Benchmark book evaluation guide g2

Literacy by Design: Benchmark Book Evaluation Guide
Grade 2
Copyright © by Houghton Mifflin Harcourt Publishing Company
All rights reserved. No part of this work may be reproduced or transmitted in any form or
by any means, electronic or mechanical, including photocopying or recording, or by any
information storage or retrieval system, without the prior written permission of the copyright
owner unless such copying is expressly permitted by federal copyright law.
Permission is hereby granted to individuals using the corresponding student’s textbook or
kit as the major vehicle for regular classroom instruction to photocopy copying masters from
this publication in classroom quantities for instructional use and not for resale. Requests
for information on other matters regarding duplication of this work should be addressed to
Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing,
9400 South Park Center Loop, Orlando, Florida 32819.
Printed in the U.S.A.
ISBN 978-0-547-74242-7
1 2 3 4 5 6 7 8 9 10 XXXX

21 20 19 18 17 16 15 14 13 12

4500000000 A B C D E F G
If you have received these materials as examination copies free of charge, Houghton
Mifflin Harcourt Publishing Company retains title to the materials and they may not be
resold. Resale of examination copies is strictly prohibited.

Possession of this publication in print format does not entitle users to convert this
publication, or any portion of it, into electronic format.


Literacy by Design: Benchmark Book Evaluation Guide
Grade 2

Copyright © by Houghton Mifflin Harcourt Publishing Company
All rights reserved. No part of this work may be reproduced or transmitted in any form or
by any means, electronic or mechanical, including photocopying or recording, or by any
information storage or retrieval system, without the prior written permission of the copyright
owner unless such copying is expressly permitted by federal copyright law.
Permission is hereby granted to individuals using the corresponding student’s textbook or
kit as the major vehicle for regular classroom instruction to photocopy copying masters from
this publication in classroom quantities for instructional use and not for resale. Requests
for information on other matters regarding duplication of this work should be addressed to
Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing,
9400 South Park Center Loop, Orlando, Florida 32819.
Printed in the U.S.A.
ISBN 978-0-547-74242-7
1 2 3 4 5 6 7 8 9 10 XXXX

21 20 19 18 17 16 15 14 13 12

4500000000 A B C D E F G
If you have received these materials as examination copies free of charge, Houghton
Mifflin Harcourt Publishing Company retains title to the materials and they may not be
resold. Resale of examination copies is strictly prohibited.

Possession of this publication in print format does not entitle users to convert this
publication, or any portion of it, into electronic format.


Benchmark Book
Evaluation Guide
Contents
Benefits of Benchmark Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . ii

Benchmark Book Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Benchmark Assessment and Evaluation Kit . . . . . . . . . . . . . . . . . . . 6
Using the Benchmark Protocols . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
BENCHMARK BOOK PROTOCOLS
Level G: The Eggs Are Hatching! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Level H: From Here To There. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Level I: Measure Me! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Level J: Going for Gold . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Level K: Plants and the Sun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Level L: Apples Across America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Level M: Water Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Level N: Museum Adventures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Oral Reading Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76


Benefits of Benchmark Assessment
Rather than sporadically measuring performance in isolation, assessment in Literacy by
Design occurs in context during authentic literacy experiences. It is based on multiple
ongoing indicators of students’ progress over time.
As part of ongoing assessment, Literacy by Design includes Benchmark Books at each
grade level. Benchmark Books are designed to be used with oral reading records. Each
Benchmark Book protocol contains a simple Reading Accuracy Record, or you may
choose to evaluate a student using the more detailed Oral Reading Record, found on
pages 76–78 of this guide.

Date:

Grade:
Student Name:

Readin

cord, Level
g Accuracy Re

L Nonfiction: Th

e Real Johnny

Appleseed

*
nts as an error:
self-correct.
Here is what cou
ectly and doesn’t
ds a word incorr
• The child rea
its a word.
• The child om
is not there.
g.
erts a word that
to continue readin
• The child ins
a word in order
error.
ld must be told
chi
e

Th
RS
s not count as an
•
doe
it
,
cts
rre
TALLY OF ERRO
* If the child self-co
TE XT
of
PAGES
nk that the story
Name
Some people thi
Johnny
10–11
d is a legend, but
Johnny Applesee
John
s
Book Title
wa
e
nam
. His
Age
ts

set
chu
was a real person
Massa
Grade
Teacher
he was born in
Level
but he
Chapman, and
Key
Total Words
talk to animals,
n’t
did
n
Joh
er.
4.
fronti
in 177
Da
an
te
eric
E
Am
=
erro
the

r or miscue SC
rk on
= self-correction
did live and wo
✓ = accurate
M = meaning
e,
reading R =
S = structure
rereading or rep
During that tim
V = visual
etition – = om
d
live
ans
eric
ission T = tea
Am
most
cher assistance
n’t
Page
on farms and did
e.
Text
travel far from hom
E
s
Information

