SECTION F.

INTERVENTION

ADDENDUM - SECTION F
INTERVENTION

SECTION F.

INTERVENTION

TABLE OF CONTENTS
#

Reading Level Guide

Miscue Analysis
Directions
Marking System
Error & Accuracy Rate Tallying

Prosody Analysis
Directions
Multi-Dimensional Rubric

Fluency
High Frequency Word List
Student Portfolio Worksheet (Assessment Results)

Guidelines for Leveled Sources

Microsoft Word Leveling Method
Five-Finger Test

15

READ 180 Guidelines

for EXIT
for ENTRANCE
for SCHEDULING

18

SECTION F.

INTERVENTION

Reading Level Guide

Based on individual assessment scores, students should receive some
fluency instruction on their independent and instructional reading levels.
Use one or both of the following scores to determine students levels.
Miscue Analysis (based on level of assessment sample)

If the students accuracy is: Then the Reading Sample is on his/her:

97-100%

Independent Level

90-96%

Instruction Level

< 90%

Frustration Level
Scholastic Reading Inventory (SRI)

If the Student Lexile is:

The Student Reading Level is:

850-1100

7 th Grade

900-1150

8 th Grade

1000-1200

9 th Grade

1025-1250

10 th Grade

1050-1300

11 & 12 th Grades

SECTION F.

INTERVENTION
Miscue Analysis
Directions

A miscue is something said or read in place of the printed text. We dont expect readers to
read with 100 percent accuracy, even as adults. Its not only the number of miscues a reader
makes that is important, but the types of miscues. A miscue analysis can reveal a students
concepts about reading and reading strategies. Miscue analysis is a practical, diagnostic
assessment technique that complements the curriculum. Miscue analysis helps reveal the
strengths, weaknesses, and strategies a reader uses in processing written texts.

DIRECTIONS FOR MISCUE ANALYSIS

1. Select appropriate passage for Benchmark Assessment or

Progress Monitoring.
2. Photocopy the selection. One copy for students to read and one
copy per student to record miscues and scoring.
3. Ask the student to read the passage aloud.
4. Record the students miscues on the copy of the text. (It is
helpful also to tape-record the reading.)
5. Record data on Student Portfolio Worksheet, then analyze the
information to determine the students reading abilities and
needs.
6. Based on the results, develop instructional strategies to help the

student become a more proficient reader.

Modified from Alaska Department of Education

SECTION F.

INTERVENTION
Miscue Analysis
Marking System

Source: "Word-Recognition Miscue-Marking System." Chart. Informal Reading Inventory. By Paul C. Burns and
Betty D. Roe. Boston: Houghton Mifflin Company, 1999. 16.

INTERVENTION

SECTION F.

Miscue Analysis
Error & Accuracy Rate Tallying
Scoring Miscues Analysis
To calculate the Error Rate and Accuracy Rate tally the number of each of the
following:
TW Number of Total Words
E Number of Errors
SC Number of Self-Corrections
The Error Rate is expressed as a ratio send is calculated by dividing the
total number of words read by the total number of errors made.
Total Words
-------------Total Errors

150
---15

ex.

= 10

the error rate is

1:10

The Accuracy Rate is expressed as a percentage.

(TW E)
---------TW

100

(%)

(150 15)
---------X
150

100

90%

Example

The Accuracy Rate helps to determine if the text is at the students

INDEPENDENT, INSTRUCTIONAL, or FRUSTRATION level.
Rasinski, Timothy. Assessing Reading Fluency. Honolulu: Pacific Resources for Education and Learning,
2004. 8 Dec. 2006 <http:// www.prel.org/products/re_/assessing-fluency.pdf>.

SECTION F.

INTERVENTION
Prosody Analysis
Directions

Prosody is more than reading with proper expression.

