Guidelines for Placement Tests, Levels 3, 4, 5, and 6 ‘The placement tests for Reading Master If the student reads a word incorrectly and Levels 3, 4, 5, and 6 are similar in many then correctly, count one error. respects. In part I of each test, individual If the student sounds out a word instead of students read a passage aloud as you count reading it normally, count one error, decoding errors. You will need to make one If the student does not identify a word copy of the appropriate test for each student within three seconds, tell the student the and mark that copy. You should administer word and count one error. Part 1 ina place that is somewhat removed If the student skips a word, count one from the other students, so that they will not error, overhear the testing. If the student skips a line, point to the line and count one error. How to Count Decoding Errors If the student does not finish the passage within the given time limit, count every Use the following guidelines when counting word not read as an error. For example, if decoding errors on Part 1. the student is eight words from the end of If the student misreads a word, count one the passage at the end of the time limit, error. count eight errors, If the student omits a word ending, such as sor ed, count one error. Reading Mastery Level 3 Level 3 Placement Test Directions 4, Repeat step 3 for words 2-11. 5, Your turn to read those words. linstructionsforPart1 | 6. Word 1, What word? Reproduce the Placement Test that appears on page 74. Make one copy for 7. Repeat step 6 for words 2-11. each student that you are to test. Then follow these stops: 1. Call a student to a comer of the room, x where the test wil bel ghen: 9 Tell the student: You're going to read this passage out loud. | want you to read it as well as you can. Don't try to read it so fast that you make mistakes. But don't read it so slowly that it art 1 Passage Reading 8. Point to the passage in Part 1 2. Show a blank copy of the test to the student, Use the student's copy of the placement test to mark errors. Part 1 Vocabuary Reading docent ake any sere. You have + (ancorbrenr) oreo eurewienge As 1, expert 7. difference 10. Time the student. If the student takes 2 one » mirror more than three seconds on a word, Sinestro say the word count has an err, and changes $0: pacing permit tn stodert fo continue Yad @. people ing. To record errors, make one tally mark for each error. 3, Point to the column of words at the top of the test. Tell the student: Touch Use the guidelines detailed above when word 1. (Wait) That word is expert. ‘counting decoding errors in Part 1 72 Reading Mastery Classic, Series GuideRemember to count each word not read by the end of the two-minute time limit as an ‘error. For example, if the student is eight ‘words from the end of the passage by the ‘end of the time limit, count eight errors. 11. Collect the test sheet. renee After you've administered Part 1 to all the students, present Part 2, which is a group test. Administer Part 2 no more than 2 hours after students complete Part 1. Here are the steps to follow: 1. Assemble the students. 2. Give each student a copy of the place- ment test. 3. Give the group these instructions: At the bottom of the page are questions about the passage that you read ear- lier. Write the answers. You have two minutes to finish. 4, Time the students. Collect the test shee's after two minutes. Answer Key for Part 2 1. What was the first name of the man in the story? Bill 5. Who came over when he was practicing? * asleeper + adog expert + asleep expert 6. Name the place where she worked. —____Sleep More Clinio _ Placement Guidelines Use the table below to determine place- ment for each student. Errors Placement Ifa student makes | Place the student 7 errors or more ina reading on Part 1 program more OR elementary than 2erors ormore | Reading Mastery on Part 2 Level 3, possibly Reading Mastery Level I or Level II. Ifa student makes no more than 6 errors on Part 1 AND fo more than 1 error on Part 2. Place the student at Reading Mastery Level 3, Lesson 1. 