Order Forms

For assessing reading levels A-K, students need to have both text and pictures.

The books that accompany our reading level assessments can be ordered through Bebop Books or Scholastic Books using the following forms:

Photographs courtesy of Peter Cunningham.
Reading Assessments

Important Announcement: Schools in NYC that are using TCRWP Running Records as a MoSL must use the updated list of books for MoSL. Follow the directions already implemented for the TCRWP running records.

New York City Measures of Student Learning (MoSL)

Dear Teachers,

We are working to get two things up on this site. First, you will soon find a revised version of last year's running records, adapted based on feedback and piloting data from the 2013-2014 school year. Secondly, you will find a second, alternate set of running records that can also be used as MoSL's this year. We promise to have these up as quickly as possible, in the next week.


Concepts About Print

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

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 each other. (Samuels, 1972) Being able to discriminate and quickly recognize important letter(s) 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.