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Transcript of Reading - SunsetLiteracysunsetliteracy.wikispaces.com/file/view/mClassReading3DAssessment... ·...
103/2012 | Version 3.1
Text
Rea
ding
and
Com
preh
ensi
on (T
RC
)
Kno
wle
dge
of P
rint
(KO
P)R
ead
ing
Leve
lTi
tle
K
it
Prin
t C
once
pts
The
Den
tist
Har
cour
t
Read
ing
Beha
vior
sLo
ok a
t M
e H
arco
urt
Leve
lTy
pe
Titl
eR
etel
l/ R
ecal
lO
ral
Co
mp
.W
ritt
en
Co
mp
.
Gu
ided
Rea
din
gR
ead
ing
Rec
ove
ry*
Lexi
le
B2
200 -
400
Fict
ion
At
the
Zoo
Yes
No
No
B2
Non
Fict
ion
The
Ballo
ons
Yes
No
No
C3
Fict
ion
Kat
e G
oes
to a
Far
mYe
sN
oN
o
C3
Fict
ion
Wak
e U
p, F
athe
r Be
arYe
sN
oN
o
C3
Non
Fict
ion
Fun
Day
s!Ye
sN
oN
o
C4
Fict
ion
The
Big
Plan
eYe
sN
oN
o
C4
Fict
ion
Litt
le C
at Is
Hun
gry
Yes
No
No
D5
Fict
ion
Litt
le T
eddy
Hel
ps M
ouse
Yes
GR
only
No
D5
Fict
ion
Sam
and
Litt
le B
ear
Yes
GR
only
No
D6
Fict
ion
Nic
k’s
Snow
man
Yes
Yes
No
D6
Fict
ion
The
Mer
ry-G
o-Ro
und
Yes
Yes
No
D6
Non
Fict
ion
Tall
Thin
gsYe
sYe
sN
o
E7
3
00
-
6
00
Fict
ion
Baby
Bea
r an
d th
e Bi
g Fi
shYe
sYe
sN
o
E7
Fict
ion
Litt
le R
abbi
t’s P
arty
Yes
Yes
No
E8
Fict
ion
The
Cat
and
the
Mic
eYe
sYe
sN
o
E8
Non
Fict
ion
My
Big
Sist
erYe
sYe
sN
o
F9
Fict
ion
Cle
ver
Litt
le D
inos
aur
RR o
nly
Yes
GR
only
F9
Fict
ion
Stuc
k in
the
Ditc
hRR
onl
yYe
sG
R on
ly
F10
Fict
ion
The
Hel
pful
Bul
ldoz
erN
oYe
sYe
s
F10
Fict
ion
Lost
at
the
Shop
ping
Mal
lN
oYe
sYe
s
F10
Non
Fict
ion
Cla
ssro
om R
ules
No
Yes
Yes
G11
Fict
ion
Late
For
Sch
ool
No
Yes
Yes
* Re
adin
g Re
cove
ry C
ounc
il of
Nor
th A
mer
ica
offic
ially
rec
ogni
zes
only
boo
k le
vels
thr
ough
leve
l 20
on it
s of
ficia
l boo
k lis
t. T
o be
tter
sup
port
our
cus
tom
ers
with
hig
her
text
leve
ls,
we
appe
nded
tex
t le
vels
on
par
with
ano
ther
com
mon
num
eric
al le
velin
g sy
stem
fou
nd in
the
cla
ssro
om.
2 03/2012 | Version 3.1
Common Core Standard: RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message.
Text
Rea
ding
and
Com
preh
ensi
on (c
ont’
d.)
Leve
lTy
pe
Titl
eR
etel
l/ R
ecal
lO
ral
Co
mp
.W
ritt
en
Co
mp
.
Gu
ided
Rea
din
gR
ead
ing
Rec
ove
ry*
Lexi
le
G11
200 -
400
300 -
600
Fict
ion
Tom
’s Tr
ain
Ride
No
Yes
Yes
G12
Fict
ion
Buyi
ng a
New
Hou
seN
oYe
sYe
s
G12
Fict
ion
Socc
er a
t Sc
hool
No
Yes
Yes
G12
Non
Fict
ion
Ani
mal
Hom
esN
oYe
sYe
s
H13
Fict
ion
The
Best
Run
ner
No
Yes
Yes
H13
Fict
ion
The
Fox
and
Chi
cken
-to-
Go
No
Yes
Yes
H14
Fict
ion
Litt
le H
en, M
ouse
, and
Rab
bit
No
Yes
Yes
H14
Fict
ion
The
Wat
er S
lide
No
Yes
Yes
H14
Non
Fict
ion
In t
he A
fter
noon
No
Yes
Yes
I15
Fict
ion
Litt
le S
teg
No
Yes
Yes
I15
Fict
ion
Skip
Goe
s to
the
Res
cue
No
Yes
Yes
I16
Fict
ion
The
Cla
ssro
om P
lay
No
Yes
Yes
I16
Fict
ion
Gre
at L
ion
and
Tiny
Mou
seN
oYe
sYe
s
I16
Non
Fict
ion
Des
ert
Clo
wns
No
Yes
Yes
J17
500 -
900
Fict
ion
Har
ry t
he T
ow T
ruck
No
Yes
Yes
J17
Fict
ion
The
Gre
edy
Dog
and
the
Bon
eN
oYe
sYe
s
J18
Fict
ion
The
Vaca
tion
Surp
rise
No
Yes
Yes
J18
Non
Fict
ion
Har
vest
Mic
eN
oYe
sYe
s
K19
Fict
ion
The
Old
Cab
in in
the
For
est
No
Yes
Yes
K19
Fict
ion
Tom
and
the
Sac
kN
oYe
sYe
s
K20
Fict
ion
Leo
the
Lion
Clu
bN
oYe
sYe
s
K20
Fict
ion
The
Skat
ing
Twin
sN
oYe
sYe
s
K20
Non
Fict
ion
Am
azin
g La
sers
No
Yes
Yes
L24
Fict
ion
Kw
an t
he A
rtis
tN
oYe
sYe
s
L24
Non
Fict
ion
The
Stat
ue o
f Li
bert
yN
oYe
sYe
s
L27
Fict
ion
The
Win
d an
d th
e Su
nN
oYe
sYe
s
M27
Fict
ion
Tric
ks w
ith a
Kite
No
Yes
Yes
M27
Non
Fict
ion
Tree
s on
Our
Pla
net
No
Yes
Yes
N30
Fict
ion
The
Mill
er, H
is S
on, a
nd T
heir
Don
key
No
Yes
Yes
N30
Non
Fict
ion
Gira
ffes
No
Yes
Yes
O34
Fict
ion
The
Cav
e Be
side
the
Wat
erfa
llN
oYe
sYe
s
303/2012 | Version 3.1
Leve
lTy
pe
Titl
eR
etel
l/ R
ecal
lO
ral
Co
mp
.W
ritt
en
Co
mp
.
Gu
ided
Rea
din
gR
ead
ing
Rec
ove
ry*
Lexi
le
G11
200 -
400
300 -
600
Fict
ion
Tom
’s Tr
ain
Ride
No
Yes
Yes
G12
Fict
ion
Buyi
ng a
New
Hou
seN
oYe
sYe
s
G12
Fict
ion
Socc
er a
t Sc
hool
No
Yes
Yes
G12
Non
Fict
ion
Ani
mal
Hom
esN
oYe
sYe
s
H13
Fict
ion
The
Best
Run
ner
No
Yes
Yes
H13
Fict
ion
The
Fox
and
Chi
cken
-to-
Go
No
Yes
Yes
H14
Fict
ion
Litt
le H
en, M
ouse
, and
Rab
bit
No
Yes
Yes
H14
Fict
ion
The
Wat
er S
lide
No
Yes
Yes
H14
Non
Fict
ion
In t
he A
fter
noon
No
Yes
Yes
I15
Fict
ion
Litt
le S
teg
No
Yes
Yes
I15
Fict
ion
Skip
Goe
s to
the
Res
cue
No
Yes
Yes
I16
Fict
ion
The
Cla
ssro
om P
lay
No
Yes
Yes
I16
Fict
ion
Gre
at L
ion
and
Tiny
Mou
seN
oYe
sYe
s
I16
Non
Fict
ion
Des
ert
Clo
wns
No
Yes
Yes
J17
500 -
900
Fict
ion
Har
ry t
he T
ow T
ruck
No
Yes
Yes
J17
Fict
ion
The
Gre
edy
Dog
and
the
Bon
eN
oYe
sYe
s
J18
Fict
ion
The
Vaca
tion
Surp
rise
No
Yes
Yes
J18
Non
Fict
ion
Har
vest
Mic
eN
oYe
sYe
s
K19
Fict
ion
The
Old
Cab
in in
the
For
est
No
Yes
Yes
K19
Fict
ion
Tom
and
the
Sac
kN
oYe
sYe
s
K20
Fict
ion
Leo
the
Lion
Clu
bN
oYe
sYe
s
K20
Fict
ion
The
Skat
ing
Twin
sN
oYe
sYe
s
K20
Non
Fict
ion
Am
azin
g La
sers
No
Yes
Yes
L24
Fict
ion
Kw
an t
he A
rtis
tN
oYe
sYe
s
L24
Non
Fict
ion
The
Stat
ue o
f Li
bert
yN
oYe
sYe
s
L27
Fict
ion
The
Win
d an
d th
e Su
nN
oYe
sYe
s
M27
Fict
ion
Tric
ks w
ith a
Kite
No
Yes
Yes
M27
Non
Fict
ion
Tree
s on
Our
Pla
net
No
Yes
Yes
N30
Fict
ion
The
Mill
er, H
is S
on, a
nd T
heir
Don
key
No
Yes
Yes
N30
Non
Fict
ion
Gira
ffes
No
Yes
Yes
O34
Fict
ion
The
Cav
e Be
side
the
Wat
erfa
llN
oYe
sYe
s
Leve
lTy
pe
Titl
eR
etel
l/ R
ecal
lO
ral
Co
mp
.W
ritt
en
Co
mp
.
Gu
ided
Rea
din
gR
ead
ing
Rec
ove
ryLe
xile
O34
500 -
900
Non
Fict
ion
A N
ew S
kate
park
No
Yes
Yes
P38
Fict
ion
Jack
and
the
Bea
nsta
lkN
oYe
sYe
s
P38
Non
Fict
ion
Beav
ers
No
Yes
Yes
Q40
Fict
ion
A G
reat
Sen
se o
f Sm
ell
No
Yes
Yes
Q40
Non
Fict
ion
The
Gam
e of
Soc
cer
No
Yes
Yes
R40
Fict
ion
Rikk
i-tik
ki-t
avi
No
Yes
Yes
R40
800 -
1000
Non
Fict
ion
Prep
arin
g fo
r a
Day
in t
he F
ores
tN
oYe
sYe
s
S44
Fict
ion
Trac
ks b
y th
e St
ream
No
Yes
Yes
S44
Non
Fict
ion
Mou
nt S
aint
Hel
ens
Blow
s Its
Top
No
Yes
Yes
T44
Fict
ion
Ford
ing
the
Rive
rN
oYe
sYe
s
T44
Non
Fict
ion
Cyc
lone
Tra
cy D
estr
oys
Dar
win
No
Yes
Yes
U50
Fict
ion
Blac
k Be
auty
Enc
ount
ers
a St
eam
Tra
inN
oYe
sYe
s
U50
Non
Fict
ion
65 M
illio
n Ye
ars
Ago
No
Yes
Yes
* Re
adin
g Re
cove
ry C
ounc
il of
Nor
th A
mer
ica
offic
ially
rec
ogni
zes
only
boo
k le
vels
thr
ough
leve
l 20
on it
s of
ficia
l boo
k lis
t. T
o be
tter
sup
port
our
cus
tom
ers
with
hig
her
text
leve
ls,
we
appe
nded
tex
t le
vels
on
par
with
ano
ther
com
mon
num
eric
al le
velin
g sy
stem
fou
nd in
the
cla
ssro
om.
Reading
503/2012 | Version 3.1
Common Core Standard: RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message.
Clever Little Dinosaur
Reading Recovery: 9 | Guided Reading: F
Name __________________________________________ Date ____________________
Written Comprehension
What can you learn from Little Dinosaur? How do you know this? Use part of the story in your answer. What can you learn from Little Dinosaur?
How do you know this?
Reading
6 03/2012 | Version 3.1
What can you learn from Little Dinosaur? How do you know this? Use part of the story in your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:
WhatcanyoulearnfromLittleDinosaur? Howdoyouknowthis?
Youcangetawayifyou’relittle.ORLittleDinosaursolvedaproblembyhimself.ORLittleDinosaurcantakecareofhimself.
Hegotawayfromthebigdinosaur.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:
WhatcanyoulearnfromLittleDinosaur? Howdoyouknowthis?
LittleDinosaurisverysmart. Heissafe.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:
WhatcanyoulearnfromLittleDinosaur? Howdoyouknowthis?
He’scleverandlittle.ORHeisfast.
Ilikehim.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:
WhatcanyoulearnfromLittleDinosaur? Howdoyouknowthis?
Therearedinosaursnearmyhouse. Isawthem.
