Directions:

1. Cut out each leveled word bank list. (You may want to laminate them).
2. Have students read each word on the list. You should start lower than you expect the student to be or from the pre-primer level.
3. The list in which a student misses no more than one of the ten words is the level at which he/she can read independently.
- Two errors indicate his/her instructional level.
- Three or more errors identify the level at which reading material will be too difficult for him/her. STOP.