10 The Rock Boss - Northern Lights School Division _113

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					           NLSD #113 Elementary Level Reading Assessment – Fiction Text –RUNNING RECORD                       Page 1 (FEB 07)

 Student _________________________                       Grade _       Date _________               Recorder ______________

Comprehension Score                  ____%       Error Rate __:__            Accuracy           _____%        S.C. Rate      __:__
                                                                                 Easy   Instructional      Hard
                                                                             (98%-100%) (93%-97%)        (0%-92%)
Text is:   Very Familiar   Moderately Familiar    Unfamiliar
   Title The Rock Boss                                                                         Analysis       E     SC
   Level 10                          Word Count 118                                          Errors & SC   Violated Used

                                                                               E     SC     Student / Text M S V M S V
Goat sat on the rock. “I am the boss of this rock. Look
at my horns!” he said.
Fox sat down next to Goat. “No one is the boss of this
rock”, he said.
Goat was mad. He put down his head and….
… Poof! Fox fell off the rock.
Goat laughed and laughed. “Who is the boss?” he said.
Fox looked at Goat’s horns. “You are the boss”, he
said .
Rabbit came up to the rock. He sat down next to Goat.
“Go away!” said Goat.
“I don’t want to”, said Rabbit.
“Look at my horns!” said Goat. “I am the boss”.
“No, you are not”, said Rabbit.                                                             Cueing Systems Used Effectively
                                                                                               Meaning cues (semantic)
Goat was mad. Poof! Up, up, up went Rabbit…                                                    Structural Cues (syntax)
                                                                                               Visual Cues (graphophonic)

 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, charts
     crosschecks              Meaningful substitutions            Intonation/expression          Uses vocabulary from text
    Re-reads                 Prior knowledge/ Personal           Pace – slows down to           Other: _________
    Reads on                  connections                          de-code when
    Context                  Other:________________               necessary
                                                                   Other ____________

 Observations/Notes/Strengths/Needs/Recommendations for Instruction:
            NLSD #113 Elementary Level Reading Assessment – Fiction Text COMPREHENSION        Page 2

 Title                                          Level       Student                           Date

 Instructional            PART A                   PART B                                Minimum needed
                      Retelling Score      Questions score           Total Score:
    Level:                                                                                (to advance)
      1 to 8              ___/6                     n/a            ___/6 =           %      5/6 = 83%
      9 & up              ___/12                   ___/6           ___/18 =          %     15/18 = 83%

PART A: Story Retelling (You may scribe response and attach it.)
   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.CHARACTERS                                                4. SETTING
Names main character = 1                                    Gives place = 1

Names other characters = 1                                  Gives time = 1

2. ACTION: Recalls major events                             5. PROBLEM: Identifies main problem
Complete = 2 or Partial = 1                                 Complete = 2 or Partial = 1

3. SEQUENCE of events in order                              6. OUTCOME
Correct = 2 or Partial = 1                                  Gives problem solution = 1

                                                            Gives story ending = 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)
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

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