Guided Reading Formative Assessment

Fiction Retelling Rubric Grades K-2

Benchmarks Uses knowledge of genre Uses literary elements 4-Mature Retelling includes all literary elements (main characters, setting, problem, major events of the plot, and solution) Uses sensory images and follows the structure of a long story (beginning, middle, and end) Retelling includes spillover from genre (beginning, end, phrases, and expressions) indicating what the reader knows about the genre Retelling includes the main idea of the story (often inferred from the problem/solution). The major events of long plot are tightly summarized Retelling shows a personal interpretation which demonstrates a synthesis of schema, genre structure, and a deep understanding of the story 3-Capable

Book Name: 2-Developing Retelling includes the characters, setting, with simple problem and solution 1-Beginning Retelling includes literary elements (main characters, setting, problem, and solution) with assistance and prompts Uses sensory images and is assisted to follow the basic story structure

Sequences and uses story structure Uses sensory images to sequences Uses linguistic spillover

Retelling includes all literary elements (main characters, setting, problem, major events of the plot, and solution) Uses sensory images and follows the structure of the story (beginning, middle, and end) Retelling includes spillover from genre (beginning, end, phrases, and expressions) indicating what the reader knows about the genre Retelling includes the main idea of the story (often inferred from the problem/solution) with the plot summarized

Identifies main idea Infers Determines importance

Uses sensory images and follows the storys predictable structure (beginning, middle, end) Retelling includes spillover from genre (beginning, end, phrases, and expressions) indicating what the reader knows about the genre Retelling includes the main idea of the story inferred from pictures and text. Uses many details without summarizing

Retelling includes very little or no linguistic spillover

Retelling includes the main idea of the story inferred from pictures and text. Uses many details assisted by prompts.

Retells Uses schema Synthesis

Retelling shows a personal interpretation which demonstrates a synthesis of schema, genre structure, and a deep understanding of the story

Retelling shows a recount of events, using knowledge of genre structure, making connections with the story

Retelling shows a recount of events with assistance and makes simple connections with the story

Name: Book box 2 DRA Level: 4 Month of September

Fiction Retelling Rubric Grades K-2

Benchmarks Uses knowledge of genre Uses literary elements 4-Mature Retelling includes all literary elements (main characters, setting, problem, major events of the plot, and solution) Uses sensory images and follows the structure of a long story (beginning, middle, and end) Retelling includes spillover from genre (beginning, end, phrases, and expressions) indicating what the reader knows about the genre Retelling includes the main idea of the story (often inferred from the problem/solution). The major events of long plot are tightly summarized Retelling shows a personal interpretation which demonstrates a synthesis of schema, genre structure, and a deep understanding of the story 3-Capable

Book Name: Emily at the Fair by Bruce Larkin 2-Developing Retelling includes the characters, setting, with simple problem and solution 1-Beginning Retelling includes literary elements (main characters, setting, problem, and solution) with assistance and prompts Uses sensory images and is assisted to follow the basic story structure

Name of Book: Under the Leaf by Jill Eggleton Level of book: 4

Name of Book: Tommys Tummy Ache by Andrea Butler Level of book: 4

Sequences and uses story structure Uses sensory images to sequences Uses linguistic spillover

Retelling includes all literary elements (main characters, setting, problem, major events of the plot, and solution) Uses sensory images and follows the structure of the story (beginning, middle, and end) Retelling includes spillover from genre (beginning, end, phrases, and expressions) indicating what the reader knows about the genre Retelling includes the main idea of the story (often inferred from the problem/solution) with the plot summarized

Identifies main idea Infers Determines importance

Observations: A deer in the head lights face when the teacher asks for a retelling.

Uses sensory images and follows the storys predictable structure (beginning, middle, end) Retelling includes spillover from genre (beginning, end, phrases, and expressions) indicating what the reader knows about the genre Retelling includes the main idea of the story inferred from pictures and text. Uses many details without summarizing

Retelling includes very little or no linguistic spillover

Retelling includes the main idea of the story inferred from pictures and text. Uses many details assisted by prompts.

