Canada’s Learning Advantage
152cm
151cm
HEIGHT
CHART
150cm
NAME and DATE
149cm
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Meet the PM Benchmark
Reading Assessment Resource
The PM Benchmark Reading Assessment
Resource kit now includes…
146cm
145cm
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140cm
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Levelled Texts
The PM Benchmark Reading Assessment
Resource has been designed to assess
students’ instructional and independent
reading levels using unseen, meaningful
texts.
130cm
129cm
128cm
127cm
It includes 46 accurately levelled fiction
and nonfiction texts:
• 1 new fiction text at every level from
Levels 1–14
• 1 new fiction and 1 new nonfiction text
from Levels 15–30
• 4 familiar and iconic texts from the
previous PM Benchmark kits
LEVEL 20 FICTION
126cm
125cm
124cm
123cm
16 extra texts – PM Benchmark
Reading Assessment Resource
Kit now includes 46 carefully
levelled texts
122cm
121cm
1 nonfiction text at every
level from Level 15 to 30
120cm
119cm
118cm
Text types are clearly
identified and introduced
at appropriate levels
LEVEL 19 NONFICTION
117cm
116cm
SEE OVER FOR TITLES AND TEXT TYPES


115cm
114cm
113cm
112cm
111cm
110cm
109cm
108cm
107cm
Teachers’ Resource
Book and CD
The Teachers’ Resource Book has been
developed explicitly to help teachers
assess and analyse students’ reading
achievement.
The Teachers’ Resource Book includes
helpful information on how to use each
component of the resource.
The accompanying CD includes
printable student record pro formas
in PDF format.
106cm
105cm
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101cm
Student Records
Each Student Record is a
comprehensive four-page
pro forma clearly outlining a
student’s current achievement
in reading.
Reading Record
Book
orientation
2
PM Benchmark Reading Assessment
Name: _______________________________
DOB: __________
School: _____________________ Class: _________
Level: 13
Text: Wet-Day Popcorn
Age: __________
Date of assessment: _________
Text type: Recount (Fictional)
97cm
E
S.C.
Reading Record continued
Page
Errors
MSV
S.C.
MSV
10
Text
E
Errors
M
S
V
Self-Corrections
M
S
V
4
Improved Student records –
The student records now
include sections to record
fluency, knowledge and
skills, strategies, and a
scored retell.
Today, it rained all day.
Katie put her hand into the bowl
It was too wet to play outside.
and took some out.
So Katie and I stayed inside
Then, she blew on it.
and made some popcorn balls.
I took some
Mum helped us.
and blew on it, too.
First of all,
Accuracy: _______ %
S.C. rate: 1 : ______
and a big bowl on the table.
The corn went round and round very fast.
2. Strategies:
It went pop. . . pop. . . pop,
2
1
Attending to meaning
Searching for print details
Cross-checkingtoconfirm
Self-correcting
2. Why did Katie have to blow on the popcorn?
(It was too hot to eat.)
3. Why did Mum go next door to Sally’s place?
(She wanted to get some honey to make the popcorn balls.)
Tick the
relevant
box did Mum laugh when she came back from Sally’s place?
1. Why
(She wasn’t cross with the children.)
2. Why did they need honey to make the popcorn balls?
(to make it tasty / to make the popcorn stick together)
• Readthetextword-by-wordreflectinglimitedornounderstanding
Wet-Day Popcorn
Notes
Level 13 Recount (Fictional)
3
© 2008 Cengage Learning Pty Limited; ISBN 9780170178075; This page may be photocopied for educational use within the purchasing institution.
Teacher: ____________________________________
For learning solutions, visit cengage.com.au
4
Wet-Day Popcorn Level 13 Recount (Fictional)
© 2008 Cengage Learning Pty Limited; ISBN 9780170178075; This page may be photocopied for educational use within the purchasing institution.
Page 4: Retelling indicators and
comprehension questions.
Page 1: A summary page with
recommendations for future
development.
96cm
No
1. Why did the children have to stay inside?
(It rained all day. / It was too wet to play outside.)
Predicting
Pages 2 and 3: Specific details of
the reading record and behaviours
observed.
Date assessment summary completed: _____________
© 2008 Cengage Learning Pty Limited; ISBN 9780170178075; This page may be photocopied for educational use within the purchasing institution.