Clever Little Dinosaur
Reading Recovery: 9 | Guided Reading: F
Common Core Standard: RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message.
Reading
703/2012 | Version 3.1
Common Core Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
Clever Little Dinosaur
Reading Recovery: 9 | Guided Reading: F
Name __________________________________________ Date ____________________
Written Comprehension
Where do Little Dinosaur and Big Dinosaur live in the story? Use part of the story in your answer.
Little Dinosaur
Big Dinosaur
Reading
8 03/2012 | Version 3.1
Where do Little Dinosaur and Big Dinosaur live in the story? Use part of the story in your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:
LittleDinosaur UnderarockOR In a hole
BigDinosaur In the forestORNearariver
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:
LittleDinosaur In a hole
BigDinosaur Outside
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:
LittleDinosaur Outside
BigDinosaur Intheriver
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:
LittleDinosaur In a house
BigDinosaur Inthelake
Clever Little Dinosaur
Reading Recovery: 9 | Guided Reading: F
Common Core Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
Reading
903/2012 | Version 3.1
Common Core Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
Stuck in the Ditch
Reading Recovery: 9 | Guided Reading: F
Name __________________________________________ Date ____________________
Written Comprehension
What is Red Truck’s problem?
Reading
10 03/2012 | Version 3.1
What is Red Truck’s problem?
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Hedrivestoofast.Hegoesintotheditch.Hecan’tgetout.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:Heisintheditch.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:Heneedshelp.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:Heisred.
Stuck in the Ditch
Reading Recovery: 9 | Guided Reading: F
Common Core Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
Reading
1103/2012 | Version 3.1
Common Core Standard: RL.1.1. Ask and answer questions about key details in a text.
Stuck in the Ditch
Reading Recovery: 9 | Guided Reading: F
Name __________________________________________ Date ____________________
Written Comprehension
Why is Yellow Bulldozer able to get Red Truck out of the ditch?
Reading
12 03/2012 | Version 3.1
Why is Yellow Bulldozer able to get Red Truck out of the ditch?
Stuck in the Ditch
Reading Recovery: 9 | Guided Reading: F
Common Core Standard: RL.1.1. Ask and answer questions about key details in a text.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Heisverybig.Heisstrong.Hepullshimout.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:Heisstrong.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:Hetrieshard.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:Hehelpstheredtruck.
Reading
1303/2012 | Version 3.1
Common Core Standard: RL.1.9. Compare and contrast the adventures and experiences of characters in stories.
The Helpful Bulldozer
Reading Recovery: 10 | Guided Reading: F
Name __________________________________________ Date ____________________
Written Comprehension
1. How does the Helicopter help the Bus? Use part of the story in your answer.
Reading
14 03/2012 | Version 3.1
How does the Helicopter help the Bus? Use part of the story in your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar: Hegetsthebulldozer.Hesaysthebulldozerwillhelp.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:Hegetsthebulldozer.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:Hegetshelp.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Hemovesthetree.
The Helpful Bulldozer
Reading Recovery: 10 | Guided Reading: F
Common Core Standard: RL.1.9. Compare and contrast the adventures and experiences of characters in stories.
Reading
1503/2012 | Version 3.1
Common Core Standard: RL.1.6. Identify who is telling the story at various points in a text.
The Helpful Bulldozer
Reading Recovery: 10 | Guided Reading: F
Name __________________________________________ Date ____________________
Written Comprehension
1. Who is talking in the story? Write your answers in the chart.
Who says this?
“But I have to go to town.”
“R-mmm! R-mmm!”
“I will go get the bulldozer.”
Reading
16 03/2012 | Version 3.1
Who is talking in the story? Write your answers in the chart.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:
Whosaysthis?
“ButIhavetogototown.” bus
“R-mmm!R-mmm!” bulldozer
“Iwillgogetthebulldozer.” helicopter
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:
Whosaysthis?
“ButIhavetogototown.” bus
“R-mmm!R-mmm!” bus
“Iwillgogetthebulldozer.” helicopter
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:
Whosaysthis?
“ButIhavetogototown.” bus
“R-mmm!R-mmm!” bus
“Iwillgogetthebulldozer.” bulldozer
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:
Whosaysthis?
“ButIhavetogototown.” bulldozer
“R-mmm!R-mmm!” helicopter
“Iwillgogetthebulldozer.” bus
The Helpful Bulldozer
Reading Recovery: 10 | Guided Reading: F
Common Core Standard: RL.1.6. Identify who is telling the story at various points in a text.
Reading
1703/2012 | Version 3.1
Common Core Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
Lost at the Shopping Mall
Reading Recovery: 10 | Guided Reading: F
Name __________________________________________ Date ____________________
Written Comprehension
Draw a picture to show where Sally went when she left Jon.
Reading
18 03/2012 | Version 3.1
Draw a picture to show where Sally went when she left Jon.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:(Pictureshouldshowamerry-go-round.)Sallywenttothelittlemerry-go-round.Shesawherfriend.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:(Pictureshouldshowamerry-go-round.)Shewentaway.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:(Pictureshouldbeamallscene,butnotamerry-go-round.)Sheleft.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:(Pictureisirrelevanttothestory.)Sallylikesherfriends.
Lost at the Shopping Mall
Reading Recovery: 10 | Guided Reading: F
Common Core Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
Reading
1903/2012 | Version 3.1
Common Core Standard: RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.
Lost at the Shopping Mall
Reading Recovery: 10 | Guided Reading: F
Name __________________________________________ Date ____________________
Written Comprehension
What do you think Dad will do the next time he goes to the shopping mall with Sally and Jon? Use part of the story in your answer.
Reading
20 03/2012 | Version 3.1
What do you think Dad will do the next time he goes to the shopping mall with Sally and Jon? Use part of the story in your answer.
Lost at the Shopping Mall
Reading Recovery: 10 | Guided Reading: F
Common Core Standard: RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:DadwillnotleaveSallyalone.Hewilltakeher.Hedoesnotwanthertogetlostagain.Sheistoolittle.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:DadwillnotleaveSallyalone.Hewilltakeher.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:DadwilltellSallytostay.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:DadwillletSallyeaticecream.
Reading
2103/2012 | Version 3.1
Common Core Standard: RI.1.1. Ask and answer questions about key details in a text.
Classroom Rules
Reading Recovery: 10 | Guided Reading: F
Name __________________________________________ Date ____________________
Written Comprehension
Rule 5 says to take turns. What might happen if students do not follow rule 5?
Reading
22 03/2012 | Version 3.1
Rule 5 says to take turns. What might happen if students do not follow rule 5?
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Peoplecangethurtifyoudon’ttaketurns.Theycouldbesadtoo.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:Somebodywillnotgetaturn.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:Theygetintrouble.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:Thereare5rules.
Classroom Rules
Reading Recovery: 10 | Guided Reading: F
Common Core Standard: RI.1.1. Ask and answer questions about key details in a text.
Reading
2303/2012 | Version 3.1
Common Core Standard: RI.1.1. Ask and answer questions about key details in a text.
Classroom Rules
Reading Recovery: 10 | Guided Reading: F
Name __________________________________________ Date ____________________
Written Comprehension
Which rule is the most important? Why?
Reading
24 03/2012 | Version 3.1
Which rule is the most important? Why?
Classroom Rules
Reading Recovery: 10 | Guided Reading: F
Common Core Standard: RI.1.1. Ask and answer questions about key details in a text.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Ithinkrule3isthemostimportant.Itisimportanttotalkaboutthings.Youshouldnothit.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:Ithinkrule2isthemostimportant.Helpingisgood.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:Rule1.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:Ilikethebook.
Reading
2503/2012 | Version 3.1
Common Core Standard: RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Late for School
Reading Recovery: 11 | Guided Reading: G
Name __________________________________________ Date ____________________
Written Comprehension
1. What are two words in the story that tell what sound the car makes?
Reading
26 03/2012 | Version 3.1
1. What are two words in the story that tell what sound the car makes?
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar: rrr … rrrr and BRMMM!
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:Brmmm!ORrrr … rrrr
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:Thecarmakesenginenoises.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Go go go!
Late for School
Reading Recovery: 11 | Guided Reading: G
Common Core Standard: RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Reading
2703/2012 | Version 3.1
Common Core Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
Late for School
Reading Recovery: 11 | Guided Reading: G
Name __________________________________________ Date ____________________
Written Comprehension
What are the three settings or places in the story?
1.
2.
3.
Reading
28 03/2012 | Version 3.1
What are the three settings or places in the story?
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar: 1.House2.Car3.School
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:1.House2.Class3.School
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:1.House2.Class3.Store
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: 1.Soccer2.Driving3.Playing
Late for School
Reading Recovery: 11 | Guided Reading: G
Common Core Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
Reading
2903/2012 | Version 3.1
Common Core Standard: RL.1.9. Compare and contrast the adventures and experiences of characters in stories.
Tom’s Train Ride
Reading Recovery: 11 | Guided Reading: G
Name __________________________________________ Date ____________________
Written Comprehension
Tell two ways Tom’s day and the girl’s day at the park are alike.
1.
2.
Reading
30 03/2012 | Version 3.1
Tell two ways Tom’s day and the girl’s day at the park are alike.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:
1.Theyrideintheirwheelchairs. 2.Theyrideinthebigseat.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:
1.Theyhavewheelchairs. 2.Theylikeparks.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:
1.Theywaitonthetrain. 2.Theyliketheirfamilies.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:
1.Theygotoschool. 2.Theyhavefriends.
Tom’s Train Ride
Reading Recovery: 11 | Guided Reading: G
Common Core Standard: RL.1.9. Compare and contrast the adventures and experiences of characters in stories.
Reading
3103/2012 | Version 3.1
Common Core Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
Tom’s Train Ride
Reading Recovery: 11 | Guided Reading: G
Name __________________________________________ Date ____________________
Written Comprehension
Tell at least two things you learned about Tom. Use part of the story in your answer.
1.
2.
Reading
32 03/2012 | Version 3.1
Tell at least two things you learned about Tom. Use part of the story in your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:
1.Heisinawheelchair.
2.Heisabletogoonthetrainjustlikeotherkids.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:
1.Helikesthepark.
2.Heisinawheelchair.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:
1.Hehadfun.
2.Hesatintheback.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:
1.Heissad.
2.Hewantstogohome.
Tom’s Train Ride
Reading Recovery: 11 | Guided Reading: G
Common Core Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
Reading
3303/2012 | Version 3.1
Common Core Standard: RL.1.6. Identify who is telling the story at various points in a text.
Buying a New House
Reading Recovery: 12 | Guided Reading: G
Name __________________________________________ Date ____________________
Written Comprehension
Who is telling this story? How do you know? Use part of the story in your answer.
Reading
34 03/2012 | Version 3.1
Who is telling this story? How do you know? Use part of the story in your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar: Thelittlebrother.HesayshehasabrothernamedBen.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:Alittleboytellsit.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:Aboy.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Ben.
Buying a New House
Reading Recovery: 12 | Guided Reading: G
Common Core Standard: RL.1.6. Identify who is telling the story at various points in a text.
Reading
3503/2012 | Version 3.1
Common Core Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
Buying a New House
Reading Recovery: 12 | Guided Reading: G
Name __________________________________________ Date ____________________
Written Comprehension
What do the boys do when they go inside the new house? Use part of the story in your answer.
Reading
36 03/2012 | Version 3.1
What do the boys do when they go inside the new house? Use part of the story in your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar: Theygoupstairs.Theyseethebedrooms.ThebigoneisforBen.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:Theyseebedrooms.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:Theygoupstairs.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Theywanttobringtheirbikes.
Buying a New House
Reading Recovery: 12 | Guided Reading: G
Common Core Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
Reading
3703/2012 | Version 3.1
Common Core Standard: RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.
Soccer at School
Reading Recovery: 12 | Guided Reading: G
Name __________________________________________ Date ____________________
Written Comprehension
Draw a picture to show why the ball is taken away from Andy and his friends.
Reading
38 03/2012 | Version 3.1
Draw a picture to show why the ball is taken away from Andy and his friends.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:(Thepictureshouldshowtheballhittingtheschool.)Theballhittheschool.Theteacherdoesn’tlikethat.Hetakesitaway.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:(Thepictureshouldshowtheballhittingtheschool.)Theballhitstheschool.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:(Thepictureshowsateacherorboysplayingsoccerbutnottheballhittingtheschool.)Theteachertakestheball.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:(Thepictureisirrelevant.)Thelittleboyswanttoplaywiththebigkids.
Soccer at School
Reading Recovery: 12 | Guided Reading: G
Common Core Standard: RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.
Reading
3903/2012 | Version 3.1
Common Core Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
Soccer at School
Reading Recovery: 12 | Guided Reading: G
Name __________________________________________ Date ____________________
Written Comprehension
Why do Andy and his friends play soccer with Matt and James?
Reading
40 03/2012 | Version 3.1
Why do Andy and his friends play soccer with Matt and James?
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Andyandhisfriendsdidn’thaveaballtoplaywith.Theirballwastakenaway.MattandJameshadaball.TheywantedtouseMattandJames’sball.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Theyneededaballtoplaywith.TheycoulduseMattandJames’sball.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Theteacherhadtheirball.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Theywantedtoplayonthegrass.