Retells Uses schema Synthesis

Retelling shows a personal interpretation which demonstrates a synthesis of schema, genre structure, and a deep understanding of the story

Retelling shows a recount of events, using knowledge of genre structure, making connections with the story

Retelling shows a recount of events with assistance and makes simple connections with the story

Book box 2 = Observation

The student moves around and get out of the chair frequently when

reading The student stops and goes frequently and will take longer to finish book The student looks around frequently instead of reading The student tosses their book in the air and spins it around on the table instead of reading The student will read at a fast pace and finish the book as quickly as possible (gets rowdy when told to read again) The student will crawl under the table and refuse to come up and read The student will talk with other students and cause them to not read The student will get off topic when retelling a story The student will add things to the story when retelling **The student may not be mature enough to retell stories**

Name: Book box 23 DRA Level: 16

Comprehension = I K-2 understand what I read Fiction Retelling Rubric Grades

Benchmarks Uses knowledge of genre Uses literary elements 4-Mature Retelling includes all literary elements (main characters, setting, problem, major events of the plot, and solution) Uses sensory images and follows the structure of a long story (beginning, middle, and end) Retelling includes spillover from genre (beginning, end, phrases, and expressions) indicating what the reader knows about the genre Retelling includes the main idea of the story (often inferred from the problem/solution). The major events of long plot are tightly summarized Retelling shows a personal interpretation which demonstrates a synthesis of schema, genre structure, and a deep understanding of the story 3-Capable Retelling includes all literary elements (main characters, setting, problem, major events of the plot, and solution) Uses sensory images and follows the structure of the story (beginning, middle, and end) Retelling includes spillover from genre (beginning, end, phrases, and expressions) indicating what the reader knows about the genre Retelling includes the main idea of the story (often inferred from the problem/solution) with the plot summarized 2-Developing Retelling includes the characters, setting, with simple problem and solution 1-Beginning Retelling includes literary elements (main characters, setting, problem, and solution) with assistance and prompts Uses sensory images and is assisted to follow the basic story structure

Month of September Name of book: Henny Penny by Paul Galdone Level of book: 16 Name of book: Are You My Mother? Philip Eastman Level of book: 16 Observations: Becomes a chatty Cathy when told to retell a story. Does not get to the point.
Sequences and uses story structure Uses sensory images to sequences Uses linguistic spillover

Identifies main idea Infers Determines importance

Uses sensory images and follows the storys predictable structure (beginning, middle, end) Retelling includes spillover from genre (beginning, end, phrases, and expressions) indicating what the reader knows about the genre Retelling includes the main idea of the story inferred from pictures and text. Uses many details without summarizing

Retelling includes very little or no linguistic spillover

Retelling includes the main idea of the story inferred from pictures and text. Uses many details assisted by prompts.

Retells Uses schema Synthesis

Retelling shows a personal interpretation which demonstrates a synthesis of schema, genre structure, and a deep understanding of the story

Retelling shows a recount of events, using knowledge of genre structure, making connections with the story

Retelling shows a recount of events with assistance and makes simple connections with the story

Book box 23 = Observation

The student sits there with their head down at the book The student is quiet when reading The student will look up and look around the classroom; then

put their head back down to the book The student will watch other students reading When retelling a story, the student will be fidgety The student will say um, or uh, frequently when retelling a story The student will touch their hair frequently when retelling a story The student will look down or around frequently when retelling a story **The student has grasped the idea of retelling a story**

Fiction Retelling Rubric Grades Book Name: Horrible Harry & Kickball Wedding by Comprehension = I K-2 understand what I the read

Name: Book box 24 DRA Level: 28 Month of September Name of book: Blueberries for Sal by Robert McCloskey Level of book: 24 Name of book: The Gym Teacher from the Black Lagoon by Mike Thaler Level of book: 24 Observations: Wants to tell the teacher EVERYTHING in the book when retelling.

Suzy Kline

Benchmarks Uses knowledge of genre Uses literary elements

4-Mature Retelling includes all literary elements (main characters, setting, problem, major events of the plot, and solution) Uses sensory images and follows the structure of a long story (beginning, middle, and end) Retelling includes spillover from genre (beginning, end, phrases, and expressions) indicating what the reader knows about the genre Retelling includes the main idea of the story (often inferred from the problem/solution). The major events of long plot are tightly summarized Retelling shows a personal interpretation which demonstrates a synthesis of schema, genre structure, and a deep understanding of the story

3-Capable Retelling includes all literary elements (main characters, setting, problem, major events of the plot, and solution) Uses sensory images and follows the structure of the story (beginning, middle, and end) Retelling includes spillover from genre (beginning, end, phrases, and expressions) indicating what the reader knows about the genre Retelling includes the main idea of the story (often inferred from the problem/solution) with the plot summarized

2-Developing Retelling includes the characters, setting, with simple problem and solution

1-Beginning Retelling includes literary elements (main characters, setting, problem, and solution) with assistance and prompts Uses sensory images and is assisted to follow the basic story structure

Sequences and uses story structure Uses sensory images to sequences Uses linguistic spillover

Identifies main idea Infers Determines importance

Uses sensory images and follows the storys predictable structure (beginning, middle, end) Retelling includes spillover from genre (beginning, end, phrases, and expressions) indicating what the reader knows about the genre Retelling includes the main idea of the story inferred from pictures and text. Uses many details without summarizing

Retelling includes very little or no linguistic spillover

Retelling includes the main idea of the story inferred from pictures and text. Uses many details assisted by prompts.

