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Running Records, Foundational Assessments and Benchmarks

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Running Records Assessments/NYC MoSL Assessments

TCRWP offers several options for reading assessments using running records. Under General Running Records Assessments you will find one set of A-K running records that correspond to books published by Kaeden. There are two titles at each level, giving opportunities for re-checking a student’s level with a clean text in cases where the outcome of one assessment is unclear. The Kaeden order form can be found in this same folder. There are also two sets of text excerpts for levels L-Z+ which include student and teacher copies.

To support the New York City Measures of Student Learning (MoSL) requirements, we offer one set of running records that have been accepted by NYC’s Department of Education as eligible for beginning and end-of-year MoSL administration. These can be found in the folder titled, TCRWP New York City Measures of Student Learning (MoSL). If desired, these can also be used as interim assessments across the year. Levels A-K correspond to books by several publishers for which order forms are available in the same file. Levels L-Z+ utilize downloadable text excerpts. There is one title at each level, as per NYC DOE requirements. *Please note, NYC MoSL information is current as of July 2015. Please stay tuned in case of changes to MoSL options in September 2015.

In addition, you will find earlier Running Records Assessments in a folder called Archived Alternate Assessments Levels A-K which includes books published by Lee & Low Bebop Books and Scholastic, along with new order forms to support schools still wishing to use these texts for their reading assessments. With the exception of the MoSL assessments, all the Running Records Assessments can be used for interim reading assessments as well as for benchmark assessment periods.

The running record forms provide a book introduction, the typed text, a sidebar of reading characteristics, a scoring guide, comprehension questions with sample responses, and space to take notes and to jot student responses. A Teacher Guidebook for Levels A-K and one for Levels L-Z+ is available in the Supporting Documents and explains in detail the assessments and includes suggestions for how to use the assessments to plan differentiated, explicit instruction for each student assessed.

Please contact us at contact@readingandwritingproject.com if we can help you in any way.

Concepts About Print

Based on their home and early school experiences with print, children come with various understandings about the arbitrary conventions that we use to communicate meaning in print. An assessment of each child's level of understanding, and sometimes misunderstanding of these conventions, helps teachers know what their students are attending to in print and what they still need to learn.

Letter/Sound Identification

What does your student know about letters? Which letters can he/she identify? Although research has shown that students do not need to know the names of all letters before they begin reading books, knowing letters helps them communicate with the teacher and one another (Samuels, 1972). Being able to discriminate and quickly recognize important letters is also helpful in attaching sounds to the correct letters when reading words (Neuhaus, 2003).

High Frequency Words

The purpose of this assessment is to determine the number of high-frequency words that students know. LaBerge and Samuels (2006) call this automatic recognition of high frequency words part of automaticity. They state that when these words are instantly recognized, the short term memory is not overloaded and is freed to focus on comprehension of what is going on in the story. Therefore, this assessment can be used throughout the year to record students' growth in automatic word recognition. Ehri (1998) found students eventually encapsulate the letters of a word into a bonded unit that is recognized immediately.

Independent Reading Benchmarks

The Independent Reading Benchmarks lay out a continuum of growth based on the expectation that students will enter kindergarten as emergent readers and finish eighth grade reading at level Z.

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