For classroom teachers and reading specialists in grades K-8, here is a unique daily diagnostic tool for the quick, informal assessment of children's competence in basic reading skills at specific grade levels in any classroom or school-wide reading program.
Included are 8 separately printed, spiral-bound volumes at 8 levels:
Reading Skills Competency Tests: READINESS LEVEL
Reading Skills Competency Tests: FIRST LEVEL
Reading Skills Competency Tests: SECOND LEVEL
Reading Skills Competency Tests: THIRD LEVEL
Reading Skills Competency Tests: FOURTH LEVEL
Reading Skills Competency Tests: FIFTH LEVEL
Reading Skills Competency Tests: SIXTH LEVEL
Reading Skills Competency Tests: ADVANCED LEVEL
Each level volume provides a complete sequential Basic Reading Skills Checklist of the skills to be mastered at that level for easy individual recordkeeping, plus 40 to 70 reproducible informal Competency Tests for measuring students' competence in all skills on the Checklist at that level. And every test is accompanied by easy-to-follow directions for use and complete answer keys.
Each level volume also includes a Group Summary Profile for recording class progress in mastering basic reading skills plus a bonus copy of the "Barbe Reading Skills Check List Sequential Skill Plan," which maps out the entire reading skills progression through all levels, Readiness to Advanced.
You'll find these ready-to-use tests help fill your need for:
...quick, informal assessment of children's competence in specific skills
...diagnosis of specific reading skill strengths and weaknesses
...planning of teacher strategies for individual students and groups
...continuous evaluation of each child's progress in basic reading skills
...immediate feedback to the student and the teacher
Simply select the test for the particular skill you wish to evaluate ... copy and distribute it to the student(s) ... and follow the step-by-step directions and answer keys for administering and scoring the test.
MASTERY REQUIREMENT: Check the "Mastery Requirement" for the test to determine whether the student has demonstrated competence in the skill or needs further reinforcement or special help to master it.
To keep a record of each child's progress, you can mark his or her individual Reading Skills Checklist to indicate which skills the child has mastered or needs instruction in. The Group Summary Profile can be used to obtain an overall picture of class progress, to form small groups of students with similar needs, and to identify students who require personalized help on a prerequisite skill.
In short, "COMPETENCY TESTS FOR BASIC READING SKILLS" gives the classroom reading teacher, the reading specialist, and the Title I teacher a quick, easy-to-use tool for pinpointing and monitoring the specific reading skill needs of each child on a day-to-day basis.
Each level unit provides a sequential Reading Skills Checklist of the skills to be mastered at that grade/reading level for easy individual record keeping, plus 40-70 short, reproducible informal Reading Skills Competency Tests for measuring students' mastery of each skill on the Checklist at that level. Each also includes a Group Summary Profile for recording class progress and a separately printed wall chart that maps out the entire reading skills progression from Readiness through Advanced levels.
About the Competency Tests for Basic Reading Skills.
How to Use the Competency Tests and Check List.
Begin at the beginning.
Recording on the checklist.
Conferencing with the pupil.
Conferencing with parents.
Conferencing with professional staff.
Providing check lists to the next grade level teacher.
Making a group summary profile from individual check lists.
Ensuring the sequential presentation of skills.
Using the sequential skill plan chart.
Reading skills check list— fifth level.
Group summary profile— fifth level.
Reading skills competency tests: fifth level.
I. Vocabulary.
A. Word recognition of vocabulary in content areas.
B. Meaning of words.
1. Can define words read in context.
2. Can provide synonyms, antonyms.
3. Knows homophones.
4. Knows homographs.
5. Understands figurative and colorful expressions.
II. Word Attacks Skills.
A. Phonic skills .
1. Syllabication.
a. Each syllable must contain a vowel and a single vowel can be a syllable.
b. The root or base word is a syllable and is not divided.
c. Blends are not divided.
d. Suffixes and prefixes are syllables.
e. If the vowel in a syllable is followed by two consonants, syllable usually ends with the first consonant.
f. If a vowel in a syllable is followed by only one consonant, the syllable usually ends with a vowel.
g. If a word ends in le, the consonant just before the le begins the last syllable.
h. When there is an r after a vowel, the r goes with the vowel.
2. Vowel Sounds.
a. With only one vowel in a word or syllable, the vowel is short.
b. With two vowels in a word or syllable, the first vowel is long and the second is silent.
3. Accent.
a. In a word or two or more syllables, the first syllable is usually accented unless it is a prefix.
b. Accent is usually on root of word.
B. Using a Dictionary.
1. Alphabetization.
a. Division into quarters: a-f; g-m; n-r; s-z.
b. Alphabetizing word through fourth letter.
c. Knows abbreviated parts of speech.
2. Uses guide words at top of page.
3. Uses diacritical markings (bottom of page).
4. Uses key to pronunciations (bottom of page).
5. Understands phonetic spellings.
6. Can follow cross-references.
7. Understands secondary accents.
C. Context Clues.
1. Uses context clues.
2. Understands sentence structure.
III. Comprehension.
A. Locating Information.
1. Can locate: title page, author, illustrations, publisher, copyright, year, and index.
2. Uses table of contents.
B. Note Taking.
1. Can take notes from reading.
2. Can take notes from lecture.
C. Organizing Material Correctly.
1. Uses Roman numerals and letters in outlining.
2. Can list ideas in proper sequence.
3. Can follow directions.
4. Can summarize.
D. Uses Reference Materials Effectively.
1. The Encyclopedia.
a. Understands topics arranged alphabetically.
b. Know meaning of characters on spine of each volume.
c. Knows different uses of dictionaries and encyclopedias.
2. The Atlas and Maps.
a. Can use local maps to check known facts about streets and highways.
b. Can use atlas to find answers for questions on location, relative size, direction, and distance.
c. Can use maps to explain latitude and longitude.
3. Use of magazines and newspapers to supply recent information.
4. Can locate occupational information.
E. Can Interpret Graphs and Charts.
1. Knows meaning of line graphs.
2. Knows meaning of bar graphs.
3. Can read charts.
F. Knows Metric Terms and Can Interpret Them.
G. Reading for Appreciation.
1. Reads for pleasure.
2. Reads from variety of sources.
3. Reads several things by the same author.
IV. Oral and Silent Reading.
A. Oral Reading.
1. Reads with understanding and expression.
2. Varies rate of oral reading depending on material.
3. Can read without constantly looking at material.
B. Silent Reading.
1. Reads silently more rapidly than orally.
2. Reads with good comprehension.
3. Reads without lip or head movement or pointing.
4. Enjoys reading silently.
Barbe Reading Skills Check List Sequential Skill Plan (Chart).