Group Reading.

Fluency, Vocabulary, Comprehension

Student Name: Piper S 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 Piper LOVES to read aloud. She was

always looking for an opportunity to
read aloud.

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

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 Piper does well at staying on top of the
book club assignments.

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 Sometimes Piper skips over words if she
is reading too quickly, but she does well
at realizing when it doesn’t make sense
and re-reading to self-correct

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

correct.

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

 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

the sequence of related events

b. Demonstrates attention to the details of the story (events, Piper has good use of details in her journal
entry narratives to prove that she is paying
characters and setting) x attention to details from the story.

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. Piper was able to share personal
experiences to relate to a character in the
x book.

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

characters in the story (characterization).

f. Shows ability to connect the events of the story with details of the x
setting. Draws relationships between them to answer why or how.

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

being human nature (character). x

i. Uses the story to understanding something about “plight,” in other Piper participated with good arguments in
our group discussion of right and wrong
words, being caught in a certain dilemma – as suggested by the story. x with our example of the characters in the
Theme. book.

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

story is personally meaningful. x

Comments about reading skills and dispositions:

Piper was bubbly and brought a good level of energy to our book club. It was evident that Piper loves to learn, but more
importantly she loves to read. She was always eager to read more and was always interested in what would happen
next. She loved participating in group discussions and collaborating on activities with her peers. She seems to get along
with everybody and is always encouraging and supportive of the other members of the group.
Signed:
 Historical Fiction
Novel: Twenty and Ten
Student Name: Piper S 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.