No
Tick relevant
boxes
Literal
Adjusting pace
• Readthetextwithirregularphrasingreflectinglimitedunderstanding
Wet-Day Popcorn Level 13 Recount (Fictional)
Teacher: ____________________________________
Wet-Day Popcorn Level 13 Recount (Fictional)
Comprehension Questions to Check for Understanding
• Readsomeofthetextwithnaturalrhythmandphrasingreflectingunderstanding
© 2008 Cengage Learning Pty Limited; ISBN 9780170178075; This page may be photocopied for educational use within the purchasing institution.
Refer to Teachers’ Resource Book pages 32–39
for recommendations for future development.
Yes
• Readthetextconsistentlywithnaturalrhythmandphrasingreflectingadepthofunderstanding
But there was no honey left.
Recommendations for Future Development
• Retoldcoherentlyusingappropriatevocabulary
Tick relevant
boxes
Inferential
So Mum went next door
Level of Understanding
Excellent Satisfactory Unsatisfactory
to Sally’s place to get some.
5
3–4
0–2
1st 2nd 3rd
1st 2nd
No
Yes
3. Fluency
with some honey.
Questions Answered Correctly
Yes
• Interpretedpictureinformation
Tick relevant
boxes
Beginning to process text by:
Level of Understanding 8
Katie and I wanted
Excellent Satisfactory Unsatisfactory
4
3
0–2
to make the popcorn into balls
Literal
Inferential
• Includeddetailsofmainevents
• Appliedknowledgeofletter–soundrelationshipstoaccuratelydecodesomewords
some popcorn, but it was too hot.
Comprehension – Summary
No
Total
2. Strategies — Developing
Katie was going to eat
Retelling Indicators – Summary
Yes
• Recognisedthehigh-frequencywordsinthetext
as it came out of the popcorn maker.
3. Fluency:
• Retoldmaineventsinsequencewithoutassistancefromteacherprompts
or book support
• Conceptsaboutprintestablished
Then, Mum turned the popcorn maker on.
Tick relevant
boxes
155
1. Knowledge and skills — Developing
into the popcorn maker.
1. Knowledge and Skills:
S.C.
MSV
Reading Behaviours Observed During the Reading Record
Difficult Mum put some popping corn
<90%
6
Errors
MSV
131
Retelling Indicators to Check for Understanding
we put the popcorn maker
Reading Level
Independent Instructional
>95%
90–95%
S.C.
After Mum had gone,
Running Words: 155
Reading Record – Summary
100cm
98cm
Text
Katie and I looked at the popcorn.
Reading Behaviours Observed – Summary
99cm
Level: 13
Text: Wet-Day Popcorn
This is a recount. A boy tells us about something he made with his sister, Katie.
Page
95cm
91cm
The PM Benchmark Reading
Assessment Resource Procedures
Card provides a summary of the
recommended procedures for
taking a reading assessment. The
use of standard procedures for
reading assessments ensures
consistent and valid information is
gathered by all assessors.
Independent
Instructional
Difficult
89cm
Sit at a table or desk in a quiet space with the student.
Put the student at ease.
Explain what is going to happen and why.
Introduce the text by reading the title and the
orientation to the student. Do not expand upon the
content of the book/card during this introduction.
PM Reading Level Table
Error Rate
90cm
PM Benchmark Reading Assessment Procedures
Reading Record
1. Point to the cover of the book/card. Say:
Now, I would like you to read the book/card to me.
2. Record accurate reading and miscues on pages 2 and 3 of the
Student Record.
Step 3
1 : 100
1 : 50
1 : 35
1 : 25
1 : 20
1 : 17
1 : 14
1 : 12.5
1 : 11.75
1 : 10
1:9
1:8
1:7
1:6
1:5
99%
98%
97%
96%
95%
94%
93%
92%
91%
90%
89%
87.5%
85.5%
83%
80%
Step 1
Error Rate
Now, I am going to ask you some questions about this book/card.
1. Prepare the student for the retelling. Say:
First, I would like you to read this book/card to yourself.
Remember to look carefully at the pictures. Then I will ask you
to tell me as much as you can about the story/text.
If the student asks for assistance while reading the book/card, say:
Reading Assessment
Resource
Procedures
Divide the number of words read by the number of errors, e.g.
140 (running words) ÷ 4 (E) = Error rate of 1: 35 = 97% accuracy.
Procedures card – A handy
summary of recommended
reading assessment
procedures.
1. Prepare the student for the oral comprehension questions. Say:
Retelling
2. Ask each question on page 4 of the Student Record. Tick the boxes
when responses are correct. Record exactly what the student says
for incorrect responses.
