Little Detective Reading Probe
Probe #1 • Grade 1 Reading Comprehension
Key Details Reading Check
Name:
Date:
Story: Pip and the Red Box
68 Words
Pip is a little gray cat. Pip likes to play in the sunny yard. One day, Pip saw a big red box under the oak tree. "What is inside?" Pip wondered. Pip peeked into the box. A sweet yellow bird sat in a soft nest! Pip did not jump. Pip sat very quiet and still. The yellow bird sang a happy song. Pip purred and made a new friend.
Directions: Read each question. Use details from the story to answer.
4 Points Total
1 Who is Pip?
1 PT
A big brown dog
A little gray cat
A yellow turtle
2 Where did Pip find the red box?
1 PT
Under the oak tree
Inside the red barn
By the tall fence
3 What was sitting inside the soft nest?
1 PT
4 What did the yellow bird do at the end of the story?
1 PT
Scoring Summary:
Raw Score: _____ / 4 Accuracy: _____%
Goal Met (80% / 4 of 4 or 3 of 4):
Yes No
Little Detective Scoring Guide
Teacher Resource • Grade 1 CCSS.ELA-LITERACY.RL.1.1
Key Details Scoring Guide
Companion Probe
Probe #1: Pip and the Red Box
Standardized Goal Target
Student will independently read a grade-level passage and answer literal key-detail comprehension questions with 80% accuracy (or 3 of 4 / 4 of 4) across 3 consecutive progress probes.
Administration Guidance
Standard: Student reads independently.
IEP Accommodation: If evaluating comprehension separate from decoding, teacher may read passage aloud. Note mode on tracking sheet.
Key Detail Evidence Reference Map Numbers correlate to question evidence
Pip is a [1] little gray cat. Pip likes to play in the sunny yard. One day, Pip saw a big red box [2] under the oak tree. "What is inside?" Pip wondered. Pip peeked into the box. A sweet [3] yellow bird sat in a soft nest! Pip did not jump. Pip sat very quiet and still. The yellow bird [4] sang a happy song. Pip purred and made a new friend.
Question & Target Detail Acceptable Answers & Scoring Notes Points
Q1: Who is Pip?
Skill: Character Identification
Correct: "A little gray cat" (Option B).
Error alert: Selecting dog or turtle indicates misreading character name or guessing.
1 pt
Q2: Where was the box?
Skill: Setting / Location Detail
Correct: "Under the oak tree" (Option A).
Error alert: Selecting barn or fence indicates lack of text reference.
1 pt
Q3: Inside the nest?
Skill: Key Detail (Constructed)
Correct: "A bird", "A yellow bird", or "A little bird".
Accept phonetic spelling: "berd", "yelo burd", "brid". Do not penalize spelling if meaning is clear.
1 pt
Q4: Bird's action?
Skill: Plot Detail / Resolution
Correct: "Sang a song", "Sang", or "Made a friend".
Accept phonetic spelling: "sang", "sng", "song". If student writes "purred", score 0 (Pip purred, not bird).
1 pt
Mastery Conversion Scale
4 / 4 (100%) Mastery Exceeded — On Target
3 / 4 (75%) Benchmark Approached — Near Mastery
2 / 4 (50%) Instructional Level — Continue Prompts
0-1 / 4 (≤25%) Frustration Level — Increase Scaffolding
Reader Behaviors (Check if observed)
Referred back to text to verify answers Tracked words with finger while reading Required decoding assistance (>3 words) Answered verbally with prompt before writing
Next Step Prompt: If score is <3/4, model "text-detective rereading" by highlighting where the answer lives in the story before Probe #2.
IEP Form R-1
Goal Climber Progress Tracker
RTI / IEP Tool Grade 1 Comprehension
Reading Goal Progress Tracker
Student:
Teacher:
Baseline:
Target Date:
Target Measurable Reading Goal
By [Target Date], when presented with a 1st-grade level passage (60–80 words), the student will answer literal key-detail questions with at least 80% accuracy across 3 consecutive weekly progress probes.
Visual Progress Graph (Plot Probe Accuracy %)
80% Mastery Goal Student Score
100%
80%
Goal Line
60%
40%
20%
Trial:
P1P2P3P4P5P6P7P8
Probe Date Passage Title / Level Mode Score Acc. % Notes / Next Steps
#1 Pip & Red Box (Gr 1) Indep / Oral / 4 %
#2 Indep / Oral / 4 %
#3 Indep / Oral / 4 %
#4 Indep / Oral / 4 %
#5 Indep / Oral / 4 %
#6 Indep / Oral / 4 %
Intervention Decision Rules
- 3 Consecutive Points ≥ 80%: Goal achieved! Advance text complexity or target inferential skills.
- 3 Consecutive Points < 50%: Modify intervention (introduce rereading scaffolds or graphic organizer).
Goal Status: [ ] In Progress [ ] Met
Teacher Sig:
Review Date:
