ate " Eecalants Part III. Reading Comprehension, Fluency, and Oral Reading Assessments TWtec Jayder Reading Fluency and Reading Comprehension: Passages (Forms PP-9) Overall Performance Levels on Reading Passages Nerrarneposage AQ) Exporter (nntcion pasns(C,D) Eas independent) N Too hard (furan) evel A ‘Miscue Summary Chart Directions: Encer rol number of miscues from all pasages into cach black indicated. (Purpose: To identify partems of miscues based on highest frequency of errors o inform instructional decisions.) Nonsense words [Substitutions | _ Insertions Teacher Assists | Omissions Tord ~ all passages Error Analyses (Cueing Systems) Directions: Enter rca! number of times (all pasage) the sudent wed each of the cucingostems when a miscwe was made (Purpose: To determine the extent ro which cueing systems are used to identify unknown words in print) Meaning cues (M) Syntax cues (S) Visual cues (V) Listening Comprehension (highest level reached: Fluency (Reading rate/wpm at “adequate” or instructional level) 20 __ wpm for Narrative texts (Forms A or B); grade level (approximate) ‘wpm for Expository texts (Forms © o¢ D) grade level (approximate) (Oral Language and Vocabulary Observations Havia wos able ts axsuer jestines obat woobory ia the cotest of the stwvies with relate case She fil hove sume. trade. interpreting garotie. longuoge, Camsle. Maria nas wt awe what tr art back’ w“searest weapon’ meat it the stwies Jayden had very aod Coniprehencton for aloe all the pascaces. The only pro bem wi face \c hic cpecdy reaching which 1c what OME Soerabtee Msn late GQ NE EDENER OEE ao” 39° In Engiah and Spanish, 2nd E 14 Pearson Education, Mc. All ights reserved