Assessment for Decoding & Word Recognition in Connected Text

What is the purpose of this assessment?

The purpose of this assessment is to observe students as they read decodable texts. This assessment tool is designed
to help determine strengths and next steps by guiding your attention to specific aspects of a child’s reading, such as
decoding with specific phonics principles in mind, word recognition, fluency, monitoring, comprehension, etc.

How do I choose which text to give?

Here is a list of the texts provided with this assessment system:

Phonics Principle Highlighted Title of Text

CVC Words with Short Vowels a, i, o Kim Can

CVC Words with Short Vowels a, i, o, u, e Dig In, Kit

Consonant Blends Brad at Camp

Consonant Digraphs ch, sh, th, ck, ng The Bath Mess

Words with Silent e Words The Race

Inflectional Endings -s, -es, -ing, -ed Gabe’s Fishing Trip

Vowel Teams ea, ee, ai, ay, oa, ow Jean’s Big Kick

Vowel-R ar, or, er, ir, ur A Trip to the Farm

Special Vowels ou, ow, oi, oy, au, aw, oo The Snow Day

There are a few ways to choose which text to give. You might use a phonic decoding assessment to decide which
book to use. If you are using the phonic decoding assessment located on the TCRWP Website or with the Reading
Units of Study, you’ll notice the phonics principles provided with this assessment align to that assessment. You
might find the last category in which students were proficient on the phonic decoding assessment and then choose
the corresponding text. For example, if the last category a student was proficient on the phonic decoding assessment
was Words with Silent e, then you would choose the book in this assessment system that especially features Words
with Silent e, The Race. This will allow you to observe how students decode with that phonics principle in connected
text, in addition to in isolation.

You might also choose a text based on:

• your observations of a student

• previous assessments
• the books the child is currently reading

How do I administer this assessment?

You’ll begin by giving a book introduction. We’ve included a possible book introduction on the recording sheet.
Then, you’ll invite the child to begin reading aloud. As they read, we suggest you record what the child reads, as
well as any reading behaviors you notice.

©2022 Teachers College Reading and Writing Project 1

As you record a child’s reading on the recording sheet, you’ll notice that some words are highlighted in different
ways to make it easier for you to assess different aspects of a child’s reading.

• Some words are in bold font. These are words that match the phonics principle being closely assessed. For
example, if you want to see how students read texts with words with silent e, you’ll note that words with
silent e on the recording sheet are in bold font.
• Irregular (or temporarily irregular) high-frequency words are underlined. (See more information about how
high-frequency words were selected below.)
• Words not in bold or underlined represent previous phonics principles.

After the child reads, you might ask them to retell the story and then record what the child says. If necessary, you
can follow-up the retell with questions to further assess their literal and inferential understanding of a text.

How do I determine strengths and next steps?

Each recording sheet ends with a section called ‘Observations and Next Steps’. You can use this section to
consolidate what you observed while administering the assessment. It provides some suggestions of behaviors
proficient readers tend to demonstrate. If a child is demonstrating all of the behaviors on the list, you might choose
a more difficult text. If not, you can use that as a next step and plan instruction based on your observations.

High-Frequency Word Alignment

If you are using the Phonics or Reading Units of Study, you’ll find that these assessment texts are aligned to the
high-frequency words taught in those units. The chart below provides information about the irregular (or
temporarily irregular) high-frequency words that were used in each text.

High-Frequency Words Used in Units of Study

Phonics Principle Highlighted Phonics/Reading Unit

CVC Words with Short Vowels a, i, o KU1, KU2

CVC Words with Short Vowels a, i, o, u, e KU1, KU2, KU3

Consonant Blends KU1, KU2, KU3, U4, U5

Consonant Digraphs ch, sh, th, ck, ng KU1, KU2, KU3, KU4, KU5
1U1

Silent e Words KU1, KU2, KU3, KU4, KU5

1U, 1U2

Inflectional Endings -s, -es, -ing, -ed KU1, KU2, KU3, KU4, KU5
1U, 1U2, 1U3

Vowel Teams ea, ee, ai, ay, oa, ow KU1, KU2, KU3, KU4, KU5
1U, 1U2, 1U3, 1U4

Vowel-R ar, or, er, ir, ur KU1, KU2, KU3, KU4, KU5
1U, 1U2, 1U3, 1U4, 1U5

Special Vowels ou, ow, oi, oy, au, aw, oo KU1, KU2, KU3, KU4, KU5
1U, 1U2, 1U3, 1U4, 1U5