SC
They raised cow
Used
ey
E/MSV
and chickens. Th
SC/MSV
,
ash
squ
d
nte
also pla
beans, and corn.
setts to
n left Massachu
Around 1800 Joh
the East
12–13
n. Settlers from
travel on his ow
in Ohio.
ds
lan
the frontier
were moving to
but not
veled in wagons,
Most settlers tra
d to Ohio,

John. He walke
es
planting apple tre
s
along the way.
was hard. Settler
er
nti
fro
Life on the
ses. They
trees to build hou
n
dow
d
ppe
cho
planted crops.
plowed fields and
crushed
ited a mill that
One day John vis
leftover
cider. John took
apples to make
planted them.
=
apple seeds and
–
in the section: 151

page 59.
number of words
the
m
ors fro
s in Chart D on
err
ult
of
res
er
e
Us
mb
nu
rds
/151 wo
Subtract the
correct:
rds
wo
ion
fict
non
Total number of
ions:
Teacher Observat
ieve. All righ
2-59_v5.indd

k

Evaluation Guide

53

© Harcourt Ach

Benchmark Boo

RLR_BEB_2L_5

Record

ts reserved.

ts reserved.
ieve. All righ
© Harcourt Ach

Oral Reading

PDF 1/26/07

Analysis of
Oral

AmericaReading Reco
rd
• Apples Across

el Lal
1.
LevTot
Words :
Circle one:
(Record the tota
95–100 %
l words in the
2. Miscues:
Text is at stud
ent’s indepe
book.)
ndent
AM
reading leve
(Add 1/26/
9:47:02
up 07
the
l.
erro
r
colu
3. Self-corr
mn.)
Place student
ections:
one level high
90–94%
er.

Text is at stud
(Ad
ent’s
d
up the self-correc
instructional
4. Miscue Ra
Place student
level.
tion column.)
te:
in this reading
Below 90%
level.
Text is at stud
(Total Words ÷
ent’s frustrat
Miscues)
5. Self-corr
ion
level.
Plac
e student one
ection Rate:
level lower.
Place student
at level
(Adjusted Mis
6. Accuracy
.

cues + Self-co
Percentage
rrections ÷ Sel
:
f-corrections)
(Total Words −
7. Text is at
Miscues ÷ Tota
student’s
l Words × 100
)
level. Place
Miscue Syno
student at Lite
psis (Informatio
racy by Desig
n student did
and did not use
n Level
)
.

Oral Reading
Rec

53

ord Master

LBD

LBD_BEB
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Sec1:31

ii

Benefits of Benchmark Assessment

5/18/07 3:34:
59 PM


Assess oral reading for hands-on knowledge about student reading
behaviors.
Use Benchmark Books when you want to:
• Assess whether a student is ready to move into another Literacy by Design reading
level. This may be done when a student has completed all of the books at a
particular level, or if you think a student is ready to move up before finishing all
of the books at a particular level.
• Assess whether a student has been placed in a level that is too difficult. If a
student is struggling in his or her current small group, you may want to use a
Benchmark Book as a further indicator of the student’s reading ability level.
• Provide a formal assessment for a grading period.
The Benchmark Book Evaluation Guide is an easy-to-use guide that outlines the
evaluation protocol for each Benchmark Book and includes:
• Reading accuracy check
• Paper-and-pencil comprehension test
• Phonics or word study and nonfiction feature assessments
• Retelling assessment

Benefits of Benchmark Assessment

1


Benchmark Book Features
Benchmark Books for Each Level Benchmark Books and evaluation

protocols for each level are provided to assess reading progress and
behaviors.
Fiction and Nonfiction Benchmark Selections Literacy by Design

Benchmark Books are leveled texts that contain both fiction and
nonfiction selections within a single book.
Assessment of Genre and Nonfiction Features Benchmark Books

FI
C

T

include genres and nonfiction features introduced at each reading
level.

Genre: Folktale

Fiction
2

Benchmark Book Features

N
IO


Apples Across America
The Legend of Johnny Appleseed
Gary Miller • Illustrated by Ralph Canaday

Nonfiction
The Real Johonny Appleseed

N
TIO
IC
NF

Fiction
The Legend of Johnny Appleseed

NO

Benchmark Book

Nonfiction Features:
Horizontal Time Line;
Sentence Length Captions

Genre: Expository

Nonfiction
Benchmark Book Features

3


Features and Characteristics

Level G

Reading Characteristics for G

Picture Index

Reading Characteristics for H

From Here To There

Level H

Jane Hearn • Illustrated by Robert Eberz

Benchmark Book
Fiction

Nonfiction

The Tortoise and the Hare

Mapping Mountains

Map Inset; Size Diagram

• 175 to 250 words
• Interest level is primary/intermediate
• Concepts are more challenging; technical
words in context common
• Storyline includes several episodes and a
variety of characters
• Interpretation of events and of characters and
their change over time required
• Dialogue speaker tags sometimes embedded in
larger sentence
• New sentences begin at left
• Line broken at natural phrasing
• Realistic illustration or photographs
• Strong text-picture match

Reading Characteristics for I

Measure Me!

