accompanying record sheet. If the assessment has already been given using the “Exemplar Text” from Set 11, place the student in Set 11 for Small-group Reading instruction. • If the student is reading with 95% accuracy or higher but is not reading fluently, place the student in Set 11. Prior to beginning instruction, have the student do the fluency lessons in Set 7 (Chameleon and “A Small Stall” from Cowgirl Kate), Set 8 (The Great Gracie Chase), Set 9 (Not Norman), Set 10 (Bink & Gollie), and Set 11 (“Story”).

Part B: Comprehension of the Text

1. Why did all of the children stop playing on the playground? They heard a siren; there was a siren coming from the mine; they were looking at the mountain to see what happened

2. Why didn’t the mountain seem friendly to Mary that day? Because her father was working inside and the siren went off; because she was worried about her father

3. Why wasn’t Emily worried about her father like Mary was? Emily’s father worked the nightshift (and it was daytime when the siren went off)

4. What happened the last time the siren went off? Other children’s family members had died; the O’Malleys’ father and uncle had died; the O’Malleys moved away

Next Steps:

• If 3 or 4 questions are answered correctly, consider what Small-group Reading instruction beyond Set 12 might be appropriate for the student. You might develop your own lessons for additional texts using lessons from Set 12 as guides. When selecting appropriate text, consider having the students read additional books at equivalent text levels (DRA 38+, Fountas & Pinnell Level P and above). You might also select a different text from your own collection of leveled texts that is from the same series, written by the same author, or in the same genre as previously taught text. • If 0, 1, or 2 questions are answered correctly, place the student in Set 12 for Small-group Reading instruction.