BAS System 1 A To N

Best Friends Level A Fiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing
Part One: Oral Reading

Place the book in front of the student. Read the title and introduction.
Introduction:
In this story, two girls tell all the things they like to do together. Read to find
out what they like to do. Point under each word as you read.
_______
_______
_______
_______
_______
Sources of Information Used
Text
We
like
to
run.
We
like
to
dance.
We
like
to
swing.
We
like
to
climb.
10
We
like
to
slide.
12
We
like
to
ride.
14
We
like
to
paint.
16
We
love
to
E SC
SC
M S V M S V
2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
Best Friends Level A, RW: 32, E: 4
Page
read.
Total
Fountas & Pinnell Benchmark Assessment System 1
Best Friends 1
Recording Form
4 or
Ac
Accuracy
Rate
Errors more
%
SSelf-Correction
Ratio
Below
90%
91%
94%
97%
100%
(E SC) SC 1:
2 Best Friends
Recording Form
Part Two: Comprehension Conversation
Comprehension Scoring Key
Have a conversation with the student, noting the key understandings

the student expresses. Use prompts as needed to stimulate discussion of
understandings the student does not express. It is not necessary to use
every prompt for each book. Score for evidence of all understandings
expressedwith or without a prompt. Circle the number in the score
column that reflects the level of understanding demonstrated.
Teacher:
Reflects unsatisfactory understanding of the text. Either does not

respond or talks off the topic.
Reflects limited understanding of the text. Mentions a few facts or

ideas but does not express the important information or ideas.
Reflects satisfactory understanding of the text. Includes important

information and ideas but neglects other key understandings.
Reflects excellent understanding of the text. Includes almost all

important information and main ideas.
Talk about what happened in this story.
Key Understandings
Prompts
Score
Within the Text

There are lots of different things the girls like to do together.
(Gives 23 examples such as run, dance, swing, climb, slide,
ride, paint, and read.)
Note any additional understandings:
Tell some things the girls like to do together.
Can you tell more things they like to do

together?
The girls like to do things with each other.
How can you tell these girls are best friends?
The girls like to read more than they like to do other things.
Of all the things the girls do together,

whats their favorite thing to do? Why?
The author made the the word love darker to show they liked
reading best.
The author told about all the things the girls

liked to do. Look at the last page. Why did
the author make the word love very dark?
The author said love instead of like to show they liked reading
best.
Subtotal Score:
/6
Add 1 for any additional understandings:
/1
Total Score:
/7
Guide to Total Score

67 Excellent Comprehension
5
Satisfactory Comprehension
Limited Comprehension
03 Unsatisfactory Comprehension
Part Three: Writing About Reading (optional)

Read the writing/drawing prompt on the next page to the student. Specify the amount
of time for the student to complete the task. (See Assessment Guide for more
information.)
Writing About Reading Scoring Key

0 Reflects no understanding of the text.
1 Reflects very limited understanding of the text.
2 Reflects partial understanding of the text.
3 Reflects excellent understanding of the text.
Best Friends 3
Beyond and About the Text
Recording Form
Student _________________________________________________________________

Date ___________________________
Write about what the two girls like to do together. You can draw
a picture to go with your writing.
4 Best Friends
At the Park Level A Nonfiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing

Introduction:
This boy is telling all the things he can do at the park with his dad. Read to find
out what he says he can do. Point under each word as you read.
_______
_______
_______
_______
_______
Text
At the Park Level A, RW: 24, E: 3 E SC
can
ride.
can
kick.
can
catch.
can
jump.
10
can
swing.
12
can
slide.
14
can
run.
16
can
hide.
SC
M S V M S V
Page
Total
At the Park 1
Recording Form
3 or
Ac
Accuracy
Rate
Errors more
%
SSelf-Correction
Ratio
Below
90%
92%
96%
100%
(E SC) SC 1:
2 At the Park
Recording Form

Teacher:




Talk about what you learned in this book.
Key Understandings
Prompts
Score
Within the Text

Talk about what things the boy can do
at the park.
Its fun to (gives opinion or examples from own life)

at the park.
What are some fun things to do at the park?
Some other things they could do at the park are

(gives examples).
Can you think of some other things that

the boy and his dad could do at the park?
Some people like to go to the park because they can

(be outside and play, have picnics, etc).
Why do people like to go to the park?
The boy really likes to go to the park with his dad because
(gives any reasonable explanation).
Why do you think the boy likes to go to

the park?
The boy and his dad are smiling.
Look at pages 14 and 15. How does the

picture help you know the boy and his dad
like to go to the park?
The boy can do lots of things at the park. (Gives 23 examples

such as ride, kick, catch, jump, swing, slide, run, and hide.)
Subtotal Score:
/6
/1
Total Score:
/7

5

information.)

At the Park 3
Recording Form
Student _________________________________________________________________

Date ___________________________
Write about what the boy can do at the park. You can draw a
picture to go with your writing.
4 At the Park
My Little Dog Level B Fiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing

Introduction:
This girl has a little dog. Read to find out all the things her little dog likes
to do with her. Point under each word as you read.
_______
_______
_______
_______
_______
Page Text
My
little
dog
likes
to
sleep
with
me.
My
little
dog
likes
to
My
to
He
to
eat
little
run
with
dog
with
SC
M S V M S V
me.
My Little Dog Level B, RW: 55, E: 6 E SC
likes
me.
likes
play
with
me.
Subtotal
My Little Dog 1
Recording Form
Part One: Oral Reading continued

Page Text
10
He
to
12
14
ride
with
to
jump
with
me.
little
dog
likes
My
SC
M S V M S V
me.
likes
My
likes
He
to
16
E SC
read
little
with
dog
me.
likes
me!
Subtotal
Total
2 My Little Dog
6 or
Ac
Accuracy
Rate
Errors more
%
91%
93%
95%
96%
98%
100%
(E SC) SC 1:
SSelf-Correction
Ratio
Below
90%
Recording Form
My Little Dog 3
Recording Form

Teacher:




Key Understandings
Prompts
Score
Within the Text

The girl is telling about her little dog and the things he can do.
What did the girl tell about in the book?
The little dog likes to do lots of things with her. (Gives 23

examples such as sleep, eat, run, play, ride, jump, and read.)
Tell some of the things this little dog likes

to do with the girl.
The little dog likes to do lots of things and probably likes to do

other things too (gives examples).
What other things do you think the little

dog likes to do with the girl?
The girl is really proud of (or loves) her dog.
How do you think the girl feels about her

little dog?
This dog is like my dog (or makes any personal connection).
Did this book remind you of anything?
The pictures show that they like each other because (any
reasons based on any picture; for example, on page 16 she is
smiling and petting the dog and the dog is licking her).
Look at page 16. How does the picture

show you that the little girl and the dog like
each other?
Subtotal Score:
/6
/1
Total Score:
/7

5

information.)

4 My Little Dog

Student _________________________________________________________________
Recording Form
Date ___________________________
Write about three things the little dog likes to do. You can draw
My Little Dog 5
Playing Level B Nonfiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing

In this book, a girl is playing with lots of different things. Read about all the
things she likes to play with. Point under each word as you read.
Introduction:
_______
_______
_______
_______
_______
Page Text
Playing Level B, RW: 56, E: 6 E SC
like
with
like
with
like
with
to
like
with
SC
M S V M S V
play
truck.
to
a
play
car.
to
the
to
my
play
ball.
play
doll.
Subtotal
1 Playing
Recording Form

Page Text
like
with
12
like
with
SC
M S V M S V
play
train.
to
the
like
with
16
like
with
14
to
plane.
to
a
play
play
boat.
to
my
10
E SC
play
dog!
Subtotal
Total
Playing 2
Recording Form
6 or
Ac
Accuracy
Rate
Errors more
%
SSelf-Correction
Ratio
Below
90%
91%
93%
95%
96%
98%
100%
(E SC) SC 1:
3 Playing
Recording Form

Teacher:




Key Understandings
Prompts
Score
Within the Text

Tell some of the things the girl likes to play
with.
The girl likes to play with lots of different things.

(Gives 34 examples such as truck, car, ball, doll,
train, plane, boat, and dog.)
What else can you say about what the girl

likes to do?
Some of the things the girl likes to play with are toys,
but a dog is not a toy.
What do you notice about the things the

girl likes to play with?
I like (or have) some of the same things the girl likes
to play with.
Does this book make you think of things

you like to play with?
The girl is having fun in this story.
How do you think the girl was feeling in

this story?
The last thing she plays with is the dog because everything else
is a toy, but the dog is alive and can play with her.
The girl played with the dog last. How is the

dog different from all the other things?
Subtotal Score:
/6
/1
Total Score:
/7

5

information.)

Playing 4
Recording Form
Student _________________________________________________________________

Date ___________________________
Write about three things the girl likes to play with. You can draw
5 Playing
Socks Level C Fiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing

Socks the cat was sleeping in lots of different places, and the girl wanted her
to wake up. Read to find out what makes Socks wake up.
Introduction:
_______
_______
_______
_______
_______
Socks Level C, RW: 79, E: 9 E SC
Page Text
Socks
on
was
the
Wake
I
on
up,
Socks!
was
sleeping
chair.
said,
She
on
sleeping
bed.
my
Wake
M S V M S V
said.
Socks
SC
up,
was
the
Socks!
sleeping
couch.
Subtotal
Socks 1
Recording Form

Page Text
E SC
Wake
up,
SC
M S V M S V
Socks!
cont.
said.
She
was
on
I
the
She
by
I
12
rug.
said,
Wake
10
sleeping
up,
was
the
said,
sleeping
window.
Socks,
wake
up!
Socks
was
by
the
Socks!
sleeping
door.
Subtotal
2 Socks
Recording Form

Page Text
12
E SC
Wake
SC
M S V M S V
up!
cont.
14
16
said.
Socks
was
sleeping
under
the
table.
can
said.
wake
Socks
up,
Purr
Subtotal
Total
Socks 3
Recording Form
Ac
Accuracy
Rate
Errors or more
%
Below
90%
SSelf-Correction
Ratio
Fluency Score
90%
91%
92%
94%
95%
96%
97%
99%
100%
(E SC) SC 1:
Fluency Scoring Key

0
Reads primarily word-by-word with occasional but infrequent or inappropriate phrasing;

no smooth or expressive interpretation, irregular pausing, and no attention to authors
meaning or punctuation; no stress or inappropriate stress, and slow rate.
Reads primarily in two-word phrases with some three- and four-word groups and some
word-by-word reading; almost no smooth, expressive interpretation or pausing guided
by authors meaning and punctuation; almost no stress or inappropriate stress, with slow
rate most of the time.
Reads primarily in three- or four-word phrase groups; some smooth, expressive

interpretation and pausing guided by authors meaning and punctuation; mostly
appropriate stress and rate with some slowdowns.
Reads primarily in larger, meaningful phrases or word groups; mostly smooth, expressive
interpretation and pausing guided by authors meaning and punctuation; appropriate
stress and rate with only a few slowdowns.
4 Socks
Recording Form

Teacher:




Key Understandings
Prompts
Score
Within the Text

Socks the cat was sleeping in many different places
in the house.
Talk about what Socks was doing in this

story.
A girl was trying to wake Socks up but she would not wake up.
What happened when the girl told Socks

to wake up?
The girl got Socks to wake up with some food.
What happened at the end?
Socks was a sleepy (or lazy) cat.
Tell what Socks is like.
Socks woke up because she wanted to eat the food.
Why did Socks wake up?
The picture showed that Socks was lazy because she was
sleeping.
How does the author show what Socks was

like?
The picture on the last page showed Socks saying Purr

because she liked the food and was lazy and sleepy.
How does the last page show that Socks

was happy?

Subtotal Score:
/6
/1
Total Score:
/7

5

information.)

Socks 5
Recording Form
Student _________________________________________________________________

Date ___________________________
Write about three places that Socks liked to sleep. You can draw
6 Socks
Shopping Level C Nonfiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing

A boy is helping his mother shop for food in the market. Read
to see what the boy gets for his mom and what she gets for him.
Introduction:
_______
_______
_______
_______
_______
Shopping Level C, RW: 96, E: 11 E SC
Page Text
Get
some
said
Mom.
put
in
the
the
some
said
Mom.
in
put
the
M S V M S V
milk,
milk
cart.
Get
SC
the
apples,
apples
cart.
Subtotal
Shopping 1
Recording Form

Page Text
E SC
Get
some
Mom
said.
put
in
the
said,
Get
some
put
some
the
SC
M S V M S V
bananas,
bananas
cart.
Mom
in
10
the
oranges.
oranges
cart.
Get
some
Mom
said.
carrots,
Subtotal
2 Shopping
Recording Form

Page Text
put
in
12
13
the
some
Mom
said.
put
the
the
SC
M S V M S V
carrots
cart.
Get
in
14
the
tomatoes,
tomatoes
cart.
Get
some
said
Mom.
11
E SC
bread,
Subtotal
Shopping 3
Recording Form

Page Text
15
E SC
put
in
16
the
Get
I
the
SC
M S V M S V
bread
cart.
some
cookies,
said.
Mom
in
the
put
the
cookies
cart.
Subtotal
Total
4 Shopping
11 or
Ac
Accuracy
Rate
Errors more
%
Below
90%
SSelf-Correction
Ratio
10
90%
91%
92%
93%
94%
95%
96%
97%
98%
99%
100%
(E SC) SC 1:
Fluency Scoring Key

0


Fluency Score
Recording Form
Shopping 5
Recording Form

Teacher:




Key Understandings
Prompts
Score
Within the Text

The boy got everything his mom told him to get. (Gives 23
examples such as milk, apples, bananas, oranges, carrots,
tomatoes, and bread.)
Tell some of the things the mom told the

boy to get.
At the end, the mom got the cookies when the boy told her to.