Gabriel Berman • Illustrated by Sergi Camara

Level I

• 150 to 225 words
• Interest level is primary/intermediate
• Concepts more challenging; some technical

words introduced in context
• Storyline includes several episodes and a
variety of characters
• Interpretation of characters required
• Dialogue speaker tags sometimes embedded in
larger sentence
• Lines broken at natural phrasing
• Realistic illustration or photographs
• Supportive text-picture match

Benchmark Book

Numbered List

• 250 to 350 words
• Interest level is intermediate/middle school
• Storyline is based on one main problem and
solution with multiple events to remember
• Requires interpretation of characters and their
change over time
• Punctuation: parentheses introduced
• Dialogue is interrupted by speaker tags
• Lines broken at natural phrasing
• Realistic illustration or photographs
• Supportive text-picture match

Level J

Reading Characteristics for J

Diagram with Callouts; Captions

4

Features and Characteristics

• 300 to 500 words
• Interest level is intermediate/middle school
• Abstract concepts and technical words in
context common
• Storyline with passage of time introduced
• Requires interpretation of characters and their
change over time
• Adult paragraphing (indents, no spacing)
occurs in 50% of books
• Supportive text-picture match


Reading Characteristics for K

Plants and the Sun

Level K

Thea Franklin • Illustrated by Margo Burian

Benchmark Book
Fiction

Nonfiction

Go Away, Sun!

Plants and Their Food

Flow Chart

Reading Characteristics for L

Apples Across America
The Legend of Johnny Appleseed

Level L

Gary Miller • Illustrated by Ralph Canaday

Benchmark Book
Fiction

Nonfiction

The Legend of Johnny Appleseed

The Real Johonny Appleseed

Horizontal Time Line;
Sentence Length Captions

• 600 to 700 words
• Interest level is intermediate/middle school

• Concepts possibly well outside child’s
experience
• Variety of writing styles
• Story has one main plot that may span a
longer period of time and a solution with
multiple events
• Characters with different perspectives
• Less realistic illustration styles introduced
• Illustrations and photographs enhance
rather than support text

Reading Characteristics for M

Water Rules

•
•
•
•

Maureen Haselhurst • Illustrated by Deborah Zemke

Level M

• 400 to 600 words
• Interest level is intermediate/middle school
• Abstract concepts and technical words
in context and challenging vocabulary
common
• Variety of writing styles

• Story has one main plot that may span a
longer period of time and a solution with
multiple events
• Characters with different perspectives
• Dialogue of several speakers on a single
page (with or without speaker tags)
introduced
• Adult paragraphing occurs in all books
• Supportive text-picture match

Benchmark
BenchmarkBook
Book
Fiction

Nonfiction

Full Steam Ahead

Waterlogged

Subheadings; Sidebar with
Fun Facts; Map

800 to 1000 words
Interest level is intermediate/middle school
Historical concepts introduced
Story has one main plot that may span a
longer period of time and a solution with
multiple events

• Characters with different perspectives
• Technical terms that are explained in
context introduced
• Illustrations and photographs enhance
rather than support text

Reading Characteristics for N

Museum Adventures

•
•
•
•
•

Level N

Gabriel Berman • Illustrated by Ronald Lipking

Benchmark Book
Fiction

Nonfiction

The Riddle

Two Museums, Two Days

Floor Plan

1400 to 1600 words for fiction
1000 to 1300 words for nonfiction
Interest level is intermediate/middle school
Concepts well outside child’s experience
Interpretation of characters’ motives
required
• Suspense and irony introduced
• Interpretation of illustrations and
photographs required
Features and Characteristics

5


Benchmark Assessment and Evaluation Kit
Purpose: To provide ongoing evaluation of reading behaviors for instructional purposes
• Individually administered several times during the year
• Includes Benchmark Books with fiction and nonfiction selections for each level
• Provides information about student reading accuracy, comprehension, phonics or word study,
and nonfiction feature comprehension

ffb
9\eZ_dXib9l`[\
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6

Benchmark Assessment and Evaluation Kit

Using the Benchmark Protocols
How does Benchmark Book evaluation make reading assessment easy?
Copy the eight pages of the protocol. Then follow the steps in the Teacher Directions to
measure the student’s reading performance.

Includes easy-to-read
administration
prompts.

LEVEL

L

Apples Across America
A

WORD COUNT: 683

Teacher Directions
T
Apples Across America

Step 1: Provide Overview
S

Assess oral reading with
the Reading Accuracy
Record. (Or use the
longer Oral Reading

Record on pages 76–78
to analyze the student’s
errors.)