©2022 Teachers College Reading and Writing Project 2

Assessment for Decoding & Word Recognition in Connected Text

Reader’s Name: Date:

Book: Kim Can

Skill: CVC Words with Short Vowels a, i, o

Book Introduction

“I have a book for you to read to me. Do you see the title? Read it. Yes! This book is called ‘Kim Can.’ In it,
Kim and Dad go to the park and Kim does lots of things. All the words in this book are ones you can sound out
or ones you know by heart. Now let’s read to find out what happens when Kim visits the park.”

Decodable Text

Notes

1. Kim ran in.

2. Kim can dig in the box.

3. [Kim speech bubble] “Tag!”

Kim can jog.

4. Kim sat on the pad.

Kim can hop.

5. [Kim speech bubble] “Dad, I am HOT!”

©2022 Teachers College Reading and Writing Project 1

 [Dad speech bubble] “Sit on the mat.”

6. A fan!

Kim can fan.

*bolded words are the phonics principle being assessed

**the underlined words are irregular or temporarily irregular high-frequency words being assessed

©2022 Teachers College Reading and Writing Project 2

Retell
Say, “What happened in that book? Can you retell the story?” If the student needs some prompting you might ask
some questions. Remember that some students might need to reread the text a few times before answering these
questions.

1. What are some things that Kim does at the park?

2. How does Kim feel when Dad gives her a fan? Why?

NOTE: When a child is just learning to decode, they may not hold onto a text on the first or even second read. So,
if a child struggles to retell, you might leave the book with them, suggest they reread it and return later to ask
them to retell it.

Notes on Retell

Observations and Next Steps

Check the reading behaviors the child used. These notes will inform your teaching decisions.

The Reader:

Recognizes known words and reads them with automaticity

Decodes:

o Attends to all of the sounds in an unknown word

Notices when they have misread a word

Tries words again and/or self-corrects

Recognizes many irregular (or temporarily irregular) high-frequency words

Talks about the story

©2022 Teachers College Reading and Writing Project 3

Assessment for Decoding & Word Recognition in Connected Text

Reader’s Name: Date:

Book: Dig In, Kit

Skill: CVC Words with Short Vowels a, i, o, u, e

Book Introduction

“I have a book for you to read to me. Do you see the title? Read it. Yes! This book is called ‘Dig In, Kit.’ In it,
Meg and Hal notice that Kit, their cat, is hungry so they go to get her some food. All the words in this book are
ones you can sound out or ones you know by heart. Read to find out what Meg and Hal do to get Kit’s food
ready.

Decodable Text

Notes

1. [Hal speech bubble] “Meg! Kit is sad.”

Hal pet Kit the cat.

2. [Meg speech bubble] “Do you like cod,

Kit?”

Hal got a bun.

Meg got the cod.

©2022 Teachers College Reading and Writing Project 1

 3. Meg cut the cod and

put it on the bun.

Hal set the mat.

4. [Meg speech bubble] “Here, Kit. Dig in!”

Kit ran! Zip!

5. Kit bit it. Yum, yum!

6. Kit is fed!

*bolded words are the phonics principle being assessed

**the underlined words are irregular or temporarily irregular high-frequency words being assessed

©2022 Teachers College Reading and Writing Project 2

Retell
Say, “What happened in that book? Can you retell the story?” If the student needs some prompting you might ask
some questions. Remember that some students might need to reread the text a few times before answering these
questions.

1. What did Meg and Hal do to get Kit’s food ready?

2. How do Meg and Hal feel about Kit? How do you know?

NOTE: When a child is just learning to decode, they may not hold onto a text on the first or even second read. So,
if a child struggles to retell, you might leave the book with them, suggest they reread it and return later to ask
them to retell it.

