reading record instructions

1© 2020 by Reading Horizons

Reading Record InstructionsReading Horizons Discovery® Little Books

Reading Horizons Discovery® Little Books were created to provide students with the opportunity to apply skills learned in the Reading Horizons Discovery® (RHD) program to connected text. RHD Little Books are decodable readers written to be between 90 and 100 percent decodable. Decodability is based on what has been taught in the Reading Horizons sequence of instruction, including the words in the Most Common Words lessons. Little Book titles contain a balance of engaging fiction and nonfiction text and can be accessed in print or from the Reading Horizons Discovery® software. Little Books can be read independently by individual students, used in small group reading instruction, or as text for whole class choral reading practice. Each book has a Lexile® measure and accompanying questions to measure comprehension. Reading Records have been created for use in conjunction with RHD Little Books to aid in developing proficient readers.

Reading Horizons Discovery® Reading Records

RHD Reading Records are used with RHD Little Books to provide an additional way to assess mastery of skills taught in the RHD program. RHD Reading Records can be administered to individual students as often as at the conclusion of every skill lesson, or less often to periodically measure cumulative mastery of previously taught skills.

RHD Reading Records can be used to:

• assess student mastery of RHD instruction.

• analyze student reading behavior as they orally read connected text.

• observe how a student independently transfers strategies and skills to decode and comprehend text.

• guide instruction by identifying specific areas of need.

• identify skills a student utilizes when encountering a word that he or she doesn’t automatically recognize.

• determine whether or not a student is relying solely on whole word memorization when reading.

• measure progress over time as RHD skills become more complex.

• determine areas of proficiency or instructional need regarding rate, accuracy, metacognition, and comprehension.

A Reading Record form accompanies each RHD Little Book. Forms for shorter books contain the entire text from each book. As books get longer, only the first 100-150 words of text from each book are printed on the form. The RHD Reading Record forms are generally similar to traditional running record forms with a few notable differences in the way reading behaviors are analyzed on the word level in relation to decodable text.

© 2020 by Reading Horizons2

How to Administer Reading Horizons Discovery® Reading Records

Before Administering an RHD Reading Record:

1. Select an RHD Little Book.

2. Obtain a copy of the RHD Reading Record Form.

3. Preview the Reading Record Form.

4. Review Reading Record terminology.

5. Review Reading Record marking conventions

Select an RHD Little Book

Choose the RHD Little Book that correlates with either a specific skill that you want to assess or the most recent skill that has been taught in the RHD program. You may choose a book that a student has not read before, or you may choose a book that is familiar to the student. Books can be accessed in print or can be read from RHD software (in the Teacher Preview section of the Admin. portal).

Obtain a Copy of the RHD Reading Record Form

Reading Record forms can be accessed from the Reading Horizons Accelerate® website (www.rhaccelerate.com). They are listed under Assessments and can be found by first selecting the Resources tab, and then the Downloads tab. You can find the proper form by lesson number and/or by the title of the Little Book.

Preview the Reading Record Form

There are three main parts to each RHD Reading Record form: general assessment information, the reading record, and comprehension questions.

General Assessment Information: At the top of the form, you will find the title of the Little Book and its corresponding lesson. There is a place to write the name of the student being assessed and the date the reading record was administered. The Lexile® measure for that particular book is also noted at the top of the record, as well as the number of running words (i.e. number of words that are printed on the Reading Record form) that the student will be reading out loud from the Little Book.


Reading Record: The Reading Record part of the form contains column headings for the page number, text from the Little Book, and columns to tally Errors (E) and Self Corrections (SC).

The remaining columns are for analyzing the type of words the student struggled with. They are: skill words, including words from the Current Skill (CSW) as well as words from Previously Taught Skills (PTSW), Most Common Words (MCW), and Challenge Words.

This key appears at the bottom of each page:

Each word on the Reading Record from the text in the corresponding RHD Little Book is coded to show the type of word it is according the RHD program.

• Current Skill Words (CSW) are italicized

• Previously Taught Skill Words (PTSW) appear in regular font

• Most Common Words (MCW) are in bold text

• Challenge Words are underlined.