The Legend of Johnny Appleseed
Gary Miller • Illustrated by Ralph Canaday

A
Assess
the child’s reading skills with the benchmark book’s nonfiction
selection, “The Real Johnny Appleseed.” You will assess the child’s fiction
reading skills in the next level.
Say This story is about John Chapman, a real person who became the
legendary Johnny Appleseed. Let’s read to find out about Johnny Appleseed.
Benchmark Book
Fiction

Nonfiction

The Legend of Johnny Appleseed

The Real Johonny Appleseed

Step 2: Assess Oral Reading
S
R
Read
aloud the title of the nonfiction selection. Preview the nonfiction selection with the child by discussing the
pictures. Have the child read aloud pages 10–13. As you listen, record errors on a copy of the Reading Accuracy
Record on page 53. To further analyze the child’s errors, you might do a traditional Oral Reading Record using

pages 76–78 of this guide. Have the child finish reading the selection silently.

usSStep 3: Retell
Have the child retell the selection using the Retelling Instructions on page 54 of this guide.
H

Step 4: Finish Reading
S

Evaluate the student’s
retelling of the main
points of the selection.

Step 5: Complete the Written Test
S

•

Give the child a copy of the test from pages 55–56 of this guide. Read aloud the directions. Then have the child
read the questions on his or her own and fill in the correct bubbles.

•
•

Questions 11–14 (Phonics and Nonfiction Features) on page 57 are optional.

52

If you choose to test phonics, use the prompts below:
» (Question 11) Say Listen to this sentence: He taught me how to tie my shoe. Which word has the

same /ow/ ending sound as how: note, bowl, now? Fill in the bubble next to the word that has the same /ow/
ending sound as how.
» (Question 12) Say Listen to this sentence: People honor this apple grower. Fill in the bubble next to the
word honor.

Benchmark Book Evaluation Guide

RLR_BEB_2L_52-59_v5.indd 52

© Harcourt Achieve. All rights reserved.

Includes a multiplechoice written
assessment to evaluate
the student’s progress in
listening, comprehension,
phonics or word study,
and nonfiction text
features.

Have the child finish reading the rest of the benchmark book on his or her own.
H

Level L • Apples Across America

1/26/07 9:47:01 AM

Using the Benchmark Protocols

7

Using the Benchmark Protocols
How do scoring charts lead to better instruction?
Using a variety of assessment strategies and easy-to-use scoring charts, you can learn more about your
student’s needs and teach more prescriptively. Monitor how your student’s reading skills advance.

Student Name:

Maria Cruz

Grade:

2

Date:

March 12, 2008

Reading Accuracy Record, Level L Nonfiction: The Real Johnny Appleseed

An easy-to-follow
rubric makes assessment
of the student’s oral
reading easy.

Here is what counts as an error:
• The child reads a word incorrectly and doesn’t self-correct.*
• The child omits a word.
• The child inserts a word that is not there.
• The child must be told a word in order to continue reading.

* If the child self-corrects, it does not count as an error.
PAGES
10–11

© Harcourt Achieve. All rights reserved.

12–13

TEXT
Some people think that the story of
Johnny Appleseed is a legend, but Johnny
was a real person. His name was John
Chapman, and he was born in Massachusetts
in 1774. John didn’t talk to animals, but he
did live and work on the American frontier.
During that time,
most Americans lived
on farms and didn’t
travel far from home.
They raised cows
and chickens. They
also planted squash,
beans, and corn.
Around 1800 John left Massachusetts to
travel on his own. Settlers from the East
were moving to the frontier lands in Ohio.
Most settlers traveled in wagons, but not
John. He walked to Ohio,
planting apple trees
along the way.

Life on the frontier was hard. Settlers
chopped down trees to build houses. They
plowed fields and planted crops.
One day John visited a mill that crushed
apples to make cider. John took leftover
apple seeds and planted them.

Subtract the number of errors from the number of words in the section: 151 –

Easily tracks and
tallies the student’s
errors.

10

=

Provides word count, an
easy-to-use formula,
and space to record the
teacher’s observations.

141

141 /151 words Use results in Chart D on page 59.
Maria focuses on reading for meaning and does not
consistently attend to visual information.

Total number of nonfiction words correct:
Teacher Observations:

Benchmark Book Evaluation Guide

RLR_BEB_2L_52-59_v5.indd 53

8

TALLY OF ERRORS

Using the Benchmark Protocols

Level L • Apples Across America

53

1/26/07 9:47:02 AM


Student Name:

Grade:

Date:

Retelling Instructions
Tell the child Now I would like you to retell the story in your own words. As the child retells, place a check mark next to
key items in the spaces provided. The order in which the items are retold does not affect the score. Use the retelling
prompts for those points not addressed by the child.

Provides key points to

help assess the student’s
retelling.