Soccer at School
Reading Recovery: 12 | Guided Reading: G
Common Core Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
Reading
4103/2012 | Version 3.1
Common Core Standard: RI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Animal Homes
Reading Recovery: 12 | Guided Reading: G
Name __________________________________________ Date ____________________
Written Comprehension
Tell how a beaver home and a rabbit home are different. Use parts of the book in your answer.
Reading
42 03/2012 | Version 3.1
Tell how a beaver home and a rabbit home are different. Use parts of the book in your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Arabbitlivesinahole.Abeaverlivesinthewater.Beaversmakeahouseinthewater.Itisbuiltwithsticksandmud.Arabbitlivesunderground.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Arabbitlivesinahole.Abeaverlivesinthewater.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Rabbitsliveinahole.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Ilikethebeaver’shouse.
Animal Homes
Reading Recovery: 12 | Guided Reading: G
Common Core Standard: RI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Reading
4303/2012 | Version 3.1
Common Core Standard: RI.1.8. Identify the reasons an author gives to support points in a text.
Animal Homes
Reading Recovery: 12 | Guided Reading: G
Name __________________________________________ Date ____________________
Written Comprehension
Why is the beaver’s home called “an island in the water”? Use part of the book in your answer.
Reading
44 03/2012 | Version 3.1
Why is the beaver’s home called “an island in the water”? Use part of the book in your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Becausetheirhousefloatsinthewater.Itismadeofsticksandmud.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Becausetheirhousefloatsinthewater.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Theirhouseismadeofmud.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Beavershavebigteeth.
Animal Homes
Reading Recovery: 12 | Guided Reading: G
Common Core Standard: RI.1.8. Identify the reasons an author gives to support points in a text.
Reading
4503/2012 | Version 3.1
Common Core Standard: RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses
The Best Runner
Reading Recovery: 13 | Guided Reading: H
Name __________________________________________ Date ____________________
Written Comprehension
Write some words from the story that show Rachel is sad. Write some words from the story that show Rachel is worried.
Sad
Worried
Reading
46 03/2012 | Version 3.1
Write some words from the story that show Rachel is sad. Write some words from the story that show Rachel is worried.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:
Sad Worried
Shehadwantedtobefirsttoday.ORShehadwantedtowin.
Sheranslowlyatfirst.ORShecan’tslowdown.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:
Sad Worried
Shedidn’twin. Shewasslow.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:
Sad Worried
Shelikestowin. Shesawaboyfall.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:
Sad Worried
Shecries. Sheisinfirstplace.
The Best Runner
Reading Recovery: 13 | Guided Reading: H
Common Core Standard: RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses
Reading
4703/2012 | Version 3.1
Common Core Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
The Best Runner
Reading Recovery: 13 | Guided Reading: H
Name __________________________________________ Date ____________________
Written Comprehension
Tell what happens in the story. Tell what happens first, next, and last.
First
Next
Last
Reading
48 03/2012 | Version 3.1
Tell what happens in the story. Tell what happens first, next, and last.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar: First:Theclassgoestothepark.Next:Thekidsrace.Jameswins.Last:Thekidsraceagain.Rachelwins.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:First:Theclassgoestothepark.Next:Jameswins.Last:Rachelwins.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:First:Theygotothepark.Next:Therearealotofkids.Last:Theyhavefun.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: First:Theyareinschool.Next:Theywillhavefun.Last:Theywillgohome.
The Best Runner
Reading Recovery: 13 | Guided Reading: H
Common Core Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
Reading
4903/2012 | Version 3.1
Common Core Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
The Fox and Chicken-to-Go
Reading Recovery: 13 | Guided Reading: H
Name __________________________________________ Date ____________________
Written Comprehension
Draw a picture of how the father fox solved his problem.
Reading
50 03/2012 | Version 3.1
Draw a picture of how the father fox solved his problem.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:(Thepictureshouldshowthefoxgettingachickenoutofthebaginfrontofthestore.)Thefoxfoundtrashinfrontofthechicken-to-gostore.Thetrashhadchickensinside.Hetookoneofthechickenstoeat.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: (Thepictureshouldshowthefoxgettingachickenoutofthebag.)Thefoxfoundchickensinfrontofthestore.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: (Thepictureshouldshowthefoxcarryingachicken.)Thefoxbringsachickentohisfamily.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: (Thepictureisirrelevant.)Thefoxlivesunderagardenshed.
The Fox and Chicken-to-Go
Reading Recovery: 13 | Guided Reading: H
Common Core Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
Reading
5103/2012 | Version 3.1
Common Core Standard: RL.1.9. Compare and contrast the adventures and experiences of characters in stories.
The Fox and Chicken-to-Go
Reading Recovery: 13 | Guided Reading: H
Name __________________________________________ Date ____________________
Written Comprehension
What two things does the father fox do in this story that a real fox cannot do? Use part of the story in your answer.
1.
2.
Reading
52 03/2012 | Version 3.1
What two things does the father fox do in this story that a real fox cannot do? Use part of the story in your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
1. The father fox can talk. He says “I can’t get inside the chicken house.” Real foxes do not talk.
2. He also stops at a red light. Real foxes don’t do that.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:
1. The father fox stops at a red light. He is careful. Real foxes don’t do that.
2. He is smart.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:
1. The father fox stops.
2. He likes chicken.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:
1. Real foxes don’t live under sheds.
2. Real foxes don’t eat chicken.
The Fox and Chicken-to-Go
Reading Recovery: 13 | Guided Reading: H
Common Core Standard: RL.1.9. Compare and contrast the adventures and experiences of characters in stories.
Reading
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Common Core Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
Little Hen, Mouse, and Rabbit
Reading Recovery: 14 | Guided Reading: H
Name __________________________________________ Date ____________________
Written Comprehension
Tell about Mouse and Rabbit. Use part of the story in your answer.
Reading
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Tell about Mouse and Rabbit. Use part of the story in your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Theyarelazy.TheysleepandLittleHendoesallthework.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:Theyarelazyandsleep.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:Theysleep.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Theyeatfood.
Little Hen, Mouse, and Rabbit
Reading Recovery: 14 | Guided Reading: H
Common Core Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
Reading
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Common Core Standard: RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Little Hen, Mouse, and Rabbit
Reading Recovery: 14 | Guided Reading: H
Name __________________________________________ Date ____________________
Written Comprehension
What do Mouse and Rabbit learn in the story? How do you know? Use part of the story in your answer.
Reading
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What do Mouse and Rabbit learn in the story? How do you know? Use part of the story in your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Theylearnitisimportanttohelp.Theyshouldnotbelazy.LittleHensavedthem.TheysaytheyalwayswillhelpLittleHennow.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:Theylearnnottobelazyandtodosomework.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:Theylearntoworkandnotsleep.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Theylearntoworkallday.
Little Hen, Mouse, and Rabbit
Reading Recovery: 14 | Guided Reading: H
Common Core Standard: RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Reading
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Common Core Standard: RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
The Water Slide
Reading Recovery: 14 | Guided Reading: H
Name __________________________________________ Date ____________________
Written Comprehension
Write some words from the story that show that Tim is a little excited. Write some words from the story that show that Tim is a little afraid.
Excited
Afraid
Reading
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Write some words from the story that show that Tim is a little excited. Write some words from the story that show that Tim is a little afraid.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:
Excited Afraid
Theywillhavefuntoday. Thatslidelookstoobigforme.ORIdon’twanttogoonit.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:
Excited Afraid
Itisfun. Hedoesn’twanttogoontheslide.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:
Excited Afraid
Theygotothewaterslide. Heisinthewater.Heisswimming.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:
Excited Afraid
Heisswimming. MomandDadwon’ttellme.
The Water Slide
Reading Recovery: 14 | Guided Reading: H
Common Core Standard: RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Reading
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Common Core Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
The Water Slide
Reading Recovery: 14 | Guided Reading: H
Name __________________________________________ Date ____________________
Written Comprehension
Tell what happens in the story. Tell what happens first, next, and last.
First
Next
Last
Reading
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Tell what happens in the story. Tell what happens first, next, and last.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar: First:TimandhisfriendMichaelgotoapark.Next:Michaelgoesdowntheslide.Timdoesn’twanttogoonit.Last:TimandMichaelgodowntheslide.Timlikesit.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:First:Theygotoapark.Next:Timdoesn’twanttogoontheslide.Last:Timgoesdowntheslide.Michaelgoestoo.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:First:Theyareatapool.Next:Theyareswimming.Last:Theyhavefun.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: First:Theyareclimbinginapark.Next:Theyarehavingfun.Last:Theygohome.
The Water Slide
Reading Recovery: 14 | Guided Reading: H
Common Core Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
Reading
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Common Core Standard: RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
In the Afternoon
Reading Recovery: 14 | Guided Reading: H
Name __________________________________________ Date ____________________
Written Comprehension
Complete the chart. Write two more things the girl does at school and two more things the girl does at home.
At School At Home
1. She paints pictures. 1.
2. 2. She watches television with her mother and her sister.
3. 3.
Reading
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Complete the chart. Write two more things the girl does at school and two more things the girl does at home.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:
At School At Home
1. She paints pictures. 1. She has something to eat and drink.
2. She sings songs with her friends. 2. She watches television with her mother and her sister.
3. She plays games 3. She plays outside with her sister.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:
At School At Home
1. She paints pictures. 1. She has something to eat.
2. She sings. 2. She watches television with her mother and her sister.
3. She plays. 3. Her dad reads a story.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:
At School At Home
1. She paints pictures. 1. She makes stuff.
2. She likes school. 2. She watches television with her mother and her sister.
3. She likes to play 3. She wants to go to school.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:
At School At Home
1. She paints pictures. 1. She wants to go to bed.
2. She likes school. 2. She watches television with her mother and her sister.
3. She wants to learn a lot. 3. She climbs a tree.
In the Afternoon
Reading Recovery: 14 | Guided Reading: H
Common Core Standard: RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Reading
6303/2012 | Version 3.1
Common Core Standard: RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
In the Afternoon
Reading Recovery: 14 | Guided Reading: H
Name __________________________________________ Date ____________________
Written Comprehension
The girl in the story was helpful at home and at school. Tell three ways you are helpful at home or at school.
1.
2.
3.
Reading
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The girl in the story was helpful at home and at school. Tell three ways you are helpful at home or at school.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Iamhelpfulathome.Iputthedishesinthedishwasher.Icleanmyroom.AtschoolIhelptheteacher.Ihelpherputawaybooks.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Ihelpatschool.Ipassoutpapers.Icleanmydesk.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Iliketohelpatschool.Iputbooksaway.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Iplaysoccer.
In the Afternoon
Reading Recovery: 14 | Guided Reading: H
Common Core Standard: RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Reading
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Common Core Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
Little Steg
Reading Recovery: 15 | Guided Reading: I
Name __________________________________________ Date ____________________
Written Comprehension
Tell how Little Steg’s mother acts. What did you learn from what she did? Use part of the story in your answer.
Reading
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Tell how Little Steg’s mother acts. What did you learn from what she did? Use part of the story in your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar: Shehitsthebigdinosaurwithhertail.ShesavesLittleSteg.Sheisbrave.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:Shehitsthedinosaur.Sheisbrave.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:Shehitsthedinosaur.He’sbleeding.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Thebigdinosaurismean.
Little Steg
Reading Recovery: 15 | Guided Reading: I
Common Core Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
Reading
6703/2012 | Version 3.1
Common Core Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
Little Steg
Reading Recovery: 15 | Guided Reading: I
Name __________________________________________ Date ____________________
Written Comprehension
What is Little Steg’s problem? How is the problem solved? Use part of the story in your answer.
Problem
How is the problem solved?
Reading
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What is Little Steg’s problem? How is the problem solved? Use part of the story in your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:
Problem Howistheproblemsolved?
Heistoolittle.Heistooslow.TheBigDinosaurisgoingtocatchhim.
LittleSteg’smothersaveshim.Shegoesback.ShehitstheBigDinosaurwithhertail.Heishurtandcan’trun.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:
Problem Howistheproblemsolved?
TheBigDinosaurisgoingtocatchhim. LittleSteg’smotherhurtstheBigDinosaur.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:
Problem Howistheproblemsolved?
Heisintrouble. Hedoesn’tgeteaten.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:
Problem Howistheproblemsolved?
LittleStegiseatinggreenleaves. Hehearsthumpthumpthump.
Little Steg
Reading Recovery: 15 | Guided Reading: I
Common Core Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
Reading
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Common Core Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
Skip Goes to the Rescue
Reading Recovery: 15 | Guided Reading: I
Name __________________________________________ Date ____________________
Written Comprehension
Tell about the beginning of the story and the end of the story.
Beginning
End
Reading
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Tell about the beginning of the story and the end of the story.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:
Beginningofthestory Endofthestory
JesstellsSkipaboutaboy.Theboyisonanisland.Hehurthisarm.
Skipgetstheboy.Hisfatherhelps.Skiptakestheboytoland.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:
Beginningofthestory Endofthestory
Aboyisonanisland.Hehurthisarm. Skipgetstheboy.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:
Beginningofthestory Endofthestory
Skipneedstogetaboy. Theboylikestheplane.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:
Beginningofthestory Endofthestory
Skipcan’tlandonrocks. Skipfliesonthewater.