Notes on Retell

Observations and Next Steps

Check the reading behaviors the child used. These notes will inform your teaching decisions.

The Reader:

Recognizes known words and reads them with automaticity

Decodes:

o Attends to all of the sounds in an unknown word

Notices when they have misread a word

Tries words again and/or self-corrects

Recognizes many irregular (or temporarily irregular) high-frequency words

Talks about the story

©2022 Teachers College Reading and Writing Project 3

Assessment for Decoding & Word Recognition in Connected Text

Reader’s Name: Date:

Book: Brad at Camp

Skill: Consonant Blends

Book Introduction

“I have a book for you to read to me. Do you see the title? Read it. Yes! ‘Brad at Camp.’ In this book Brad is
exploring the pond at camp. He spots animals doing different things and tries to copy them. One of the animals
gives him a surprise! All the words in this book are ones you can sound out or ones you know by heart. Read to
find out what happens.”

Decodable Text

Notes

1. Brad is glad to be at camp.

He plays in the grass next to the pond.

2. [Brad speech bubble] “Look at it swim. It

is fast!”

Brad flaps.

3. Next, Brad spots a frog.

The frog jumps on a log.

©2022 Teachers College Reading and Writing Project 1

 4. [Skunk speech bubble] “Hiss!”

Brad hops on a stump like the frog

but…

5. [Skunk speech bubble] “Yelp!”

He trips on a big, black skunk.

The skunk smells bad.

6. [Friend speech bubble] “Yuck! You stink,

skunk!”

Brad is glum.

Camp is no fun.

*bolded words are the phonics principle being assessed

**the underlined words are irregular or temporarily irregular high-frequency words being assessed

©2022 Teachers College Reading and Writing Project 2

Retell
Say, “What happened in that book? Can you retell the story?” If the student needs some prompting you might ask
some questions. Remember that some students might need to reread the text a few times before answering these
questions.

1. What are some of the things Brad sees the animals doing?

2. How does Brad feel at the end of the book? What makes you think that?

NOTE: When a child is just learning to decode, they may not hold onto a text on the first or even second read. So,
if a child struggles to retell, you might leave the book with them, suggest they reread it and return later to ask
them to retell it.

Notes on Retell

Observations and Next Steps

Check the reading behaviors the child used. These notes will inform your teaching decisions.

The Reader:

Recognizes known words and reads them with automaticity

Decodes:

o Attends to all of the sounds in an unknown word

Notices when they have misread a word

Tries words again and/or self-corrects

Recognizes many irregular (or temporarily irregular) high-frequency words

Talks about the story

©2022 Teachers College Reading and Writing Project 3

Assessment for Decoding & Word Recognition in Connected Text

Reader’s Name: Date:

Book: The Bath Mess

Skill: Consonant Digraphs ch, sh, th, ck, ng

Book Introduction

“I have a book for you to read to me. Do you see the title? Read it. Yes! This book is called, ‘The Bath Mess.’
In this book, Beth is digging and gets dirty so her Mom tells her to take a bath. In the bath, Beth makes an even
bigger mess, but she comes up with a plan to help. All the words in this book are ones you can sound out or
ones you know by heart. Read to find out how Beth makes a mess in the bath!”

Decodable Text

Notes

1. Beth likes to dig in the thick muck.

Mom said, “Beth! Look at this mess!”

2. [Mom speech bubble] “Get in the bath and

wash off the muck!”

Beth gets the bath stuff.

She picks a ship, a duck and a ring.

She grabs a fish, too.

©2022 Teachers College Reading and Writing Project 1

 3. [Beth speech bubble] “This is so much

fun!”

Beth drops the ring in the tub.

She flings the ship in, too.

Thump! Splash!

4. [Mom speech bubble] “Here, Beth”

Mom puts a cloth on the shelf by the

tub.

Beth jumps in.

Swish! Splash!

5. [Mom speech bubble] “Beth! Look at this

mess!

Mom left to check for the mop.