Supplies prompts to
guide retelling of the
selection.

Nonfiction Retelling

KEY POINTS
1. John Chapman was the real name
of Johnny Appleseed.
2. During his time, people lived on
farms and didn’t travel far.
3. Johnny Appleseed planted apple
trees as he walked to Ohio.
4. People worked hard to build
b
houses, plow fields, an
lant crops.
and plant
5. The seeds John Chapman planted
grew into tiny trees he sold to settlers.
Many orchards are still around today.
6. After Chapman’s death, people
told both true and made-up stories
about him.

UNPROMPTED
RETELLING

ITEMS
(CHECK ITEMS)

RETE
RETELLING
PROMPTS
1. What w
was John Chapman’s
other name?
nam
was life like during
2. What w
Johnny A
Appleseed’s time?
3. What ddid John Chapman
do as he walked
w
to Ohio?
was life on the
4. What w
frontier like?
lik
5. What happened
h
to the
seeds that John Chapman
planted?
6. How did the legend of Johnny
Appleseed begin?

PROMPTED
RETELLING
(CHECK ITEMS)

Total Check Marks

Retelling Scoring Guide
Very Successful
5–6 Unprompted + Prompted Items

Limited Success
0–2 Unprompted + Prompted Items

Successful
3–4 Unprompted + Prompted Items
Additional Observations

Next Step: If the child has limited success on retelling, focus on the comprehension lessons in the Teacher’s

Refers to comprehension
lessons in the Teacher’s
Guide for reteaching
suggestions.

Guide at this level or the level below.

54

Benchmark Book Evaluation Guide

© Harcourt Achieve. All rights reserved.

Easily assesses student
progress using the
Retelling Scoring
Guide and teacher’s
observations.

Level L • Apples Across America

Using the Benchmark Protocols

9


Using the Benchmark Protocols
What is the importance of written assessment?
Ongoing written assessment is key to identifying the strengths and needs of individual students
and measuring their progress in acquiring comprehension, phonics or word study, and nonfiction
features skills.

Refers students to the actual
nonfiction text features in the
Benchmark Book to assess their
understanding.

Uses multiple-choice format to assess literal
and inferential comprehension skills.
Students may be assessed on fiction and nonfiction
selections separately or at the same time.

Student Name:

Grade:

Part 3: Optional: Phonics and Nonfiction Features

Date:

Apples Across America Test: Level L
11. Listen to your teacher and
choose an answer.
A note
B bowl
C now

Part 1: Fiction: The Legend of Johnny Appleseed
Pages 2–9

4. Which sentence tells you
1. Why do Ma and Pa invite
that Johnny’s story about
Johnny to stay for dinner?
A He is hungry.
the bear is made up?
A “That bear was mighty
B He offers them his
pot. 2: Nonfiction: The Real Johnnyangry.”
iron Part
Appleseed

B “He chased me up a
C He has
apple
trees.
Pages
10–16
tree and wouldn’t let
9. What did John Chapman
6. John
Chapman is the real
2. Where
here does
Johnny
me down.”
do with the seedlings?
name
of
.
Appleseed’s
ppleseed’s name come
C “I had a long talk with
A Johnny Appleseed
A He made them into
from?
m?
that bear.”
B a state
apple cider.
A his family
C the frontier

He soldnew
them to
B where he travels
5. Where do theB family’s
settlers.
C what he likes to plant
trees
come
apple
from?
7. Why did Americans on
C He gave them to
the frontier grow their ownA Johnny Appleseed
3. What
hat does food?
Johnny
leaves seedsanimals.
for the
Appleseed
when
ppleseed do
family to plant.
A They wanted to make
10. When did the legend of
he travels?
B Johnny Appleseed
money.
Johnny Appleseed start?
A looks for apples to buy
plants them.

B They thought it was fun.
A before John Chapman
B plants apple trees
C Johnny Appleseed
C There were no stores
was born
C sleeps in apple trees
sends
the
seeds in the
to buy food from.
B during John
mail as a gift.
Chapman’s lifetime
8. Why did John Chapman
C soon after John
find it hard to travel to
55
Level L • Apples Across America
Benchmark Book Evaluation Guide
Chapman died
Ohio on foot?
A

RLR_BEB_2L_52-59_v5.indd 55

C

56

Benchmark Book Evaluation Guide

RLR_BEB_2L_52-59_v5.indd 56

10

Using the Benchmark Protocols

Open the book to page 14
and look at the time line.
14. When did John Chapman
leave for the frontier?
A 1774
B 1775
C 1800

Benchmark Book Evaluation Guide

1/26/07 9:47:02 AM

Level L • Apples Across America

RLR_BEB_2L_52-59_v5.indd 57

© Harcourt Achieve. All rights reserved.

B

It was a long trip, and
he had few supplies.

There were no apple
trees, so he had
nothing to eat.
The many wagons got
in his way.