The boy liked to help his mom shop.
Why do you think the boy was getting

everything his mom told him to get?
The mom got the cookies because the boy had been
a good helper.
Why do you think his mom got the cookies?
The boy thought it was funny (or was happy) that his
mom got the cookies.
How do you think the boy felt when his

mom got the cookies?
The last page showed Mom getting the cookies because it was
what the boy wanted.
Look at the last page. How do you know

that Mom thought the boy had done a
good job?
Subtotal Score:
/6
/1
Total Score:
/7

5

information.)

6 Shopping

Student _________________________________________________________________
Recording Form
Date ___________________________
Write about how the boy and his mom helped each other when they
were shopping. You can draw a picture to go with your writing.
Shopping 7
The Nice Little House Level D Fiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
Introduction:
In this story, each animal went into a little house and said, What a nice little house!
Read to find out what happened when all the animals went in.
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing
_______
_______
_______
_______
_______
The Nice Little House Level D, RW: 129, E: 14 E SC
Page Text
The
in
horse
the
What
little
horse.
The
cow
went
What
nice
the
the
little
a
nice
said
the
cow.
The
pig
went
in
The
the
pig
M S V M S V
house.
said
in
SC
went
little
a
little
house!
house.
little
house!
house.
said,
Subtotal
1 The Nice Little House
Recording Form

Page
Text
E SC
What
SC
M S V M S V
nice
cont.
house!
The
in
chicken
the
What
10
little
a
said.
The
duck
the
She
What
little
house.
nice
she
in
went
little
house!
little
went
little
house.
said,
a
nice
house!
Subtotal
The Nice Little House 2
Recording Form

Page Text
12
E SC
The
in
skunk
the
Then
14
15
SC
M S V M S V
went
little
.
house.
The
horse
went
out
of
The
cow
out
of
The
pig
out
of
the
little
The
chicken
went
out
of
little
the
little
house.
went
the
little
house.
went
the
house.
house.
Subtotal
Recording Form

Page Text
15
E SC
The
duck
out
of
SC
M S V M S V
went
cont.
16
What
said
the
a
the
little
nice
big
house.
house!
skunk.
Subtotal
Total
Recording Form
14 or
Ac
Accuracy
Rate
Errors more
%
Below
90%
SSelf-Correction
Ratio
Fluency Score
13
1112
10
67
23
90%
91%
92%
93%
94%
95%
96%
97%
98%
99%
100%
(E SC) SC 1:
Fluency Scoring Key

0


Recording Form

Teacher:




Key Understandings
Prompts
Score
Within the Text

All the animals went in the little house.
Talk about what happened first in this story.
The skunk went in the house and all the other animals came
out (ran away).
Then what happened?
The animals did not want to be in the house with the skunk
because he might smell it up.
Why did the animals run away?
The skunk felt good when he saw how big the house seemed
when he was there by himself.
How do you think the skunk felt at the end

of the story? Why?
The little house was big to the skunk because he was there
all by himself (and/or he was little).
Why did the skunk call it a nice big house

when all the other animals said it was a
nice little house?
The picture showed the skunk was happy (or had lots of room).
Look at the last page. How do you know

that the skunk really liked the little house?
Subtotal Score:
/6
/1
Total Score:
/7

5

information.)

Recording Form
Student _________________________________________________________________
Date ___________________________
Write about what happened to the animals in the nice little house.
You can draw a picture to go with your writing.
Our Teacher Mr. Brown Level D Nonfiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing

Carl has a teacher named Mr. Brown. Carl tells all the things he and the other
children in his class like to do with their teacher, Mr. Brown.
Introduction:
_______
_______
_______
_______
_______
Our Teacher Mr. Brown Level D, RW: 113, E: 12 E SC
Page Text
My
name
go
like
This
to
M S V M S V
Carl.
school.
school.
is
my
My
teachers
Mr.
Brown.
Mr.
Brown
to
is
SC
teacher.
name
reads
is
books
us.
We
like
Mr.
Brown
write
the
books.
helps
us
stories.
Subtotal
Our Teacher Mr. Brown 1
Recording Form

Page Text
E SC
We
like
to
write
We
like
to
read
to
him.
SC
M S V M S V
stories.
cont.
Mr.
read
10
Brown
helps
the
stories
us
books.
We
like
to
read
to
him.
We
like
to
paint
pictures.
We
like
to
draw
pictures.
Mr.
Brown
helps
books
us.
Subtotal
2 Our Teacher Mr. Brown
Recording Form

Page Text
Mr.
with
14
15
16
Brown
plays
SC
M S V M S V
games
us.
We
like
to
play
We
like
our
We
like
to
read
We
like
to
write
We
like
to
play
We
like
our
ball.
school.
books.
stories.
12
E SC
ball.
teacher,
Mr.
Brown!
Subtotal
Total
Recording Form
12 or
Ac
Accuracy
Rate
Errors more
%
Below
90%
SSelf-Correction
Ratio
Fluency Score
11
10
45
90%
91%
92%
93%
94%
95%
96%
97%
98%
99%
100%
(E SC) SC 1:
Fluency Scoring Key

0


Recording Form

Teacher:




Key Understandings
Prompts
Score
Within the Text

Carl likes everything he does at school with his teacher.
(Gives 23 examples, such as read books, write stories, listen
to stories, paint pictures, and play ball.)
Carl and the other children like a lot of

things they do with their teacher at school,
dont they? What were some of those things?
Mr. Brown helps Carl and the other children do things

at school.
What does Mr. Brown do in this story?
Carl likes school because he likes to (gives 12 examples,

such as read books, write stories, listen to stories, paint
pictures, play ball).
Why do you think Carl likes school?
I think Carls favorite thing at school is (gives an example)

because (any plausible reason).
What does Carl like most about school?

Why do you think he likes that?
Mr.Brown is a good teacher because (any plausible reason).
What do you think about Mr.Brown? Was he

a good teacher? Why?
They do some things like we do at school, such as

(gives 12 examples).
Did this story remind you of your teacher

or class? Why?
Subtotal Score:
/6
/1
Total Score:
/7

5

information.)

Recording Form
Student _________________________________________________________________
Date ___________________________
Write about three things Mr. Brown helps the children do at school.
The Loose Tooth Level E Fiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing

Kate had a loose tooth and she tried lots of things to make it come out.
Read to find out what happened to Kates loose tooth.
Introduction:
_______
_______
_______
_______
_______
Page Text
Kate
had
Her
tooth
Kate
But
was
played
it
Dont
not
SC
M S V M S V
tooth.
very
with
did
loose.
her
tooth.
come
out.
play
with
your
said
Kates
Eat
your
want
to
come
said
loose
The Loose Tooth Level E, RW: 198, E: 21 E SC
tooth,
mom.
breakfast.
my
tooth
out,
Kate.
Subtotal
The Loose Tooth 1
Recording Form

Page Text
E SC
Your
fall
Kate
it
said
did
her
not
Kate
brushed
after
breakfast.
She
out,
wiggled
But
to
SC
M S V M S V
tooth
will
wanted
come
Mom.
tooth.
fall
her
her
out.
teeth
tooth
out.
She
wanted
out
now.
She
brushed
and
brushed.
She
brushed
her
loose
But
it
did
it
not
to
come
fall
tooth.
out.
Subtotal
2 The Loose Tooth
Recording Form

Page Text
Kate
went
She
played
with
at
10
her
to
SC
M S V M S V
school.
tooth
school.
Dont
play
said
Kates
Kate
played
with
her
at
with
your
tooth,
teacher.
E SC
tooth
lunch.
She
wiggled
it
and
wiggled
it.
Subtotal
The Loose Tooth 3
Recording Form

Page Text
11
E SC
Dont
said
I
12
13
wiggle
SC
M S V M S V
tooth,
Ben.
want
to
Kate
went
Her
brother
his
Kate
played
with
her
is
said
my
lunch.
played
blocks.
tooth.
time
to
eat,
Mom.
Come
some
eat
home.
with
It
your
and
have
soup.
Subtotal
4 The Loose Tooth
Recording Form

Page Text
Kate
had
She
said,
Now
I
15
16
some
want
want
Kate
took
bite
of
Look,
Look
her
Mom!
at
my
SC
M S V M S V
soup.
an
big,
big
big,
apple.
apple.
big
apple.
Kate
tooth
14
E SC
said.
now!
Subtotal
Total
The Loose Tooth 5
Recording Form
21 or
Ac
Accuracy
Rate
Errors more
%
Below
90%
SSelf-Correction
Ratio
Fluency Score
1920
1718
1516
1314
1112
910
78
56
34
12
90%
91%
92%
93%
94%
95%
96%
97%
98%
99%
100%
(E SC) SC 1:
Fluency Scoring Key

0


6 The Loose Tooth
Recording Form

Teacher:




Key Understandings
Prompts
Score
Within the Text

Kate had a loose tooth and she was doing everything she could
to make it come out. (Gives 23 examples, such as wiggled it,
played with it, brushed it.)
What was Kates problem in the story?

What did Kate try to do to solve the
problem? What else did she do?
In the end, she ate an apple and the tooth came out in her soup!
Talk about how the story ended.
Kate really wanted her tooth to come out because

(gives a plausible reason).
Why do you think Kate really wanted her

tooth to come out?
She felt great when her tooth finally came out.
Talk about how Kate felt about her tooth

at the beginning of the story and at the
end of the story.
Kates mom wasnt worried because she knew the tooth

would come out.
What do you think Kates mom was

thinking?
The most important part of the story was when she took a bite
of apple (or when the tooth fell out).
What was the most important part of this

story? Why?
Subtotal Score:
/6
/1
Total Score:
/7

5

information.)

The Loose Tooth 7
Recording Form
Student _________________________________________________________________
Date ___________________________
Write about the three things Kate did to get her tooth to come out.
8 The Loose Tooth
The Zoo Level E Nonfiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing

Introduction:
In this book, the writer tells about all the animals you can see at the zoo.
Read to find out about the animals you can see.
_______
_______
_______
_______
_______
The Zoo Level E, RW: 137, E: 15 E SC
Page Text
You
at
The
on
You
at
The
with
You
at
can
the
see
see
their
the
it
is
can
walk
born!
brown
bears
zoo.
baby
can
elephants
elephant
day
can
the
M S V M S V
zoo.
baby
the
SC
bears
stay
mother.
see
polar
bears
zoo.
Subtotal
The Zoo 1
Recording Form

Page Text
E SC
Their
fur
is
SC
M S V M S V
white.
cont.
The
fur
keeps
You
can
see
at
the
The
10
lions
are
Lions
rest
every
day.
at
warm.
zoo.
lions
You
them
can
the
Giraffes
resting.
for
see
long
time
giraffes
zoo.
are
They
can
tops
of
tall
eat
animals.
leaves
from
the
trees.
Subtotal
2 The Zoo
Recording Form

Page Text
You
at
can
the
These
14
birds
can
not
can
swim!
You
can
see
chimps
the
chimps
They
hold
on
to
with
their
big
hands.
can
the
fly.
zoo.
The
at
M S V M S V
zoo.
they
You
SC
penguins
But
at
16
see
like
see
to
all
climb
the
the
trees.
12
E SC
trees
animals
zoo!
Subtotal
Total
The Zoo 3
Recording Form
15 or
Ac
Accuracy
Rate
Errors more
%
Below
90%
SSelf-Correction
Ratio
Fluency Score
14
1213
11
910
56
12
90%
91%
92%
93%
94%
95%
96%
97%
98%
99%
100%
(E SC) SC 1:
Fluency Scoring Key

0


4 The Zoo
Recording Form

Teacher:




Key Understandings
Prompts
Score
Within the Text

You can see lots of animals at the zoo. (Gives 23 examples
such as chimps, elephants, giraffes, penguins, polar bears, lions,
and brown bears.)
What are some of the animals you can see

at the zoo?
Accept a variety of facts about the book such as: lions resting
for a long time; chimps liking to climb trees; baby elephants
walking on the day they are born; giraffes eating leaves;
penguins swimming; polar bears having thick, white fur;
baby bears staying with their mother.
What did you learn about the animals at

the zoo? What else did you learn?

The zoo is a fun place to go because you can see animals
and learn about them.
Why do people like to go to the zoo?
This book helps you know what a zoo is like so you may
want to go there (or other plausible reason).
Why do you think this author wanted to tell

you about animals you can see at the zoo?
The author shows photographs and tells information about the

animals.
How does the author help you learn about

animals at the zoo?
Subtotal Score:
/6
/1
Total Score:
/7

5

information.)