Retells Uses schema Synthesis

Retelling shows a personal interpretation which demonstrates a synthesis of schema, genre structure, and a deep understanding of the story

Retelling shows a recount of events, using knowledge of genre structure, making connections with the story

Retelling shows a recount of events with assistance and makes simple connections with the story

Book box 24 = Observation

The student sits there quietly and reads The student keeps their eyes on the book at all times The student will quietly sit there and raise their hand The student will excessively talk about their connection The student will talk about their best friend and make connections based on their friendship The student will frequently discuss stories and facts When retelling stories, the student will be fidgety and put their hands to their face The student will use emphasis in their voice when reading stories When making connection with stories, the student will say I think frequently **The student can retell the stories but cannot keep it short and simple**

Predictions = What will happen next?

Level 4 The Fat Cat Sat on the Mat

The cat hates the rat

The rat got the bat The bat got the hat

The cat will make the rat mad The bat gets the cat off the Mat by biting him

The cat sat on the rats mat

The cat wont leave so the bat got the hat

The hat gets the He wont move. cat off by kicking He is hissing at him them.

**The student can make shallow predictions with this story. They also add things to the story when retelling and does not use linguistic spillover**

Level 16 Where the Wild Things Are

Max was sent to his room cause He is gonna he was getting play into mischief Max sailed in a Max is gonna boat day and see the wild night to where things monsters The wild things are

His room turns into a jungle He saw the wild things monsters

Max was gonna be Max showed his scared of the wild teeth and stared at them to thing monsters tame them

**The student can make predictions that follow the story. They use some linguistic spillover when retelling the story**

Level 28 The Giving Tree

There was a tree that loved the The boy will boy and the boy Ignore the tree loved the tree and then the boy The boy is going Grew up to visit the tree The boy stayed again away for a long The boy is going time and the to visit the tree tree was sad again and ask for something else

The boy asked the tree for money The boy asked for a house to keep warm The boy asked for a canoe to get away

The tree gave the boy his apples to sell in the city
The tree gave the boy his branches to make a house The tree gave the boy his trunk to make a canoe

The tree was happy

**The student can make deep predictions with the story. They have no issue with linguistic spillover when retelling the story**

MONTH: END OF SEPTEMBER MATERIALS: BOOK BOXES WHEN: DAILY 5 WHERE: BACK READING TABLE TIME: 20 MINUTES

Accuracy = I can read the words

What do you do when you get stuck on a word?

Every day in September, the students will read a book at the back reading table and I will record the strategy they used for the words. I will record it twice a month, two weeks apart. In this month, the students worked hard at using the strategies to the decode words in their books. These books are at their DRA level.

Fiction Retelling Rubric Grades K-2

Benchmarks Uses knowledge of genre Uses literary elements 4-Mature Retelling includes all literary elements (main characters, setting, problem, major events of the plot, and solution) Uses sensory images and follows the structure of a long story (beginning, middle, and end) Retelling includes spillover from genre (beginning, end, phrases, and expressions) indicating what the reader knows about the genre Retelling includes the main idea of the story (often inferred from the problem/solution). The major events of long plot are tightly summarized Retelling shows a personal interpretation which demonstrates a synthesis of schema, genre structure, and a deep understanding of the story 3-Capable

Book Name: 2-Developing Retelling includes the characters, setting, with simple problem and solution 1-Beginning Retelling includes literary elements (main characters, setting, problem, and solution) with assistance and prompts Uses sensory images and is assisted to follow the basic story structure

Sequences and uses story structure Uses sensory images to sequences Uses linguistic spillover

Retelling includes all literary elements (main characters, setting, problem, major events of the plot, and solution) Uses sensory images and follows the structure of the story (beginning, middle, and end) Retelling includes spillover from genre (beginning, end, phrases, and expressions) indicating what the reader knows about the genre Retelling includes the main idea of the story (often inferred from the problem/solution) with the plot summarized

Identifies main idea Infers Determines importance

Uses sensory images and follows the storys predictable structure (beginning, middle, end) Retelling includes spillover from genre (beginning, end, phrases, and expressions) indicating what the reader knows about the genre Retelling includes the main idea of the story inferred from pictures and text. Uses many details without summarizing

Retelling includes very little or no linguistic spillover

Retelling includes the main idea of the story inferred from pictures and text. Uses many details assisted by prompts.