12. Listen to your teacher and
choose an answer.
A her
B honor
C hopping

13. What did early Americans
plant on their farms?
A beans, corn, apples
B squash, beans, corn
C apples, squash, beans

© Harcourt Achieve. All rights reserved.

© Harcourt Achieve. All rights reserved.

Read the question and answer choices. Fill in the bubble
next to the best answer.

Open the book to page 11
and look at the caption.

Level L • Apples Across America

1/26/07 9:47:02 AM

Assesses two phonics or word
study skills found in the
Benchmark Book.

57

1/26/07 9:47:03 AM


How is the student’s reading level determined?
Simple, easy-to-follow charts compile the information learned during the Benchmark Assessment
to supply a comprehensive evaluation of the student’s progress. Using these charts will help you
accurately determine the reading level at which to continue instruction with the student.

Determining a Child’s Reading Level

Reading Accuracy Chart
determines the student’s
reading accuracy level.

D. Reading Accuracy Chart: Circle Frustration, Instructional, or Independent Level.
If the child’s total number
of words correct from
page 53 is . . .

135 or below

136–142

143–151

then the child’s Reading
Accuracy Level is . . .

Frustration
(89% and below)

Instructional
(90–94%)

Independent
(95–100%)

E. Reading Comprehension Chart: Circle Beginning, Developing, or Proficient Level.

Reading Comprehension
Chart uses the results to
determine the student’s
comprehension level.

If the child’s total number
of correct comprehension
questions from
page 58 is . . .

7 or below

8

9–10

then the child’s
Comprehension
Level is . . .

Beginning
(74% and below)

Developing
(75–89%)

Proficient
(90–100%)

F. Reading Level Chart: Circle Reading Level.
If the child’s Reading
Accuracy Level is . . .

and the child’s Reading
Comprehension is . . .
Beginning

Reading Level Chart
evaluates the reading
level at which the student
should continue for
meaningful success.

Frustration

Developing
Proficient

© Harcourt Achieve. All rights reserved.

Beginning
Instructional
Developing or Proficient
Beginning
Independent
Developing or Proficient

Benchmark Book Evaluation Guide

RLR_BEB_2L_52-59_v5.indd 59

then the next step is . . .
Move the child down two reading levels
for instruction.
Move the child down one reading level
for instruction.
Keep the child at this reading level
for instruction. Focus on rereading to
improve accuracy and fluency.
Move the child down one reading level
for instruction.
Keep the child at this reading level
for instruction. Focus on rereading to

improve accuracy and fluency.
Keep the child at this reading level for
instruction.
Move the child up one reading level for
instruction.

Reading
Level
J
K
L
K
L
L
M

Level L • Apples Across America

59

1/26/07 9:47:03 AM

Using the Benchmark Protocols

11


LEVEL

G

The Eggs Are Hatching!

WORD COUNT: 208

Teacher Directions
Step 1: Provide Overview
Assess the child’s reading skills with the benchmark book’s fiction selection,
“Henry Hummingbird’s Huge Egg.” You will assess the child’s nonfiction
reading skills in the next level.
Say This story is about a hummingbird named Henry who finds a huge egg.
Let’s read to find out how Henry and his friends work together to hatch a
huge egg.

Step 2: Assess Oral Reading
Read aloud the title of the fiction selection. Preview the fiction selection with the child by discussing the pictures.
Have the child read aloud pages 2–9. As you listen, record errors on a copy of the Reading Accuracy Record on page
13. To further analyze the child’s errors, you might do a traditional Oral Reading Record using pages 76–78 of this
guide.

Step 3: Retell
Have the child retell the selection using the Retelling Instructions on page 14 of this guide.

Step 4: Finish Reading
Have the child finish reading the rest of the benchmark book on his or her own.

Step 5: Complete the Written Test
Give the child a copy of the test from pages 15–16 of this guide. Read each question and answer choice aloud and
have the child fill in the correct bubbles.

•
•

Questions 11–14 (Phonics and Nonfiction Features) on page 17 are optional.

12

If you choose to test phonics, use the prompts below:
» (Question 11) Say Listen to this sentence: The egg was not small. Which word has the same /sm/ beginning
sounds as small: some, sweep, smell? Fill in the bubble next to the word that has the same /sm/ beginning sounds
as small.
» (Question 12) Say Listen to this sentence: Keeping such a big egg warm was a lot of work. Fill in the bubble next
to the word such.

Benchmark Book Evaluation Guide

Level G • The Eggs Are Hatching!

© Harcourt Achieve. All rights reserved.