The Zoo 5
Recording Form
Student _________________________________________________________________
Date ___________________________
Write about three things you learned about the animals at the zoo.
6 The Zoo
Annas New Glasses Level F Fiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
Introduction:
Anna was getting ready for school. Her mom said she might need to get glasses to see better.
But Anna didnt want glasses. Read to find out what happened when she got her new glasses.
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing
_______
_______
_______
_______
_______
Page Text
am
ready
for
said
Anna.
She
had
and
new
shoes.
We
have
one
do,
said
need
to
dont
get
red
more
mom.
some
need
said
Anna.
You
may
need
you
read,
said
SC
M S V M S V
school,
new
her
backpack
thing
You
Annas New Glasses Level F, RW: 220, E: 24 E SC
to
may
glasses.
glasses!
glasses
her
to
help
mom.
Subtotal
Annas New Glasses 1
Recording Form

Page Text
E SC
Do
you
want
to
read
read,
said
SC
M S V M S V
cont.
at
school?
want
love
But
to
books!
dont
want
Anna
went
You
do
need
said
the
doctor.
Anna
I
she
Anna.
to
looked
dont
like
glasses.
the
doctor.
glasses,
at
the
these
glasses.
glasses,
said.
Subtotal
2 Annas New Glasses
Recording Form

Page Text
Look
Mom.
Anna
put
put
like
M S V M S V
glasses,
glasses.
on
red
these
red
You
look
glasses,
purple
SC
on
purple
Anna
I
12
the
said
the
11
at
and
was
the
of
school.
red
like
glasses,
she
great
said
It
some
in
glasses.
said.
E SC
those
Mom.
first
day
Subtotal
Annas New Glasses 3
Recording Form

Page Text
12
E SC
Anna
put
SC
M S V M S V
her
cont.
13
new
red
her
new
Dont
said
I
15
glasses
red
forget
backpack.
your
glasses,
Mom.
put
them
said
Anna.
Put
your
said
Mom.
Anna
and
to
in
in
my
glasses
her
on
mom
backpack,
at
school,
walked
school.
Subtotal
4 Annas New Glasses
Recording Form

Page Text
15
E SC
Anna
looked
at
her
new
SC
M S V M S V
teacher.
cont.
opened
her
put
on
new
her
am
Mrs.
Bell,
am
your
new
We
have
the
Anna
smiled.
Yes,
these
great
glasses!
backpack
and
glasses.
the
teacher
said.
teacher.
same
glasses!
16
She
are
Subtotal
Total
Annas New Glasses 5
Recording Form
24 or
Ac
Accuracy
Rate
Errors more
%
Below
90%
SSelf-Correction
Ratio
Fluency Score
2123
1920
1718
1516
1314
1012
89
67
45
13
90%
91%
92%
93%
94%
95%
96%
97%
98%
99%
100%
(E SC) SC 1:
Fluency Scoring Key

0


6 Annas New Glasses
Recording Form

Teacher:




Key Understandings
Prompts
Score
Within the Text

Anna had to get glasses to see better but she did not want
to wear them.
What was Annas problem in this story?
Recounts the major events of the story, such as: Anna didnt
want to get new glasses; she tried on many different glasses
and chose red ones; she got some new glasses but she didnt
want to wear them; she put them on when she saw that her
teachers glasses were the same as hers.
What happened in this story?
Then what happened?

What happened at the end of the story?
Anna didnt want to wear glasses to school because

(any plausible explanation).
Talk about how Anna felt at the beginning

of the story.
Anna felt good when she saw her teacher had glasses
just like hers.
How did Anna feel about wearing glasses

when she got to school? Why?
Anna felt good because she would not look so different from
everyone else.
Talk about how Anna felt at the end of the

story. Why?
The pictures showed the teacher with her glasses, so I knew

Anna would put hers on.
Look at the picture on page 14. How can

you predict that Anna will put on her
glasses?
Subtotal Score:
/6
/1
Total Score:
/7

5

information.)

Annas New Glasses 7
Recording Form
Student _________________________________________________________________

Date ___________________________
Write about how Anna felt about her new glasses. You can draw
8 Annas New Glasses
From Nest to Bird Level F Nonfiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
Mother Bird makes a nest with sticks and grass and then she lays her eggs in the nest.
Read to find out what she does to take care of her new baby birds.
Introduction:
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing
_______
_______
_______
_______
_______
Page Text
This
is
What
does
Mother
and
Bird
grass.
Why
does
a
Mother
for
M S V M S V
Bird.
Mother
gets
She
SC
Bird
do?
sticks
makes
nest.
need
Mother
From Nest to Bird Level F, RW: 165, E: 18 E SC
her
Mother
Bird
nest?
Bird
needs
nest
eggs!
Subtotal
From Nest to Bird 1
Recording Form

Page Text
E SC
She
lays
SC
M S V M S V
eggs
cont.
in
the
The
7
eggs
What
do
nest.
are
does
blue.
Mother
Bird
now?
Mother
Bird
sits
on
She
keeps
the
Why
does
Mother
keep
the
eggs
eggs
the
eggs.
warm.
Bird
warm?
Subtotal
2 From Nest to Bird
Recording Form

Page Text
Baby
birds
The
10
baby
come
out
eggs
soon!
The
baby
What
do
11
in
birds
of
the
SC
M S V M S V
eggs.
will
the
birds
does
are
Mother
out!
Bird
now?
Mother
Bird
her
baby
She
feeds
to
are
E SC
feeds
birds.
bugs
them.
Subtotal
From Nest to Bird 3
Recording Form

Page Text
12
13
14
E SC
The
baby
birds
chirp.
They
bugs.
Where
Mother
baby
eat
and
The
baby
up
and
Why
do
want
Bird
The
chirp
is
gets
to
SC
M S V M S V
and
eat
more
Mother
Bird?
more
bugs.
birds
eat.
birds
hop
down.
they
hop?
Subtotal
4 From Nest to Bird
Recording Form

Page Text
15
16
The
E SC
baby
birds
Soon
they
Look
at
The
baby
will
the
hop
SC
M S V M S V
hop.
fly!
baby
birds
and
can
birds!
fly!
Subtotal
Total
From Nest to Bird 5
Recording Form
18 or
Ac
Accuracy
Rate
Errors more
%
Below
90%
SSelf-Correction
Ratio
Fluency Score
1617
15
1314
1112
10
89
67
34
12
90%
91%
92%
93%
94%
95%
96%
97%
98%
99%
100%
(E SC) SC 1:
Fluency Scoring Key

0


6 From Nest to Bird
Recording Form

Teacher:




Key Understandings
Prompts
Score
Within the Text

Recounts most of the events in order such as: Mother Bird
makes a nest with sticks and grass; she lays eggs; she sits on
the eggs; baby birds hatch; she feeds bugs to the baby birds;
baby birds hop; baby birds fly.
What happened first in the book?
What happened next?

The eggs have to stay warm so that the little birds inside can
(stay alive, grow).
Why does Mother Bird have to sit on

the nest?
Mother Bird needs to do these things because baby birds are

helpless and must be taken care of.
Why does Mother Bird have to do things

for the baby birds?
Baby birds have to peck themselves out of the eggs when they
are big enough; they cant fly right after they hatch. They have
to learn.
What are some of the things the baby birds

have to do for themselves?
In this book, the writer always asks a question and then gives
an answer. Some of the questions you have to think about.
Look at page 14. What question is the

writer asking? Does the writer answer the
question? (No, but it is implied.) What do
you think is the answer?
Subtotal Score:
/6
/1
Total Score:
/7

5

information.)

From Nest to Bird 7
Recording Form
Student _________________________________________________________________

Date ___________________________
Write about how Mother Bird took care of her eggs and her baby
birds. You can draw a picture to go with your writing.
8 From Nest to Bird
Bedtime for Nick Level G Fiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing

Introduction:
Nick went to bed but something was missing, and he could not go to sleep.
Read to find out how his mom helped him find what was missing.
_______
_______
_______
_______
_______
Page Text
Nick
was
His
mom
Its
time
Okay,
Nick
He
and
He
Nick
looking
came
for
said
on
washed
got
his
book.
said,
pajamas.
face
his
ready
into
and
M S V M S V
Nick.
his
brushed
was
in
his
SC
bed.
Mom,
put
at
Bedtime for Nick Level G, RW: 216, E: 23 E SC
teeth.
for
bed.
his
bed.
Subtotal
Bedtime for Nick 1
Recording Form

Page Text
E SC
Will
you
read
me
Nick
asked
his
mom.
Mom
read
the
story
Nick
liked
the
story
about
the
magic
When
the
story
Nicks
mom
Good
night,
Will
you
Nick.
Okay,
Nick,
She
turned
to
M S V M S V
Nick.
fish.
was
over,
off
the
Nick,
his
mom
the
nightlight?
on
his
it
SC
story?
turned
turn
asked
mom
light.
said.
said.
on.
Subtotal
2 Bedtime for Nick
Recording Form

Page Text
Good
night,
Now
10
its
cant
will
said
11
Go
12
go
sleep
cant
go
you
mom
to
M S V M S V
said.
sleep.
said
good
SC
Nick.
night
kiss,
mom.
to
Will
go
sleep,
you
night,
Nick.
his
to
to
give
said
he
time
Nicks
Good
Nick,
Nick,
his
mom
E SC
said.
now.
to
open
sleep,
the
door?
asked.
Subtotal
Bedtime for Nick 3
Recording Form

Page Text
12
E SC
Nicks
mom
opened
the
SC
M S V M S V
door.
cont.
Light
came
13
Good
14
night,
cant
the
Nick,
go
to
is
He
around
looked
Wags!
Now
we
can
his
mom
said
said.
Nick.
missing.
came
Youre
room.
sleep,
Something
Something
15
into
in
late,
go
the
room.
the
door.
said
to
Nick.
sleep.
Subtotal
4 Bedtime for Nick
Recording Form

Page Text
16
E SC
Good
night,
Nick,
Good
night,
Wags.
Good
night,
Mom,
said
said
SC
M S V M S V
Mom.
Nick.
Subtotal
Total
Bedtime for Nick 5
Recording Form
23 or
Ac
Accuracy
Rate
Errors more
%
Below
90%
SSelf-Correction
Ratio
Fluency Score
2122
1920
1718
1516
1214
1011
89
67
45
13
90%
91%
92%
93%
94%
95%
96%
97%
98%
99%
100%
(E SC) SC 1:
Fluency Scoring Key

0


6 Bedtime for Nick
Recording Form

Teacher:




Key Understandings
Prompts
Score
Within the Text

Nick got ready for bed. He went to bed but he couldnt
go to sleep.
What happened in this story?
He told his mom to do different things to help him. (Gives

23 examples, such as read a story; turn on the nightlight;
give a kiss; open the door.)
What did Nick ask his mom to do to help him

sleep? What else did she do?
His dog (Wags) came in and then he went to sleep.
How did the story end?
Nick didnt know why he couldnt sleep. (Or, he really

did know.)
Do you think Nick really knew why he

couldnt sleep? What makes you think that?
Nick missed Wags and thats why he couldnt go to sleep.
What was the real reason that Nick couldnt

go to sleep?
Wags might have been taking a walk with Dad (or any
plausible reason).
I wonder why Wags was so late going to bed.

What do you think?
The most important part of the story was when you see Wags
tail in the picture.
Show me the most important part of the

story.
Nick loves Wags and thats why he missed him and couldnt
sleep.
How do you think Nick feels about Wags?
Subtotal Score:
/6
/1
Total Score:
/7

5

information.)

Bedtime for Nick 7
Recording Form
Student _________________________________________________________________

Date ___________________________
Write about Nick and what helped him go to sleep. You can draw
8 Bedtime for Nick
Bubbles Level G Nonfiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing

Introduction:
Bubbles are filled with air like balloons. Read to find out about
all different kinds of bubbles and how they are made.
_______
_______
_______
_______
_______
Page Text
Look
at
Some
and
All
all
the
bubbles
some
these
M S V M S V
big
little.
bubbles
are
with
soap
and
water.
They
are
called
soap
Soap
bubbles
They
are
very
shiny,
and
they
have
lots
just
like
SC
bubbles!
are
are
are
made
Bubbles Level G, RW: 152, E: 16 E SC
bubbles.
pretty.
of
colors,
rainbow.
Subtotal
Bubbles 1
Recording Form

Page Text
E SC
What
is
Bubbles
are
They
are
Little
bubbles
little
Big
ones
more
inside
This
to
air
boy
make
all
like
filled
air
the
little
with
SC
M S V M S V
bubbles?
balloons.
air.
have
inside.
have
inside.
is
a
blowing
soap
air
bubble.
Subtotal
2 Bubbles
Recording Form

Page Text
This
girl
into
The
air
into
the
to
12
is
This
is
It
has
M S V M S V
air
going
girls
milk
bubbles.
an
bubble
as
blowing
SC
straw.
make
Here
is
enormous
is
as
of
air
bubble.
long
10
E SC
van!
lots
inside.
Subtotal
Bubbles 3
Recording Form

Page Text
14
16
E SC
Dont
forget
about
This
boy
is
into
his
gum
big,
big
If
he
blows
...the
bubble
bubble
blowing
to
SC
M S V M S V
gum!
air
make
bubble.
in
will
too
much
air...
pop!
Subtotal
Total
4 Bubbles
Recording Form
16 or
Ac
Accuracy
Rate
Errors more
%
Below
90%
SSelf-Correction
Ratio
1314
12
1011
78
45
12
90%
91%
92%
93%
94%
95%
96%
97%
98%
99%
100%
(E SC) SC 1:
Fluency Scoring Key

0


Fluency Score
15
Bubbles 5
Recording Form

Teacher:




Key Understandings
Prompts
Score
Within the Text

There are all kinds of bubbles. (Names 23 examples, such
as soap bubbles, milk bubbles, or bubble gum.)
What are some kinds of bubbles?
Recounts 34 facts about bubbles from the book such as: can
be made with soap and water; can have colors in them; are
filled with air; can be made by blowing air; can be big or little;
will pop if you blow in too much air.
What did you learn about bubbles?
What else did you learn about bubbles and

how they are made?