Skip Goes to the Rescue
Reading Recovery: 15 | Guided Reading: I
Common Core Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
Reading
7103/2012 | Version 3.1
Common Core Standard: RL.1.1. Ask and answer questions about key details in a text.
Skip Goes to the Rescue
Reading Recovery: 15 | Guided Reading: I
Name __________________________________________ Date ____________________
Written Comprehension
Why do the people cheer at the end of the story? Use part of the story in your answer.
Reading
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Why do the people cheer at the end of the story? Use part of the story in your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar: Theyarehappythelittleboyissafe.Skipsavedtheday.Skiptooktheboy.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:Theyarehappythelittleboyissafe.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:TheylikeSkip.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: BecauseSkipdidn’tlandontherocks.
Skip Goes to the Rescue
Reading Recovery: 15 | Guided Reading: I
Common Core Standard: RL.1.1. Ask and answer questions about key details in a text.
Reading
7303/2012 | Version 3.1
Common Core Standard: RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
The Classroom Play
Reading Recovery: 16 | Guided Reading: I
Name __________________________________________ Date ____________________
Written Comprehension
Tell the story in your own words. Write about the beginning, the middle, and the end of the story.
Beginning
Middle
End
Reading
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Tell the story in your own words. Write about the beginning, the middle, and the end of the story.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:
Beginning Middle End
Theclasswilldoaplay.EmmaisLittleRedRidingHood.Sheishappy.SamistheBigBadWolf.Matthewissad.
EmmaasksMatthewtohelpherwiththeplay.Heisfunnyandisagoodwolf.Hedressesupandchasesher.
Samissick.Matthewisthewolf.Heisgoodatit.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:
Beginning Middle End
Theclasswilldoaplay.EmmaisLittleRedRidingHood.Matthewdoesn’tgettobetheBigBadWolf.
EmmaasksMatthewtohelpherpracticetheplay.
Matthewgetstobethewolf.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:
Beginning Middle End
Theclasswilldoaplay.EmmaisLittleRedRidingHood.
Emmapracticestheplay. Theplayisgood.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:
Beginning Middle End
ThekidsliketheBigBadWolf. Thekidsarefunny. Theplaywaslong.
The Classroom Play
Reading Recovery: 16 | Guided Reading: I
Common Core Standard: RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Reading
7503/2012 | Version 3.1
Common Core Standard: RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses
The Classroom Play
Reading Recovery: 16 | Guided Reading: I
Name __________________________________________ Date ____________________
Written Comprehension
In this story, some characters are sad and some are happy. Write words from the story that show a character is sad. Then write words from the story that show a character is happy.
Feeling Sentence from the story
Sad
Happy
Reading
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In this story, some characters are sad and some are happy. Write words from the story that show a character is sad. Then write words from the story that show a character is happy.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:
Feeling Sentencefromthestory
Sad Iwantedtobethewolf.
Happy Emmasmiled.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:
Feeling Sentencefromthestory
Sad Matthewisn’tintheplay.
Happy Emmalaughedsohard.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:
Feeling Sentencefromthestory
Sad Iwantedtobethewolf.
Happy Samisnotinschool.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:
Feeling Sentencefromthestory
Sad MatthewhelpsEmmawiththeplay.
Happy TheteachersaysSamisnotinschool.
The Classroom Play
Reading Recovery: 16 | Guided Reading: I
Common Core Standard: RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses
Reading
7703/2012 | Version 3.1
Common Core Standard: RL.2.3. Describe how characters in a story respond to major events and challenges.
Great Lion and Tiny Mouse
Reading Recovery: 16 | Guided Reading: I
Name __________________________________________ Date ____________________
Written Comprehension
Why did the tiny mouse help the great lion? Use part of the story to tell about your answer.
Reading
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Why did the tiny mouse help the great lion? Use part of the story to tell about your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Thetinymousehelpedthelionbecausethelionlethergo.Hehadtrappedherunderhispawbutsetherfree.Shewantedtodosomethingniceforhiminreturn.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Thetinymousehelpedthelionbecausethelionlethergetaway.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Themousehelpedthelionbecauseshewantedtobehisfriend.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Themousewasveryscaredsoshehelpedthelion.
Great Lion and Tiny Mouse
Reading Recovery: 16 | Guided Reading: I
Common Core Standard: RL.2.3. Describe how characters in a story respond to major events and challenges.
Reading
7903/2012 | Version 3.1
Common Core Standard: RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Great Lion and Tiny Mouse
Reading Recovery: 16 | Guided Reading: I
Name __________________________________________ Date ____________________
Written Comprehension
Fables teach lessons. What lesson does this fable teach? Use part of the story to tell about your answer.
Reading
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Fables teach lessons. What lesson does this fable teach? Use part of the story to tell about your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Thelessonisthatyoucanbeabighelpevenifyouarelittle.Thelionthoughtthemousecouldn’thelphimbecauseshewastoosmall.Butheneededthelittlemousetohelphimintheend!
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Thelessonisthatlittlepeoplecanhelptoo.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Itisimportanttohelpothers.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Benicetoyourfriends.
Great Lion and Tiny Mouse
Reading Recovery: 16 | Guided Reading: I
Common Core Standard: RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Reading
8103/2012 | Version 3.1
Common Core Standard: RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Desert Clowns
Reading Recovery: 16 | Guided Reading: I
Name __________________________________________ Date ____________________
Written Comprehension
The author says the roadrunner is “a different kind of bird.” Use details from the book to tell why it is different.
Reading
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The author says the roadrunner is “a different kind of bird.” Use details from the book to tell why it is different.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Itisdifferentbecauseitdoesnotflyverywell.Itcanonlyflyalittlebit.Itrunsontheroadtogetaround.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Itdoesnotfly.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Itlooksfunny.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Itisaspecialbird.
Desert Clowns
Reading Recovery: 16 | Guided Reading: I
Common Core Standard: RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Reading
8303/2012 | Version 3.1
Common Core Standard: RI.2.8. Describe how reasons support specific points the author makes in a text.
Desert Clowns
Reading Recovery: 16 | Guided Reading: I
Name __________________________________________ Date ____________________
Written Comprehension
Tell why Desert Clowns is a good title for this book. Use details from the book in your answer.
Reading
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Tell why Desert Clowns is a good title for this book. Use details from the book in your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Itisagoodtitlebecausethisiswhatpeoplecallthebird.Theycallitaclownbecauseithasablueandorangeface.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Itisagoodtitlebecausethisiswhatpeoplecallthebird.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Becauseitlooksfunny.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: It’sagoodtitle.
Desert Clowns
Reading Recovery: 16 | Guided Reading: I
Common Core Standard: RI.2.8. Describe how reasons support specific points the author makes in a text.
Reading
8503/2012 | Version 3.1
Common Core Standard: RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Harry the Tow Truck
Reading Recovery: 17 | Guided Reading: J
Name __________________________________________ Date ____________________
Written Comprehension
What is the problem in this story and how is it solved? Use a detail from the story to help explain your answer.
Problem
Solution
Reading
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What is the problem in this story and how is it solved? Use a detail from the story to help explain your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:
Problem Solution
Theproblemisthatamovingvanflippedoverontheroad,andthecarscan’tusetheroad.
HarryandBobsolvetheproblem.Theyturnthevanoverandtowitaway.Nowthecarscandriveonthe road and go home
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:
Problem Solution
Aproblemisthatthereisavanstuckintheroad.
Harrytakesitaway.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:
Problem Solution
There is a problem with the van.
Harrysolvestheproblem.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:
Problem Solution
Harryisatowtruckinthestory.
Thereisaproblem.
Harry the Tow Truck
Reading Recovery: 17 | Guided Reading: J
Common Core Standard: RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Reading
8703/2012 | Version 3.1
Common Core Standard: RL.2.3. Describe how characters in a story respond to major events and challenges.
Harry the Tow Truck
Reading Recovery: 17 | Guided Reading: J
Name __________________________________________ Date ____________________
Written Comprehension
Explain how the people in the cars feel and why they feel this way. Use a detail from the story to help explain your answer.
Reading
88 03/2012 | Version 3.1
Explain how the people in the cars feel and why they feel this way. Use a detail from the story to help explain your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Thepeopleinthecarsaregettingangry.Theywanttousetheroadtogohome,buttheycan’tbecausethemovingvanisintheway.Theytoottheirhornslouderandlouder.Theydon’twanttowait.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Thepeopleinthecarswanttogohome.Theyaremad.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Thepeoplearemad.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Peopleareintheircars.
Harry the Tow Truck
Reading Recovery: 17 | Guided Reading: J
Common Core Standard: RL.2.3. Describe how characters in a story respond to major events and challenges.
Reading
8903/2012 | Version 3.1
Common Core Standard: RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
The Greedy Dog and the Bone
Reading Recovery: 17 | Guided Reading: J
Name __________________________________________ Date ____________________
Written Comprehension
What lesson does Jip learn in this story? Use a detail from the story to support your answer.
Reading
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What lesson does Jip learn in this story? Use a detail from the story to support your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Helearnsnottobeagreedydog.Hesawadogwithabiggerbone.Hetriedtogetthedog’sbone.Thenhelosthisboneintheriver.Nowhehasnobonesbecausehewasselfish.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Helearnsnottobeagreedydog.Hethoughttherewasanotherdogwithabiggerbone.Hewantedit.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Heshouldn’ttrytogetbiggerbones.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Helearnstobenice.
The Greedy Dog and the Bone
Reading Recovery: 17 | Guided Reading: J
Common Core Standard: RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Reading
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Common Core Standard: RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
The Greedy Dog and the Bone
Reading Recovery: 17 | Guided Reading: J
Name __________________________________________ Date ____________________
Written Comprehension
How did you find out there was no other dog in the river? Use a detail from the story or the pictures in your answer.
Reading
92 03/2012 | Version 3.1
How did you find out there was no other dog in the river? Use a detail from the story or the pictures in your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:IknewbecauseIlookedatthepictureandsawanotherdogthatlookedthesameasJip.Isawthereflection.ItwasjustJip.Youcanseehisbrownears.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: IknewbecausethebooksaidthatJipwaslookingathimselflikeamirror.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Thepersoninthebooksaidso.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: BecauseJiphadtogetanotherbone.
The Greedy Dog and the Bone
Reading Recovery: 17 | Guided Reading: J
Common Core Standard: RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Reading
9303/2012 | Version 3.1
Common Core Standard: RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
The Vacation Surprise
Reading Recovery: 18 | Guided Reading: J
Name __________________________________________ Date ____________________
Written Comprehension
Tell what happens in this story. Be sure to tell about the beginning, the middle, and the end.
Beginning
Middle
End
Reading
94 03/2012 | Version 3.1
Tell what happens in this story. Be sure to tell about the beginning, the middle, and the end.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:
Beginning Middle End
EmmaandMegareatthecabin.Itisatthelake.Theirgrandparentsarethere.Theywanttousethecanoes.
Theytrytogetthecanoes.Theyhearnoisesundertheshed.Theyfindamotherduckandhereggs!Theywaitfortheeggstohatch.
The babies come out of theeggs.Theyarewiththemother.Theyareswimminginthelake.EmmaandMeglikethem.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:
Beginning Middle End
EmmaandMegareatthelake.Theywanttousethecanoes.
Theytrytogetthecanoes.Theyfindamotherduckandhereggs!
Theeggshatch.theducksareswimminginthelake.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:
Beginning Middle End
EmmaandMegareatthecabin.
Theyseeducks. Theywanttousethecanoes.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:
Beginning Middle End
EmmaandMeglikeducks. EmmaandMegstaywiththeirgrandparents.
EmmaandMeggointheboat.
The Vacation Surprise
Reading Recovery: 18 | Guided Reading: J
Common Core Standard: RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Reading
9503/2012 | Version 3.1
Common Core Standard: RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
The Vacation Surprise
Reading Recovery: 18 | Guided Reading: J
Name __________________________________________ Date ____________________
Written Comprehension
How do Emma and Meg feel when they see the duck is gone? How do you know?
Reading
96 03/2012 | Version 3.1
How do Emma and Meg feel when they see the duck is gone? How do you know?
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Theyareworried.Youcanseetheminthepicture.Theonegirlispointingattheemptynest.Alltheyseearebrokenshells.Theywanttoknowwheresheis.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Theyaresad.Thegirlsarelookingatthenest.Theeggsarebroken.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Theydon’tknowwheretheducksare.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Mad.Theywanttousetheboat.
The Vacation Surprise
Reading Recovery: 18 | Guided Reading: J
Common Core Standard: RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Reading
9703/2012 | Version 3.1
Common Core Standard: RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
Harvest Mice
Reading Recovery: 18 | Guided Reading: J
Name __________________________________________ Date ____________________
Written Comprehension
Look at the pages called Hiding from Danger. Tell the most important ideas in these pages.
Reading
98 03/2012 | Version 3.1
Look at the pages called Hiding from Danger. Tell the most important ideas in these pages.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Itisaboutanimalsthatwanttoeatthemice.Foxesandowlswanttoeatthem.Themicehideinthetallwheatinthesummer.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Itisaboutdifferentanimals.Theyhuntharvestmice.Theharvestmicehide.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Harvestmicehidefromanimals.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Ilearnabouthidingfromdanger.
