LA LOCHE COMMUNITY SCHOOL – DENE BUILDING – Non-Fiction Text –RUNNING RECORD Page 1
STUDENT: ___________________________ GRADE: _________ DATE: ___________ RECORDER: ___________________
TITLE: ___Military Vehicles_________________ LEVEL: ____26______ WORD COUNT: _______199________
Text is: Very Familiar Moderately Familiar Unfamiliar
Comprehension Score _____% Error Rate ___:___ Accuracy ______% S.C. Rate ___:___
Easy Instructional Hard
(98%-100%) (93%-97%) (0%-92%)
Success in wartime depends on having powerful fighting forces.
Analysis E SC
It also depends on being able to move troops, weapons, and
Errors & SC Violated Used
supplies to the right place at the right time. This is the vitally
E SC Student / Text MSV MSV
important job of military vehicles. Military forces use a wide
variety of vehicles. Tanks, self-propelled guns, and rocket
launchers are formidable mobile weapons. Trucks move troops
and supplies. Armored personnel carrier and light tanks protect
troops while they are moving around. Reconnai ssance vehicles
probe the land ahead of troops and spy on enemy forces.
Recovery vehicles help other vehicles that have gotten into
difficulty. Each is designed to do its own special job. The
German Leopard 2 is one of the most fearsome military vehicle s,
a main battle tank (MBT). The Leopard 2 is so solidly
constructed and carries so much armor that it weighs an
astonishing 69 tons. That is as much as 40 typical family cars
weigh. If it ran on ordinary wheels, it would sink into the Cueing Systems Used Effectively
ground. Instead it runs on tracks that spread its weight over a Meaning cues (semantic)
Structural Cues (syntax)
greater area. A vehicle of this enormous weight needs an Visual Cues (graphophonic)
extremely powerful engine. The Leopard 2 is powered by a
1,500 horsepower diesel engine.
Error Rate = word count # of errors Self-Correction Rate = (E + SC) SC
Accuracy = (# correct word count) x 100
Reading Strategies Observed Fluency Concept of Print/Text Features
Pictures Chunks (finds parts they know) Slow, word by word Attends to punctuation
Letters/sounds Syllables (decodes in word Some phrasing Attends to title, labels, captions
Self-corrects/ parts) Phrased and fluent Uses illustrations, graphs,
crosschecks Meaningful substitutions Intonation/expression charts
Re-reads Prior knowledge/ Personal Pace – slows down to de- Uses vocabulary from text
Reads on connections code when necessary Other: _________
Context Other:________________ Other ____________
Observations/Notes/Strengths/Needs/Recommendations for Instruction:
LA LOCHE COMMUNITY SCHOOL – DENE BUILDING – Non-Fiction Text –COMPREHENSION Page 2
TITLE: ___Military Vehicles_________ LEVEL: ___26___ STUDENT: ____________________ DATE: ____________
Instructional PART A PART B Minimum needed
Total Score:
Level: Retelling Score Questions score (to advance)
1 to 8 ___/6 n/a ___/6 = % 5/6 = 83%
9 & up ___/12 ___/6 ___/18 = % 15/18 = 83%
PART A: Retelling/Interpreting Informational Text (You may scribe response and attach it.)
Provide student with copy of text during the informational retelling
While the initial “Tell me what this book/story is about” is necessary, students should be able to do the
retelling without additional prompting.
Use prompts when necessary, but when prompting is used, half points should be given.
Place the student’s score in the appropriate column: U = Unprompted P = Prompted
All Levels U P Levels 9 & up U P
1. KEY IDEAS 4. DETAILS: States details to explain
Identifies main idea or topic = 1 all key ideas = 2 points
or some key ideas = 1 point
States most key points = 1
2. SEQUENCE: States key ideas in order of 5. INTERPRETS TEXT FEATURES (Charts,
presentation tables, maps, diagrams, photographs, etc.)
correct = 2 or partial = 1 correct = 2 or partial = 1
3. VOCABULARY: Uses key vocabulary 6. OVERALL student able to retell in own words
appropriately = 2 or partially = 1 rather than relying heavily on author’s words
complete = 2 or partial = 1
TOTAL TOTAL
PART B: Questions to Check for Understanding
(Questions are for levels 9 & up – optional for levels 1-8 ) Score
Literal: Direct recall (who, what, when, where)
Question/prompt:
/2
Student Response:
Inferential: In your head – go beyond literal meaning to what is implied (why, how, what if…) “Why
do you think… happened? How did… feel? Why did ... act that way?” etc.
Question/prompt:
/2
Student Response:
Critical: Personal connections (to other stories, to own experiences, to the world)
“What part did you like best and why? Does this remind you of another story? What did you learn?”
etc.
Question/prompt: /2
Student Response:
Northern Lights School Division #113