Bubbles get bigger when they have more air inside them.
How do bubbles get bigger?
Bubbles are like balloons because they have air inside them.
How are bubbles like balloons?
Bubbles can pop if they get too much air inside them.
Why do bubbles pop?
The book was funny when the boy blew the bubble and it
popped on his face.
What was the funny part of the book?
Subtotal Score:
/6
/1
Total Score:
/7

5

information.)

6 Bubbles

Student _________________________________________________________________
Recording Form
Date ___________________________
Write about three interesting things you learned about bubbles.
Bubbles 7
The Sleepover Party Level H Fiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
Introduction:
Jim was invited to a sleepover party. He was worried about staying at his friends house
and wanted to take his favorite toy Mugsy with him. Read to find out what happened.
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing
_______
_______
_______
_______
_______
Page Text
The Sleepover Party Level H, RW: 288, E: 31 E SC
Jim
was
he
he
He
had
a
of
to
the
See
But
was
M S V M S V
Jims
party,
going
party!
also
never
friends
All
Jim
was
sleepover
But
at
SC
excited
because
to
stayed
little
all
worried.
night
house.
friends
were
invited
too.
said,
you
he
at
was
Matts
still
house!
worried.
Subtotal
1 The Sleepover Party
Recording Form

Page Text
Mom
for
helped
the
Here
and
your
Jim
wasnt
because
he
M S V M S V
pack
your
pajamas
toothbrush,
said
really
listening
he
was
worrying.
miss
Mom?
cant
fall
if
Mom.
thought.
What
if
Mom
held
Do
SC
party.
are
What
Jim
E SC
you
up
want
Jims
to
asleep?
favorite
take
with
you?
Mom
asked.
Jim
always
slept
with
toy.
Mugsy
Mugsy.
Subtotal
The Sleepover Party 2
Recording Form

Page Text
E SC
Jim
did
want
But
he
was
Mugsy
Jim
told
dont
to
laugh
cant
Ill
want
my
at
fun,
Jim
he
was
little
Mugsy.
friends
me.
Mugsy.
said
Mom.
sleeping
up
M S V M S V
toy,
mom.
will,
But
baby
his
your
Have
I
fine,
zip
bring
SC
worried.
bring
Thats
Get
is
to
your
Mom
bag.
backpack.
said.
answered.
still
worried.
Subtotal
Recording Form

Page Text
All
of
Jims
Matts
12
played
ate
yummy
Jim
was
Then
games
having
time
All
the
boys
went
up
to
Matts
Dan
opened
and
pulled
Luis
I
at
is
always
they
for
bed.
room.
his
out
backpack
a
Teddy!
sleep
opened
have
and
fun.
was
M S V M S V
snacks.
it
Here
were
SC
house.
They
11
friends
10
E SC
toy.
said
with
his
Dan.
him.
backpack.
Snapper!
he
said.
Subtotal
Recording Form

Page Text
13
14
E SC
Josh
had
always
he
said.
wish
Jim
Matt
to
toy,
take
SC
M S V M S V
too.
Spot
had
with
me!
Mugsy,
thought.
said,
get
Jim,
ready
for
are
you
going
bed?
Subtotal
Recording Form

Page Text
Sure,
He
to
16
said
opened
look
his
this?
It
Mugsy!
came
sleepover
M S V M S V
backpack
his
Whats
Mugsy
SC
Jim.
for
was
pajamas.
said
to
party
Jim.
the
after
all!
15
E SC
Subtotal
Total
Recording Form
31 or
Ac
Accuracy
Rate
Errors more
%
Below
90%
SSelf-Correction
Ratio
Fluency Score
2830
2527
2224
1921
1618
1315
1112
810
57
14
90%
91%
92%
93%
94%
95%
96%
97%
98%
99%
100%
(E SC) SC 1:
Fluency Scoring Key

0


Recording Form

Teacher:




Key Understandings
Prompts
Score
Within the Text

Jim was going to his first sleepover party and he didnt know
whether to take his toy.
What was the problem in the story?
Recounts most of the important events of the story in order,

such as Jim went to a sleepover party; he didnt know whether
to take Mugsy; all the other boys brought their toys; Jim missed
Mugsy; Jim found Mugsy in his bag.
What happened in the story?
Then what happened?

What was the surprise at the end?
Jim was worried about being away from home for

the first time.
Talk about how Jim felt about going to the

sleepover party.
Jim was worried that the other kids would make fun
of him for bringing Mugsy.
Why was Jim worried about taking Mugsy

to the party?
Mom put Mugsy in Jims bag.
How did Mugsy get in Jims bag? Why do

you think his mom did that?
Jim was glad to see Mugsy.
How did Jim feel at the end of the story?
The picture shows Mom putting Mugsy in Jims backpack.
Show me the page where the picture helped

you know how Mugsy got to the party.
Subtotal Score:
/6
/1
Total Score:
/7

5

information.)

Recording Form
Student _________________________________________________________________

Date ___________________________
Write about how Jim felt about the sleepover party at the beginning
of the story and how he felt at the end. You can draw a picture to
go with your writing.
Fountas & Pinnell Benchmark Assessment System
Trucks Level H Nonfiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing

Introduction:
There are many kinds of trucks and they do important jobs. Read to find out
about the different kinds of trucks and the jobs they do.
_______
_______
_______
_______
_______
Page Text
Big
They
trucks
are
are
going
different
They
the
SC
M S V M S V
road.
to
many
to
do
places.
are
going
important
on
many
jobs.
This
is
Fire
trucks
This
truck
that
shoots
fire
truck.
help
has
Trucks Level H, RW: 188, E: 20 E SC
put
a
water
out
long
on
fires.
hose
the
fire.
Subtotal
Trucks 1
Recording Form

Page Text
E SC
This
truck
picks
The
trash
goes
of
the
The
This
It
it
the
carries
crushes
make
Then
trash.
the
back
is
picks
the
trash
truck
the
trash
away.
mail
up
truck.
mail
the
post
Then
the
truck
over
M S V M S V
smaller.
from
all
in
SC
truck.
truck
to
up
office.
carries
the
mail
town.
Subtotal
2 Trucks
Recording Form

Page Text
This
It
big
pushes
to
the
Then
12
truck
is
the
side
big
of
carry
the
of
snow
away.
all
kinds
The
at
the
Then
to
it
the
road.
come
piles
carries
of
truck
M S V M S V
snowplow.
the
trucks
truck
SC
snow
to
This
10
E SC
food.
picks
up
corn
farm.
takes
the
corn
market.
Subtotal
Trucks 3
Recording Form

Page Text
14
E SC
This
is
an
The
ice
Children
16
and
run
All
kinds
Some
And
ice
cream
hear
to
some
truck
the
get
of
trucks
cream
trucks
SC
M S V M S V
truck.
plays
song.
song
ice
trucks
are
cream.
are
for
are
on
the
road.
work.
for
play.
Subtotal
Total
4 Trucks
Recording Form
20 or
Ac
Accuracy
Rate
Errors more
%
Below
90%
SSelf-Correction
Ratio
1617
15
1314
1112
910
78
56
34
12
90%
91%
92%
93%
94%
95%
96%
97%
98%
99%
100%
(E SC) SC 1:
Fluency Scoring Key

0


Fluency Score
1819
Trucks 5
Recording Form

Teacher:




Key Understandings
Prompts
Score
Within the Text

There are different kinds of trucks and they do different things.
(Names 23 trucks such as fire truck, trash truck, mail truck,
snowplow, food truck, ice cream truck.)
Tell what you learned about trucks from

reading this book.
Trucks do many different jobs. (Gives 13 examples such as:

a fire truck has a long hose and puts out fires; a trash truck
crushes trash; a mail truck picks up and carries mail; a snowplow
carries snow away; some trucks carry food; an ice cream truck
sells ice cream and plays a song; a toy truck is for play.)
Tell me more about different kinds of trucks

and the jobs they do.


People need trucks because (gives a plausible reason).
Why are trucks important to us?
The toy truck is different from all the other trucks because
(gives 23 reasons such as it is little; it is used for play; it
doesnt do jobs for people).
How is the truck on the last page different

from all the other trucks?
In this book, the author shows trucks that do work and trucks
you play with.
Look at the truck on page 16. How is it

different from the other trucks in the book?
Subtotal Score:
/6
/1
Total Score:
/7

5

information.)

6 Trucks

Student _________________________________________________________________
Recording Form
Date ___________________________
Write about three things you learned about trucks and the important
jobs they do. You can draw a picture to go with your writing.
Trucks 7
The Best Cat Level I Fiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing

A boy named Spencer went to a farm to pick out a cat, but he had trouble finding
the best cat. Read to find out if Spencer found the best cat for him.
Introduction:
_______
_______
_______
_______
_______
Page Text
The Best Cat Level I, RW: 263, E: 28 E SC
Spencer
than
wanted
anything
He
wanted
that
would
and
purr
and
be
in
sleep
on
his
his
ear
in
best
Spencer
asked.
Are
his
want
you
mother
M S V M S V
cat
can
really
SC
more
world.
Please,
cat
the
his
furry
get
bed
friend.
cat?
one.
sure?
answered.
Subtotal
1 The Best Cat
Recording Form

Page Text
E SC
It
is
hard
to
take
SC
M S V M S V
work
cont.
Ill
take
said
Ill
good
Spencer.
cat.
care
I
of
him,
promise.
brush
him
and
and
give
him
water
every
All
right,
his
mother.
Lets
to
we
Spencer
to
said
go
Maybe
of
can
animals
There
were
the
get
his
Tree
Many
in
Apple
and
Apple
feed
Tree
a
mother
him
day.
care
Farm.
cat
there.
went
Farm.
lived
cows
on
and
the
farm.
horses
fields.
Subtotal
The Best Cat 2
Recording Form

Page Text
E SC
There
was
friendly
SC
M S V M S V
farmer.
cont.
And
Spencer
so
there
were
had
many
never
cats
How
will
asked
Spencers
Spencer
Then
the
he
best
cats
and
you
cat
seen
kittens!
choose
just
one?
mother.
thought
said,
every where!
about
Ill
for
it.
choose
me.
Subtotal
3 The Best Cat
Recording Form

Page Text
Spencer
playing
on
your
like
said
The
I
12
black
cat
the
straw
in
you
fur,
my
cat?
cat
be
ducked
guess
youre
for
me,
said
Ill
look
for
Spencer
licking
I
shiny
the
SC
M S V M S V
barn.
Spencer.
Will
11
saw
like
your
not
the
the
straw.
best
cat
Spencer.
another
watched
her
under
10
E SC
paw
cat.
another
down
fluffy
tail
cat
by
the
pond.
and
Subtotal
The Best Cat 4
Recording Form

Page Text
12
E SC
your
pink
tongue,
Will
you
be
said
SC
M S V M S V
Spencer.
cont.
13
The
cat
look
at
I
the
can
didnt
cat?
even
Spencer.
tell
best
Spencer
Ill
my
look
cat
that
for
you
are
not
me,
said.
for
another
cat.
Subtotal
Total
Have the student finish reading the book silently.
5 The Best Cat
Recording Form
28 or
Ac
Accuracy
Rate
Errors more
%
Below
90%
SSelf-Correction
Ratio
2324
2022
1819
1517
1214
1011
79
46
13
90%
91%
92%
93%
94%
95%
96%
97%
98%
99%
100%
(E SC) SC 1:
Fluency Scoring Key

0


Fluency Score
2527
The Best Cat 6
Recording Form

Teacher:




Key Understandings
Prompts
Score
Within the Text

Spencer went to a farm to get a cat but he could not find one.
Finally, he did find a cat.
What was the problem in the story?
Recounts some essential information from the text, such as:

the boy went to the farm to choose a cat; something was
wrong with all the cats he saw; finally, a little cat chose him.
How was Spencers problem solved? Tell what

the boy did to find the best cat for him.