At the end of each Reading Record, you will find a place to write the End Time for the portion of text on the Reading Record, a formula to help calculate how many words the student read correctly per minute (WCPM), a formula to determine a student’s Accuracy Rate, and a formula to quantify the Self Correction Rate.

Comprehension Questions: This section of the Reading Record form contains five questions to measure the student’s comprehension of the text. For each question, the correct answer is in bold text. There is a space to note (with a check mark, for example) that the student answered the question correctly, as well a category indicating the area of comprehension the question relates to.


There is a line at the bottom to score how many questions were answered correctly out of five.

Review Reading Record Terminology

There are many measures used in a Reading Record to determine student proficiency and instructional need. Here is a list of terms appearing on each RHD Reading Record form and a brief explanation of each.

Accuracy: Accuracy is one measure of fluency and includes the amount of words correctly read from a text. Accuracy rate is communicated with the percentage of words from the passage that were read correctly.

Rate (WCPM): Rate is also a component of fluency and is reported in the number of words a student reads correctly per minute (WCPM). This will require a teacher to record the time the student begins and ends reading the selected text out loud. A timer may also be used.

Errors (E): Errors are words that were read incorrectly (substitutions), skipped (omissions), or were told to the student by the test administrator. Errors in the RHD Reading Records are classified into the following categories:

• Skill Words: Skill words are words that help reinforce the skills that are taught in the RHD sequence of instruction. Skill words can come from previously taught skills or the current skill.

• Current Skill Words (CSW): Words that follow the pattern of the most recent skill taught in the sequence of instruction. The current skill for each RHD Reading Record is listed at the top of the form below the title, as well as on the back of each RHD Little Book. These words are italicized in the text from the book included on the Reading Record form.

• Previously Taught Skill Words (PTSW): Words that follow the patterns of skills taught in each lesson preceding the most currently taught skill. These words appear in the text on the Reading Record form in regular font. In essence, words that are not italicized, bolded, nor underlined are words that fall into this category.

• Most Common Words (MCW): Most Common Words are high frequency words included in the Most Common Words lessons in the RHD program. These words are from Fry’s Instant

Total _____/5

Questions/Answer Answered Correctly Question Type

1

What is the problem in this story?

a. Jake and Mike were lost.b. Mike would not wake up.c. There was a fire on Mike’s ship.

Main Idea

2

What did Jake and Mike see at the back of the ship?

a. a whaleb. a bad piratec. a small blaze

Detail


Words List and contain 300 of the most frequently used words in the English language. In RHD instruction, these words are taught in order of frequency. The majority of words on this list will become decodable to students throughout the RHD lesson sequence. Until then, however, MCWs have been memorized as whole words. MCWs from the book appear in bold text on the Reading Record form.

• Challenge Words: Challenge Words are words that contain skills that have not yet been taught in the RHD instructional sequence in either skill lessons or MCWs lessons. Challenge words are underlined in the text included on the Reading Record form.

Self Correction (SC): Self correction (SC) occurs when a student recognizes his or her error and corrects it. Self corrections are a good indicator of how well students are monitoring their own reading. Self Corrections not only show that students are aware they have made an error but also that they know how to apply the necessary skill(s) to correct it. Self correction is expressed as a ratio that communicates how often an error is corrected out of a specified number of words.

Comprehension: Comprehension is the ability to understand what is being read and is the ultimate goal of all reading activity. There are five comprehension questions on the RHD Reading Record form for each Little Book (grades 1-3). The questions address four areas related to comprehension: main idea, detail, vocabulary, and inference. (The fifth question can be from any one of the four categories.) Comprehension can also be measured more subjectively by asking a student to tell about what they have just read. (Note: there is not a place on the form to record a student retell.)