Step 4
Analysis
1. Identify the student’s errors and self-corrections. Use the reading level
tables to calculate the student’s accuracy and self-correction rates.
This is a time for you to read by yourself.
2. When the student has completed the reading, have them close the
book/card and place it on the table in front of them. Say:
Tell me as much as you can, in your own words,
about what you have just read.
Remain as a neutral observer, only giving prompts if required.
Tick the relevant boxes on the retelling section of the Student Record.
2. Analyse information from the reading record, retelling indicators
and comprehension questions.
3. Use this information to identify recommendations.
S.C. rate: ________ = ________ = 1 : ________
99%
98%
97%
96%
95%
94%
93%
92%
91%
90%
89%
87.5%
85.5%
83%
80%
Calculate Self-correction Rate
It is essential to become familiar with the text and
procedures before administering the assessment.
The PM Reading Level Table and
formulas for calculating self-correction and
accuracy rates appear on the back page.
1. Add both errors and self-corrections together.
2. Divide by the number of self-corrections, e.g.
6 (E) + 3 (S.C.) = 9
9÷3=1:3
S.C. rate: ________ = ________ = 1 : ________
© 2008 Cengage Learning Pty Limited; ISBN 9780170178075
86cm
84cm
83cm
82cm
DVD
DVD – Useful tips and video
modelling of reading
assessments with children.
Proced
Divide the number of words read by the number of errors, e.g.
140 (running words) ÷ 4 (E) = Error rate of 1: 35 = 97% accuracy.
© 2008 Cengage Learning Pty Limited; ISBN 9780170178075
For in-depth procedures refer to PM Benchmark Reading
Assessment Resource Teachers’ Resource Book pages 24–39.
© 2008 Cengage Learning Pty Limited; ISBN 9780170178075
85cm
Reading Ass
Resou
Accuracy: ________ = 1 : ________ = ________ %
Accuracy: ________ = 1 : ________ = ________ %
1. Add both errors and self-corrections together.
2. Divide by the number of self-corrections, e.g.
6 (E) + 3 (S.C.) = 9
9÷3=1:3
Accuracy
1 : 100
1 : 50
1 : 35
1 : 25
1 : 20
1 : 17
1 : 14
1 : 12.5
1 : 11.75
1 : 10
1:9
1:8
1:7
1:6
1:5
Calculate Error Rate and Accuracy
Refer to the PM Benchmark Reading Assessment Resource
Teachers’ Resource Book pages 28–39
for analysis and recommendations.
Calculate Self-correction Rate
87cm
PM Reading Level Table
Comprehension
Accuracy
Calculate Error Rate and Accuracy
88cm
Step 2
Independent
92cm
Procedures Card
Instructional
93cm
Difficult
94cm
The DVD contains
frequently asked
questions and
professional
development video
to assist teachers
to effectively assess
students’ reading
levels.
11/10
81cm
ISBN-13 978-0-17-632238-0
ISBN-10 0-17-632238-8
80cm
9 780176 322380
1120 Birchmount Road Toronto ON M1K 5G4
416 752 9448 or 1 800 268 2222
email: nelson.orderdesk@nelson.com
Fax 416 752 8101 or 1 800 430 4445
www.nelsonschoolcentral.com
For in-depth procedures refer to
Assessment Resource Teachers’ Res
It is essential to become fami
procedures before administe
NAME and DATE
PM Benchmark
Reading Assessment Resource
titles and text types
HEIGHT
CHART
152cm
Levels
1–14
One fiction text for every level
151cm
150cm
149cm
148cm
147cm
The dog
Level: 1 Fiction
Repetitive
Look at us
Level: 2 Fiction
Repetitive
Little cat is hungry
Level: 4 Fiction
Narrative
Monkey’s Car
Level: 3 Fiction
Narrative
Sam and little bear
Level: 5 Fiction
Narrative
Dad’s Present
Level: 6 Fiction
Narrative
146cm
145cm
144cm
143cm
142cm
The Big Bike
Level: 7 Fiction
Narrative
Playing in the rain
Level: 8 Fiction
Narrative
clever little dinosaur
Level: 9 Fiction
Narrative
The Best Tunnel
Level: 10 Fiction
Narrative
My First Train Ride
Level: 12 Fiction
Recount (Fictional)
My Beach Holiday
Level: 11 Fiction
Narrative
141cm
140cm
139cm
138cm
Wet-Day Popcorn
Level: 13 Fiction
Narrative
Each PM Benchmark text levels 1–30 has been
trialled with children of an appropriate reading age
to guarantee the suitability and readability of the
text for the specific level.