Harvest Mice
Reading Recovery: 18 | Guided Reading: J
Common Core Standard: RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
Reading
9903/2012 | Version 3.1
Common Core Standard: RI.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
Harvest Mice
Reading Recovery: 18 | Guided Reading: J
Name __________________________________________ Date ____________________
Written Comprehension
How does the picture on page 11 help you learn more about harvest mice?
Reading
100 03/2012 | Version 3.1
How does the picture on page 11 help you learn more about harvest mice?
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Itshowsmewhattheharvestmousenestlookslike.Thenestismadeofgrassandwheat.Themicehideinthenest.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Itshowsmetheirnest.Itismadeofgrass.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Iknowwheretheharvestmouselives.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Theharvestmousehasblackeyes.
Harvest Mice
Reading Recovery: 18 | Guided Reading: J
Common Core Standard: RI.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
Reading
10103/2012 | Version 3.1
Common Core Standard: RL.2.3. Describe how characters in a story respond to major events and challenges.
The Old Cabin in the Forest
Reading Recovery: 19 | Guided Reading: K
Name __________________________________________ Date ____________________
Written Comprehension
How does Mom act when she sees the little boy? Tell what she says and what she does. Write your answers in the chart.
What Mom Says What Mom Does1. 1.
2. 2.
Reading
102 03/2012 | Version 3.1
How does Mom act when she sees the little boy? Tell what she says and what she does. Write your answers in the chart.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:
WhatMomSays WhatMomDoes
Shetellshimheissafe. Shegiveshimahug.
Shesaystheywillfindhisparents. Shegiveshimachocolatecandy.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:
WhatMomSays WhatMomDoes
Shetellshimheissafe. Shegiveshimahug.
Shesaysheissad. Shegiveshimfood.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:
WhatMomSays WhatMomDoes
Shesaysheshouldn’tbealone. Shegiveshimahug.
Sheissad. Shelikeshim.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:
WhatMomSays WhatMomDoes
Shesaysheisabadboy. Sheplayswiththeboy.
The Old Cabin in the Forest
Reading Recovery: 19 | Guided Reading: K
Common Core Standard: RL.2.3. Describe how characters in a story respond to major events and challenges.
Reading
10303/2012 | Version 3.1
Common Core Standard: RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
The Old Cabin in the Forrest
Reading Recovery: 19 | Guided Reading: K
Name __________________________________________ Date ____________________
Written Comprehension
Tell what happens in this story in your own words. Write about the beginning, the middle, and the end of the story.
Beginning
Middle
End
Reading
104 03/2012 | Version 3.1
Tell what happens in this story in your own words. Write about the beginning, the middle, and the end of the story.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:
Beginning Middle End
ZackandMitchandtheparentsaregoingonabikeride.Theyaregoingtotheoldcabin.
Theyrideonapathtothecabin.ZackandMitchridefast.Theyhearanoisebehindthecabin.Theyfindalittleboy!Heislost.
Theyhelpthelittleboy.Theybringhimbacktohisparents.Thentheygobacktothecabin.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:
Beginning Middle End
ZackandMitchandtheparentsaregoingonabikeride.
Theyrideonapathtothecabin.Theyfindalittleboyatthecabin!
Theyhelpthelittleboy.Theybringhimbacktohisparents.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:
Beginning Middle End
ZackandMitchandtheparentsareridingbikes.
There’salittleboy. Theyhelphim.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:
Beginning Middle End
ZackandMitchplaytogether. Theylookforcats. Theydon’tfindcats.
The Old Cabin in the Forest
Reading Recovery: 19 | Guided Reading: K
Common Core Standard: RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Reading
10503/2012 | Version 3.1
Common Core Standard: RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Tom and the Sack
Reading Recovery: 19 | Guided Reading: K
Name __________________________________________ Date ____________________
Written Comprehension
Tell what happens in this story in your own words. Write about the beginning, the middle, and the end of the story.
Beginning
Middle
End
Reading
106 03/2012 | Version 3.1
Tell what happens in this story in your own words. Write about the beginning, the middle, and the end of the story.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:
Beginning Middle End
Tom and his mother ran out offood.Hetakeshissackandgoes down the road to find some.
Firsthecatchessomebees.Thenhegetsahenfromaladybecausesheloseshisbees.Thenamanloseshishen.HegivesTomagoat.
Tom’smotherishappythathebroughthomeagoat.Nowtheycanhavemilkandcheese.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:
Beginning Middle End
Tom and his mother ran out of food.Tomgoestofindsome.
Firsthegetsbees.Thenhegetsahen.Thenhegetsagoat.
Tom’smotherishappy.Theycanhavefoodfromthegoat.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:
Beginning Middle End
Tomwantstofindfood. Firsthegetsbees. Thenhegetsagoat.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:
Beginning Middle End
Tomwantstogetagoat. Tom’smotherishungry. Tomseesanimals.
Tom and the Sack
Reading Recovery: 19 | Guided Reading: K
Common Core Standard: RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Reading
10703/2012 | Version 3.1
Common Core Standard: RL.2.3. Describe how characters in a story respond to major events and challenges.
Tom and the Sack
Reading Recovery: 19 | Guided Reading: K
Name __________________________________________ Date ____________________
Written Comprehension
What problem does Tom have in this story? How does Tom solve the problem?
Problem
Solution
Reading
108 03/2012 | Version 3.1
What problem does Tom have in this story? How does Tom solve the problem?
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:
Problem Solution
Tomandhismotherdonothavefood.Theyarehungry.
Hetriestodoworkforpeople.Amangiveshimagoat.NowTomandhismotherwillhavemilkandcheese.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:
Problem Solution
Tomandhismotherdonothavefood. Hefindsagoattoeat.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:
Problem Solution
Thereisnofood. Heishungry.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:
Problem Solution
Thereisaproblemwiththeanimals. TheykeepgettingawayfromTom.
Tom and the Sack
Reading Recovery: 19 | Guided Reading: K
Common Core Standard: RL.2.3. Describe how characters in a story respond to major events and challenges.
Reading
10903/2012 | Version 3.1
Common Core Standard: RL.2.3. Describe how characters in a story respond to major events and challenges.
Leo the Lion Cub
Reading Recovery: 20 | Guided Reading: K
Name __________________________________________ Date ____________________
Written Comprehension
How does Leo stay safe when he is alone? Use two details from the story in your answer.
Reading
110 03/2012 | Version 3.1
How does Leo stay safe when he is alone? Use two details from the story in your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Leowassmartandknewhehadtokeepoutofdanger.Hegotupinatree.Hesleptupthere.Hewassafe.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Leowassmart.Herolledonhisbackwhenhewasindanger.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Hestayedinthetrees.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Leocouldn’tfindhisfamily.
Leo the Lion Cub
Reading Recovery: 20 | Guided Reading: K
Common Core Standard: RL.2.3. Describe how characters in a story respond to major events and challenges.
Reading
11103/2012 | Version 3.1
Common Core Standard: RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Leo the Lion Cub
Reading Recovery: 20 | Guided Reading: K
Name __________________________________________ Date ____________________
Written Comprehension
Write what happens in the story. Be sure to tell what happens in the beginning, the middle, and the end.
Beginning
Middle
End
Reading
112 03/2012 | Version 3.1
Write what happens in the story. Be sure to tell what happens in the beginning, the middle, and the end.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:
Beginning Middle End
Leo’smomdied.Hegoeswithhisauntsandhiscousins.Heissmallsohecan’tgofast.Helosesthefamily.
Heisscared.Hehidesinatree.Hegetswet.
Thenhehearshisfamily!Heishappy.Heistiredtoo.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:
Beginning Middle End
Leoloseshisauntsandcousins.
Heisveryscared.Hehidesinthetree.Anotherlionalmosteatshim!
Thenhefindshisfamilyagain.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:
Beginning Middle End
Leohasnofamily.Helosesthem.
Thenheisinatree. Heislost.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:
Beginning Middle End
Leoisalion. Leoisverywet. Theend.
Leo the Lion Cub
Reading Recovery: 20 | Guided Reading: K
Common Core Standard: RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Reading
11303/2012 | Version 3.1
Common Core Standard: RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
The Skating Twins
Reading Recovery: 20 | Guided Reading: K
Name __________________________________________ Date ____________________
Written Comprehension
Write two reasons Nick and Sarah enjoyed skating along the beachfront. Use details from the story to tell about your answer.
Reading
114 03/2012 | Version 3.1
Write two reasons Nick and Sarah enjoyed skating along the beachfront. Use details from the story to tell about your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Theylikeskatingatthebeachbecausetherearenoflowersintheway.Theycanskatewiththeirdadatthebeachtoo.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Theylikeskatingatthebeachbecausetherearenoflowersintheway.Andtheycanhavefunthere.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Therearealotofpeopleskatingatthebeach.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Theydon’thavetorentskates.Theyhavetheirown.
The Skating Twins
Reading Recovery: 20 | Guided Reading: K
Common Core Standard: RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Reading
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Common Core Standard: RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
The Skating Twins
Reading Recovery: 20 | Guided Reading: K
Name __________________________________________ Date ____________________
Written Comprehension
Is The Skating Twins a good title for this story? Use details from the story to explain your answer.
Reading
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Is The Skating Twins a good title for this story? Use details from the story to explain your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Itisnotagoodtitle.NickandSarahspendalotoftimewiththeirdad.Helearnshowtoskatesotheycangotogether.ItshouldbecalledTheSkatingFamily.ORItisagoodtitle.ThebookisaboutNickandSarah.Theyaretwins.Theyliketoskate.Theyaretheskatingtwins.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Ithinkit’sagoodtitlebecausethebookismostlyabouttheskatingtwins.TheirnamesareNickandSarah.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Ilikethetitle.Therearetwinsinthebook.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Itisnotagoodtitlebecausetheygotoabeach.
The Skating Twins
Reading Recovery: 20 | Guided Reading: K
Common Core Standard: RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Reading
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Common Core Standard: RI.3.6. Distinguish their own point of view from that of the author of a text.
Amazing Lasers
Reading Recovery: 20 | Guided Reading: K
Name __________________________________________ Date ____________________
Written Comprehension
The author says lasers are amazing. What is another word to describe lasers? Explain why you chose this word.
Reading
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The author says lasers are amazing. What is another word to describe lasers? Explain why you chose this word.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Lasersareuseful.TheyhelpusdothingslikeplayCDsorcheckoutbooksatthelibrary.Theymakeourliveseasier.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Lasersareimportant.Theyhelpus.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Lasersarecool.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Lasersareinthelibrary.
Amazing Lasers
Reading Recovery: 20 | Guided Reading: K
Common Core Standard: RI.3.6. Distinguish their own point of view from that of the author of a text.
Reading
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Common Core Standard: RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
Amazing Lasers
Reading Recovery: 20 | Guided Reading: K
Name __________________________________________ Date ____________________
Written Comprehension
Explain how lasers have made some jobs easier. Use information from the book in your answer.
Reading
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Explain how lasers have made some jobs easier. Use information from the book in your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Lasersmakeadoctor’sjobeasier.Theycanuselaserstooperate.Theymaketinycutssopeopledon’thurtthatmuch.Lasersareusedatthegrocerystoretoo.Theyreadthebarcodesandtellyouhowmuchtopay.Thismakesiteasierforpeoplewhoworkatthestore.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Lasersmakeadoctor’sjobeasier.Theycanuselaserstooperate.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Doctorsusethem.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Lasersaretinybeamsoflight.
Amazing Lasers
Reading Recovery: 20 | Guided Reading: K
Common Core Standard: RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
Reading
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Common Core Standard: RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Kwan the Artist
Reading Recovery: 24 | Guided Reading: L
Name __________________________________________ Date ____________________
Written Comprehension
Tell what Kwan paints and why he paints what he does. Use two specific details to support your answer.
Reading
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Tell what Kwan paints and why he paints what he does. Use two specific details to support your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Kwanpaintsanairplane.Hepaintstheairplanebecauseheremembersitverywell.Hetookanairplanetogettohisnewcountry.Itwasjustafewdaysago.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Hepaintsanairplane.Hetookonetothiscountry.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Anairplane.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Hepaintsonapieceofpaper.
Kwan the Artist
Reading Recovery: 24 | Guided Reading: L
Common Core Standard: RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Reading
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Common Core Standard: RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Kwan the Artist
Reading Recovery: 24 | Guided Reading: L
Name __________________________________________ Date ____________________
Written Comprehension
Explain how Kwan feels at the end of the story. Use a detail from the story to support your answer.
Reading
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Explain how Kwan feels at the end of the story. Use a detail from the story to support your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Kwanismuchhappier.Heknowsthestudentsthinkheisagoodartist.Heisproud.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Kwanisveryhappy.Hestillcan’tunderstandallthewords,butheishappyabouthispicture.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Kwanisbetter.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Kwanissadaboutmoving.
Kwan the Artist
Reading Recovery: 24 | Guided Reading: L
Common Core Standard: RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Reading
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Common Core Standard: RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
The Statue of Liberty
Reading Recovery: 24 | Guided Reading: L
Name __________________________________________ Date ____________________
Written Comprehension
Identify three text features used in the book. Explain the information you learned from the text feature.