Modeling plays a significant role in expressive reading.
Readers learn how to interpret text orally by listening to others read to them
in an expressive and meaningful way.
Prosody includes parsing or separating text into meaningful phrases, clauses,
and chunks.
DIRECTIONS FOR PROSODY ANALYSIS

1. Select appropriate passage for Benchmark Assessment or

Progress Monitoring.
2. Photocopy the selection. One copy for students to read and one
copy per student to record miscues and scoring.
3. Ask the student to read the passage aloud.
4. Review the multi-dimensional rubric as student reads aloud. (It is
helpful also to tape-record the reading.)
5. Record score on Student Portfolio Worksheet, then analyze the
information to determine the students reading abilities and
needs.
6. Based on the results, develop instructional strategies to help

the student become a more proficient reader.

Prosody Analysis
SECTION F.

Multidimensional Rubric

INTERVENTION

Dimension
1
2
3
A. Expression Reads with little
Some expression.
Sounds like natural
and Volume expression or enthusiasm Begins to use voice language throughout
in voice. Reads the words to make text sound the better part of
as if simply to get them
like natural language the passage.
out. Little sense of trying in some areas of the Occasionally slips
to make text sound like
text, but not others. into expressionless
natural language. Tends to Focus remains
reading. Voice
read in a quiet voice.
largely on saying the volume is generally
words. Still reads in appropriate
a quiet voice.
throughout the text.
B. Phrasing Monotonic with little
Frequent two- and Mixture of run-ons,
sense of phrase
three-word phrases mid-sentence pauses
boundaries, frequent
giving the impression for breath, and
word-by-word reading.
of choppy reading; possibly some
improper stress and choppiness;
intonation that fail reasonable
to mark ends of
stress/intonation.
sentences/clauses.
C.
Frequent extended
Several rough
Occasional breaks in
Smoothness pauses, hesitations, false spots in text where smoothness caused
starts, sound-outs,
extended pauses,
by difficulties with
repetitions, and/or
hesitations, etc., are specific words
multiple attempts.
more frequent and and/or structures.
disruptive.
D. Pace

Slow and laborious.

Moderately slow.

Uneven mixture of
fast and slow
reading.

4
Reads with good
expression and
enthusiasm throughout
the text. Sounds like
natural language. The
reader is able to vary
expression and volume
to match his/her
interpretation of the
passage.
Generally well phrased,
mostly in clause and
sentence units, with
adequate attention to
expression.

Generally smooth
reading with some
breaks, but word and
structure difficulties
are resolved quickly,
usually through selfcorrection.
Consistently
conversational.

Rasinski, Timothy. Assessing Reading Fluency. Honolulu: Pacific Resources for Education and Learning, 2004. 8 Dec. 2006 <http://
www.prel.org/products/re_/assessing-fluency.pdf>.

SECTION F.

INTERVENTION
Fluency High Frequency
Word List

One Hundred
High Frequency
Words - List 1
the
a
is
you
two
and
we
that
in
not
for
at
he
I
they
one
good
me

One Hundred
High Frequency
Words - List 2
saw
home
soon
stand
box
upon
first
came
girl
house
find
because
made
big
where
am
fall
morning

One Hundred
High Frequency
Words - List 3
ask
small
yellow
show
goes
clean
buy
think
sleep
letter
jump
help
hat
car
bright
try
myself
longer

One Hundred
High Frequency
Words - List 4
told
Miss
father
children
land
interest
government
feet
garden
done
country
different
time
yet
true
above
still
meet

One Hundred
High Frequency
Words - List 5
hour
glad
follow
company
believe
begin
mind
pass
reach
month
point
rest
sent
grade
brother
remain
milk
several

One Hundred
High Frequency
Words - List 6
become
body
chance
act
die
real
speak
already
doctor
step
itself
nine
herself
idea
drop
river
smile
son
9

SECTION F.

about
had
if
some
up
her
go
see
then
us
no
him
by
was
come
get
or
two
who
an
their
she
new
said

INTERVENTION
live
four
last
color
way
red
friend
pretty
may
what
use
these
right
present
tell
next
please
leave
hand
more
why
fan
five
read

those
hold
full
carry
eight
sing
off
sister
happy
once
didnt
set
ground
dress
tell
wash
star
always
fire
ten
order
part
early
that

since
number
state
line
remember
word
almost
thought
send
receive
pay
nothing
need
mean
late
half
fight
wear
Mr.
side
poor
lost
outside
wind

war
able
charge
either
less
trains
cost
evening
egg
ground
afternoon
feed
boat
plan
question
fish
return
sir
fell
hill
wood
spell
beautiful
sick

bat
fact
sort
king
dark
themselves
demand
however
figure
case
increase
enjoy
rather
sound
eleven
music
human
court
aunt
system
line
cause
marry
possible
10