Spencer really wanted a cat because (gives a plausible reason).
Tell why you think Spencer wanted a cat (or

what kind of cat the boy really wanted).
Spencer was disappointed (or sad) when none of the cats at

the farm were the right cat.
Tell how Spencer felt when he couldnt find a cat

(or how he felt at the end).
The little cat wanted a home and the cat really chose the boy.
Why do you think the little cat was the best cat
for Spencer?
Spencer was glad the cat chose him.
How did Spencer feel at the end?
You can tell Spencer really wanted a cat because it showed

really in dark letters and he was thinking about a cat (or other
feature of the text that the child has noticed).
Look at page 3. How did the author and

illustrator show you how much Spencer
wanted a cat?
Subtotal Score:
/6
/1
Total Score:
/7

5

information.)

7 The Best Cat

Student _________________________________________________________________
Recording Form
Date ___________________________
Write about Spencer and how he found the best cat. You can draw
The Best Cat 8
All About Koalas Level I Nonfiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing

Koalas are animals that live in a country called Australia. Read this book to learn
all about how koalas live, what they eat, and about their babies.
Introduction:
_______
_______
_______
_______
_______
Page Text
This
It
All About Koalas Level I, RW: 217, E: 23 E SC
is
comes
from
in
called
gum
trees.
Koalas
have
claws
the
Koalas
and
have
white
M S V M S V
Australia.
live
climb
SC
koala.
Koalas
The
tall
sharp
help
trees
claws.
them
trees.
thick
fur
chests.
Subtotal
1 All About Koalas
Recording Form

Page Text
They
have
and
big
The
koalas
helps
it
find
Koalas
sleep
night,
do
There
in
They
at
is
the
ears
food.
gum
in
leaves.
the
day.
they
wake
up
to
not
drink
water.
eat.
water
leaves
get
the
M S V M S V
nose
eat
Koalas
SC
noses!
Koalas
At
fluffy
E SC
food
same
koalas
eat.
and
water
time.
Subtotal
All About Koalas 2
Recording Form

Page Text
E SC
This
A
is
it
has
koala
The
no
M S V M S V
joey,
kangaroo.
is
born,
hair.
is
koala
in
its
mothers
In
the
pouch,
its
called
baby
joey
little
drinks
is
joey
SC
koala.
koala
like
When
11
baby
young
just
10
very
small.
stays
special
the
baby
mothers
milk.
pouch.
koala
Subtotal
3 All About Koalas
Recording Form

Page Text
13
14
This
joey
It
is
as
The
is
as
joey
of
its
It
uses
its
to
hold
on.
Koalas
when
old.
bread.
mothers
and
soft
to
each
other.
babies
sounds.
make
they
back.
thumbs
talk
Mothers
M S V M S V
travels
on
Koalas
months
SC
long
loaf
make
seven
12
E SC
deep
are
far
sounds
away.
Subtotal
All About Koalas 4
Recording Form

Page Text
15
E SC
Koalas
have
Some
people
trees
for
16
to
problem
are
make
cutting
SC
M S V M S V
today.
down
room
houses.
Many
to
people
save
Koalas
place
want
these
need
to
call
trees.
safe
home.
Subtotal
Total
5 All About Koalas
23 or
Ac
Accuracy
Rate
Errors more
%
Below
90%
SSelf-Correction
Ratio
2122
1920
1718
1516
1214
1011
89
67
45
13
90%
91%
92%
93%
94%
95%
96%
97%
98%
99%
100%
(E SC) SC 1:
Fluency Scoring Key

0


Fluency Score
Recording Form
All About Koalas 6
Recording Form

Teacher:

0




Key Understandings
Prompts
Score
Within the Text

Talk about what you learned about koalas.
What else did you learn?
Koalas are like kangaroos (or any plausible comparison).
Do koalas remind you of any other animals?
Koalas bodies help them climb tall trees.
What helps the koalas climb tall trees?
A baby koala could not live by itself; it has to be in the

mothers pouch because it is so young (or little).
Why does the joey stay in the mothers

pouch?
Trees are important to koalas because they are safe there

and they eat the leaves.
Why are trees important to koalas?
The author doesnt want people to cut down the trees because
it would be bad for koalas.
Look at page 15. Why do you think the

author is telling us about cutting down
the trees?
Names several facts about koalas such as: live in tall gum
trees; have sharp claws; have thick fur and white chests; have
fluffy ears; eat leaves; sleep in the day; dont drink water; have
babies called joeys that dont have any hair.
Subtotal Score:
/6
/1
Total Score:
/7

5

information.)

7 All About Koalas

Student _________________________________________________________________
Recording Form
Date ___________________________
Write about three interesting things you learned about koalas.
All About Koalas 8
Our New Neighbors Level J Fiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
Introduction:
Page
Bens family and the other families on the street got a note from their new neighbors.
In the note their new neighbors invited them to see their surprise horses. Read to find
out what kind of horses they were.
Start Time
St
On
Saturday
envelope
Mom,
Dad
on
Hello
front
Polly!
I
Ben
saw
_______
_______
_______
_______
_______
SC
M S V M S V
an
steps.
he
called.
found!
the
note
that
was
inside.
Neighbors,
We
just
big
house
Please
next
the
what
read
Our New Neighbors Level J, RW: 224, E: 24 E SC
sec.
morning,
Dad,
Look
min.
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing
moved
on
come
Saturday
into
the
to
at
the
corner.
party
10
Subtotal
1 Our New Neighbors
Recording Form

Page Text
E SC
oclock.
We
want
SC
M S V M S V
to
cont.
meet
you
to
Max
and
our
horses.
Everyone
looked
Flo
on
hope
When
can
want
at
another.
Horses
we
meet
Horses?
one
and
street?
asked
theyre
ponies,
said
we
have
hope
Polly.
our
have
pony
theyre
Maybe
birthday
you
Dad.
Ben.
parties,
we
rides.
big
theyll
white
give
horses,
us
said
ride.
Subtotal
Our New Neighbors 2
Recording Form

Page Text
E SC
Well,
the
It
has
is
in
Look,
said
reading
Did
and
you
horses?
Mom
asked
right
yard.
Ben.
for
And
The
note,
too!
Dad
called
Dad
do
house
SC
M S V M S V
on
horses.
theres
that
back.
get
What
that
just
big
barn
Mom
Mom,
corner
red
said
the
neighbors
across
note
the
are
street.
about
the
all
about?
asked.
you
the
think
its
neighbor.
Subtotal
3 Our New Neighbors
Recording Form

Page Text
E SC
dont
know,
he
said.
SC
M S V M S V
dont
cont.
think
barn
is
big
horses.
Another
over
neighbor
popped
the
fence.
something
else,
she
when
noises,
All
the
enough
pass
like
the
that
can
tell
said.
house,
someone
neighbors
her
is
were
head
you
Every
I
hear
day
loud
for
that
hammering.
excited
about
mystery.
Subtotal
EEnd Time
min.
sec.
Total
Our New Neighbors 4
Recording Form
24 or
Errors more
Ac
Accuracy
Rate
Below
90%
SSelf-Correction
Ratio
Fluency Score
Reading Rate
Re
(Optional)
2223
2021
1719
1516
1314
1112
810
67
45
13
90%
91%
92%
93%
94%
95%
96%
97%
98%
99%
100%
(E SC) SC 1:
Fluency Scoring Key

0


End Time
min.
sec.
Start Time
min.
sec.
Total Time
min.
sec.
Total Seconds
(RW 60) Total Seconds Words Per Minute (WPM)
13,440
5 Our New Neighbors
WPM
Recording Form

Teacher:




Key Understandings
Prompts
Score
Within the Text

Recounts most of the important events such as: the new
neighbors invited everyone to see their horses; everyone was
asking what kind of horses the neighbors had; the horses
turned out to be a merry-go-round (or carousel).
What was the mystery in the story?
What did the new neighbors do to get

everyone interested in their horses?
What happened when people got the note?
The new neighbors wanted to surprise everyone so they kept

the horses a secret.
Why did the new neighbors keep the horses

a secret?
Everyone was wondering about the horses and imagining the

kinds of horses they were.
What were the people in the neighborhood

thinking about the horses?
Clues before the last page are: loud hammering noises,

music playing, two horses going up and two going down,
four horses going around and around.
There were a few clues that might have

helped you guess what kind of horses were
in the barn. Can you think of any?
All through the book there were clues to help you predict that it
was a merry-go-round. (Points out several in the text, i.e., barn
not big enough, hammering noise.)
Can you show me some of the pages where

the author gave you clues that it might be a
merry-go-round in the barn?

5
Subtotal Score:
/6
/1
Total Score:
/7
Our New Neighbors 6
Recording Form

information.)

7 Our New Neighbors
Student _________________________________________________________________
Recording Form
Date ___________________________
Write about the horses and how the new neighbors made them
a surprise for everyone. You can draw a picture to go with your
writing.
Our New Neighbors 8
More Than a Pet Level J Nonfiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
Introduction:
Page
Dogs can be more than pets. They can help people. Therapy dogs help people feel better,
and service dogs help people do things. Read to find out about these two kinds of dogs
and what they do.
Start Time
St
Do
you
who
know
has
Maybe
in
min.
you
your
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing
More Than a Pet Level J, RW: 267, E: 28 E SC
sec.
_______
_______
_______
_______
_______
SC
M S V M S V
anyone
pet
dog?
have
dog
family.
Dogs
are
Some
dogs
Two
kinds
Dogs
that
are
called
that
work
good
pets.
are
of
more
dogs
make
do
people
therapy
are
than
dogs.
called
pets.
special
feel
jobs.
better
Dogs
service
dogs.
Subtotal
1 More Than a Pet
Recording Form

Page Text
Therapy
can
at
home
because
are
not
well.
They
stay
in
Therapy
when
they
are
or
in
miss
families.
pet
to
pet
dogs
their
soft
fur.
dogs
they
they
better
like
feel
not
They
and
feel
they
People
and
home.
homes
when
M S V M S V
must
hospital
nursing
People
people
stay
their
SC
Dogs
Sometimes
E SC
cheer
are
not
dog.
sad
feeling
people
up
because
well.
Subtotal
More Than a Pet 2
Recording Form

Page Text
E SC
May
is
and
snuggly
She
visits
Sam
in
the
She
curls
right
up
in
and
Sam
smiles.
Addie
Her
is
in
stays
they
pet
gentle
takes
a
her
still
visit
home.
when
her.
Dogs
Service
dogs
are
more
Service
dogs
live
with
people
bed,
to
nursing
very
hospital.
pup.
Service
the
M S V M S V
dog.
She
SC
friendly
owner
people
10
they
than
pets.
help.
Subtotal
3 More Than a Pet
Recording Form

Page Text
10
E SC
They
work,
play,
and
SC
M S V M S V
go
cont.
every where
Service
a
special
they
to
12
dogs
Royal
who
Lily
their
to
where
owners.
service
helps
Lily,
needs
help
she
Royal
came
when
he
and
owners.
trained
is
because
He
go
school
are
help
their
was
Lily
dog
his
cant
to
were
owner.
see
live
a
11
with
well.
with
Lily
puppy.
trained
together.
Subtotal
More Than a Pet 4
Recording Form

Page Text
12
E SC
Now,
Royal
and
Lily
are
together
all
the
Lily
holds
SC
M S V M S V
cont.
at
the
Royal
for
on
mall
makes
Lily
to
to
or
sure
time.
Royals
on
its
the
harness
train.
safe
walk.
Subtotal
End Time
En
min.
sec.
Total
5 More Than a Pet
28 or
Errors more
%
Below
90%
SSelf-Correction
Ratio
Fluency Score
Reading Rate
Re
(Optional)
2527
2324
2022
1819
1517
1214
1011
89
57
14
90%
91%
92%
93%
94%
95%
96%
97%
98%
99%
100%
(E SC) SC 1:
Fluency Scoring Key

0


End Time
min.
sec.
Start Time
min.
sec.
Total Time
min.
sec.
Ac
Accuracy
Rate
Recording Form
Total Seconds
16,020
WPM
More Than a Pet 6
Recording Form

Teacher:




Key Understandings
Prompts
Score
Within the Text

There are two kinds of dogs that help people. Some dogs help
people feel better and some dogs work. (May or may not use
the terms therapy and service.)
Dogs help people in many different ways. (Gives 23 examples
such as: dogs cheer people up; they help their owners; they
make sure the owner is safe; they get things for their owners.)
What were the two kinds of dogs that you

read about?
What did you learn about therapy dogs?

What did you learn about service dogs?
What else did you learn about the two kinds
of dogs?

Dogs must be smart because they can learn to help people

in different ways (or people train them).
Why do you think dogs can be so helpful?
Dogs are good pets and they can also do a lot more things
to help people.
Why do you think dogs are so important

to people?
In this picture, the woman is blind and the dog is helping her
get on a train.
Look at the photograph on page 13.

What information does it give you?
The heading helped me know what kind of dog I would be

reading about.
Look at page 4. How does the heading

Therapy Dogs (point to it) help you?