Text Feature What I learned
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Identify three text features used in the book. Explain the information you learned from the text feature.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:
Text Feature What I Learned
subheadings They tell me about what different parts of the book are about. Some parts are about building the statue. Some parts are about freedom.
captions They tell me about what the pictures are about, like when they built the base on page 9.
timeline It told me about how long it took to build the statue.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:
Text Feature What I Learned
words They told me about the statue.
pictures In one picture I saw what Bartholdi looked like.
index It told me where to find information in the book.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:
Text Feature What I Learned
pictures I saw the Statue of Liberty.
words It taught me stuff.
atlas It told me about a map.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:
Text Feature What I Learned
special words Hard words
atlas A map
characters Bartholdi
The Statue of Liberty
Reading Recovery: 24 | Guided Reading: L
Common Core Standard: RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Reading
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Common Core Standard: RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
The Statue of Liberty
Reading Recovery: 24 | Guided Reading: L
Name __________________________________________ Date ____________________
Written Comprehension
If you could rename the Statue of Liberty, what would you call it? Use information from the book to explain your answer.
Reading
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If you could rename the Statue of Liberty, what would you call it? Use information from the book to explain your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:IwouldcallittheStatueofFreedombecausefreedomisanotherwordforliberty.Thestatueremindspeoplehowgooditistobefree.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: IwouldcallitaBartholdi’sStatuebecausehemadeit.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Iwouldcallitanicestatuebecauseit’saprettystatue.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: IlikethenameStatueofLiberty.
The Statue of Liberty
Reading Recovery: 24 | Guided Reading: L
Common Core Standard: RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Reading
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Common Core Standard: RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
The Wind and the Sun
Reading Recovery: 27 | Guided Reading: L
Name __________________________________________ Date ____________________
Written Comprehension
Complete the cause and effect chart.
Cause EffectWind whistled, howled, and roared.
The man took off his cloak.
Explain who won the argument. Use details from the story to explain your answer.
Reading
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Complete the cause and effect chart. Explain who won the argument. Use details from the story to explain your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Cause:Thesunwasveryhot.Effect:Themankeptonhiscoat/Hepulledhiscloakmoretightlyaroundhim.
Thesunwontheargumentbecausehewastheonetomakethemantakeoffhiscoat.Whenthewindblewhard,themanwantedtokeephiscoatonevenmore.Whenthesunbeatdown,hewantedtotakeitoffbecauseitwastoohot.Hispowersarestronger.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Cause:Thesunwasveryhot.Effect:Themankeptonhiscoat/Hepulledhiscloakmoretightlyaroundhim.
Thesunwontheargumentbecausehewastheonetomakethemantakeoffhiscoat.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Cause: HotEffect:Thecoat.
Themantookoffhiscoatbecauseitwastoohot.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Cause:Hedidn’tlikehiscoat.Effect:Itgotwindy.
Thesun.
The Wind and the Sun
Reading Recovery: 27 | Guided Reading: L
Common Core Standard: RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Reading
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Common Core Standard: RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
The Wind and the Sun
Reading Recovery: 27 | Guided Reading: L
Name __________________________________________ Date ____________________
Written Comprehension
Fables teach lessons. What lesson does this fable teach? Use details from the story to explain your answer.
Reading
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Fables teach lessons. What lesson does this fable teach? Use details from the story to explain your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Thisstoryteachesalesson.Thelessonisthatyoudon’thavetobebigandstrongtobepowerful.Thewindhuffedandpuffedandusedhismusclestotryandriptheman’scoatoff.Butthesunjustshonebrightlydownfromthesky.Themantookoffhiscoatbecauseofthesun.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Thelessonisthatyoucanbepowerfulevenifyoudon’tusestrength.Huffingandpuffingdidn’tworkforthewind.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Thelessonisthathuffingandpuffingdoesn’twork.Youdon’thavetomakesomuchnoise.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Thereisalessoninthisstory.
The Wind and the Sun
Reading Recovery: 27 | Guided Reading: L
Common Core Standard: RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
Reading
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Common Core Standard: RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Tricks with a Kite
Reading Recovery: 27 | Guided Reading: M
Name __________________________________________ Date ____________________
Written Comprehension
Tell about Lee’s letter. What does he write about in the beginning, the middle, and the end of the letter?
Beginning
Middle
End
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Tell about Lee’s letter. What does he write about in the beginning, the middle, and the end of the letter?
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:
Beginning Middle End
LeesaysthehewenttothebeachwithUncleKen.UncleKenflewakite.
Leetellshowtoflyakite.Hesayshisuncledoestricks.
ThenLeesaysitwashisturntoflythekite.Itcrashed.Butheisgettingbetteratflyingkitesnow.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:
Beginning Middle End
LeesaysthehewenttothebeachwithUncleKen.
Leetellshowtoflyakite.Hesayshisuncledoestricks.
ThenLeesaysitwashisturntoflythekite.Itcrashed.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:
Beginning Middle End
Leesaysthehewenttothebeach.
UncleKenfliesakite. Leewantstogohome.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:
Beginning Middle End
UncleKenteachesLeetoflyakite.
Leecrashesthekite. Leegoestothebeach.
Tricks with a Kite
Reading Recovery: 27 | Guided Reading: M
Common Core Standard: RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Reading
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Common Core Standard: RL.2.6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Tricks with a Kite
Reading Recovery: 27 | Guided Reading: M
Name __________________________________________ Date ____________________
Written Comprehension
At first, how does Lee feel about flying the kite by himself? How does he feel about it later? Use a detail from the story in your answer.
How he feels at first
How he feels later
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At first, how does Lee feel about flying the kite by himself? How does he feel about it later? Use a detail from the story in your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:
How he feels at first How he feels later
Firstheisnervous.Hedoesn’trememberwhattodo.
Thenhefeelshappybecausehelearnshowtoflyitright.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:
How he feels at first How he feels later
Firstheisscared. Thenhefeelshappy.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:
How he feels at first How he feels later
Heisveryscaredtodoit. Helikesit.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:
How he feels at first How he feels later
Leewatchesthekite. Hewatcheshisuncle.
Tricks with a Kite
Reading Recovery: 27 | Guided Reading: M
Common Core Standard: RL.2.6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Reading
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Common Core Standard: RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Trees on Our Planet
Reading Recovery: 27 | Guided Reading: M
Name __________________________________________ Date ____________________
Written Comprehension
Explain why the author wrote this book. Use at least two key ideas from the book in your answer.
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Explain why the author wrote this book. Use at least two key ideas from the book in your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Whentreesarecutdown,goodsoiliswashedaway.Thisisbecausethetreerootskeepthesoilinplace.Andthetreebrancheshelpblocktherainfromwashingthesoilaway.Whengoodsoiliswashedaway,cropscan’tgrow.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Soilgetswashedawaywhentreesarecutdown.Therootsaren’tthereanymoretohelpthesoilstay.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Treeshelpsoil.Soilismissingwhentreesarecutdown.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Plantsandtreesgrowinsoil.
Trees on Our Planet
Reading Recovery: 27 | Guided Reading: M
Common Core Standard: RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Reading
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Common Core Standard: RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Trees on Our Planet
Reading Recovery: 27 | Guided Reading: M
Name __________________________________________ Date ____________________
Written Comprehension
Describe the effects of cutting down trees in the forest. Use at least two details from the book to support your answer.
Reading
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Describe the effects of cutting down trees in the forest. Use at least two details from the book to support your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Theauthorwrotethisbooktotellusthattreesareimportant.Treesareuseful,buttoomanytreeshavebeencutdown.Theauthorwantspeopletoknowthatcuttingdownalotoftreesisnotgood.Itcanruintheland.Peoplearegrowingnewtreestoreplacetheonesthatwerecutdown.Theauthorwantsallofustohelpputthetreesbackonourplanet.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Theauthorwrotethisbookbecauseshewantstotellabouttrees.Peoplearecuttingthemdownandshesaysit’sbad.Shewantspeopletoplantmoretrees.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Theauthorsaysthattreesarebeingcutdowntomakefarms.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Theauthorlikestrees.
Trees on Our Planet
Reading Recovery: 27 | Guided Reading: M
Common Core Standard: RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Reading
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Common Core Standard: RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
The Miller, His Son, and Their Donkey
Reading Recovery: 30 | Guided Reading: N
Name __________________________________________ Date ____________________
Written Comprehension
Summarize this story and explain the lesson it teaches.
Summary
Lesson
Reading
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Describe the effects of cutting down trees in the forest. Use at least two details from the book to support your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:
Summary Lesson
Thestoryisaboutamiller,hisson,andtheirdonkey.Theyaregoingtosellthedonkeyintown.Onthewaytheymeetalotofpeople.Themillerkeepschanginghismindeverytimesomeonesayssomethingtohim.Intheend,helosesthedonkey.
He learns that he should do what he wants insteadoftryingtomakeeveryonehappy.Helearnstothinkforhimself.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:
Summary Lesson
Themillerisgoingtosellthedonkeyintown.He sees a lot of people who tell him what to do aboutthedonkey.
He learns that he should do what he wants insteadoftryingtomakeeveryonehappy.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:
Summary Lesson
Themillerisgoingtosellthedonkeyintown.Thenthedonkeyislost. Helearnstobehappy.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:
Summary Lesson
Itisanicestoryaboutadonkey. Themillerlearnsalot.
The Miller, His Son, and Their Donkey
Reading Recovery: 30 | Guided Reading: N
Common Core Standard: RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
Reading
14303/2012 | Version 3.1
Common Core Standard: RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
The Miller, His Son, and Their Donkey
Reading Recovery: 30 | Guided Reading: N
Name __________________________________________ Date ____________________
Written Comprehension
How do the miller’s actions change what happens in the story? Use a detail from the story to support your answer.
Reading
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How do the miller’s actions change what happens in the story? Use a detail from the story to support your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Themillerkeepschanginghismindeverytimehepassessomeoneontheroad.Firstheiswalkingthedonkey.Thensomeonetellshimtorideitsohedoes.Thensomeonetellshimthathissonshouldn’tberidingthedonkey.Sohemakesthesongetoff.Ifthemillerdidn’tkeepchanginghismind,thedonkeyprobablywouldn’thavegottenlostattheend.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Themillerkeepslisteningtowhateveryoneelsetellshimtodoandhemakesthedonkeygetlostbecausethedonkeyisscared.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Themillerchangeshismindalot.Helistenstotoomanypeople.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Themilleristhemaincharacter.
The Miller, His Son, and Their Donkey
Reading Recovery: 30 | Guided Reading: N
Common Core Standard: RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Reading
14503/2012 | Version 3.1
Common Core Standard: RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Giraffes
Reading Recovery: 30 | Guided Reading: N
Name __________________________________________ Date ____________________
Written Comprehension
Based on information in the book, what do giraffes have on their heads? Use two details from the book to support your answer.
Reading
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Based on information in the book, what do giraffes have on their heads? Use two details from the book to support your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Theyallhavehorns.Eventhebabygiraffes.Thehornsarecoveredwithskinandhair.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Theyhavehorns.Thebabieshavethemtoo.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Hairontheirhorns.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Giraffeshaveears.
Giraffes
Reading Recovery: 30 | Guided Reading: N
Common Core Standard: RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Reading
14703/2012 | Version 3.1
Common Core Standard: RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
Giraffes
Reading Recovery: 30 | Guided Reading: N
Name __________________________________________ Date ____________________
Written Comprehension
Explain two key ideas in this book. Use a detail from the book to support each key idea.
Reading
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Explain two key ideas in this book. Use a detail from the book to support each key idea.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Onekeyideaisthatgiraffeshavelongnecks.Theneckisimportantforeatingandreachingtalltrees.Anotherkeyideaisthatgiraffesgallop.Theycangofasterthanlions.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: GiraffesliveinAfricaisonekeyidea.Anotherkeyideaisthattheyhavebignecks.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Giraffesarethetallestanimalsintheworld.Theyarebig.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Giraffescanliveinzoos.
Giraffes
Reading Recovery: 30 | Guided Reading: N
Common Core Standard: RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
Reading
14903/2012 | Version 3.1
Common Core Standard: RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
The Cave Beside the Waterfall
Reading Recovery: 34 | Guided Reading: O
Name __________________________________________ Date ____________________
Written Comprehension
Explain why the dry stream is important to the story. Support your answer using a detail from the story.
Reading
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Explain why the dry stream is important to the story. Support your answer using a detail from the story.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Thecharactersthinkitisexciting.Andit’ssecret.Theythinkpeoplecouldsearchandsearchandneverfindit.Badguyscouldbeusingitasahidingplacetoo!
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Thecharactersthinkitiscoolbecauseitissecretandhardtofind.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Thecharacterslikeitbecausetheyfoundit.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Thecharactersarescaredofthecave.
The Cave Beside the Waterfall
Reading Recovery: 34 | Guided Reading: O
Common Core Standard: RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Reading
15103/2012 | Version 3.1
Common Core Standard: RI.3.6. Distinguish their own point of view from that of the author of a text.
The Cave Beside the Waterfall
Reading Recovery: 34 | Guided Reading: O
Name __________________________________________ Date ____________________
Written Comprehension
What do the characters think about the cave? Use two specific details from the story to support your answer.