Review Marking Conventions

The following table shows the markings that are commonly used to record the behavior of each student as they are reading the text. These conventions will be familiar to teachers who have experience with running records and may need little, if any, review. These notations allow a teacher to record, in detail, every effort the child makes while reading a word, therefore providing a plethora of useful information when analyzing reading behavior. If you are new to such an assessment, the notations are worth taking the time to learn and apply. However, if you find the markings overwhelming or don’t currently have time to learn them, you can still glean useful information from the Reading Record by marking each word the student misses, any word that is self-corrected by the student, and any word that is told to the student.

Reading Behavior Notation Example

Correct Response Mark every word read correctly with a check mark.

Can you find my dog?

Substitution(error)

Write the spoken word above the word in the text.

Can you find my dog?

Omission(error)

Place a dash above the word left out. Can you find my dog?

Insertion(error)

Insert the added word and place a caret below it. Can you find my^ dog?

-

big

feed


Attempt Write each attempt above the word in the text. Can you find my dog?

RepetitionWrite R after the repeated word/phrase and draw an arrow back to the beginning of the repetition. Can you find my dog?

Appeal*(asks for help)

Write A above the appealed word. Can you find my dog?

Told word(error)

Write T above the word supplied for the reader. Can you see my eyes?

Self-correction Write SC after the corrected word and circle it. Can you find my dog?

*When responding to a student who is asking for help, encourage further effort from the student (e.g., “Give it a try,” or “Do your best.”)

Note: Some teachers choose to record the student as he or she reads using a voice recorder so they can go back to clarify or confirm that the markings on the form correlate accurately to the student’s reading behavior. If so, prepare the necessary technology ahead of time.

Administering the Reading Record

1. With the Reading Record form in hand, sit next to the student. Explain to the student that he or she will be reading out loud from the selected Little Book. Let the student know that their job is to do their best reading and that when they have completed the book, you will be asking them some questions about what they read. If you are using a voice recorder, begin recording at this point.

Note: If a student is proficient at reading silently, you may want to let them know before they begin on which page they will stop reading out loud and will begin to read the book silently (where the text on the Reading Record ends). Younger and/or less proficient readers will read the entire book out loud (though you may only be coding part of the book).

2. Write down the start time in the space provided on the form as the student begins to read from the selected RHD Little Book or start the timer.

3. As the student continues to read, mark above each word on the Reading Record form to record reading behavior using the markings shown above. Don’t worry about categorizing the errors at this point. You will do that when you analyze the Reading Record.

4. Intervene as little as possible while the student is reading.

5. If it takes longer than five to 10 seconds for the student to read a word, tell the student what the word is, and mark the word with the capital letter T.

6. When the student has finished reading all of the text on the Reading Record form, write down the time they finished (End Time), or stop the timer and write the time on the form. If you are using a voice recorder, stop the recording at this point.

d-do

R

A

T

the/SC


Note: As the student finishes reading the book (either silently or out loud), you may choose to begin tallying and/or categorizing errors, or you may choose to wait until later to do so.

7. Once the student has finished reading the entire book (either silently or out loud), ask the comprehension questions listed at the bottom of the Reading Record. For each correctly answered question, put a checkmark in the space provided. Write down the number of questions the student answered correctly out of five at the bottom of the table.

Note: Before you ask the questions on the form, you may want to ask the student to retell what they have just read and make note of relevant information on a blank space on the form.

Example of a completed Reading Horizons Discovery® Little Book Reading Record:

Scoring and Analyzing the Reading Record

1. Begin by identifying Errors and Self Corrections made by the student. To review what counts as an error, see the table under Review Marking Conventions on pp. 5-6. For each Error and Self Correction, write a tally mark in the appropriate column. Add totals at the bottom of the Reading Record. The total number of errors will be used later to calculate rate, accuracy, and self correction rate. Logically, the total number of self corrections will be used to calculate the self correction rate.

2. Using the codes at the top of each column as a reference, classify each Error into one of four categories: Current Skill Word (CSW), Previously Taught Skill Word (PTSW), Most Common Word (MCW), or Challenge Word, and add a tally mark in the appropriate column. (You may also choose to write each word under the corresponding column.) Add totals for each column at the bottom of the Reading Record.

Page Text E SC CSW PTSW MCW Challenge Words

3 The fox lives in the woods or in a

glen.