5
Subtotal Score:
/6
/1
Total Score:
/7
7 More Than a Pet

information.)
Recording Form

More Than a Pet 8
Recording Form
Student _________________________________________________________________
Date ___________________________
Write about three ways dogs help people. You can draw a picture
to go with your writing.
9 More Than a Pet
Edwins Haircut Level K Fiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
Introduction:
Edwins hair was so long that he looked like his dog Ruff. His mom and dad gave him
a haircut, and it was so bad he had to wear a wig hat. Read to find out what happened.
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing
_______
_______
_______
_______
_______
Start Time
St
Good
was
talking
he
He
said,
tell
but
Instead,
is
Ruff,
could
joking,
to
he
Im
the
Edwin,
Dad
said.
Edwins
dog,
Ruff.
turned
morning,
one
to
Edwin.
he
said
to
that
his
dad
Edwin
did
pushed
not
Edwins Haircut Level K, RW: 234, E: 25 E SC
sec.
morning,
Then
min.
his
Ruff.
with
not
the
hair
Im
SC
M S V M S V
He
Good
his
was
shaggy
only
laugh
or
off
his
EDWIN!
son.
Page
See?
smile.
face
and
Ruff
tail.
Subtotal
Edwins Haircut 1
Recording Form

Page Text
E SC
Why,
think
you
are
Dad.
dont
know
you
up
with
right,
SC
M S V M S V
answered
cont.
know
how
could
have
mixed
Ruff.
how,
said
Mom.
Its
time
for
haircut!
Mom
and
to
put
sat
cut
some
Edwin
Mom
Snip!
She
took
Then
she
cut
Snip!
is
too
went
on
chair.
the
floor
Then
she
the
top.
was
ready
hair.
took
doesnt
side
in
Edwins
Snip!
It
newspapers
little
some
a
look
long.
lot
right,
Let
off
off
off
the
the
said
me
back.
sides.
Dad.
One
try.
Dad.
Subtotal
2 Edwins Haircut
Recording Form

Page Text
Now
the
Mom
complained.
Snip!
Snip!
Its
still
take
not
bit
Edwins
and
other
mom
more
crooked.
Wed
better
to
right,
agreed.
have
any
too
see
said
off
if
Dad.
this
can
Let
fix
turns
snipping
but
the
more
they
snipped,
quit,
said
If
we
hair
hair
got
more
the
and
Mom.
dont,
left!
it.
side.
took
Edwins
M S V M S V
me
dad
got.
SC
long,
and
trimming,
things
is
Lets
more
worse
Dad
side
E SC
he
hes
not
going
said.
Subtotal
End Time
En
min.
sec.
Total
Edwins Haircut 3
Recording Form
25 or
Ac
Accuracy
Rate
Errors more
%
Below
90%
SSelf-Correction
Ratio
Fluency Score
Reading Rate
Re
(Optional)
2324
2022
1819
1617
1315
1112
910
68
45
13
90%
91%
92%
93%
94%
95%
96%
97%
98%
99%
100%
(E SC) SC 1:
Fluency Scoring Key

0


End Time
min.
sec.
Start Time
min.
sec.
Total Time
min.
sec.
Total Seconds
14,040
4 Edwins Haircut
WPM
Recording Form

Teacher:
Key Understandings

0




Prompts
Score
Within the Text

Edwin got a terrible haircut and had to wear a wig hat (or wig)
all of the time.
What was the problem in this story?
Recounts most of the important events such as: Edwin needed

a haircut so his mom and dad gave him one; his hair looked
awful; he had to wear a wig hat everywhere; his hair grew out
again but he wouldnt let his mom cut it; he said that next time
he would pick the barber to give him his haircut.
How did Edwin and his parents solve

the problem?

Edwin hated his haircut. It was so bad that he was embarrassed
to go to school.
How do you think Edwin felt when he first

looked at himself with his new haircut?
Edwin didnt care if other kids teased him about his wig hat.
He just went on and did everything he always did.
What kind of kid was Edwin? What was

he like? What makes you think that?
Edwin stuck up for himself in the end when he said he would

pick the barber next time.
Edwin acted differently at the end of the

story than he did at the beginning. What
did he do that was different?
The beginning and ending of the story were alike because he

needed a haircut, but in the end Edwin changed his mind about
who should cut his hair.
How were the beginning and ending parts

of this story alike? How were they different?
Some ways the writer made this story funny were (any specific
pages where the words or illustrations show humor).
This writer and illustrator wanted to make

Edwins Haircut a very funny book. Can you
show me some parts that are funny?

5
Subtotal Score:
/6
/1
Total Score:
/7
Edwins Haircut 5
Recording Form

information.)

6 Edwins Haircut
Student _________________________________________________________________
Recording Form
Date ___________________________
At the end of the story, Edwin decided to have his hair cut by a
barber. Do you think this was a good idea? Write about why or
why not. You can draw a picture to go with your writing.
Edwins Haircut 7
Surprising Animal Senses Level K Nonfiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
Introduction:
Animals and people have five senses. But animal senses do not always work like peoples
senses work. Read to find out how some animals see, touch, taste, smell, and hear.
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing
_______
_______
_______
_______
_______
Page
Start Time
St
min.
Surprising Animal Senses Level K, RW: 271, E: 29 E SC
sec.
SC
M S V M S V
Introduction
You
may
senses.
smell,
People
and
Animals
about
also
animal
can
use
world.
work
this
know
about
see,
your
touch,
five
taste,
hear.
the
always
In
already
the
book
senses
see,
touch,
that
are
you
their
senses
But
animal
way
peoples
will
workhow
taste,
different
smell,
from
read
to
learn
senses
do
senses
about
many
and
not
work.
how
animals
hear
in
ways
people.
Subtotal
1 Surprising Animal Senses
Recording Form
Page Text
in
is
this
the
mother
picture?
and
How
You
use
your
sense
You
use
your
eyes
its
SC
M S V M S V
Sight
Who
arms!
they
have
arms
to
can
of
do
small
spots
them
is
you
the
child
tell?
sight.
to
Starfish
help
who
see.
not
starfish
have
at
eyes.
the
ends
uses
Instead,
of
see
light
and
dark.
closed,
how
can
you
their
E SC
Touch
If
your
tell
eyes
the
are
difference
between
rough
sandpaper?
chick
and
your
sense
of
soft
You
use
touch.
Subtotal
Surprising Animal Senses 2
Recording Form

Page Text
E SC
You
use
your
skin
to
But
cats
also
use
their
of
the
they
can
fit
can
you
helps
Cats
whiskers!
cats
through
small
tell
you
know
do,
The
SC
M S V M S V
too.
touch
whether
openings.
Taste
How
whiskers
touch.
if
You
use
your
sense
You
use
your
tongue
tastes
with
flowers,
know
they
if
the
its
feet!
use
of
taste.
When
are
salad?
taste.
to
taste
flowers
like
butterfly
butterflies
buds
good
on
land
their
to
feet
on
to
eat.
Subtotal
Recording Form

Page Text
SC
M S V M S V
Smell
Do
you
Most
11
like
the
people
do.
smell
Your
tells
you
that
flowers
You
use
your
nose
their
mouths!
flick
their
their
mouths.
fresh
sense
of
smell
to
Instead
tongues
of
to
smell
good.
smell.
of
flowers?
Snakes
sniffing,
bring
smells
use
they
into
10
E SC
Subtotal
EEnd Time
min.
sec.
Total
Recording Form
29 or
Ac
Accuracy
Rate
Errors more
%
Below
90%
SSelf-Correction
Ratio
Fluency Score
Reading Rate
Re
(Optional)
2728
2426
2123
1920
1618
1315
1012
89
57
14
90%
91%
92%
93%
94%
95%
96%
97%
98%
99%
100%
(E SC) SC 1:
Fluency Scoring Key

0


End Time
min.
sec.
Start Time
min.
sec.
Total Time
min.
sec.
Total Seconds
16,260
WPM
Recording Form

Teacher:




Key Understandings
Prompts
Score
People and animals have senses.
What did you learn about animals and

their senses?
Some animals use their senses in different ways than people.
How are animals senses the same as

peoples senses?
Reports 23 details about how animals use their senses such

as: a starfish uses its arms to see; a cat uses its whiskers to
feel; a butterfly uses its feet to taste; a snake uses its tongue to
smell; a cricket uses its front legs to hear; some animals have
super senses that are stronger than peoples.
How do some animals use their senses?

How else? Tell about some examples from
this book.

Reports one cause/effect relationship such as, dogs are good at
tracking people because they can smell a million times better
than people.
Why do animals need these special senses?
Animals can do things people cannot do because of their

senses. (Gives an example such as: birds can see from high in
the sky; bloodhounds can track a persons smell; bats can listen
to know where they are in the dark.)
Can animals senses help them do things

people cannot do? How? What is an
example?
The heading Super Senses means that all these animals have
a super sense of some kind that is stronger than ours.
Look at the heading Super Senses on page

14 (point to it). What does this heading tell
you about the information in this section?
The child shows pages in the book (i.e., people use skin to
touch and cats use whiskers, people use tongues to taste and
butterflies use their feet).
This author compares peoples senses and

animals senses. Can you show me a page
where the author tells about people senses
and animal senses?
Continued on next page.
Within the Text
Recording Form
Part Two: Comprehension Conversation continued

Subtotal Score:
/6
/1
Total Score:
/7

5

information.)

Student _________________________________________________________________
Recording Form
Date ___________________________
Write about three animals and how they use their senses. You can
draw a picture to go with your writing.
Dog Stories Level L Fiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing

April was reading a book about a dog who rescued a man. She decided to write
a letter to her favorite author, Julia Reed. She wanted the author to write a book
about her dog, Golden Boy. Read to find out what happened.
Introduction:
Page
Start Time
St
April
Bailey
Golden
she
min.
was
Boy.
reading
Her
voice
read
the
last
Roxy
to
the
Rescue
April
told
April
was
had
one
Im
going
to
I
Julia
love
to
got
few
more
excited
best
Golden
Boy.
always
having
Big
Ideas,
then
and
to
write
book,
tell
SC
M S V M S V
dog,
the
to
as
lines.
right
this
her
is
Reed
Dog Stories Level L, RW: 267, E: 15 E SC
sec.
_______
_______
_______
_______
_______
book
and
ever!
she
there.
letter
her
April
how
much
said.
Subtotal
1 Dog Stories
Recording Form

Page Text
E SC
Whos
Julia
Reed?
her
SC
M S V M S V
brother
cont.
asked.
Shes
All
my
of
Golden
her
author,
April
books
are
about
and
said.
dogs,
right,
Boy?
April
finished
her
letter
loud.
Golden
Boy
turned
to
favorite
be
his
read
head.
it
out
He
Scott
seemed
listening.
November
Dear
Ms.
Reed,
Roxy
to
best
book
the
Rescue
is
your
yet!
Subtotal
Dog Stories 2
Recording Form

Page Text
E SC
have
Lab
named
SC
M S V M S
Golden
cont.
Boy.
a
super
smart,
and
he
is
super-sniffer!
Please
would
Golden
Boy
Hes
wonderful
Your
biggest
April
Bailey
April
put
the
envelope,
you
write
next?
He
dog
hero.
about
would
be
of
Golden
fan,
photograph
along
Hey,
dont
get
your
Scott.
She
may
get
with
her
hopes
a
Boy
in
letter.
up,
zillion
warned
letters
day.
Subtotal
3 Dog Stories
Recording Form

Page Text
just
April
10
know
said.
She
stuck
was
your
dog.
Lets
dove
out,
his
stamp,
leash,
go
nose
behind
the
dog
stamp
dog
his
Reed
Shes
Find
put
Julia
on
missing
lover,
just
SC
M S V M S V
me,
like
envelope.
me.
It
course!
Boy,
to
answer
the
of
mail
will
April
this
told
letter.
her
Golden
the
floor,
sniffing.
chair.
When
he
leash
was
came
dangling
Boy
Then
he
E SC
back
from
mouth.
Thats
my
super-sniffer!
April
said.
Subtotal
EEnd Time
min.
sec.
Total
Dog Stories 4
Recording Form
15 or
Ac
Accuracy
Rate
Errors more
%
Below
95%
Self-Corrections
Se
Fluency Score
Reading Rate
Re
(Optional)
1314
1012
79
56
14
95%
96%
97%
98%
99%
100%
_________________
Fluency Scoring Key

0


End Time
min.
sec.
Start Time
min.
sec.
Total Time
min.
sec.
Total Seconds
16,020
5 Dog Stories
WPM
Recording Form

Teacher:
Key Understandings

0




Prompts
Score
Within the Text

Recounts the most important story events, such as: April was
reading to her dog; she wanted her favorite author to write a
story about Golden Boy; she wrote a letter to Julia Reed (or the
writer) and got one back; April started to write her own story.
What happened in this story? Then what

happened?
Beyond the Text

April likes to read and write. She likes authors and stories.
She likes her dog.
She loved her dog, Golden Boy, so she wanted a book written
about him.
April learned that when you write about a dog, you have
to know the dog. She learned that she could write the book
about her dog and be a good author.
Tell what you learned about April.

