RVS Independent Reading Level and

Comprehension Benchmark Assessment

Non-Fiction

Name: _________________________ Date: _________________________ Grade: ________

Title of Book: __________________________________________ Level: ________

Word Recognition Benchmark Independent Level

Select a 200 -250 word section in a text (2-3 pages) at the student’s highest Levels A-K: 95-100% accuracy with 70%
independent reading level. Prior to reading the text, complete a picture walk comprehension or better
with the student. As students read, monitor for errors that are not corrected
by the student. Text must be at the independent level (see chart). Levels L-Z: 98% - 100% accuracy with 70%
comprehension or better
Record errors below - write what the student says on top and what is in the
text on the bottom. Note the errors. Based on the few errors the students makes,
determine what cueing system the student is using? Not using? Do you see any patterns?

Use this space as a check-in to ensure that student’s text selection is at an independent reading level

Accuracy Rate 1. Running Words – Total Errors = *Score 2. *Score ÷ Running Words X 100 = % Accuracy Rate

* *
– = ÷ 100 =
X
%

Observations regarding the student’s reading behaviours (e.g. self-monitoring; self-corrections; fluency)
Self-Monitoring:
Fluency Considerations:
• word-by-word • Adjusts reading speed to match text
• phrasing • Re-reads confusing sections
• expressive interpretation • Engages in the text (chuckles, connects)
• appropriate stress • Recongnizes when comprehension is
flowing smoothly and when there is a
• pausing at punctuation
problem
• rate
• Applies strategies to self-correct or to
repair understanding.
Other Reading Behaviours: For a complete list of developmental reading
• behaviours, please visit:
- Development of Reading Behaviours
• http://bit.ly/2eFGwwM
•
- A-Z Reading Behaviours
http://bit.ly/2gJneeV

Comprehension
Have a conversation with the student, noting the key Comprehension Scoring Key
understandings the student expresses regarding each of the
0 Reflects no understanding of the text.
thinking processes. Use prompts as needed to stimulate discussion
when the student does not demonstrate understanding. Include all 1 Reflects limited or inaccurate understanding of the text.
thinking processes and score for evidence of all understandings
2 Reflects acceptable (partial) understanding of the text. Includes important
expressed – with or without a prompt. Highlight the prompts used information and ideas but neglects other key understandings.
if needed. Circle the number in the score column that reflects the
3 Reflects detailed (complete) understanding of the text. Includes almost all
level of understanding demonstrated. important information and main ideas.

Initial Teacher Prompt for nonfiction text:

Teacher: Tell me what you learned in this book?
Thinking Within the Text (choose 2-4 prompts to support conversation)
Summarizing
Finds facts; finds a main idea (if stated); finds supporting details; is able to put events in order; recognizes problem/solution

• What does the author want you to know about…?

• What did you notice about . . .?
• What details does the author tell you about the main idea?
• Does the writer describe a problem (and solution)?
• How did the writer use language to make you feel certain ways about the
topic?
• How do the illustrations/graphics support the message of the text?

Total Score 0 1 2 3

Thinking Beyond the Text (choose 2-4 prompts to support conversation)

Predicting
Makes predictions about characters and plot; confirms or changes predictions
• What do you think the writer will teach you about ___________?
• What solutions do you think the author will present?
• What clue words does the author use that tell you what might happen next?
• How do the illustrations help you predict what the book will be about?
• How does the structure of text help you predict what will come next?
• Are your predictions confirmed or discarded?
Inferring
Reads between the lines; infers solution to the problem; understands cause and effect
• What were the author’s feelings about the topic? How do you know?
• What’s the problem here? How do you think it will be solved?
• Why did the author choose to include these particular illustrations/graphics?
• Why do you think the author chose to present key ideas/information in this
way?
• What is the author’s perspective? What details reveal the author’s
perspective?
• Why did the author choose not to include…?
Total Score 0 1 2 3
Synthesizing
Summarizes to provide a brief account; finds the main idea (if not stated); connects facts, events and ideas into a cohesive whole; integrates information
with prior knowledge to create new understanding
• What are the main things you found out about . . .?
• What’s the most important thing you learned?
• How has your understanding of the topic changed?
• What is the author’s message?
• What evidence supports your thinking about the big ideas?
• How do the illustrations enhance your understanding of the topic?
 Making Connections
Connects ideas to self, others, other texts and knowledge about the world
• Does this remind you of something? Why?
• What did the illustrations remind you of?
• Why might learning about this topic be important?
• Has this happened to you or somebody you know?
• What does the author compare it with?
• What does the author’s message make you think about in your own life?

Total Score 0 1 2 3

Thinking About the Text (choose 2-4 prompts to support conversation)
Analyzing
Notice aspects of the writer’s craft; discuss text structure

• What are some of the most important ideas?

• Why do you think the author chose to organize the information in this way?
• Who do you think is the writer’s intended audience?
• What words did the writer use to help you connect your feelings to the
topic?
• Are different points of view presented?
• How does the style and tone of this book support the author’s message?
Evaluating/Critiquing
Understands the difference between fiction and nonfiction and between opinion and fact; gives personal opinions about events, facts and ideas; evaluates
the author’s craft and bias
• What did you find most interesting? Why?
• Who would you recommend this book to?
• How effective is the writer in conveying the information?
• Did the illustrations (text features) help to support your understanding of the
subject?
• How well did the author address a variety of viewpoints on the topic?
• Is the information accurate, consistent and unbiased? Why or why not?
Total Score 0 1 2 3

Other Notes: Subtotal Scores:

Summarizing __________/3

Predicting/Inferring __________/3

Synthesizing/Making Connections __________/3

Analyzing/Evaluating __________/3

Total Score: _________/12

Guide for Total Score Total Points: /12 Reading Comprehension

11-12 Excellent Comprehension
7-10 Satisfactory Comprehension
5-6 Limited Comprehension
Percentage: % (Total Points X 8.34) Independent Level = A minimum of 70%
0-4 Unsatisfactory Independent Reading/Comprehension Level is ______ and
Comprehension
Comprehension is Excellent/Satifactory/Limited/Unsatisfactory

Adapted from – Moving Up with Literacy Place – Program and Planning Guide (Scholastic, 2008); Fountas & Pinnell: Leveled Literacy Intervention, 2013
__________________Fountas & Pinnell: Prompting Guide 2

Next steps for instruction: