Running Record Assessment

Reading Record
LEVEL Literary Text
A
Student Date
I Want a Pet Teacher Grade
Assess: Decoding & Fluency

Directions: For parts 1 and 2, use the Quick Reference Guides (pp. 13–15 of the Assessment Conference Book). Part 1: Share the
book introduction; invite the student to read the text aloud. Record errors and self-corrections. Part 2: Analyze the student’s errors
and strategy use by answering the questions at right. Part 3: Assess fluency using the rubric; circle the rating. Then flip to the back
to complete the assessment.
1 Book Introduction: If you could have any pet what would you want? Key Recording Conventions
This book called I Want a Pet is about a little boy who wants a pet.
➤ Write substituted word cat
Cues Used above correct word: car
Pg # Errors SC M S V ➤ Write O above omitted word.
inserted
➤ Write word with a caret.
v
➤ Write T for teacher assistance.
2 I want a dog.
➤ Draw an arrow back to where the
student reread.
➤ Write SC for self-corrections.
(Self corrections do not count as errors.)
3 I want a cat.
2 A
NALYZE ERRORS AND
STRATEGY USE
4 I want a rabbit. Analyze errors and self-corrections to determine
whether the student is using meaning cues (M),
structure cues (S), or visual cues (V); record the
cues the student uses for each error.
What problem-solving strategies
does the reader use?
5 I want a bird.
❑ picture clues
❑ rereading
❑ cross-checking
❑ letter-sound clues
6 I want a mouse.
❑n
o observable strategies
Is the reader self-monitoring?
❑ yes ❑ sometimes ❑ no
7 I want a turtle.
3 FLUENCY RUBRIC
◆ word-by-word reading
◆ no expression 1
8 I want a fish.
◆ oderately slow reading in
m
two- or three-word phrases
◆ some expression 2
Word Count: 28 Total Errors
◆ phrased but some rough spots
◆ a ppropriate expression most
of the time 3
Notes and Observations
◆ smooth reading with a few pauses
◆ consistent appropriate expression 4
STEP 4: Reading Record Next Step Guided Reading Assessment, Grades K–2 © 2013, Scholastic Inc. • 62
LEVEL A: I Want a Pet Student Date
Assess: Comprehension
Directions:
➤A sk the student to retell the book. Say, “Tell me what happened in this book.” You may prompt the student, saying “Tell me more”
or “What else happened?” Prompting does not lower a student’s score. Rate the retelling with the rubric; circle the score.
➤T hen ask the comprehension questions; circle 1 for a correct answer, .5 for a partially correct answer, and 0 for an incorrect one.
Total the Question Score. The student may look back in the text; record LB next to the question if the student looks back.
➤ Add the retelling rating to the Question Score to get the Comprehension Score.
4 RETELLING RUBRIC 5 COMPREHENSION QUESTIONS Accept any reasonable answers; samples provided.
◆ Recalls few or no story Question Types: CA = character analysis; I = infer; KD = key detail
elements. 1 1. Look at page 3. Why doesn’t mom want a cat? (CA)
◆ Retells basic story elements
It makes her sneeze; she’s allergic . . . 1 .5 0
(characters). 2 2. Look at page 4. What could mom be thinking when she sees the
rabbit? (I)
◆ Retells important story elements
(characters and problem). This is not a good pet; I don’t want a rabbit . . . 1 .5 0
3
3. Look at page 6. What do you think the boy is pointing to on this
and events in sequence page? (KD)
(beginning, middle, end). the mouse 1 .5 0
4
◆ Retells all important story Question Score
elements and events in sequence
and adds personal thinking. 5 + Retelling Rating
= Comprehension Score
Retelling Notes:
6 Scoring Directions:
Reading Level
➤ Total the number of errors from the first page.
Errors 0 1 2 3 4 5 6 7 8 9 10
➤L ocate the error number on the table at right;
A.R.% 100 96 93 89 86 82 79 75 71 68 64
the accuracy rate (A.R.) appears below it. 8
➤R
ecord the accuracy rate (A.R.), comprehension score, and 7
Comprehension
fluency rating (see Fluency Rubric) in the space provided. 6