2. Underline 4 things he did to try to be more interesting, + frown more * talk louder * stile more + talk softer + whisper + tok foster + ask questions + tak slower + answer questions 3. His problem wes that he + wes old + hod five dogs * put people to sleep |. He practiced in front of * his wife * the mirror * the TV Placement Test, Level 9 3pay “poriom ays aueym a20|d au) SUN “9 padxe daa|s 0 « uadxe Bop 0 « {6u12172010 som ay UaYYA 49A0 OWOD CUM °S AL eup © souilu ou 4o 4uouy ut pesys0ud 8 “h sedag|s 0 « JOMMO|S ¥|O} 294804 904 49S ¥101 42pN0} »|04 yim sy e dass 0} ejdoad nd « s6op Ay poy e pjo Some y JY som We|goud SI “E “PIos 11g ,{UOD 1 “SOA, desis ejdoed Aun ulp|dxe nok und, “pips pedxe desis oy) ,Buysasoju! SI JOuL,, _-d99|s |v aidoad ‘yy © 40} yoads | 41, “pios {00} ‘dees adoad eyowi ups nok yoy 4094 | “Buldeais egnoay ancy oum aidoad diay am “2IuIID a10,4 daajg ay) 10} yom 1 “deals adoad Buryow yo 4sadxe UO WO J, “pIOS OUM UDIOM © MDS PUD JOOP By) pauedo ‘Bun |Joq sop ay} ueYy ysNr “JOuuILU @y} Of parjo} pun ‘4o] 0 punoup panow ‘pajilus a4 “yOu ay} Jo juOY UI Bury>0Id som 8} “BUOY 40 som Ig ‘ADP SUD ‘Burdaa)s som asia Apogdiene ‘Bupjoeds yBnosyy som Jey “e2ueJeyIp Ou epow seBuDyp @SOY ||O ING “~PAx|O} ey UBYM e40UL SIILUS Of Pelt BH “JOpNo| puD Je}so4 pex|o} e4 “Auuny oxen yous sBuyL Plos 8} “seajaswisyt jNOgo ]0} Of ajdoad 498 0} palsy puo suoysenb peyso a4 “e|doed seyo ysoueyut Pinom yous sBurys Ads OF Pert {II 40w 8q 0} Asp 0} Pi zAro}s ayy ul UoW! 24) Jo oWDU Js. suoyserib samsun « suoyserib ¥s0 « sedsiym « B40 UMOL © “Buyseseyut oy sBunyy f euyepun) °Z zueg youstus e0Ue.041p ajdoed senjoswieuy bueg ASAL LNSN3OVId Reading Mastery Classic, Series Guide 4Reading Mastery Level 4 Level 4 Placement Test Directions Eee Reproduce the one-page Placement Test that appears on page 76. Make one copy for each student that you are to test. 1. Call astudent to a corner of the room, where the test will be given. 2. Give a copy of the test to the student. 3. Point fo the column of words at the top of the test. Tell the student: “Touch word 1.” (Wait.) “That word is California.” Repeet step 3 for words 2-5. Point to the passage on part 1. 6. Tell the student: "You're going to read this passage out loud. | want you to read it as well as you can. Don't try to read it so fast that you make mistakes. But don't read it so slowly that it doesn’t make any sense. You have two min- utes to read the passage. Go.” 7. Time the student. If the student takes more than three seconds on a word, say the word, count it as an error, and permit the student to continue read- ing. Te record errors, make one tally mark for each error. Count all the following behaviors as errors: * Misreading a word (Count as one error.) + Omitting a word part (Listen carefully for s and ed.) (Count as one error.) + Sounding out a word but not saying the word at a normal speaking rate (Count as one error.) + Skipping a word (Count as one error.) * Skipping a line (Immediately show the student the correct line.) (Count as one erro") * Not identifying a word within three seconds (Tell the word.) (Count as one error.) * Reading a word incorrectly and then reading it correctly (Count as one error.) ‘Also count each word not read by the end of the two-minute time limit as an error. For example, if the student is eight words from the end of the passage by the end of the time limit, count eight errors. Pree After you've administered Part 1 to all the students, present Part 2 to those students who made no more than six errors on Part 1. (Part 2 is a group test.) 1. Assemble the students. 2. Give each student a copy of the placement test. 3. Make sure the students have pencils. 4, Give the group these instructions: “These are questions about the pas- sage that you read earlier. Write the answers to the comprehension items at the bottom of your paper. You have five minutes to finish the questions.” 5. Collect the test sheets after five minutes, Answer Key for Part 2 1. Idea: Because the ship was on fire 2. Linda, Kathy 3. lifeboats 4, Linda 5. 13 6. 10 7. hand 8. Idea: in alifeboat 9. Japan 10. Idea: To see their father 11.3 days Placement Test, Level 4 75ssn 20 aed ip npoalae on ponunsy st = gaisis 484 Som plo MOH “9 ediys eu uo useq Aoyy poy Buc] MOY *} | 2B yout som plo MOL *g {42P|O SOM JEISIS LPIUM, “h 42194) 6106 sj48 oy o10m AY “OL ‘Buy YU! 496 04 BuIA, orm aidoog “¢ {0} BUIOB S118 By, 249% AsjUNOD JOUM “6 grey ind “diys ey} UO O18/A JOYJ SUOISIS OMI BUY BWION) °Z 284 pip ey ‘pur dn pexpid uow Big ey UeyM “g a A 0. bo pony, “Ato ploy opr «7 Edis ayy 2A09] 04 Buik,y APogkiens som AU, “L zued ejaysueunof js¥eogayl| 8uy oyu! 186 APOG 404 89S },.UPINOD OUS ING PO}0O! BUF] -fusAg,, ‘DEINOYS @dI0A eUp , je iAdls eves PUTT Aso ALLEN. UBIO OYNOBY eu JO SIPPILL eu UI BisyNOLOS “yeogey!