For assessing reading levels A-K, students need to have both text and pictures.
The books that accompany our reading level assessments can be ordered through Bebop Books or Scholastic Books using the following forms:
Important Announcement: Schools in NYC that are using TCRWP Running Records as a MoSL must use the updated list of books for MoSL. Follow the directions already implemented for the TCRWP running records.
New York City schools that have chosen TCRWP Running Records as part of their MoSL plan for ELA: click one of the following links to browse or download specific, required materials for the beginning and end-of-year MoSL assessments.
The TCRWP offers a set of informal reading inventories for narrative texts which correlates to the Fountas and Pinnell system for leveling books. These assessments help teachers identify which level of texts students can read independently and will therefore be able to practice all the reading strategies they are learning during the Reading Workshop. The assessments provide an analysis of comprehension, miscues, and, fluency (fluency is only assessed for Levels J-Z).
Download ALL fiction reading assessments levels A-K or L-Z with one click :
Levels A - K Support Materials
Levels L - Z Support Materials
Based on their home and early school experiences with print, children come with different understanding about the arbitrary conventions that we use to communicate meaning in print. An assessment of each child's level of understanding, and sometimes misunderstandings of these conventions, helps teachers know what their students are attending to in print and what still needs to be learned.
What does your student know about letters? Which letters can he/she identify? Although research has shown that students do not need to know the names of all letters before they begin reading books, knowing letters helps them communicate with the teacher and each other. (Samuels, 1972) Being able to discriminate and quickly recognize important letter(s) is also helpful in attaching sounds to the correct letters when reading words (Neuhaus, 2003).
The purpose of this assessment is to determine the number of high-frequency words that students know. LaBerge and Samuels (2006) call this automatic recognition of high frequency words part of automaticity. They state that when these words are instantly recognized, the short term memory is not overloaded and is freed to focus on comprehension of what is going on in the story. Therefore, this assessment can be used throughout the year to record students' growth in automatic word recognition. Ehri (1998) found students eventually encapsulate the letters of a word into a bonded unit that is recognized immediately.