➤D
etermine whether the text is at the student’s instructional, 5
independent, or frustrational level using the table; the 4
Score
intersection of the accuracy rate (A.R.) and comprehension 3

score indicates the level.
➤C
onsider the student’s fluency rating; if it is a 3 or above, Accuracy Rate (A.R.) Level A texts are at this
the student is fluent at this level. If it is a 2 or below, Comprehension Score student’s:
fluency will be a focus during guided reading. Fluency Rating Independent Level
Instructional Level
Frustrational Level
7 REFLECT What did you learn about this child as a reader?
Reading Record
LEVEL Literary Text
A
Student Date
We Like to Play Teacher Grade

1 Book Introduction: What are some things you like to play? Key Recording Conventions
Read this book called We Like to Play about rabbits playing to see
what they like to play. ➤ Write substituted word cat
inserted
v
2 We like to kick.
student reread.
3 We like to jump.
2 A
NALYZE ERRORS AND
STRATEGY USE
4 We like to ride. Analyze errors and self-corrections to determine
5 We like to swing.
❑ picture clues
❑ rereading
❑ cross-checking
6 We like to slide.
❑n
7 We like to draw.
3 FLUENCY RUBRIC
◆ no expression 1
8 We like to play.
m
of the time 3
LEVEL A: We Like to Play Student Date
Directions:
◆ Recalls few or no story Question Types: I = infer; KD = key detail; E = evaluate

elements. 1 1. Where are the rabbits playing? (I)
at the park, playground, school . . . 1 .5 0
(characters). 2 2. Tell me some things that the rabbits like to do when they play. (KD)
kick, jump, ride, swing, slide, draw . . . (2+ details = 1 point) 1 .5 0
(characters and problem). 3 3. Is this story real or make-believe and how do you know? (E)
make-believe, because rabbits don’t wear clothes; rabbits
and events in sequence don’t ride bikes, swing, slide . . . 1 .5 0
(beginning, middle, end). 4
Question Score
◆ Retells all important story
elements and events in sequence + Retelling Rating
and adds personal thinking. 5 = Comprehension Score
Retelling Notes:
Reading Level
Errors 0 1 2 3 4 5 6 7 8 9 10
A.R.% 100 96 93 89 86 82 79 75 71 68 64
➤R
Comprehension

➤D
Score

➤C
Instructional Level
Frustrational Level
Reading Record
LEVEL Informational Text
A
Student Date
I See Colors Teacher Grade

1 Book Introduction: What colors do you see in our room? Key Recording Conventions
Read I See Colors to find out what colors you see.
inserted
v
2 I see a blue bird.
student reread.
3 I see a red bug.
2 A
NALYZE ERRORS AND
STRATEGY USE
4 I see a yellow flower. Analyze errors and self-corrections to determine
5 I see a green tree.
❑ picture clues
❑ rereading
❑ cross-checking
6 I see an orange cat.
❑n
7 I see a brown dog.

3 FLUENCY RUBRIC
◆ no expression 1
8 I see colors.
m
of the time 3
LEVEL A: I See Colors Student Date
Directions:
◆ Recalls little or no Question Types: KD = key detail; E = evaluate; V = vocabulary

information. 1 1. Tell me some pictures you remember from the book. (KD)
◆ Retells basic information
bird, bug, flower, tree, cat, dog . . . (2+ details = 1 point) 1 .5 0
(one or two facts). 2 2. What is your favorite color? (E)
◆ Retells important information
(Accept any color word.) 1 .5 0
(main idea/random facts). 3 3. Tell me something that is your favorite color. (V)
(Accept any answer that matches favorite color.) 1 .5 0
(main idea and key facts). 4
Question Score
◆ Retells all important information
and adds personal thinking. + Retelling Rating
5
Retelling Notes:
Reading Level
Errors 0 1 2 3 4 5 6 7 8 9 10
A.R.% 100 97 94 91 88 85 82 79 76 73 70
➤R
Comprehension

➤D
Score

➤C
Instructional Level
Frustrational Level
Reading Record
A
Student Date
We Can Go Teacher Grade