| 8u) U! Jey ynd PU dn ePUTT PeXIG ——gou e1am ASULL “eUl| LSOO Ue pallzo dius Bu Big Yy “PIES 20100 8 ,'05 MOA UI, “ePUN yeauB B Uo BIOMED Y=} PeY KeUy ‘e10}9q Paqqes6 suue jo ed Buogs 2 jueppng ‘SAP GOJY “WIY SIA 0} ABM J}OU} UO SIEM puzy s,Ayyey Buipjoy se6u0] ou sem Aa) pur ‘ueder u) sem Jeunes woul “AYEY Jeyoedspnoj ‘eys AJueppns “pleye sem sys "YONW ees 10U. ueyy Japjo sueeXk a2uU) ‘Plo sueeK UESLIUY uodor pinco epury “Bujak pue Buyroys ‘way punowe sem epury ‘Ueder 0} Sale}g PeYUN e4. WO. [e e1em ajdoed “s}eogey!| 847.0} JUEM SIE ABM s18Y UO e18M JeISIS Jey PUB PUTT UL “PIeS BpUrT ,PUEY Aw! 0} UO PIOH, jsi20geI!| ay} o1U! 365 “diys eLy anes] “Buykso pur Buyjeh ——_“APOqAueng,, “peoun|oUUe 8o10A Ou , ‘BA ‘alam fay, “dius ey) Jo yoep ayy UO em Uo s} 499p pueNuo} au, YeyVedspno} A yeun pue Aem sup Buluuny iam ajdoed Lueg 48 INaHBOW Fiat Roading Mastery Classic, Series Guide 76Placement Guidelines Use the table below to determine place- ment for each student. Errors Placement Ifstudent makes | Place the student seven arrors or —_| ina reading more on Part1 | program more OR elementary three errors or than Reading more on Part2 | Mastery Level 4 Ifa student makes | Place the student no more than six | at Roading errors on Part 1 | Mastery Level 4, AND Lesson 1 no more than two errors on Part 2 Ifyou suspect that some students are too advanced for the program (students who score 0 or 1 on the placement test and who exhibit good comprehension skills), present the main story from Lesson 103 to them. Present the tasks specified for the main story oral reading, and assign items 1-10 (17 responses) from Lesson 103 in the workbook. If the student makes no more than eight story-reading errors and no more than two workbook errors on Lesson 103, place the student in a higherdevel program, Reading Mastery Level 5. Placement Test, Level 4 7Reading Mastery Level 5 Level 5 Placement Test Directions Stemi) Use the following procedures to administer part 1. 1. Give the student a blank copy of the Level 5 placement test, Use the student's copy to mark errors that the student makes, 2. Point to the passage and say: You're going, to read this passage aloud. I want you to read it as well as you can, Don't try to read it so fast that you make mistakes, but de read it so slowly that it doesn't make any nse. You have two minutes to read the passage. Go. 3. Time the student and make one tally mark for each error. 4. After two minutes, stop the student. Count every word not read as an error. 5. Total the student's errors. teense After all the students have finished part 1, administer part 2 to the entire group. Use the following procedure. 1, Assemble the students. 2. Give cach student a copy of the test, and make sure the students have pencils 3. Say: Here is the passage that you r earlier. Read the passage a then answer the questions in part 2. You have seven minutes. Go. 4, Collect the test papers after seven minutes. 5. Total each student's errors, using the answer key. 78 Reading Mastery Classic, Series Guide Answer Key for Part 2 1. Idea: The Bermuda Islands, 2. Ideas: To dive; to see the bottom of the ocean. Response: Warm. Response: The guide. Ideas: Partner; person. Idea: Signal the guide. Idea: Go to the surface of the water: Idea: The diver might get the bends. Response: Pressure, YONA RY Placement Guidelines Place your students as follows + Students who made zero errors or one error should be given the placement test for Reading Mastery Level 6. + Students who made zero to six errors on part | and zero to two errors on part 2 can be placed in Reading Mastery Level 5. + Students who made more than six errors on part 1 or more than two errors on part 2 should be given the placement test for Reading Mastery Level 4.copy © by SRAMGGram. HB, Pormision arts reproach age fr steam we, PLACEMENT TEST PARTI An Underwater World ‘The diving boat was anchored in a place where the water changed from light green to dark, dark blue. ‘One by one, the divers went down the ladder on the side of the boat and entered the warm water. The boat was about 1,600 kilometers east of Florida, They were south of the Bermuda Islands. Darla was the last diver {0 go down the ladder and enter the warm water. “Now stick together,” the guide said as he floated with his mask tilted back on his forehead. "You've got ‘your partners. Stay with your partner. If you see ‘Something you want to look a, signal me. [Fone person stops, we all stop or somebody’s going to get Tost." ‘The guide continued, “If you get separated, g0 to the surface of the water, Don't tr to look forthe rest ‘of us. Just go to the surface. And remember, don’t 20 Up too fast Take at Jeast two minutes to go up, oF you. may get the bends. ‘The bends. Darla had read about the bends. She knew that a person gets them because ofthe great pressure ofthe water Level 5 Name PART 2 1. Near which islands does this story take place? 