Retells Uses schema Synthesis

Retelling shows a personal interpretation which demonstrates a synthesis of schema, genre structure, and a deep understanding of the story

Retelling shows a recount of events, using knowledge of genre structure, making connections with the story

Retelling shows a recount of events with assistance and makes simple connections with the story

DRA Level: 4 Name: Book box 2

Month of October Name of book: Sharing By Andrea Butler Level of book: 4 Guided Reading Name of book: Its Hot by Beth Jenkins Grout Level of book: 4 Observation: A man of few words with few details, literary elements, sensory images, linguistic spillover and connections.

Comprehension

DRA Level: 16 Name: Book box 23

Month of October Name of book: My Sister June by Deborah Eaton Level of book: 18

Comprehension

Name of book: Dance Mouse Dance by Meish Goldish Level of book: 18 Observation: Too much going on to focus on details.

DRA Level: 28 Name: Book box 24 Month of October Name of book: Horrible Harry and the Kickball Wedding by Suzy Kline Level of book: 24

Comprehension

Name of book: Milos Great Invention Level of book: 24

Observation: Has a smile on their face when retelling stories and making connections

What does this mean?

Level 4 still has a difficult time retelling stories but

works on it sometimes. Level 16 has improved significantly when retelling stories and can have to the point details sometimes. Level 28 has improved significantly when retelling stories and can have to the point details sometimes.

MONTH: END OF OCTOBER MATERIALS: GUIDED READING BOOKS WHEN: DAILY 5 WHERE: BACK READING TABLE TIME: 20 MINUTES

In this month, the students read the books more fluently and did not need to use many decoding strategies. The students are still at their DRA levels.

Expanded Vocabulary = Interesting words

Level 4
What are some interesting words you have seen in this book? What do you think they mean? Jam = that stuff you put on the bread Banjo = guitar Fiddle = ?
**The student did not know what was an interesting word so I helped them pick out some. Then I asked what the word meant and the student was unable to understand what they might mean even with the picture available**

Level 16
What are some interesting words you have seen in this book? What do you think they mean? sprout = plant? Harvest = ? Weigh = how heavy it is Measures = how long it is?

**The student choose the words that they thought were interesting. Then I asked them what the words meant. The student was able to understand the majority of them**

Level 28
What are some interesting words you have seen in this book? What do you think they mean? treetops = (chunk it = top of trees? Proud = happy Envied = ? Success = win Spare = the tool they use Grateful = happy? March = walking
**The student

_______________________ _______________________ _______________________ _______________________ _______________________

After a week of reading, The Boogly, the students had to draw a connection that they made with it and then explain what they drew. Level 4 discussed that they have nightmares all the time. In their dreams, there is usually a blob monster and an airplane. In my dream, the airplane was not moving and I had to hold onto grass. Airplane were going to pull me up, I hold onto pole. Mom Im flying and I was going to die cause it was gonna chop me in halfblob monster ate me. Blob monster ate me.

**This was a weak connection to the story**

After a week of reading, The Pumpkin House, the students had to draw a connection that they made with it and then explain what they drew. Level 16 discussed that they have plants that they water and when they are done, they pick them.

**This is a moderate connection to the story**

After a week of reading Sharing a Room, the students had to draw a connection that they made with it and then explain what they drew. Level 28 discussed that their room was always clean. When it was dirty, their mom and them would clean it up.

**This is a weak connection to the story**

Level 4
Sparkys Bone Main character: Sparky & every animal Setting: the barn Problem: Sparky lost his bone Solution: Sparky found two bones Favorite part: none

**The student could retell the story successfully but could not use linguistic spillover or use the characters names. The student replaced the names with pronouns and was very brief with the retelling but used little detail**

Level 16

Sly Fox and Little Red Hen

**The student could successfully retell the story but did not use linguistic spillover. The student also was very detailed in the retelling and was not brief and to the point**

Level 28

The New Kid

**The student could successfully retell the story with some linguistic spillover. The student was also very brief and to the point with the retelling**

MONTH: END OF NOVEMBER MATERIALS: GUIDED READING BOOKS WHEN: DAILY 5 WHERE: BACK READING TABLE TIME: 20 MINUTES

In this month, students did not have to use many decoding strategies when reading their books. Level 16 and 28 self-corrected themselves and reread the sentences. They are still at their DRA levels.