©2022 Teachers College Reading and Writing Project 2

 6. [Beth speech bubble] “I think I can help!”

Beth has a plan.

She grabs the cloth and pats the wet

spot.

No mess!

*bolded words are the phonics principle being assessed

**the underlined words are irregular or temporarily irregular high-frequency words being assessed

©2022 Teachers College Reading and Writing Project 3

Retell
Say, “What happened in that book? Can you retell the story?” If the student needs some prompting you might ask
some questions. Remember that some students might need to reread the text a few times before answering these
questions.

1. How does Beth make a mess?

2. How does Beth feel when she makes a mess? How does Mom feel? How do you know?

NOTE: When a child is just learning to decode, they may not hold onto a text on the first or even second read. So,
if a child struggles to retell, you might leave the book with them, suggest they reread it and return later to ask
them to retell it.

Notes on Retell

Observations and Next Steps

Check the reading behaviors the child used. These notes will inform your teaching decisions.

The Reader:

Recognizes known words and reads them with automaticity

Decodes:

o Attends to all of the sounds in an unknown word

Notices when they have misread a word

Tries words again and/or self-corrects

Recognizes many irregular (or temporarily irregular) high-frequency words

Talks about the story

©2022 Teachers College Reading and Writing Project 4

Assessment for Decoding & Word Recognition in Connected Text

Reader’s Name: Date:

Book: The Race

Skill: Silent e Words

Book Introduction

“I have a book for you to read to me. Do you see the title? Try to read it. Yes! This book is called, ‘The Race.’
In this book, two best friends, Kate and Pete, meet at the park to play and decide to skate. Then, some trouble
happens. All the words in this book are ones you can sound out or ones you know by heart. Read to find out
what happens when Kate and Pete run into trouble.”

Decodable Text

Notes

1. Kate and Pete are close buds.

They go on play dates.

“Let’s make a plan,” said Pete.

“We can skate or go on the slide.”

“I vote for skates,” said Kate.

2. [Pete speech bubble] “Let’s lace up!”

Kate has black skates with white stripes.

©2022 Teachers College Reading and Writing Project 1

 Pete’s skates have a cute pink flame.

3. [Mom speech bubble] “Be safe!”

Pete yells at Kate. “Let’s race!”

4. They jump in the skate lane.

Pete glides past Kate.

Kate picks up the pace but…

5. [Mom speech bubble] “Watch out!”

She trips on a stone.

Thump! Zonk! Crash!

Pete stops and skates back to Kate.

6. “You have a little scrape on your

nose,” said Pete.

“Next time, hit the brake!”

©2022 Teachers College Reading and Writing Project 2

 “Next time, I will win the race!” said

Kate.

*bolded words are the phonics principle being assessed

**the underlined words are irregular or temporarily irregular high-frequency words being assessed

©2022 Teachers College Reading and Writing Project 3

Retell
Say, “What happened in that book? Can you retell the story?” If the student needs some prompting you might ask
some questions. Remember that some students might need to reread the text a few times before answering these
questions.

1. What happened at the end of the story?

2. How do you think Pete felt when Kate fell? What makes you think that?

NOTE: When a child is just learning to decode, they may not hold onto a text on the first or even second read. So,
if a child struggles to retell, you might leave the book with them, suggest they reread it and return later to ask
them to retell it.

Notes on Retell

Observations and Next Steps

Check the reading behaviors the child used. These notes will inform your teaching decisions.

The Reader:

Recognizes known words and reads them with automaticity

Decodes:

o Attends to all of the sounds in an unknown word

o Attends to word parts (when applicable) in an unknown word

Notices when they have misread a word

Tries words again and/or self-corrects

Recognizes many irregular (or temporarily irregular) high-frequency words

Talks about the story

©2022 Teachers College Reading and Writing Project 4

Assessment for Decoding & Word Recognition in Connected Text

Reader’s Name: Date:

Book: Gabe’s Fishing Trip

Skill: Inflectional Endings -s, -es, -ing, -ed

Book Introduction

“I have a book for you to read to me. Do you see the title? Try to read it. Yes! This book is called, ‘Gabe’s
Fishing Trip.’ Gabe and Gram love fishing together. They do everything they can to catch lots of fish, but they
have some trouble. All the words in this book are ones you can sound out or ones you know by heart. Read to
find out how Gram helps Gabe learn about fishing.”