Reading
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What do the characters think about the cave? Use two specific details from the story to support your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Thedrystreamisimportantbecauseithelpsthecharactersfindthecave.Ifitstillhadwaterinit,theywouldn’thavebeenabletogothroughthetunnelandgettothecave.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Thedrystreamisimportantbecauseithelpsthemfindthecave.Thecharacterstakethetunneltogettothecave.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Thecharactersuseittogettothecave.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Thedrystreamisimportantbecauseitdoesn’thavewaterforanimalstodrink.
The Cave Beside the Waterfall
Reading Recovery: 34 | Guided Reading: O
Common Core Standard: RI.3.6. Distinguish their own point of view from that of the author of a text.
Reading
15303/2012 | Version 3.1
Common Core Standard: RI.3.6. Distinguish their own point of view from that of the author of a text.
A New Skatepark
Reading Recovery: 34 | Guided Reading: O
Name __________________________________________ Date ____________________
Written Comprehension
Do you agree with building a new skatepark? Explain your answer. Use a detail from the book in your answer.
Reading
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Do you agree with building a new skatepark? Explain your answer. Use a detail from the book in your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Yes,Iagreewithanewskatepark.Kidsneedsomewheretogotoridetheirskateboards.Theyarebreakingthebenchesandscaringpeoplenearthestore.Iftheyhadaskateparktheywouldnothavetorideinfrontofthestore.ORNo,Idonotagreewithbuildinganewskatepark.Eventhoughsomekidswouldlikeit,theskateparkwouldcostalotofmoneyandnotallkidsrideskateboards.Themoneycouldbeusedtobuildsomethingthatmorekidscoulduse.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: No,Idonotagree.Skateparksareexpensive.Thetownwouldhavetogetmoneytobuildit.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Iagree.Kidsneedtoskatesomewhere.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: IliketorideaskateboardjustlikekidsatBayCityElementarySchool.
A New Skatepark
Reading Recovery: 34 | Guided Reading: O
Common Core Standard: RI.3.6. Distinguish their own point of view from that of the author of a text.
Reading
15503/2012 | Version 3.1
Common Core Standard: RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
A New Skatepark
Reading Recovery: 34 | Guided Reading: O
Name __________________________________________ Date ____________________
Written Comprehension
How are paragraphs 2 and 3 connected to each other? Use a detail from the book to explain your answer.
Paragraph 2
Paragraph 3
Reading
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How are paragraphs 2 and 3 connected to each other? Use a detail from the book to explain your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:
Paragraph2 Paragraph3
Paragraph2talksaboutaproblem.Kidsridetheirskateboardsonthesidewalk.Theyarebreakingthingslikebenches.Theyarescaringoldpeople.
Paragraph3tellshowtosolvetheproblem.Itsaystobuildaskatepark.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:
Paragraph2 Paragraph3
Paragraph2tellsaboutwherethekidsareskatingnow.Theybreakthings.
Paragraph3tellswheretheywanttoskate.Theywantaskatepark.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:
Paragraph2 Paragraph3
Paragraph2sayskidsarebreakingthings. Theydon’twanttobreakthings.That’swhatitsaysinparagraph3.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:
Paragraph2 Paragraph3
Paragraphs2and3areaboutskateboards.
A New Skatepark
Reading Recovery: 34 | Guided Reading: O
Common Core Standard: RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
Reading
15703/2012 | Version 3.1
Common Core Standard: RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Jack and the Beanstalk
Reading Recovery: 38 | Guided Reading: P
Name __________________________________________ Date ____________________
Written Comprehension
Read this sentence from the story.
The furious giant tore after him so fast that he nearly touched poor Jack.
Explain the meaning of tore as it is used in this sentence. Then, tell which context clue helped you understand the meaning.
Reading
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Explain the meaning of tore as it is used in this sentence. Then, tell which context clue helped you understand the meaning.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Toremeanstogofast.Iknowthisbecauselaterthegiantsteppedonastone,sohemusthavebeenrunning.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Toremeanstorunfast.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Toremeanstogo.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Toremeansripped.
Jack and the Beanstalk
Reading Recovery: 38 | Guided Reading: P
Common Core Standard: RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Reading
15903/2012 | Version 3.1
Common Core Standard: RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Jack and the Beanstalk
Reading Recovery: 38 | Guided Reading: P
Name __________________________________________ Date ____________________
Written Comprehension
Describe one of Jack’s character traits. Support your answer with one detail from the story.
Reading
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Describe one of Jack’s character traits. Support your answer with one detail from the story.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Jackissmart.Heknewhehadtostopthegiantfromgettinghim,sohequicklygotahatchetandcutdownthebeanstalk.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Jackisstrong.Hecutdownthebeanstalk.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Jackisveryfast.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Jackissadinthisstorybecausehedidn’thavetheharp.
Jack and the Beanstalk
Reading Recovery: 38 | Guided Reading: P
Common Core Standard: RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Reading
16103/2012 | Version 3.1
Common Core Standard: RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Beavers
Reading Recovery: 38 | Guided Reading: P
Name __________________________________________ Date ____________________
Written Comprehension
Describe a beaver lodge. Use information and pictures from the book to support your answer.
Reading
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Describe a beaver lodge. Use information and pictures from the book to support your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Thebeaverlodgeisinthemiddleofthelake.Itisinthemiddlelikeanisland.Itismadefrommudandbranches.Youcanseethebeaverslivinginsideofitinthepicture.Theentranceisunderwater.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Thelodgeismadefrommudandbranches.Itisnexttothedam.Thebeaversswimtogettoit.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Thebeaverlodgeisinthelake.Theyliveontopofthewaterandtheyswimunderwatertogetoutofthelodge.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Thebeaversliveinadamandalodge.
Beavers
Reading Recovery: 38 | Guided Reading: P
Common Core Standard: RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Reading
16303/2012 | Version 3.1
Common Core Standard: RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Beavers
Reading Recovery: 38 | Guided Reading: P
Name __________________________________________ Date ____________________
Written Comprehension
Describe the steps in building a beaver dam. Write one step in each of the boxes.
1.
2.
3.
4.
Reading
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Describe the steps in building a beaver dam. Write one step in each of the boxes.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:1. Beaverscutdowntrees.2. Beaversdraglogsandbranchesintoastream.Theyburytheendsinstonesandgravel.3. Thentheypackmorestonesandmudaroundthelogs.4. Theyputmoremudandweedsinthegaps.OR1. Beaversdraglogsandbranchesintoastream.2. Theyburytheendsinstonesandgravel.3. Thentheypackmorestonesandmudaroundthelogs.4. Theyputmoremudandweedsinthegaps.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: 1. Beaverscutdowntrees.2. Beaversdraglogsandbranchesintoastream.3. Thentheypackmorestonesandmudaroundthelogs.4. Theycutdownmoretrees.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: 1. Beaverscutdowntrees.2. Beaversbringthelogstothewater.3. Theybringmudandstonestothewater.4. Theyareintheirhouse.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: 1. Beaversbuilddams.2. Theybuilddamswithlogs.3. Theyusemud.4. Theyusetrees.
Beavers
Reading Recovery: 38 | Guided Reading: P
Common Core Standard: RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Reading
16503/2012 | Version 3.1
Common Core Standard: RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
A Great Sense of Smell
Reading Recovery: 40 | Guided Reading: Q
Name __________________________________________ Date ____________________
Written Comprehension
Explain what Sophie does when she thinks something is wrong. Use at least two details from the book to support your answer.
Reading
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Explain what Sophie does when she thinks something is wrong. Use at least two details from the book to support your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Sheuseshersensestohelpherfigurethingsout.Inthestory,firstshelistenedfornoises,andthensheusedhernosetosmell.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Sophieuseshersenseofsmell.Shesmelledthesmokebeforeanyoneelse.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Sheusesherearsandhernosetohelpherlikeshedidinthestory.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Sophielikestotalktopeople.
A Great Sense of Smell
Reading Recovery: 40 | Guided Reading: Q
Common Core Standard: RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Reading
16703/2012 | Version 3.1
Common Core Standard: RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
A Great Sense of Smell
Reading Recovery: 40 | Guided Reading: Q
Name __________________________________________ Date ____________________
Written Comprehension
Describe Sophie and Ella’s friendship. Use at least two details from the book to support your answer.
Reading
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Describe Sophie and Ella’s friendship. Use at least two details from the book to support your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Thegirlsliketospendtimetogether.SophiestaysatElla’shouseontheweekend.Theydolotsofthingstogether,likefishing.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Thegirlsaregoodfriends.Theyspendtimetogether.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Theyliketobetogether.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Theyeatfood.
A Great Sense of Smell
Reading Recovery: 40 | Guided Reading: Q
Common Core Standard: RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Reading
16903/2012 | Version 3.1
Common Core Standard: RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
The Game of Soccer
Reading Recovery: 40 | Guided Reading: Q
Name __________________________________________ Date ____________________
Written Comprehension
Explain the different ways that players can handle the ball. Use at least two details from the book in your answer.
Reading
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Explain the different ways that players can handle the ball. Use at least two details from the book in your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Playerscankicktheball.Ortheycanhititwiththeirheadorchestorotherpartsoftheirbodies.Theycan’tusetheirhands.Onlythegoaliecanusehishands.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Playersmostlykicktheball.Ortheycanhititwiththeirhead.Theycan’tusetheirhands.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Playersmostlykicktheball.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Kickingaballisveryeasy.
The Game of Soccer
Reading Recovery: 40 | Guided Reading: Q
Common Core Standard: RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Reading
17103/2012 | Version 3.1
Common Core Standard: RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.
The Game of Soccer
Reading Recovery: 40 | Guided Reading: Q
Name __________________________________________ Date ____________________
Written Comprehension
Write a summary of this book. Include at least four key ideas.
Reading
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Write a summary of this book. Include at least four key ideas.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Thisbooktellsyouhowtoplaysoccer.Itdescribesthefield.Itexplainshowplayerscanmovetheball.Itexplainshowyouscoreapoint.Anditsayswhatthesoccerballlookslike.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Thisbooktellsyouhowtoplaysoccer.Ittellsaboutthefield.Itexplainshowtoscore.Ittellshowtokicktheball.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Thisbookisaboutsoccer.Peopleplaysocceronateam.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Iliketoplaysocceratrecessjustlikeinthisbook.
The Game of Soccer
Reading Recovery: 40 | Guided Reading: Q
Common Core Standard: RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Reading
17303/2012 | Version 3.1
Common Core Standard: RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Rikki-tikki-tavi
Reading Recovery: 40 | Guided Reading: R
Name __________________________________________ Date ____________________
Written Comprehension
Write a summary of this story. Use at least four key events in your summary.
Reading
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Write a summary of this story. Use at least four key events in your summary.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Rikki-tikki-taviseesthecobranamedNaginthebathroom.Thecobraistheretokillthepeopleinthehouse.ThismakesRikki-tikki-taviangrysohemakesaplan.HewillbiteNagonthehead.RikkijumpsonNagandbiteshishead.Nagshakeshim,butRikkidoesn’tletgo.Thenthestoryendsandwedon’tknowwhathappens!
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar: Rikki-tikki-taviseesameancobranamedNaginthebathroom.RikkidecidestojumponNag’sheadtobitehim.Thesnakeshakeshim,andheholdsontight.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar: Thereisacobrainthebathroom.Rikkiistheretosavetheday.Hebitesthecobraonthehead.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar: Rikki-tikki-taviisamongoose.
Rikki-tikki-tavi
Reading Recovery: 40 | Guided Reading: R
Common Core Standard: RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Reading
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Common Core Standard: RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Rikki-tikki-tavi
Reading Recovery: 40 | Guided Reading: R
Name __________________________________________ Date ____________________
Written Comprehension
Use two character traits to describe Rikki-tikki-tavi. Support each trait with a detail from the story.
Reading
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Use two character traits to describe Rikki-tikki-tavi. Support each trait with a detail from the story.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Rikkiisbrave.Heisbravebecauseheiswillingtofightadeadlycobra,eventhoughheisveryscared.Rikkiisalsosmart.Hethinksabouthisplanforalongtime.Hethinksaboutwhereheshouldbitethecobra.Heknowstheneckistoothickforhimtobite.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:Rikkiiscareful.Hethinksabouthisplanforalongtimeandmakessurethathecanbeatthecobra.He’sbravetoo.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:Rikkiisverybrave.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:Rikkifightsacobra.
Rikki-tikki-tavi
Reading Recovery: 40 | Guided Reading: R
Common Core Standard: RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Reading
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Common Core Standard: RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Preparing for a Day in the Forest
Reading Recovery: 40 | Guided Reading: R
Name __________________________________________ Date ____________________
Written Comprehension
Describe how this book is organized. Use two specific details from the book to support your answer.
Reading
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Describe how this book is organized. Use two specific details from the book to support your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Thisbookiswrittenlikedirections.Itislikeachecklist.Itgivesstepstotakebeforeyougohikingintheforest,suchasweartherightclothesandpackalunch.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:Thetextgivesdirectionsabouthowtogohiking.Itsaystotakeabackpackwithyou.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:Itisdirectionsabouttheforest.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:Ittellsaboutgoingtotheforest.