•


Student Name:

Grade:

Date:

Reading Accuracy Record, Level G Fiction: Henry Hummingbird’s Huge Egg

Here is what counts as an error:
• The child reads a word incorrectly and doesn’t self-correct.*
• The child omits a word.
• The child inserts a word that is not there.
• The child must be told a word in order to continue reading.
* If the child self-corrects, it does not count as an error.
PAGES
2–3

4–5

6–7

8–9

TEXT
Henry Hummingbird spotted
something on the ground below.
It was big and white and round.
“It’s a huge hummingbird egg!”
he thought.
“I think I will help it hatch!”
Henry sat on top of the big egg
to keep it warm.
Keeping such a big egg warm was
a lot of work.
“It is much too big for a hummingbird
egg,” his friends said.
But they still helped Henry watch
the egg.

Henry and his friends sat and sat.
Then one day there was a big crack!
“My baby is hatching at last!”
said Henry.
A long green nose broke out of the egg.
“Daddy!” said the baby.
“That’s me!” said Henry.
Then he gave his big baby a big hug!

TALLY OF ERRORS

© Harcourt Achieve. All rights reserved.

Subtract the number of errors from the number of words in the section: 121 –
Total number of fiction words correct:

=

/121 words Use results in Chart D on page 19.

Teacher Observations:

Benchmark Book Evaluation Guide

Level G • The Eggs Are Hatching!

13


Student Name:

Grade:

Date:

Retelling Instructions
Tell the child Now I would like you to retell the story in your own words. As the child retells, place a check mark next to
key items in the spaces provided. The order in which the items are retold does not affect the score. Use the retelling
prompts for those points not addressed by the child.

Fiction Retelling

KEY POINTS
1. Henry Hummingbird saw
a huge egg.
2. Henry decided to help the
egg hatch.
3. Henry sat on the egg to
keep it warm.
4. Henry’s friends said the
egg was too big to be a
hummingbird egg.
5. When it was ready to
hatch, the egg cracked.
6. A long green nose broke
out of the egg.

UNPROMPTED
RETELLING
(CHECK ITEMS)

RETELLING PROMPTS
1. What did Henry Hummingbird
see?
2. What did Henry decide to do
with the egg?
3. How did Henry keep the
egg warm?
4. What did Henry’s friends say
about the egg?

PROMPTED
RETELLING
(CHECK ITEMS)

5. What happened when the egg
was ready to hatch?
6. What broke out of the egg?
Total Check Marks

Retelling Scoring Guide
Very Successful
5–6 Unprompted + Prompted Items

Limited Success
0–2 Unprompted + Prompted Items

Successful
3–4 Unprompted + Prompted Items

Next Step: If the child has limited success on retelling, focus on the comprehension lessons in the Teacher’s
Guide at this level or the level below.

14

Benchmark Book Evaluation Guide

Level G • The Eggs Are Hatching!

© Harcourt Achieve. All rights reserved.

Additional Observations


Student Name:

Grade:

Date:

The Eggs Are Hatching! Test: Level G
Part 1: Fiction: Henry Hummingbird’s Huge Egg
Pages 2–9

© Harcourt Achieve. All rights reserved.

Follow along as your teacher reads the questions and
answer choices. Fill in the bubble next to the best answer.
1. How does Henry help
the egg?

A He paints it.
B He sits on it.
C He carries it home.

4. What does the baby call
Henry when it hatches?
A Father
B Mommy
C Daddy

2. Why does Henry need
help with the egg?
A Henry is too busy.
B The egg keeps moving.
C Keeping the egg warm
is hard work.

5. Why does Henry hug
the baby?
A He loves it.
B He is saying goodbye
to it.
C He wants to keep it
warm.

3. What hatches from
the egg?
A a lizard
B a hummingbird
C a chicken

Benchmark Book Evaluation Guide

Level G • The Eggs Are Hatching!

15


Part 2: Nonfiction: Hatching Chicks
Pages 10–16

6. What does an
incubator do?
A It keeps eggs cold.
B It keeps eggs warm.
C It keeps eggs from
breaking.
7. Why should you put water
by the eggs?
A to keep them from
getting dry
B to keep them from
getting cold
C to keep them from
rolling away

9. How many days will it take
for the eggs to hatch?
A 5
B 21

C 35
10. Why should you give the
chicks food and water?
A so they stay warm
B so they are quiet
C so they can grow

16

Benchmark Book Evaluation Guide

© Harcourt Achieve. All rights reserved.

8. Why should you mark the
days on a calendar?
A to let the chicks know
when to hatch
B to keep track of the
days until the chicks
hatch
C to make sure you give
the eggs enough food
and water

Level G • The Eggs Are Hatching!


Part 3: Optional: Phonics and Nonfiction Features

11. Listen to your teacher and

choose an answer.
A some
B sweep
C smell
12. Listen to your teacher and
choose an answer.
A some
B such
C soon

Open the book to the table
of contents.
13. Which of the following
begins on page 10?
A The Eggs Are
Hatching!
B Henry Hummingbird’s
Huge Egg
C Hatching Chicks
Open the book to page 16.
Look at the index.

© Harcourt Achieve. All rights reserved.