Decodable Text

Notes

1. “Gram, could we go fishing at the

lake today?” asked Gabe.

“Yes! Let’s get the van packed and go,”

said Gram.

2. Gabe snatched the boxes of fishing stuff

and the lunches from the trunk.

He picked up the fishing poles and nets.

©2022 Teachers College Reading and Writing Project 1

 “Where should we set up?” Gabe said.

“I’m thinking we could set up on the

dock next to the bushes,” said Gram.

3. [Gabe speech bubble] “I hope I catch a

fish that’s 30 inches big!”

Gabe cast his line and started fishing.

“I don’t see any fish swimming by my

pole,” said Gabe.

“You dropped your line too close to

the rocks,” said Gram.

Gabe pulled on the rod.

4. [Gram speech bubble] “Be still! The fish

will get scared.”

©2022 Teachers College Reading and Writing Project 2

 Gabe waited. He tried to be still.

Gram passed Gabe more bugs.

Gram added, “That should help with

catching fish!”

Gabe tossed them in.

5. “Gram, the pole is shaking.” Gabe

yelled!

He jumped on the dock.

“That’s a fish tugging on the line,”

said Gram.

They started to pull the line up.

6. Gabe pulled the rod back and looked

at the line.

©2022 Teachers College Reading and Writing Project 3

 There was a hook, but no fish!

“Where’s the fish?” he asked.

Gram smiled. “There’s no yelling or

jumping in fishing!”

*bolded words are the phonics principle being assessed

**the underlined words are irregular or temporarily irregular high-frequency words being assessed

©2022 Teachers College Reading and Writing Project 4

Retell
Say, “What happened in that book? Can you retell the story?” If the student needs some prompting you might ask
some questions. Remember that some students might need to reread the text a few times before answering these
questions.

1. What are some things Gabe does to try and catch a fish?

2. What happened to Gabe’s fish? How does he feel when there is no fish on the hook? How do you know?

NOTE: When a child is just learning to decode, they may not hold onto a text on the first or even second read. So,
if a child struggles to retell, you might leave the book with them, suggest they reread it and return later to ask
them to retell it.

Notes on Retell

Observations and Next Steps

Check the reading behaviors the child used. These notes will inform your teaching decisions.

The Reader:

Recognizes known words and reads them with automaticity

Decodes:

o Attends to all of the sounds in an unknown word

o Attends to word parts (when applicable) in an unknown word

Notices when they have misread a word

Tries words again and/or self-corrects

Recognizes many irregular (or temporarily irregular) high-frequency words

Talks about the story

©2022 Teachers College Reading and Writing Project 5

Assessment for Decoding & Word Recognition in Connected Text

Reader’s Name: Date:

Book: Jean’s Big Kick

Skill: Vowel Teams ee, ea, ai, ay, oa, ow

Book Introduction

“I have a book for you to read to me. Do you see the title? Try to read it. Yes! This book is called, ‘Jean’s Big
Kick.’ In it, Jean is playing soccer. It’s game day! She is on the bench at the start of the game, but then, the
coach calls her in. All the words in this book are ones you can sound out or ones you know by heart. Read to
find out what happens when Jean’s coach puts her in the game at a big moment!”

Decodable Text

Notes

1. It was game day.

Jean braided her hair

and added a bow.

Then, she laced up her cleats.

2. [Jean speech bubble] “There’s Coach Reed!”

Jean ran to greet her team.

©2022 Teachers College Reading and Writing Project 1

 Coach Reed said, “Jean, stay on the

bench for a bit.

Rest until we need your big kick.

I’ll tell you when to play.”

3. Jean waited. She watched the ball go

out.

Coach Reed yelled, “Jean, get in the

game!

We need a goal to take the lead!”

Jean was slow to get off the bench.

But, Coach said, “Show them your kick.

You can do it.”