little hen, mouse and rabbit
Level: 14 Fiction
Narrative
137cm
136cm
135cm
134cm
Levels
15–30
One fiction and one nonfiction text for every level
133cm
132cm
131cm
130cm
129cm
128cm
The Ice-Cream Dog
Level: 15 Fiction
Narrative
Our Teacher, Mr Davis
Level: 15 Nonfiction
Information Report
honey escapes
Level: 16 Fiction
Narrative
the Treasure-hunt puzzle
Level: 16 Nonfiction
Recount (Procedural)
a builder
Level: 17 Nonfiction
Description
The Swimming Race
Level: 17 Fiction
Narrative
127cm
126cm
125cm
124cm
123cm
earthquake
Level: 18 Fiction
Recount (Fictional)
BMX Bikes
Level: 18 Nonfiction
Information Report
A Visit to the Aquarium
Level: 19 Fiction
Narrative
Frogs
Level: 19 Nonfiction
Description
Amy’s Song
Level: 20 Fiction
Narrative
my new aquarium
Level: 20 Nonfiction
Recount (Procedural)
122cm
121cm
120cm
119cm
118cm
akito's glasses
Level: 21 Fiction
Narrative
Plastic in Our World
Level: 21 Nonfiction
Description
A Cure for Hiccups
Level: 22 Fiction
Recount (Fictional)
forest fires
Level: 22 Nonfiction
Exposition
Flood in the Valley
Level: 23 Fiction
Narrative
Water World
Level: 23 Nonfiction
Explanation
117cm
116cm
115cm
114cm
113cm
112cm
111cm
110cm
109cm
108cm
Graffiti
Level: 24 Fiction
Narrative
Why a River Floods
Level: 24 Nonfiction
Exposition
Just in Time!
Level: 25 Fiction
Narrative
Sea Turtles
Level: 25 Nonfiction
Information Report
The Bigger Half
Level: 26 Fiction
Narrative
Snowboarding
Level: 26 Nonfiction
Explanation
107cm
106cm
105cm
104cm
103cm
The Nervous Passenger
Level: 27 Fiction
Narrative
Dogs Should Be Kept On Leads
Level: 27 Nonfiction
Recount (Procedural)
sara's invitation
Level: 28 Fiction
Narrative
How a Parachute Works
Level: 28 Nonfiction
Information Report
late again!
Level: 29 Fiction
Narrative
how camels survive in the desert
Level: 29 Nonfiction
Explanation
102cm
101cm
100cm
99cm
the haircut
Level: 30 Fiction
Narrative
98cm
vehicle pollution
Level: 30 Nonfiction
Discussion
97cm
96cm
95cm
94cm
Also available:
PM Benchmark Assessment and
Profiling Software
93cm
The PM Benchmark Assessment and Profiling
Software makes the entering of reading records
and generation of assessment profile data easier,
more efficient, and more accurate.
The software is easy to use and administer,
allowing you to record errors, self-corrections,
reading behaviours, retelling analysis, and
comprehension responses. Recommendations
for future development are provided to assist
with ongoing teaching.
The software automatically calculates reading
accuracy rate, error rate, and self-correction rate;
summarizes the students’ level of understanding in
retelling and comprehension; and identifies
independent and instructional reading levels. A
variety of graph options are available to visually
present individual student, class, whole-class, and
whole-school progress.
92cm
91cm
90cm
89cm
88cm
87cm
For more information and pricing visit www.nelson.com/pmbenchmark
Order by phone
Order by fax
Order by email
Order by mail
1-800-268-2222
1-800-430-4445
nelson.orderdesk@nelson.com
web: www.nelsonschoolcentral.com
Nelson Education
1120 Birchmount Road
Toronto, ON M1K 5G4
ORDER INFORMATION
PM Benchmark READING ASSESSMENT RESOURCE
PM Benchmark Reading Assessment Resource
Assessment and Profiling Software
ISBN
9780176158651
9780176158712
1120 Birchmount Road Toronto ON M1K 5G4
416 752 9448 or 1 800 268 2222
email: nelson.orderdesk@nelson.com
Fax 416 752 8101 or 1 800 430 4445
www.nelsonschoolcentral.com