14. On which page can you
read about the calendar?
A page 10
B page 14
C page 15

Benchmark Book Evaluation Guide

Level G • The Eggs Are Hatching!

17


Student Name:

Grade:

Date:

Scoring Guide
A. Comprehension Answer Key: Circle the points, then total. Use results
in Chart E on page 19.

QUESTION
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

CORRECT ANSWER

B
C
A
C
A
B
A
B
B
C

B. Phonics Answer Key:

SKILL
Literal
Inferential
Literal
Literal
Inferential
Literal
Literal
Inferential
Literal
Inferential
Total
Comprehension
Score

POINTS
1/0

1/0
1/0
1/0
1/0
1/0
1/0
1/0
1/0
1/0
/ 10

Circle the points, then total.

11.

C

12.

B

Consonant
Blend sm
Digraph ch
Total
Phonics Score

1/0
1/0
/2

Next Step: If the child scores 1 or 0, provide additional consonant blend sm and/or digraph ch instruction.

C. Nonfiction Features Answer Key:
C
B

Table of Contents
Index
Total
Nonfiction Features
Score

1/0
1/0
/2

Next Step: If the child misses either question, you may want to review how to read a table of contents and/or
an index.

18

Benchmark Book Evaluation Guide

Level G • The Eggs Are Hatching!

© Harcourt Achieve. All rights reserved.

13.
14.

Circle the points, then total.


Determining a Child’s Reading Level
D. Reading Accuracy Chart: Circle Frustration, Instructional, or Independent Level.
If the child’s total number
of words correct from
page 13 is . . .

108 or below

109–114

115–121

then the child’s Reading
Accuracy Level is . . .

Frustration
(89% and below)

Instructional
(90–94%)

Independent
(95–100%)

E. Reading Comprehension Chart: Circle Beginning, Developing, or Proficient Level.
If the child’s total number

of correct comprehension
questions from
page 18 is . . .

7 or below

8

9–10

then the child’s
Comprehension
Level is . . .

Beginning
(74% and below)

Developing
(75–89%)

Proficient
(90–100%)

F. Reading Level Chart: Circle Reading Level.
If the child’s Reading
Accuracy Level is . . .

and the child’s Reading
Comprehension is . . .
Beginning

Frustration

Developing
Proficient

© Harcourt Achieve. All rights reserved.

Beginning
Instructional
Developing or Proficient
Beginning
Independent
Developing or Proficient

Benchmark Book Evaluation Guide

then the next step is . . .
Move the child down two reading levels
for instruction.
Move the child down one reading level
for instruction.
Keep the child at this reading level
for instruction. Focus on rereading to
improve accuracy and fluency.
Move the child down one reading level
for instruction.
Keep the child at this reading level
for instruction. Focus on rereading to
improve accuracy and fluency.

Keep the child at this reading level for
instruction.
Move the child up one reading level for
instruction.

Reading
Level
E
F
G
F
G
G
H

Level G • The Eggs Are Hatching!

19


LEVEL

H

From Here To There

WORD COUNT: 250

Teacher Directions
Step 1: Provide Overview

From Here To There
Jane Hearn • Illustrated by Robert Eberz

Assess the child’s reading skills with the benchmark book’s nonfiction
selection, “Mapping Mountains.” You will assess the child’s fiction reading
skills in the next level.
Say This story is about mountains in the United States. Let’s read to find out
about the Rocky and Appalachian Mountains.

Benchmark Book
Fiction

Nonfiction

The Tortoise and the Hare

Mapping Mountains

Step 2: Assess Oral Reading
Read aloud the title of the nonfiction selection. Preview the nonfiction selection with the child by discussing the
pictures. Have the child read aloud pages 10–16. As you listen, record errors on a copy of the Reading Accuracy
Record on page 21. To further analyze the child’s errors, you might do a traditional Oral Reading Record using
pages 76–78 of this guide.

Step 3: Retell
Have the child retell the selection using the Retelling Instructions on page 22 of this guide.

Step 4: Finish Reading
Have the child finish reading the rest of the benchmark book on his or her own.

Step 5: Complete the Written Test

•

Give the child a copy of the test from pages 23–24 of this guide. Read each question and answer choice aloud and
have the child fill in the correct bubbles.

•
•

Questions 11–14 (Phonics and Nonfiction Features) on page 25 are optional.

Benchmark Book Evaluation Guide

Level H • From Here To There

© Harcourt Achieve. All rights reserved.

20

If you choose to test phonics, use the prompts below:
» (Question 11) Say Listen to this sentence: He was very slow. Which word has the same ending sound as slow:
rabbit, sleep, grow? Fill in the bubble next to the word that has the same ending sound as slow.
» (Question 12) Say Listen to this sentence: The plane made a long flight. Which word has the same ending sounds
as flight: with, high, night? Fill in the bubble next to word that ends like flight.