2. Why was the group in this place? 3, Was the water warm or cold? 4, Who led the group? 5. Bach diver was supposed to stay with a 6. What was a diver supposed to do if the diver wanted to stop to examine something? 7. What was a diver supposed to do if the diver got separated from the group? 8. What problem would the diver have if the diver ‘went up tothe surface too fast? 9. This problem was eaused by the great ofthe water. Placement Test, Level 8 79Reading Mastery Level 6 Level 6 Placement Test Directions etreeaseaae ae Use the following procedures to administer Part 1. 1. Give the student a blank copy of the Level 6 placement test. Use the student's copy to mark errors that the student makes. y 2. Point to the passage and say: You're ging. to read this passage aloud. I want you to read itas well as you can. Don't try to read itso fast that you make mistakes, but don’t read it so slowly that it doesn’t make any sense. You have two minutes to read the passage. Go, 3. Time the student and make one tally mark for each error. 4, After bo minutes, stop the student. Count every word not read as an error. 5. Total the student’s errors. Wenn After all the students have finished part 1, administer part 2 to the entire group, Use the following procedure. 1, Assemble the students, 2. Give each student a copy of the placement test 3. Say: Here is the passage that you read catlier. Read the passage again silently then answer the questions in part 2. You have seven minutes. Go. 4. Collect the test papers after seven minutes. ‘Total cach student’s errors, using the answer key that follows. 80 Reading Mastery Classic, Series Guide Answer Key for Part 2 Response: A king. Response: A princess. Ideas: His daughter; Marygold. Response: Gold. Ideas: His daughter; gold. Idea: They weren't gold. Response: Roses. Response: Perfume. Idea: How much it would be worth if the roses were gold. YON ayawNe Placement Guidelines Place your students as follows: * Students who made zero to six errors on part | and zero to two crrors on part 2 can be placed in Reading Mastery Level 6. + Students who made more than six errors on part 1 or more than two errors on part 2 should be given the placement test for Reading Mastery Level 5.Level 6 PLACEMENT TEST PARTI The Golden Touch Once upon a time in ancient Turkey there lived a rich king named Midas, who had a daughter named Marygold, King Midas was very fond of gold. The only thing he loved more was his daughter. But the more ‘Midas loved his daughter, the more he desired gold. He thought the best thing he could possibly do For his child would be to give her the largest pile of yel- low, glistening coins that had ever been heaped together since the world began. So Midas gave all his thoughts and all his time collecting gold. When Midas gazed at the gold-tinted clouds of sunset, he wished they were real gold and that they ccould be herded into his strong box. When litle Marygold ran (0 meet him with a bunch of butter- ccups and dandelions, he used to say. “Poot, pool, Child. I these flowers were as golden as they look, they would be worth picking. ‘And yet. in his earlier days, before Ie had this, insane desire for gold, Midas had shown a great Tove for flowers. He had planted a garden with the biggest and sweetest roses any person ever saw oF smelled, These roses were still growing in the gar- ‘den, as large, as lovely, and as fragrant as they were when Midas used to pass whole hours looking at them and inhaling their perfume. But now, if he looked at the Flowers at all, it was only to calculate how much the garden would be worth if each of the rose potals was a thin plate of gold Name es PART? 1, Circle the answer: What was Midas? ind of royal person sanemperor + aking + aprince 2. Circle the answer: So his daughter was. + an empress + agueen + aprincess 3. What did Midas love most of all? 4, What did he love almost as much? 5. The more Midas loved. the more he desired 6. Why did Mi worth picking? think that dandefions were not 7. What kind of flowers had Midas planted in his earlier days? is used to inhale the ‘of those flowers, 9. What did Midas think about his garden now? Placoment Test, Level 6 Const ony SRantsenm Hl Permian genie 0 rproaie epee easeoom ve 81