Level 4 Inferring
What do you think this story is about just by looking at the picture? How do you know? There is a monster outside their house The cat is scared The monster is eating the garbage The monster likes eating the garbage He is knocking the cans over and making noise, they are gonna be mad **The student made appropriate observation with the cover of the book**

Level 16 Inferring
What do you think this story is about just by looking at the picture? How do you know? There is a little doggy who is lost He was playing fetch and the ball was throwed really far The doggy is hiding from the dog catcher He is scared **The student made appropriate observations with the cover of the book**

Level 28 Inferring
What do you think this story is about just by looking at the picture? How do you know? Cam is called Camera because she can remembers things by closing her eyes and saying click (how do you know?) Cam is a detective. She solves mysteries (How do you know?) She has a photographic memory (how do you know?) Someone stole the diamonds (how do you know?) She looks like she is thinking about the mystery (How do you know?) **The student took their prior knowledge of the other books of Cam Hansen and made assumptions**

Fiction Retelling Rubric Grades K-2

Benchmarks Uses knowledge of genre Uses literary elements 4-Mature Retelling includes all literary elements (main characters, setting, problem, major events of the plot, and solution) Uses sensory images and follows the structure of a long story (beginning, middle, and end) Retelling includes spillover from genre (beginning, end, phrases, and expressions) indicating what the reader knows about the genre Retelling includes the main idea of the story (often inferred from the problem/solution). The major events of long plot are tightly summarized Retelling shows a personal interpretation which demonstrates a synthesis of schema, genre structure, and a deep understanding of the story 3-Capable

Book Name: 2-Developing Retelling includes the characters, setting, with simple problem and solution 1-Beginning Retelling includes literary elements (main characters, setting, problem, and solution) with assistance and prompts Uses sensory images and is assisted to follow the basic story structure

Sequences and uses story structure Uses sensory images to sequences Uses linguistic spillover

Retelling includes all literary elements (main characters, setting, problem, major events of the plot, and solution) Uses sensory images and follows the structure of the story (beginning, middle, and end) Retelling includes spillover from genre (beginning, end, phrases, and expressions) indicating what the reader knows about the genre Retelling includes the main idea of the story (often inferred from the problem/solution) with the plot summarized

Identifies main idea Infers Determines importance

Uses sensory images and follows the storys predictable structure (beginning, middle, end) Retelling includes spillover from genre (beginning, end, phrases, and expressions) indicating what the reader knows about the genre Retelling includes the main idea of the story inferred from pictures and text. Uses many details without summarizing

Retelling includes very little or no linguistic spillover

Retelling includes the main idea of the story inferred from pictures and text. Uses many details assisted by prompts.

Retells Uses schema Synthesis

Retelling shows a personal interpretation which demonstrates a synthesis of schema, genre structure, and a deep understanding of the story

Retelling shows a recount of events, using knowledge of genre structure, making connections with the story

Retelling shows a recount of events with assistance and makes simple connections with the story

Name: Book Box 2 DRA Level: 4

Month of November

Comprehension

Name of book: The Boogly by David Crew Level of book: 4 Name of book: Sparkys Bone Level of book: 6 Name of book: Pancakes by Judy Nayer Level of book: 6 Observations:

Name: Book box 23 DRA Level: 16

Comprehension

Name of book: The Pumpkin House by Roger Vaugham Carr Level of book: 18
Name of book: Sly Fox Little Red Hen by Jenny Giles Level of book: 18 Observation:

Name: Book box 24 DRA Level: 28

Comprehension

Name of book: Sharing a Room by Dot MeHarry Level of book: 24

Name of book: The New Kid by Kari James Level of book: 24 Observation:

What does this mean?

Level 4 has moved up significantly with their reading and

retelling skills. However, they still have some work to be done before they can move up to the next level or two. They are still at the beginning and developing stages of retelling and need to be capable or mature in order to move up a level. Level 16 has moved up significantly with their reading and retelling skills. They are capable of retelling stories but need to be more detailed and make deeper connections with the text to self. With a little more practice, they may be ready to advance up to a few levels. Level 28 has moved up significantly with their reading and retelling skills. They are capable and mature of retelling stories and making deep connections with the text to self.

Side note
Level 28 has not been as challenged as they should

have been. Since they are the only ones who have excelled on second grade DRA levels, level 28 has been put in with other students who are at the beginning of the year grade level and need a challenge to meet the end of the year grade level. (DRA 16 DRA 24) This is for social reasons. Level 28 would need their own group and we could only get away with five groups during DAILY 5. I believe level 28 would have done better in this powerpoint if they were tested at their full potential.