©2022 Teachers College Reading and Writing Project 2

 4. [Ref speech bubble] “Throw the ball back

in.”

[Speech bubble from teammates] “Go, Jean!”

Jean ran to the ball and hit it with her

knee.

She could hear her team cheering.

5. [Coach Reed speech bubble] “Aim and kick!”

Jean raced near the net.

With a lump in her throat,

she kicked the ball and

prayed it would go in.

It went up, up, up…

©2022 Teachers College Reading and Writing Project 3

 6. [Ref speech bubble] “GOAL!”

“Jean, you did it!” Coach Reed

screamed.

Jean boasted, “It was easy!”

*bolded words are the phonics principle being assessed

**the underlined words are irregular or temporarily irregular high-frequency words being assessed

©2022 Teachers College Reading and Writing Project 4

Retell
Say, “What happened in that book? Can you retell the story?” If the student needs some prompting you might ask
some questions. Remember that some students might need to reread the text a few times before answering these
questions.

1. What happened when Jean was called into the game?

2. How did you think Jean felt when she scored the goal? How do you know?

NOTE: When a child is just learning to decode, they may not hold onto a text on the first or even second read. So,
if a child struggles to retell, you might leave the book with them, suggest they reread it and return later to ask
them to retell it.

Notes on Retell

Observations and Next Steps

Check the reading behaviors the child used. These notes will inform your teaching decisions.

The Reader:

Recognizes known words and reads them with automaticity

Decodes:

o Attends to all of the sounds in an unknown word

o Attends to word parts (when applicable) in an unknown word

Notices when they have misread a word

Tries words again and/or self-corrects

Recognizes many irregular (or temporarily irregular) high-frequency words

Talks about the story

©2022 Teachers College Reading and Writing Project 5

Assessment for Decoding & Word Recognition in Connected Text

Reader’s Name: Date:

Book: A Trip to the Farm

Skill: Vowel-R ar, or, er, ir, ur

Book Introduction

“I have a book for you to read to me. Do you see the title? Try to read it. Yes! This book is called, ‘A Trip to the
Farm.’ In this book, Fern, and her class are on a trip to Norm’s farm. She has lots of fun learning about all the
different things that happen there, but when the animals are hungry, Fern gets an unexpected surprise. All the
words in this book are ones you can sound out or ones you know by heart. Read to find out what happens to
Fern on her class trip.”

Decodable Text

Notes

1. Fern's class was taking a trip to

Norm’s Farm.

Soon enough, the bus stopped at the

curb by a big red barn.

Norm greeted them.

2. [Norm speech bubble] “First up — a ride

on the cart!”

©2022 Teachers College Reading and Writing Project 1

 The class formed a line and climbed up.

“What crops do you have?” asked Fern.

"Wheat, corn and hay.

We sell them in our store," Norm said.

3. "This is our farm cat,” said Norm.

“She likes to curl up on the porch

with a ball of yarn.”

Norm smirked, "I have more pets that

you can see.”

The whole class perked up.

"Yes!” they said.

©2022 Teachers College Reading and Writing Project 2

 4. [Norm speech bubble] You can feed them.

"I want to feed the horse!" said Fern.

She waited for the horse

to come from its herd.

"She's so pretty," Fern said,

"I'm going to get you more to eat!"

5. Fern turned to get more hay,

but felt a tug. She looked back.

There was a goat with short fur

chomping on her shirt!

6. Fern gave her shirt a firm tug,

but fell back in the dirt.

"Are you hurt?" called Norm.

©2022 Teachers College Reading and Writing Project 3

 She gave the goat a stern look.

"No," she said.

“But I think the goat wanted to be fed

first!"

*bolded words are the phonics principle being assessed

**the underlined words are irregular or temporarily irregular high-frequency words being assessed

©2022 Teachers College Reading and Writing Project 4

Retell
Say, “What happened in that book? Can you retell the story?” If the student needs some prompting you might ask
some questions. Remember that some students might need to reread the text a few times before answering these
questions.

