Group Reading.

Fluency, Vocabulary, Comprehension

Student Name: Henry M Classroom Teacher: Senora Ambrose
Calvin College Book Club Leader: Mikayla Battjes

Scoring: 1. Rarely 2. Sometimes 3. Often 4. Usually 5. Always

Student Reading: 1 2 3 4 5 Comments

Dispositions, fluency, and strategies

Reading Aloud:

a. Enjoys reading aloud x

b. Reads aloud fluently x

c. Enjoys reading silently x

d. Shows high levels of word recognition while reading x

e. Reads aloud with expression: phrasing, pausing, voices x Henry does well with phrasing and pausing
but lacks in expression between
characters.

f. Can read nearly all the words in our book without needing to pause x

g. Comfortably keeps pace with the club reading (assignments) x

h. Follows along while the teacher or peers read aloud x

Use of word reading strategies:

a. Makes nonsense word or other substitutions that distort x

comprehension

b. Skips words or makes omissions x

c. Relies too heavily on graphic clues or discussions to make sense of x

reading

d. Monitors miscues and knows when meaning is disrupted. Will self- x Henry has showed many examples of
correct. reading aloud and self-correcting words
when a sentence doesn’t sound right.

e. Uses semantic cues to make meaning (context, visuals) to support x

comprehension.

f. Uses re-reading and predicting to enhance comprehension. x

g. Asks questions when meaning is unclear. x Henry asks many clarifying questions
which is beneficial for the whole group.
Many times, the questions that he has, the
other students were wondering or
confused about as well.
 Reading Comprehension: Information, Connection, and Critical Thinking

Scoring: 1. Rarely 2. Sometimes 3. Often 4. Usually 5. Always

Reading Comprehension 1 2 3 4 5 Comments

Facts:

a. Gives good evidence of understanding the plot – x Henry showed good evidence of
understanding the plot during our review
the sequence of related events activities at the beginning of each book club
session.

b. Demonstrates attention to the details of the story (events, x

characters and setting)

Shows abilities to engage text:

c. Expresses empathy with characters or with the situation.

x

d. Can connect personal experiences with the story. Shows empathy.

x

e. Shows ability to use the story to develop understandings of the

characters in the story (characterization). x

f. Shows ability to connect the events of the story with details of the Henry was familiar with World War II when
we started the book, so he was able to give
setting. Draws relationships between them to answer why or how. x insight about the setting to the other
students.

g. Shows (logical) ability to use narrative details to make reasonable x

predictions

Applications and implications:

h. Uses the story to understand and express understandings about x

being human nature (character).

i. Uses the story to understanding something about “plight,” in other As a group we talked about the difference
between right and wrong and if what the
words, being caught in a certain dilemma – as suggested by the story. x French children were doing was right and
Theme. Henry was able to add good arguments into
our discussion.

j. Can use the story to develop understandings about oneself. The x

story is personally meaningful.

Comments about reading skills and dispositions:

Henry was respectful and kind to all of the students and the teacher in the book club. Henry continuously asked questions that made others think. Henry is a great
reader. He shows evidence of fluency, accuracy, and comprehension. If Henry was to work on anything in his reading, he could practice working with expression
between characters. This seemed to come more naturally when we performed a reader’s theatre and he took on the role of one of the characters, but generally when
he read aloud from the book it was not expressive. Henry was very enjoyable to have in book club!

Signed:
 Historical Fiction
Novel: Twenty and Ten
Student Name: Henry Classroom Teacher: Senora Ambrose

Scoring: 1. Not evident. 2. Below expectations. 3. Meets expectations. 4. Exceeds expectations

Objective Description Score

Readers connect ideas Student identified connections between events, artifacts, characters, and identified relationships. 4
across text and mixed Student linked videos, photos and other items to develop better understanding of the characters
media to build and events.
understanding.

Readers analyzed setting at the start and keep track of story elements.
Student showed developing skills using: (check all that apply)

Graphic organizers

x Diary, journal 4

x Used question and answering activity 4

x Used retelling or other summarization activity 4

x Discussion 4

x Drawings 4

Readers fit characters Student identified the historical time period; demonstrated abilities to use a timeline or other 4
into historical timelines means to organize the event chronologically.

Student compared and contrasted characters’ lives with their own, and identified differences that 4
are related to time and culture.

Readers support Student was able to give evidence for the themes developed in the historical fiction novel. 4
thinking on themes with Themes are:
evidence from the text. Courage, bravery, teamwork

Readers find symbolism Student identified and gave evidence for the significance of symbolic items, events, settings or 4
gestures in the novel study.

Readers identify Student demonstrated abilities to take different points of view in the story; demonstrated empathy 4
differing perspectives in for the ways in which the experience changes as dependent on the character’s position/situation.
text

Readers analyze who Student identified events or positions of “power” in the novel; they identified its source and the 4
holds the power ways in which power affects relationships, as well as personal abilities for free movement and
throughout the text. expression.