Preparing for a Day in the Forest
Reading Recovery: 40 | Guided Reading: R
Common Core Standard: RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Reading
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Common Core Standard: RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text.
Preparing for a Day in the Forest
Reading Recovery: 40 | Guided Reading: R
Name __________________________________________ Date ____________________
Written Comprehension
Read this sentence from the book.
But it is very important to be well prepared for any emergency.
Explain how the author supports this idea. Use two specific details from the book in your answer.
Reading
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Explain how the author supports this idea. Use two specific details from the book in your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Theauthorsupportsthisideabytalkingaboutanadult.Itisveryimportanttobringonealongandnotgoalone.Theadultshouldtakeacellphoneandafirst-aidkitincaseofanemergency.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:Theauthorsaystotakeanadultwithyoutobepreparedforanemergency.Theadultshouldhaveacellphone.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:Anadultshouldgotoo,theauthorsays.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:Therecanbeemergenciesintheforestsobeready.
Preparing for a Day in the Forest
Reading Recovery: 40 | Guided Reading: R
Common Core Standard: RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text.
Reading
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Common Core Standard: RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Tracks by the Stream
Reading Recovery: 44 | Guided Reading: S
Name __________________________________________ Date ____________________
Written Comprehension
Describe how Ben likely feels when he sees the bear tracks. Use a specific detail from the story to support your answer.
Reading
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Describe how Ben likely feels when he sees the bear tracks. Use a specific detail from the story to support your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Benmaybesurprised.Heseesthehugepawprintsandhewhistlesandsays,“Agrizzly!”
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:Benissurprised.HelooksatthetrackswithJo.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:Benwhistlesatthetracks.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:Benisveryafraidandwantstohide.
Tracks by the Stream
Reading Recovery: 44 | Guided Reading: S
Common Core Standard: RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Reading
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Common Core Standard: RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Tracks by the Stream
Reading Recovery: 44 | Guided Reading: S
Name __________________________________________ Date ____________________
Written Comprehension
Explain two ways the characters use features of the setting to live. Use a detail from the story to support each way.
Reading
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Explain two ways the characters use features of the setting to live. Use a detail from the story to support each way.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Thecharactersusethestreamstocatchfish.Theyalsousepineconestofueltheirfire.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:Thecharactersarehappytobenearmountainsandsnowbecausetheywereatthehotplainsbefore.Theyusewatertoo.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:Theyusewatertolive.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:Theirlifeishard.
Tracks by the Stream
Reading Recovery: 44 | Guided Reading: S
Common Core Standard: RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Reading
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Common Core Standard: RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
Mount Saint Helens Blows Its Top
Reading Recovery: 44 | Guided Reading: S
Name __________________________________________ Date ____________________
Written Comprehension
Describe how this book is organized. Use two specific details from the book to support your answer.
Reading
186 03/2012 | Version 3.1
Describe how this book is organized. Use two specific details from the book to support your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Thisisanewspaperarticlethattellsaboutavolcanoexplosion.Itiswritteninchronologicalorder.Itstartsbysayingat8:39A.M.thevolcanoblewup.Thenittellswhathappensnext.Thenorthsideblewaway,smokeandashcameout,andabigblackcloudwasmade.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:Thisarticletellsabouteventsinorder.First,MoutSt.Helensexploded.Itwasabadexplosion.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:Thisisanewspaperarticle.IttellsaboutMountSt.Helens.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:Abigvolcanoblewup.
Mount Saint Helens Blows Its Top
Reading Recovery: 44 | Guided Reading: S
Common Core Standard: RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
Reading
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Common Core Standard: RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Mount Saint Helens Blows Its Top
Reading Recovery: 44 | Guided Reading: S
Name __________________________________________ Date ____________________
Written Comprehension
Provide two main ideas in this book and support each main idea with a key detail.
Reading
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Provide two main ideas in this book and support each main idea with a key detail.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:OnemainideaofthisbookisthatMountSaintHelenshadabigexplosion.Iknowthisbecausethegreatroarwasheard200milesawayandabigblackcloudformed.Anothermainideaisthatpeoplediedintheexplosion.Itsaysthat8peopledied,butinthefootnoteitsaysitis61.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:ThefirstmainideaisthatMountSaintHelenshadabigexplosion.Therewasalotofsmokeandash.Thenanothermainideaisthatpeopleneededtobesaved.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:ThemainideaisthatMountSaintHelenswasdangerous.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:MountSaintHelensmadeacratertwomileslong.
Mount Saint Helens Blows Its Top
Reading Recovery: 44 | Guided Reading: S
Common Core Standard: RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Reading
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Common Core Standard: RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Fording the River
Reading Recovery: 44 | Guided Reading: T
Name __________________________________________ Date ____________________
Written Comprehension
Explain how Ben likely feels while he is in the river. Use a specific detail from the story to support your answer.
Reading
190 03/2012 | Version 3.1
Explain how Ben likely feels while he is in the river. Use a specific detail from the story to support your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Benisokayatfirst.Hetellsthepeoplethatthereisagoodsandybottom.Butthenthewaterisdeepandhegoesunder.Thenheisprobablyscared!Thebooksayshewasclingingdesperatelytothesaddle.HewasprobablygladwhenStarbroughthimtoshore.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:Heisscared.HeneedsStartohelphim.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:Heisnervous.Hedoesn’tknowifhecanmakeit.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:Bendoesnotliketheriver.
Fording the River
Reading Recovery: 44 | Guided Reading: T
Common Core Standard: RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Reading
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Common Core Standard: RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Fording the River
Reading Recovery: 44 | Guided Reading: T
Name __________________________________________ Date ____________________
Written Comprehension
Describe the theme of this story. Use at least two details from the story to support your answer.
Reading
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Describe the theme of this story. Use at least two details from the story to support your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Thisstoryisaboutworkingtogethertosolveaproblem.Bencan’tswim,buthishorsecan,soBenholdsontothesaddle.Starpullshimalongandtheymakeittothebank.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:Itisimportanttohelpeachother.Benusesthehorsetogetacrosstheriver.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:Thehorsehelpshimacross.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:Bencan’tswim.
Fording the River
Reading Recovery: 44 | Guided Reading: T
Common Core Standard: RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Reading
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Common Core Standard: RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Cyclone Tracy Destroys Darwin
Reading Recovery: 44 | Guided Reading: T
Name __________________________________________ Date ____________________
Written Comprehension
Read this sentence from the book.
A man using a radio transmitter reported, “Darwin looks as though it has been hit by an atom bomb.”
Explain why the man uses this sentence to describe Darwin. Use a specific detail from the book to support your answer.
Reading
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Explain why the man uses this sentence to describe Darwin. Use a specific detail from the book to support your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:ThemansaysDarwinlookslikeitwashitbyanatombombbecauseatombombscausealotofdamage,justlikethiscyclonedidtoDarwin.Thehouseslooklikecrushedmatchboxes.Thatiswhatthey’dlooklikeafterabombtoo.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:ThemansaysDarwinlookslikeitwashitbyanatombombbecausethereissomuchdamage.Itlooksliketherewasabomb,butitwasahurricane.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:Darwinlookslikeabombhitit.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:Peopleareverymadaboutthehurricane.
Cyclone Tracy Destroys Darwin
Reading Recovery: 44 | Guided Reading: T
Common Core Standard: RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Reading
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Common Core Standard: RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
Cyclone Tracy Destroys Darwin
Reading Recovery: 44 | Guided Reading: T
Name __________________________________________ Date ____________________
Written Comprehension
Read this sentence from the book.
At about 4 a.m. there was a brief lull as the eye of the storm passed over, but the gales returned with even greater fury soon afterward, coming from the southwest.
Explain the meaning of gales. Write a clue you used to figure out the meaning of the word.
Reading
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Explain the meaning of gales. Write a clue you used to figure out the meaning of the word.
Cyclone Tracy Destroys Darwin
Reading Recovery: 44 | Guided Reading: T
Common Core Standard: RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Galesisanotherwordforwind.Iknowthisbecauseanotherwordforcyclonesishurricaneandhurricaneshavewind.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:Galesmeanswind.Ireadit.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:Itiswindy.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:Thereisabadstormthathasgales.
Reading
19703/2012 | Version 3.1
Common Core Standard: RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.
Black Beauty Encounters a Steam Train
Reading Recovery: 50 | Guided Reading: U
Name __________________________________________ Date ____________________
Written Comprehension
Explain how Black Beauty feels about the trains when she first sees them. Then, explain how this story would be different if it were told by the cows in the field. Use two specific details from the story to support your answer.
Reading
198 03/2012 | Version 3.1
Explain how Black Beauty feels about the trains when she first sees them. Then, explain how this story would be different if it were told by the cows in the field. Use two specific details from the story to support your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:BlackBeautyisscaredofthetrains.Shecallsthemterriblecreatures.Shethinkstheyaregoingtohurtherwhilesheiseating.Ifthecowstoldthisstory,thetrainswouldn’tbecalledterriblecreatures.Thecowsdonotcareaboutthetrains.BlackBeautysaystheyhardlyraisedtheirheadswhenthetraincameby.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:BlackBeautyisscaredofthetrains.Sheispanicked.Thecowsdon’tcareaboutthemthough.Ifthecowstoldthestory,thetrainswouldn’tbescary.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:BlackBeautydoesnotlikethetrains.Thecowsarenotscaredofthetrains.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:Therearehorsesandcowsinthisstory.
Black Beauty Encounters a Steam Train
Reading Recovery: 50 | Guided Reading: U
Common Core Standard: RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.
Reading
19903/2012 | Version 3.1
Common Core Standard: RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Black Beauty Encounters a Steam Train
Reading Recovery: 50 | Guided Reading: U
Name __________________________________________ Date ____________________
Written Comprehension
Describe how Black Beauty changes from the beginning of the story to the end of the story. Use two specific details from the story to support your answer.
Reading
200 03/2012 | Version 3.1
Describe how Black Beauty changes from the beginning of the story to the end of the story. Use two specific details from the story to support your answer.
Black Beauty Encounters a Steam Train
Reading Recovery: 50 | Guided Reading: U
Common Core Standard: RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Atfirst,BlackBeautyisscaredbythetrains.Shehasneverseenthembefore.Shethinkstheyaremonsters.Afterawhile,shesayssherealizedtheywouldnotharmher.Shelearnstobebraveattheend.Shecallsherselffearless.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:Atfirst,BlackBeautyisscaredbythetrains.Shelearnstobefearlessattheend.She’sbrave.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:BlackBeautyisveryscaredbythetrains,butthensheisdifferentattheend.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:Thetrainsmakealoudnoisethatscareshorses.
Reading
20103/2012 | Version 3.1
Common Core Standard: RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
65 Million Years Ago
Reading Recovery: 50 | Guided Reading: U
Name __________________________________________ Date ____________________
Written Comprehension
Explain how you believe scientists learned about the meteorite. Use two specific details from the book to support your answer.
Reading
202 03/2012 | Version 3.1
Explain how you believe scientists learned about the meteorite. Use two specific details from the book to support your answer.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Thescientistsusedevidencetofindoutaboutthemeteorite.Theysawthatathinlayerofunusualrockfromthemeteoritedustwasfoundinmanyplaces.TheyalsosawthatthereisabigcrateronthecoastofMexico.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:ThereisabigcrateronthecoastofMexico.Theymeasuredit.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:Scientistsfoundoutaboutthemeteorite.Theysawspecialrocks.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:Scientistslearnedaboutdinosaurs.
65 Million Years Ago
Reading Recovery: 50 | Guided Reading: U
Common Core Standard: RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Reading
20303/2012 | Version 3.1
Common Core Standard: RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
65 Million Years Ago
Reading Recovery: 50 | Guided Reading: U
Name __________________________________________ Date ____________________
Written Comprehension
Provide two main ideas in this book and support each main idea with a key detail.
Reading
204 03/2012 | Version 3.1
Provide two main ideas in this book and support each main idea with a key detail.
65 Million Years Ago
Reading Recovery: 50 | Guided Reading: U
Common Core Standard: RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Score Point Scoring Guidelines:
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addressesthedemandsofthequestion• Effectivelyusesdetailedinformationtoclarifyorextendunderstanding
Exemplar:Onemainideaisthatameteoritehittheearth65millionyearsago.Itcausedalotofdustandmadedayturnintonight.Oneothermainideaisthattheblackcloudharmedanimalsandplants.Therewasnosunsoplantsdied.Thedinosaursdiedbecausetherewasnothingtoeat.
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partiallyaddressesthedemandsofthequestion• Usesgeneralinformationtoclarifyorextendunderstanding
Exemplar:Amainideaisthattheblackcloudkilledplantsandanimals.Therewasnosun.Ameteoritehittheearth.
1Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimallyaddressesthedemandsofthequestion• Usesminimalinformationtoshowunderstandingofthetextinrelationtothequestion
Exemplar:Themainideaisthatameteoritehittheearth.
0No Understanding
Rubric: The response demonstrates no understanding of the text:• Theresponseiscompletelyincorrect,irrelevanttothequestion,ormissing.
Exemplar:Abigcloudcameanddinosaursturnedintofossils.