1. What are some things that Fern sees at the farm?

2. Does Fern like the farm? How do you know?

NOTE: When a child is just learning to decode, they may not hold onto a text on the first or even second read. So,
if a child struggles to retell, you might leave the book with them, suggest they reread it and return later to ask
them to retell it.

Notes on Retell

Observations and Next Steps

Check the reading behaviors the child used. These notes will inform your teaching decisions.

The Reader:

Recognizes known words and reads them with automaticity

Decodes:

o Attends to all of the sounds in an unknown word

o Attends to word parts (when applicable) in an unknown word

Notices when they have misread a word

Tries words again and/or self-corrects

Recognizes many irregular (or temporarily irregular) high-frequency words

Talks about the story

©2022 Teachers College Reading and Writing Project 5

Assessment for Decoding & Word Recognition in Connected Text

Reader’s Name: Date:

Book: The Snow Day

Skill: Special Vowels ou, ow, oi, oy, au, aw, oo

Book Introduction

“I have a book for you to read to me. Do you see the title? Try to read it. Yes! This book is called, ‘The Snow
Day.’ In this book, Joy wants to go out, but her big brother Shawn tells them they can have fun inside. All the
words in this book are ones you can sound out or ones you know by heart. Read to find out all the things they
do when they are snowed in and what happens when Shawn takes care of his little sister.”

Decodable Text

Notes

1. [Joy speech bubble] Look at the snow!

One day, Joy and Shawn were stuck

in the house.

“Can we go to town?” asked Joy.

“No, but we can have fun here!” said

Shawn.

©2022 Teachers College Reading and Writing Project 1

 2. [Shawn speech bubble] What would you

enjoy doing?”

“My first choice is… catch!” Joy said.

Shawn tossed the ball to Joy.

She caught the ball and

launched it back at Shawn.

Zoom! The ball bounced and hit a

flower pot!

There was dirt everywhere!

Shawn said, “Pause! No more

throwing the ball in the house!

Get the broom.”

©2022 Teachers College Reading and Writing Project 2

 3. [Joy speech bubble] “Fine. Let’s play dress

up.”

Joy raced to her toy chest.

“Found them!” Joy pointed to a brown

hat, boots and a plush cow for Shawn.

She put on a cape and gold crown.

“I’m the king,” she said.

4. “How about hide-and-seek next?!” Joy

said.

“Okay! I’ll count.” Shawn said.

Joy crawled on the ground in the

family room to find a spot to hide.

©2022 Teachers College Reading and Writing Project 3

 She crouched down low by the couch,

but…

she bumped her nose. “Ouch!” she

shouted.

“I found you!” said Shawn.

5. Joy said, “Now, Let’s make a tower

with blocks or we can draw.”

Shawn yawned. “Ok, Joy.”

6. Joy went to get more toys.

When she came back,

she didn’t hear a sound.

Joy found Shawn sprawled out on

the couch taking a nap.

©2022 Teachers College Reading and Writing Project 4

 Joy shrugged. “I’ll join!”

She curled up and napped with Shawn.

*bolded words are the phonics principle being assessed

**the underlined words are irregular or temporarily irregular high-frequency words being assessed

©2022 Teachers College Reading and Writing Project 5

Retell
Say, “What happened in that book? Can you retell the story?” If the student needs some prompting you might ask
some questions. Remember that some students might need to reread the text a few times before answering these
questions.

1. What are some things Shawn and Joy do together on the snow day?

2. How does Shawn feel about spending time with Joy? How do you know?

NOTE: When a child is just learning to decode, they may not hold onto a text on the first or even second read. So,
if a child struggles to retell, you might leave the book with them, suggest they reread it and return later to ask
them to retell it.

Notes on Retell

Observations and Next Steps

Check the reading behaviors the child used. These notes will inform your teaching decisions.

The Reader:

Recognizes known words and reads them with automaticity

Decodes:

o Attends to all of the sounds in an unknown word

o Attends to word parts (when applicable) in an unknown word

Notices when they have misread a word

Tries words again and/or self-corrects

Recognizes many irregular (or temporarily irregular) high-frequency words

Talks about the story

©2022 Teachers College Reading and Writing Project 6