SECTION F.

did
boy
three
down
work
put
with
it
on
can
will
are
of
this
yours
as
but
be
have
do
when
so
my
very

INTERVENTION
over
stick
way
too
shall
own
most
sure
thing
only
could
book
look
mother
run
school
people
night
into
say
think
back
eat
want

third
same
love
hear
yesterday
eyes
fly
dont
fast
cold
today
does
face
green
every
brown
coat
six
gave
warm
sit
dog
ride
hot

Mrs.
learn
held
front
built
bad
across
yard
winter
table
story
sometimes
Im
tired
horse
something
brought
shoes
large
few
hit
cover
window
even

became
cry
finish
catch
floor
stick
great
guess
bridge
church
talk
went
bank
ship
business
whole
short
certain
fair
reason
summer
fill
note
past

supply
thousand
pen
condition
perhaps
produce
baby
lady
ring
wrote
happen
appear
heart
swim
felt
fourth
Ill
kept
well
whose
study
fear
move
stood
11

SECTION F.

all
would
any
then
out
there
from
day
man
little
has
them
how
like
our
what
know
make
which
much
his
were
before
just

INTERVENTION
year
white
got
play
found
left
men
bring
wish
black
better
under
while
should
never
each
best
another
seem
tree
name
dear
near
than

grow
cut
seven
woman
funny
yes
ate
stop
anything
around
close
walk
money
turn
might
hard
along
fed
fine
sat
hope
door
clothes
through

city
together
sun
life
street
party
suit
enough
feet
during
gone
hundred
week
between
charge
being
care
answer
course
against
family
begin
air
young

room
flew
office
cow
visit
wait
teacher
teacher
spring
picture
bird
add
ice
chair
watch
alone
low
arm
dinner
hair
service
class
quite
minute

himself
strong
knew
often
toward
wonder
twenty
important
force
plant
suppose
law
husband
moment
person
result
continue
price
serve
national
wife
twelve
rode
uncle
12

SECTION F.

long
here
other
old
take
cat
again
give
after
many

INTERVENTION
open
kind
must
high
bar
both
end
also
until
call

oclock
second
water
town
took
hair
now
keep
head
food

ago
world
airplane
without
kill
ready
stay
wont
paper

tomorrow
snow
women
among
road
farm
cousin
bread
wrong
age

labor
public
consider
thus
least
power
mark
president
voice
whether

Reprinted with Permission from: Elements of Literature. New York: Holt, Rinehart, & Winston, 2003.

13

SECTION F.

INTERVENTION
Student Portfolio Worksheet
Assessment Results
Fluency Assessment Results

Student Name:
Course:
Block/Period:
Date:
*List the sources/titles/levels for reading samples
Reading One
Reading Two
Reading Three
Reading
One

Reading
Two

Reading
Three

Reading
One

Reading
Two

Reading
Three Average

Total Words
Total Errors

CWPM
Error Rate
Accuracy Rate
Prosody Score

Fall

Winter

Spring

Annual
Growth

Independent Reading
Level
14

SECTION F.

INTERVENTION
Guidelines for Leveling Sources
Microsoft Word Leveling Method

To level any Microsoft Word document, check readability statistics and then
modify vocabulary and sentence complexity to reach desired level. You may
then alter the text by shortening sentences and limiting multi-syllabic words.
Make changes and check readability until you achieve the level you need!
Microsoft Word uses the FleschKincaid Grade Level

The result is a number that corresponds with a grade level. For example, a score
of 6.1 would indicate that the text is expected to be understandable by an
average student in 6th grade.
How to Set Spelling/Grammar Tool to Assess Readability in Word (5 Steps)
1. Select Tools from the toolbar
2. Select Options

15

SECTION F.

INTERVENTION

3. Select the Spelling and Grammar Tab

4. Select ; Show Readability Statistics

5. Use Spell Check whenever you need to assess readability

16

SECTION F.