4The fox lives in a den or in a flat log.

5 It is like a dog, but it is not a dog.

Plus, it is not a pet.

6 It has a fluffy tail. Many foxes can

be red.

7The fox can run as fast as a sled.

8The fox is not plump. It is slim.

9 The fox eats ants, slugs, frogs,

plants, nuts, and plums.

Total

Questions/Answer Answered Correctly Question Type

1

This passage tells

a. all about the fox.

b. how to ride a fox.c. about four leegged animals.

Main Idea

2

A fox can run as fast as a

a. sled.

b. bear.c. turtle.

Detail

3

Where would you see a log?

a. outside

b. in the skyc. in your shoe

Vocabulary

4

What is one reason why a fox is not fat?

a. It is red.b. It has fur.c. It runs fast.

Inference

5

According to the passage, what is something a fox eats?

a. ants

b. pet foodc. hot dogs

Detail

Total _____/5


Error Analysis: At a glance, it is easy for a teacher to see which type of word the student is struggling with the most.

• If there are more Skill Word errors than MCW errors, you can surmise that the student is struggling with decoding and is more likely relying on whole-word memorization when reading. If that is the case, you can identify where the breakdown is in the instructional sequence by determining if the words are derived from a recently taught lesson or if a student is failing to transfer skills from previous lessons to reading. A more thorough analysis of the Previously Taught Skill Word errors can pinpoint lessons/skills that the student needs to review.

• More errors in the Most Common Words column would indicate that the student needs further instruction and practice with high frequency words. Specific words for instruction may be identified by administering only one reading record or noticing patterns over the span of additional administrations of Reading Records.

• Challenge Words errors in the text will help teachers to know how a student approaches words that follow the pattern of skills that have not yet been taught in phonics instruction. Noticing which parts of each challenge word are decoded correctly can help a teacher identify areas of strength in a student’s reading behavior. Challenge words can also help a teacher see if a student approaches unknown words with confidence or unsurety in his or her reading skills.

3. Use the following formula to calculate the number of words correctly read per minute (WCPM): Total words read correctly (Running Words - Errors) = _____ x 60 =____ ÷ reading time (in seconds) = _____ wcpm

WCPM Analysis: Various norms are used by schools and districts to provide criteria for judging student performance on oral reading fluency (ORF) tasks compared to their peers. Examples of dynamic ORF norms include DIBELS®, AIMSweb and other Curriculum Based Measures (CBM). Static fluency norms can also be used to judge student success regarding reading rate (WCPM). In this case, Hasbrouck and Tindal ORF norms (2017) are recommended (compare student grade level scores with 50th percentile scores for each benchmark period).

4. Use the following formula to determine a student’s Accuracy Rate: (Running Words - Errors = ___ ÷ Running Words = ____ x 100): _____ % of accuracy

Note: Round the percentage to the nearest whole number.

Accuracy Rate Analysis: The percentage of words read accurately can help determine the amount of instructional support (scaffolding) required for a student to read and comprehend a specific level of text. Accuracy scores (reported in percentages) fall into three different categories; Independent, Instructional, and Frustration.

Accuracy percentages combined with comprehension scores can be interpreted using the following guidelines:


• Independent (no scaffolding necessary) = 97-100% accuracy + excellent/good comprehension

• Instructional (some scaffolding required) = 91-96% accuracy + good/satisfactory comprehension

• Frustration (substantial scaffolding required) = 90% accuracy and below + satisfactory/fair/poor comprehension)

5. Use the following formula to determine a student’s Self Correction Rate: (total errors + number of self corrections) ÷ number of self corrections = 1: _

Self Correction Rate Analysis:

• A self correction rate of 1:3 means that the student corrected 1 out of every 3 errors.

• A self correction rate of 1:3 or less (1:2, 1:1), indicates that the student is adequately monitoring his or her reading and that he or she has the skills necessary to correct the error but needs more practice to achieve automaticity.