What does she like to do?
Why did April want her favorite author
to write a story about Golden Boy?
April learned a lesson about being a writer.
What do you think she learned?
Dog Stories 6
Recording Form

Key Understandings
Prompts
Score
About the Text

In this book there are letters from people, a story, and a page
from a book.
This book had different kinds of writing in

it, didnt it? What were the different kinds of
writing?
April wrote a good letter to the author (and tells why the letter
was good.)
Did you think April wrote a good letter to

Julia Reed? Why (not)?
The letter she got from Julia Reed is probably what a writer
would really say.
Do you think what happened in Dog Stories

could really happen? Why (not)?
Subtotal Score:
/9
/1
Total Score:
/10

78 Satisfactory Comprehension
56 Limited Comprehension

information.)

7 Dog Stories
Student _________________________________________________________________
Recording Form
Date ___________________________
Write about April and what she learned in the story. You can draw
Dog Stories 8
Giants of the Sea Level L Nonfiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
Introduction:
Page
In this book, you will learn many things about whales, such as what they look like,
how they live, how they are born, and where you can see them. Read to learn about
the largest animals in the world.
Start Time
St
The
Largest
Think
of
Is
it
The
min.
the
It
the
on
Earth.
Other
They
than
blue
be
animal
it
an
SC
M S V M S V
lives
in
horse
whale,
are
is
the
big,
different
you
know.
elephant?
whale
whales
may
Is
animal
bigger
blue
biggest
horse?
much
The
Giants of the Sea Level L, RW: 276, E: 16 E SC
sec.
_______
_______
_______
_______
_______
Animal
largest
is
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing
the
or
giant
largest
sea.
an
of
It
is
elephant.
the
sea.
animal
too.
colors
and
Subtotal
1 Giants of the Sea
Recording Form

Page Text
E SC
different
shapes,
but
SC
M S V M S V
they
cont.
all
very
Breathing
Whales
fish.
and
Diving
look
like
fish,
Whales
live
in
cannot
can.
large.
breathe
All
have
breathe
through
Whales
breathe
tops
called
of
their
the
breathe
lungs,
your
heads.
the
are
not
but
they
way
fish
air.
like
you
nose
through
they
water,
underwater
whales
Whales
but
or
holes
The
do.
are
You
mouth.
on
holes
the
are
blowholes.
Subtotal
Giants of the Sea 2
Recording Form

Page Text
E SC
whale
water.
The
a
It
swims
up
to
the
blows
air
out
of
whale
cloudy
Then
Air
the
goes
blowhole
blows
spray
in
that
a
the
deep
and
the
dive
under
the
water
whales
or
can
M S V M S V
the
blowhole.
it
makes
stay
breath.
blowhole.
shut,
Some
of
SC
blow.
takes
through
its
snaps
to
hour
hard
called
whale
ready
one
so
top
The
whale
is
again.
underwater
for
more.
Subtotal
3 Giants of the Sea
Recording Form

Page Text
Baby
A
as
it
water.
is
is
called
born,
swim
Then
M S V M S V
the
up
the
to
As
calf.
mother
the
whale
surface
newborn
calf
soon
of
takes
the
its
breath.
baby
it
is
mother
grows
as
whale
calf
helps
11
SC
Whales
baby
first
whale
learns
born.
The
calf
for
about
fast.
much
A
as
baby
200
to
swim
stays
year.
blue
pounds
soon
close
A
whale
whale
a
to
can
after
10
E SC
its
calf
gain
day!
Subtotal
EEnd Time
min.
sec.
Total
Giants of the Sea 4
Recording Form
16 or
Ac
Accuracy
Rate
Errors more
%
Below
95%
Self-Corrections
Se
Fluency Score
Reading Rate
Re
(Optional)
1315
1112
810
57
14
95%
96%
97%
98%
99%
100%
_________________
Fluency Scoring Key

0


End Time
min.
sec.
Start Time
min.
sec.
Total Time
min.
sec.
Total Seconds
16,560
5 Giants of the Sea
WPM
Recording Form

Teacher:
Key Understandings

0




Prompts
Score
Within the Text

There are many different kinds of whales.
What were some of the important facts

about whales that were in this book?
Lists 45 facts about whales, such as: whales are the biggest
animals; there are different kinds and sizes of whales; whales
live in the water; whales breathe air; a baby whale is called a
calf; whales make different sounds to communicate with each
other; you can see whales at a sea park or in the sea.
What are other facts that you learned?
Describes a graphic and interprets it.
Text Feature Probe

Look at the photograph and drawing on
pages 2 and 3. What did you learn from
these pages?
Beyond the Text

Whales are like people and land animals because they
breathe air.
How are whales like people and how

are they different?
Whales make sounds to communicate with each other.
Why do whales make sounds?
I learned that (23 kinds of information new to the reader).
What did you learn that was new

information to you?
Giants of the Sea 6
Recording Form

Key Understandings
Prompts
Score
About the Text

The writer tells information in the pictures, in the
paragraphs (or book), and in the charts.
Why do you think the writer included

photographs and drawings in the book? Can
you give me an example?
The writing in this book is interesting because

(gives any plausible reason).
What did the writer do to make whales

interesting to read about?
The writer showed pictures of horses, elephants, and whales to

compare the size. And, the writer said the whale is the biggest
animal in the world.
Some whales are really big. What did the

writer of this book do to help us know just
how big they are?
Subtotal Score:
/9
/1
Total Score:
/10


information.)

7 Giants of the Sea
Student _________________________________________________________________
Recording Form
Date ___________________________
Write about five interesting things you learned about whales. You
can draw a picture to go with your writing.
Giants of the Sea 8
The Thing About Nathan Level M Fiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
Introduction:
A girl named Hanna is tired of her younger brother Nathan so she trades him for her
friend Jerrys little brother William for the day. Read to find out what happened.
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing
_______
_______
_______
_______
_______
Page
Start Time
St
My
little
Hanna.
food.
min.
brother
He
He
room!
like
My
brother
of
is
puts
his
room,
like
the
all
with
books
not
touch
Nathan
doesnt
wouldnt
rolled
her
eyes.
lives
neat
everything
the
SC
M S V M S V
eat
believe
It
looks
there.
freak,
stuff
said
you
his
in
crazy,
And
cattle
me
messy!
it.
Hanna
herd
William
drives
so
wears
his
better
is
The Thing About Nathan Level M, RW: 266, E: 15 E SC
sec.
said
away
in
library.
on
perfect
And
Jerry.
a
shelf
in
order,
youd
anything.
Subtotal
1 The Thing About Nathan
Recording Form

Page Text
Id
trade
my
messy
neat
one
any
day,
Saturday,
garden
keep
go
my
in
your
said
Hanna.
This
are
building
the
backyard.
busy.
Im
M S V M S V
rock
supposed
know
SC
to
Ill
nuts.
Nathan
swim?
He
swims
like
He
could
come
Jerry
suggested.
city
pool.
swimming.
for
parents
Nathan
Can
the
brother
Hed
his
models.
If
you
take
Ill
fish,
with
My
William
on
Hanna,
Jerry
rather
Nathan
ask
my
asked.
said
us
family
on
Hanna.
Saturday,
is
going
to
doesnt
really
enjoy
stay
home
swimming,
mom
if
E SC
and
work
said
William
can
Subtotal
The Thing About Nathan 2
Recording Form

Page Text
E SC
come
to
our
house.
He
can
work
on
SC
M S V M S V
his
cont.
models
or
Its
deal!
Saturday
up
ran
He
whatever
shouted
morning,
Nathan
off
William
with
do
and
with
he
Jerry.
Jerrys
parents
dropped
just
brought
his
wants.
off
William.
swimsuit
backpack
picked
and
Nathan
flip-flops.
bursting
stuff.
brought
toothpaste.
a
I
said.
He
spill
something
toothbrush
always
brought
on
and
brush
clean
this
after
shirt.
one.
I
I
And
eat,
he
might
he
Subtotal
Recording Form

Page Text
E SC
brought
two
model
kits
and
two
SC
M S V M S V
videos.
cont.
We
have
said
Hanna.
like
my
videos
own,
you
can
thanks,
watch,
said
William.
Subtotal
EEnd Time
min.
sec.
Total
Recording Form
15 or
Ac
Accuracy
Rate
Errors more
%
Below
95%
Self-Corrections
Se
Fluency Score
Reading Rate
Re
(Optional)
1214
1011
79
56
14
95%
96%
97%
98%
99%
100%
_________________
Fluency Scoring Key

0


End Time
min.
sec.
Start Time
min.
sec.
Total Time
min.
sec.
Total Seconds
15,960
WPM
Recording Form

Teacher:
Key Understandings

0




Prompts
Score
Within the Text

Recounts most of the events of the story, such as: Hanna
wanted to get rid of her little brother Nathan; she decided to
trade him for her friend Jerrys little brother William for the
day; she had a problem because William was different from
Nathan (gives an example: fussy, picky eater, no fun); Hanna
gave Nathan a big hug when he came back.
What was the problem in this story?
How did Hanna try to solve the problem?

What happened after they traded brothers?
Beyond the Text

Hannas little brother drove her crazy because (gives
a plausible reason).
How did Hanna feel about Nathan at the

beginning of the story?
Hanna started to get annoyed with William.
How did Hanna feel about William?
Hanna began to realize that she liked Nathan compared

to William.
How did Hannas feelings toward Nathan

change and why?
Hanna was surprised to find that she missed Nathan after all.
What was surprising to her after they traded

brothers?
Recording Form

Key Understandings
Prompts
Score
About the Text

Hanna started to change her mind about Nathan after being
with William.
When did Hanna start to change her mind

about Nathan?
You could tell what Nathan was like by what Hanna was saying
and thinking about him and William.
How did the writer show what Nathan was

like even though he wasnt in the story
most of the time?
This story had a lesson (seeing someone elses brother helped

her realize she really liked her own brother or that her brother
wasnt so bad after all).
The writer was showing how Hanna learned

a lesson. What was the important lesson
Hanna learned?
Subtotal Score:
/9
/1
Total Score:
/10


information.)

Student _________________________________________________________________
Recording Form
Date ___________________________
Think about Hannas point of view. Write about three of Williams

behaviors that are annoying. Compare them to Nathans. You can
The Life of a Monarch Butterfly Level M Nonfiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
Introduction:
In this book, you will learn how a monarch butterfly changes from an egg to a caterpillar.
Read to find out how it turns its skin into a chrysalis and comes out as a butterfly.
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing
_______
_______
_______
_______
_______
Page
Start Time
St
Do
you
leaf?
see
Its
egg.
changes
egg
will
the
monarch
the
sec.
The Life of a Monarch Butterfly Level M, RW: 225, E: 13 E SC
speck
on
min.
tiny
M S V M S V
this
laid
Someday,
after
taken
become
SC
egg!
butterfly
have
many
place,
the
beautiful
butterfly.
Egg
Every
an
butterfly
egg.
looks
for
The
a
starts
female
good
out
as
butterfly
place
to
lay
Subtotal
1 The Life of a Monarch Butterfly
Recording Form

Page Text
E SC
her
eggs.
Monarch
butterflies
SC
M S V M S V
lay
cont.
their
on
milkweed
hatch
after
plants.
Caterpillar
The
eggs
days.
tiny
You
butterfly.
caterpillar
egg.
small
it
As
might
can
not
as
it
few
expecting
instead,
out
newborn
soon
hatches,
But
crawls
you
will
be
of
stay
see
small
the
starts
tiny
each
caterpillar
hardly
very
is
so
it.
But
eggs
long.
caterpillar
to
eat.
Subtotal
The Life of a Monarch Butterfly 2
Recording Form

Page Text
E SC
First
the
eats
its
starts
It
own
to
eat
crunches
eating
and
more
it
grows.
starts
eats
eats,
The
to
pants
SC
M S V M S V
caterpillar
eggshell.
the
and
machine!
eats
of
newborn
Then
it
milkweed
munches
The
and
the
tight,
that
are
like
an
caterpillar
eats.
larger
caterpillars
get
plant.
like
too
The
it
skin
a
pair
small.
Subtotal
Recording Form

Page Text
Soon
the
caterpillars
splits
open!
But
has
been
skin
underneath
When
the
caterpillar
This
Because
caterpillar
times
the
growing
it
old
will
so
is
skin.
out
and
change
it
larger
breaks,
again
M S V M S V
skin
new,
right
grows
before
skin
crawls
SC
caterpillar
the
old
happens
old
of
fully
it.
again.
fast,
its
the
the
skin
E SC
five
grown.
Subtotal
EEnd Time
min.
sec.
Total
Recording Form
13 or
Ac
Accuracy
Rate
Errors more
1112
910
78
46
13
Below
95%
95%
96%
97%
98%
99%
100%
Self-Corrections
Se
Fluency Score
Reading Rate
Re
(Optional)
_________________
Fluency Scoring Key

0


End Time
min.
sec.
Start Time
min.
sec.
Total Time
min.
sec.
Total Seconds
13,500
WPM
Recording Form

Teacher:
Key Understandings

0




Prompts
Score
Within the Text

Describes important parts of the butterflys life cycle: the
butterfly lays an egg; the egg hatches; a caterpillar crawls out;
the caterpillar eats and eats; the caterpillars skin gets tight
and splits five times; the caterpillar hangs upside down; the
caterpillar has a chrysalis; the caterpillar changes to a butterfly;
the butterfly comes out; the butterfly lays eggs.
Tell how an egg becomes a butterfly.