INTERVENTION
Guidelines for Leveled Sources
Five-Finger Test

A simple tool for assessing the reading levels of sample texts is the

Five Finger Test. Students can assess their own text levels.
Directions:

* Choose any page of the book

* Spread out 5 fingers on one hand
* Put the 5 fingers down on the text
* See if you can read all 5 words correctly
* Repeat on another 3 pages (4 pages total)
If the student struggles to read more than one or two of the 20
the words marked with his/her finger, the book is probably too
hard for him/her.
Source:
Topping, K. J. The Peer Tutoring Handbook: Promoting Co-operative Learning. Cambridge: Brookline, 1988.

17

SECTION F.

INTERVENTION
R E A D 1 8 0 G ui d e l i n e s
for EXIT

PATERSON PUBLIC SCHOOLS

READ 180 Intervention Program - Exit Worksheet

Student Name:
Student ID:
Grade:

Date:

Class:

GEPA Scores:

SPA Score:

Lexile:
Referred by:
Recommendation/Secondary Assessment
Reading Rate
Reading Accuracy
Reading Prosody

Words/minute
Instructional Level
Multi-Dimensional Rubric

Assessed by:
Approved on:
18

INTERVENTION

SECTION F.

R E A D 1 8 0 G ui d e l i n e s
for ENTRANCE

PATERSON PUBLIC SCHOOLS

READ 180 Intervention Program - Entrance Worksheet

Student Name:
Student ID:
Grade:

Date:

Class:

GEPA Score*:

SPA Score*:

Referred by:
Recommendation/Secondary Assessment
*If student scores proficient on assessment, placements may be
made considering alternative assessment
Reading Rate
Reading Accuracy
Reading Prosody

Words/minute
Instructional Level
Multi-Dimensional Rubric

Assessed by:
Approved on:
19

SECTION F.

INTERVENTION
R E A D 1 8 0 G ui d e l i n e s
for SCHEDULING

Grade Tier I

10

11/12

Students attaining a
minimum score of
Proficient on
GEPA; students
attaining a
minimum of 950
Lexile; students
with teacher
recommendation
validated by
secondary
assessments
Students attaining a
minimum score of
Proficient on SPA;
students attaining a
minimum of 1000
Lexile; students
with teacher
recommendation
validated by
secondary
assessments
Students attaining a
minimum score of
Proficient on SPA;
students attaining a
minimum of 1050
Lexile; students
with teacher
recommendation
validated by
secondary
assessments

Tier II
READ 180
(At least every
other day)

Tier III
READ 180
(Daily)

Tier III
Wilson or
Other Intensive
Intervention

Students attaining a
minimum score of
Partial Proficient
on GEPA; students
attaining a
minimum of 775
Lexile; students
with teacher
recommendation
validated by
secondary
assessments
Students attaining a
minimum score of
Partial Proficient
on SPA; students
attaining a
minimum of 800
Lexile; students
with teacher
recommendation
validated by
secondary
assessments
Students attaining a
minimum score of
Partial Proficient
on SPA; students
attaining a
minimum of 800
Lexile; students
with teacher
recommendation
validated by
secondary
assessments

Students attaining a
score of Non
Proficient on
GEPA; students
attaining below a
775 Lexile but
above 200; students
with teacher
recommendation
validated by
secondary
assessments
Students attaining a
score of Non
Proficient on SPA;
students attaining
below a 800 Lexile
but above 200;
students with
teacher
recommendation
validated by
secondary
assessments
Students attaining a
score of Non
Proficient on SPA;
students attaining
below a 800 Lexile
but above 200;
students with
teacher
recommendation
validated by
secondary
assessments

Students attaining a
score of Non
Proficient on
GEPA; students
attaining a BR
Lexile; students
with teacher
recommendation
validated by
secondary
assessments
Students attaining a
score of Non
Proficient on SPA;
students attaining a
BR Lexile; students
with teacher
recommendation
validated by
secondary
assessments

Students attaining a
score of Non
Proficient on SPA;
students attaining a
BR Lexile; students
with teacher
recommendation
validated by
secondary
assessments

20