• A self correction rate of 1:4 or higher (1:5, 1:6, etc.) indicates that the student is not monitoring his or her own reading and/or does not have the necessary skills to recognize words automatically. Such a student will need specific strategy instruction and practice to achieve automaticity and/or instruction and practice in monitoring his or her own reading.

6. Use the following information to determine the overall level of comprehension for each Little Book:

• 5/5 = Excellent Comprehension• 4/5 = Good Comprehension• 3/5 = Satisfactory Comprehension• 2/5 = Fair Comprehension• 1/5 = Poor Comprehension

In addition, comprehension questions in each of the Reading Horizons Discovery® Little Books are categorized into four areas (via question types) for comprehension support and instruction:

• Main Idea• Detail• Vocabulary• Inference

Each question type is clearly identified with its correlating question in order to guide comprehension instruction.

Comprehension Analysis: Overall comprehension scores can be used in conjunction with scores for accuracy to determine the amount of instructional support necessary for a specific level of text (see #4 on the previous page).

In addition, by noting which type of comprehension questions a student misses across multiple Reading Record assessments, weaknesses in specific areas of comprehension can be identified and instructed to improve overall comprehension.


7. (Optional) Fill out the Student Summary Sheet/Plan for Instruction.

The Student Summary Sheet/Plan for Instruction can be kept as a record of the assessment and can be used as a resource when planning differentiated instruction for each student. A blackline master as well as a completed form can be found at the end of this document.


Student Summary Sheet/Plan for InstructionReading Horizons Discovery® Reading Records

Student Name: _________________________________________ Date: __________________

Teacher: ______________________________________________ Grade: _________________

Title/Lesson/Skill: ______________________________________ Lexile® Level: ____________

Fiction Nonfiction

Cold Read Reread

Comprehension Score __/5

Excellent 5/5 Satisfactory 3/5 Poor 1/5

Good 4/5 Fair 2/5 No Evidence 0/5

Area(s) for instruction:

Main Idea Detail

Vocabulary Inference

Other/Comments:

Suggestions for further instruction/application

Story map (fiction)

KWL (nonfiction)

Reread

software

print

Vocabulary Word Wall

Other: _____________________________


Fluency Accuracy ______%

Independent (no scaffolding necessary) = 97-100% accuracy + excellent/good comprehension

Instructional (some scaffolding required) = 91-96% accuracy + good/satisfactory comprehension

Frustration (substantial scaffolding required) = 90% accuracy and below + satisfactory/fair/poor/no comprehension)

Other/Comments:

Error Analysis

Number of Words Missed

Total Words _______ Current Skill Words _______

Previously Taught Skill Words _______ MCWs _______

Challenge Words _______

Areas(s) for instruction:

Current Skill

Previously Taught Skills Skill(s)/Lesson: __________________________________

MCWs Words/Lesson: __________________________________

Other/Comments:

Rate

Words Correct Per Minute (WCPM) Rate ______

above grade level expectations within grade level expectations

below grade level expectations well below grade level expectations

Grade Level Fall WCPM Winter WCPM Spring WCPM

First Grade N/A 29–97 60–116Second Grade 50–111 84–131 100–148Third Grade 83–134 97–161 112–166

Hasbrouck and Tindal (2017)


Self Correction Rate 1: _____

adequate (1:3, 1:2, 1:1) inadequate (1:4 and higher)

Other/Comments:

Suggestions for further instruction/application

Reteach identified skill(s)/lesson

using software

using direct instruction

Additional dictation practice

Vocabulary Word Wall practice (software and/or app)

Repeated Reading

Little Book

print

timed (read for automaticity)

not timed (read for accuracy)

software

read along with narration/highlights

read along with highlights only (no audio)

read without narration/highlights

Student Transfer Cards

timed (read for automaticity)

not timed (read for accuracy)

Chart WCPM

MCWs Cards

Games (see Reading Horizons Discovery® Game Supplement)

Oops! Detective Blends Game Build a Word

Scramble Beat the Clock Go Fishing Bear It

Other (see the Reading Horizons Discovery® Games Supplement and/or Reading Horizons Discovery® Software): ___________________

reading record instructions

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