What happens first? Then what happens?
Then what?
How does the life cycle of a monarch

butterfly keep repeating?
Beyond the Text

The egg becomes a butterfly, then the butterfly lays an egg,
then the egg becomes a butterfly again.
Recording Form

Key Understandings
Prompts
Score
About the Text

The writer described everything in the order it happens.
The writer gave information in lots of different ways, such as:

headings to the sections; diagrams; photographs; captions for
pictures.
The writer told the information in a special

way to make it easy for you to understand
how an egg turns into a butterfly. What did
the writer do?
In addition to the main part of the book,

what are some of the other ways the
writer told information about the monarch
butterfly?
Subtotal Score:
/9
/1
Total Score:
/10


information.)

Student _________________________________________________________________
Recording Form
Date ___________________________
Write about three interesting things you learned about the life of a
monarch butterfly. You can draw a picture to go with your writing.
The Big Snow Level N Fiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
It was the first big snowstorm in Chicago. When Patrick Waite left school at the end of
the day, the problems began. Read to find out what happened to Patrick and his family.
Introduction:
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing
_______
_______
_______
_______
_______
Page
Start Time
St
With
a
five
student
Outside,
thick
big
storm
seat
two
rows
inches
had
six
huge
and
tumble
When
out
deep
the
the
of
in
the
room
the
the
year.
It
From
window,
fallen.
Patrick
was
falling,
street.
the
already
school
314
was
from
the
bell
door
in
on
fluffy.
from
left
snow
blanket
first
The Big Snow Level N, RW: 259, E: 15 E SC
sec.
minutes
single
school.
min.
The
felt
dizzy
day,
was
up
M S V M S V
about
like
Chicagos
Patrick
it
SC
not
thinking
piling
Waites
looked
snowflakes
watching
like
were
them
sky.
finally
and
rang,
down
he
the
hurried
sidewalk
in
ankle-
snow.
Subtotal
1 The Big Snow
Recording Form

Page Text
Looks
Mr.
A
like
Henry
stuck
His
bus
the
grinned.
hiking
M S V M S V
stuck!
and
he
to
Patrick.
was
just
he
always
could
five
blocks
walked.
pretend
he
good
mood
vanished
after
two
soaked
and
his
feet
he
were
waited
snowplow
snow
The
and
rolled
slush.
driver
to
cross
face
Western
It
sprayed
Thanks
lot!
and
felt
Avenue,
past.
smiled
Patrick
was
Pole.
As
yelled.
is
North
frozen.
with
bus
the
His
huge
six
matter
apartment
Today,
blocks.
didnt
school,
at
Patricks
number
SC
said.
familys
from
the
E SC
him
Patrick
waved.
Subtotal
The Big Snow 2
Recording Form

Page Text
It
E SC
seemed
Finally,
his
take
to
stepped
into
apartment
building.
He
the
he
elevator
opened
surprised
to
everyone?
beat
him
Patrick
stomach.
door,
the
Dad
to
walk
the
got
the
the
and
his
lobby
mail
tenth
apartment
M S V M S V
home.
warm
Patrick
SC
of
and
floor.
was
empty.
brothers
Where
always
home.
shook
ignore
up
the
find
was
to
hours
Patrick
rode
As
to
off
the
Maybe
his
uneasy
he
soggy
feeling
was
just
coat
and
growing
tried
in
his
hungry.
Subtotal
End Time
En
min.
sec.
Total
Have the student

d finish reading the book silently.
3 The Big Snow
15 or
Errors more
%
Below
95%
SSelf-Corrections
Fluency Score
Reading Rate
Re
(Optional)
1214
1011
79
46
13
95%
96%
97%
98%
99%
100%
_________________
Fluency Scoring Key

0


End Time
min.
sec.
Start Time
min.
sec.
Total Time
min.
sec.
Ac
Accuracy
Rate
Recording Form
Total Seconds
15,540
WPM
The Big Snow 4
Recording Form

Teacher:
Key Understandings

0




Prompts
Score
Within the Text

There was a huge snowstorm in Chicago and it was causing
a lot of problems.
What was the big problem at the beginning

of the story?
Recounts important episodes in the sequence of events, such

as: Snow is falling; Patrick struggles home and finds no one
there; the lights go off; Patrick and his family solve a lot of
problems; Dad is still not home; everyone finally gets home.
What were some of the problems that

Patrick had?
In the end, they were okay. They were all home (or his dad
was home).
How did Patrick solve the problems?

Beyond the Text

This reminds me of when our lights went out (or provides a
similar example).
Have you ever had an experience like

this?
Patrick started to get scared when he got home and was alone.
How did Patrick feel when he got home

alone?
His dad was a really nice person because he was always

helping people.
What kind of person do you think Patricks

dad was?
Patrick did a good job of (gives a plausible answer). He didnt

complain but just did what he needed to do.
What kind of person do you think Patrick

was?
5 The Big Snow
Recording Form

Key Understandings
Prompts
Score
The author told what Patrick was thinking to show how worried
he was about the dangerous snowstorm.
How did the author help you know this was

a kind of dangerous situation?
The author showed what kind of person Patrick was by telling

everything he did.
How did the author show you what kind of

person Patrick was?
About the Text

0
Subtotal Score:
/9
/1
Total Score:
/10

of time for the student to complete the task. (See Assessment Guide for more information.)

The Big Snow 6
Recording Form
Student _________________________________________________________________
Date ___________________________
Write about Patricks feelings and how they changed from the
beginning to the middle and at the end of the story. You can draw
7 The Big Snow
Exploring Caves Level N Nonfiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing

In this book, you will learn about how caves are formed. You will read about the
formations in cavesstalactites that hang from the ceiling and stalagmites
that come up from the floor. Read to learn all about caves.
Page
Start Time
St
min.
Caves
and
Cavers
Caves
are
dark,
that
some
These
people
Some
big
have
a
rooms
house.
climbing,
hidden
that
Cavers
and
tiny,
learn
these
about
have
M S V M S V
cavers.
caverns,
just
like
fun
crawling,
through
rocky
some
SC
explore.
connect,
sliding
spacessome
to
called
called
worlds
like
are
caves,
Exploring Caves Level N, RW: 281, E: 16 E SC
sec.
people
Introduction:
_______
_______
_______
_______
_______
hugeto
interesting
places.
Subtotal
Exploring Caves 1
Recording Form

Page Text
E SC
How
Are
Caves
Scientists
how
caves
are
are
created
by
When
have
rain
gas
reaches
the
in
different
ideas
about
formed.
Most
think
it
mixes
the
air.
ground,
it
water
the
earth
until
it
the
water
eats
away
in
the
the
a
continues
tiny
cracks
rock
water
touches
at
an
When
the
caves
and
water
into
the
deeper
into
rock.
the
develop.
wider
out
with
seeps
going
to
grow
flows
M S V M S V
water.
The
causes
SC
Formed?
falls,
invisible
with
Very
rock
earth.
slowly,
and
The
cracks
time.
Then
leaves
behind
cave.
Subtotal
2 Exploring Caves
Recording Form

Page Text
Safety
SC
M S V M S V
First
Guides
work
These
experts
at
many
can
tunnels
and
without
getting
lost.
Cavers
love
to
smart
be
follow
is
never
must
be
That
way,
go
at
if
get
least
but
careful.
to
three
an
through
inside
the
caves
they
One
explore
theres
sites.
people
paths
adventure,
and
cave
lead
twisting
can
have
rule
alone.
people
accident,
in
they
There
a
E SC
group.
someone
help.
Subtotal
Exploring Caves 3
Recording Form

Page Text
E SC
Cavers
follow
another
prepared!
It
cave,
so
cavers
also
wear
falling
them
walk
rocks.
very
dark
but
instead
cavers
to
hands
are
climb
on
of
Sturdy
to
hold
their
hiking
or
M S V M S V
a
They
heads
boots
slippery
help
paths.
cave,
flashlights,
helmets
That
inside
clothing.
protect
carrying
them.
cold
warm
bumpy
wear
free
very
to
inside
SC
rulebe
wear
along
Its
attached
get
helmets
from
many
can
with
way
on
lights
their
as
they
rocks.
Subtotal
End Time
En
min.
sec.
Total
4 Exploring Caves
16 or
Errors more
%
Below
95%
SSelf-Corrections
Fluency Score
Reading Rate
Re
(Optional)
1415
1113
810
57
14
95%
96%
97%
98%
99%
100%
_________________
Fluency Scoring Key

0


End Time
min.
sec.
Start Time
min.
sec.
Total Time
min.
sec.
Ac
Accuracy
Rate
Recording Form
Total Seconds
16,860
WPM
Exploring Caves 5
Recording Form

Teacher:

0




Key Understandings
Prompts
Score
Within the Text

Caves are spaces under the ground.
What is a cave?
Reports 34 interesting facts about caves, such as: people who

like to explore caves are cavers; caves have rooms; water eats
away at the rock to make a cave; three people need to go
together in a cave; cavers wear warm clothes, helmets with
lights, and hiking boots; animals live in caves; water drips form
stalactites and stalagmites.
What did you learn about caves?
What else?

Beyond the Text

Caves are very important, and we need to take care of them.
What was the most important idea in this

book?
Recounts one major idea from the text, such as: It takes a long
time to make a cave; caves are home to many animals, so we
need to take care of them; we can learn a lot about Earth from
caves.
What did you learn about why caves are

important to us?
I would like to explore a cave because (gives a plausible

reason).
I might (or might not) like to explore a cave,

would you? Why (not)?
6 Exploring Caves
Recording Form

Key Understandings
Prompts
Score
About the Text

How do you think the author decided
what information to put in the book?
The author read a lot about caves to learn about them

and so she could write accurately about them. The facts
must be right in this book because (gives authors
credentials, references, other).
Do you think the information in this book

is accurate? Why (not)?
There are different kinds of information in different

places in the book. The sections (or headings, titles,
table of contents) tell you where to look.
How does the author help you find the

different kinds of information in this book?
The author wants you to think that caves are very interesting
and make you want to visit one or read more about them.
What do you think the author wants

you to think about caves? What do
you think she might want you to
do after you read this book?
Subtotal Score:
/9
/1
Total Score:
/10


information.)

Exploring Caves 7
The author put information in the book that she thought

readers would not know and would find
interesting (gives examples).
Recording Form
Student _________________________________________________________________
Date ___________________________
Write about five interesting things you learned about caves. You can
8 Exploring Caves

BAS System 1 A To N

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Best Friends Level A Fiction

Part One: Oral Reading

Sources of Information Used

Best Friends Level A, RW: 32, E: 4

Fountas & Pinnell Benchmark Assessment System 1

Best Friends Level A Fiction

Fountas & Pinnell Benchmark Assessment System 1

Best Friends Level A Fiction

Part Two: Comprehension Conversation

Comprehension Scoring Key

Have a conversation with the student, noting the key understandings

Reflects unsatisfactory understanding of the text. Either does not

Reflects limited understanding of the text. Mentions a few facts or

Reflects satisfactory understanding of the text. Includes important

Reflects excellent understanding of the text. Includes almost all

Talk about what happened in this story.

Within the Text

Tell some things the girls like to do together.

Can you tell more things they like to do

The girls like to do things with each other.

How can you tell these girls are best friends?

Of all the things the girls do together,

The author told about all the things the girls

Add 1 for any additional understandings:

Guide to Total Score

Part Three: Writing About Reading (optional)

Writing About Reading Scoring Key

Fountas & Pinnell Benchmark Assessment System 1

Beyond and About the Text

Best Friends Level A Fiction

Fountas & Pinnell Benchmark Assessment System 1

At the Park Level A Nonfiction

Part One: Oral Reading

Sources of Information Used

At the Park Level A, RW: 24, E: 3 E SC

Fountas & Pinnell Benchmark Assessment System 1

At the Park Level A Nonfiction

Fountas & Pinnell Benchmark Assessment System 1

At the Park Level A Nonfiction

Part Two: Comprehension Conversation

Comprehension Scoring Key

Have a conversation with the student, noting the key understandings

Reflects unsatisfactory understanding of the text. Either does not

Reflects limited understanding of the text. Mentions a few facts or

Reflects satisfactory understanding of the text. Includes important

Reflects excellent understanding of the text. Includes almost all

Talk about what you learned in this book.

Within the Text

Its fun to (gives opinion or examples from own life)

What are some fun things to do at the park?

Some other things they could do at the park are

Can you think of some other things that

Some people like to go to the park because they can

Why do people like to go to the park?

Why do you think the boy likes to go to

The boy and his dad are smiling.

Look at pages 14 and 15. How does the

The boy can do lots of things at the park. (Gives 23 examples

Note any additional understandings:

Add 1 for any additional understandings:

Guide to Total Score

Part Three: Writing About Reading (optional)

Writing About Reading Scoring Key