1 Book Introduction: How do you get to school? Read We Can Go Key Recording Conventions
to learn how people get to places.
inserted
v
2 We can go in a car.
student reread.
3 We can go in a truck.
2 A
NALYZE ERRORS AND
STRATEGY USE
4 We can go in a van. Analyze errors and self-corrections to determine
5 We can go in a bus.
❑ picture clues
❑ rereading
❑ cross-checking
6 We can go in a boat.
❑n
7 We can go in a train.
3 FLUENCY RUBRIC
◆ no expression 1
8 We can go in a plane.
m
of the time 3
LEVEL A: We Can Go Student Date
Directions:
◆ Recalls little or no Question Types: KD = key detail; TF = text feature; I = infer

information. 1 1. Tell me some different things you can ride in. (KD)
car, truck, van, bus, boat, train, plane . . .
(one or two facts). (2+ details = 1 point) 1 .5 0
2
2. [Show reader page 6] In a car people wear seat belts to stay safe.
(main idea/random facts). What are they wearing to stay safe on the boat? (TF)
3 life jacket; these yellow things; this (pointing at life vests) . . . 1 .5 0
(main idea and key facts). 3. In the book people were going on a plane. Where could they be going
4 on a plane? (I)
◆ Retells all important information on vacation; somewhere far away . . . 1 .5 0
and adds personal thinking. 5
Question Score
Retelling Notes: + Retelling Rating

Reading Level
Errors 0 1 2 3 4 5 6 7 8 9 10
A.R.% 100 98 95 93 90 88 86 83 81 79 76
➤R
Comprehension

➤D
Score

➤C
Instructional Level
Frustrational Level
Reading Record
LEVEL Literary Text
B
Student Date
My New School Teacher Grade

1 Book Introduction: Read this book called My New School Key Recording Conventions
about a boy going to a new school.
inserted
v
2 Look! This is my new school.
student reread.
3 Look! This is my new teacher.
2 A
NALYZE ERRORS AND
STRATEGY USE
4 Look! This is my new desk. Analyze errors and self-corrections to determine
5 Look! This is my new book.
❑ picture clues
❑ rereading
❑ cross-checking
6 Look! This is my new friend.
❑n
7 Look! This is my new paintbrush.

3 FLUENCY RUBRIC
◆ no expression 1
8 Look! I can paint a picture!
m
of the time 3
LEVEL B: My New School Student Date
Directions:
◆ Recalls few or no story Question Types: I = infer; KD = key detail; CA = character analysis
elements. 1 1. How do you think the boy is feeling at the beginning of the story? (I)
sad, nervous, scared . . . 1 .5 0
(characters). 2 2. Who did the boy meet first? (KD)
the teacher 1 .5 0
(characters and problem). 3 3. How do you think the boy is feeling at the end of the story? Why? (CA)
happy, excited—because he likes to paint, likes his school . . . 1 .5 0
and events in sequence
(beginning, middle, end). Question Score
4
◆ Retells all important story + Retelling Rating
Retelling Notes:
Reading Level
Errors 0 1 2 3 4 5 6 7 8 9 10
A.R.% 100 98 95 93 90 88 86 83 81 79 76
➤R
Comprehension

➤D
Score

➤C
onsider the student’s fluency rating; if it is a 3 or above, Accuracy Rate (A.R.) Level B texts are at this
Instructional Level
Frustrational Level
Reading Record
LEVEL Literary Text
B
Student Date
The Parade Teacher Grade

1 Book Introduction: You see a lot of things in a parade. Key Recording Conventions
Read The Parade to see what is in this parade.
inserted
v
2 I am at the parade.
student reread.
3 I see one elephant in the parade.
2 A
NALYZE ERRORS AND
STRATEGY USE
4 I see two clowns in the parade. Analyze errors and self-corrections to determine
5 I see one seal in the parade.
❑ picture clues
❑ rereading
❑ cross-checking
6 I see two horses in the parade.
❑n
7 I see one ice cream truck in the parade.

3 FLUENCY RUBRIC
◆ no expression 1
8 Mmmmmmmmm!
m
of the time 3
LEVEL B: The Parade Student Date
Directions:
◆ Recalls few or no story Question Types: KD = key detail; V = vocabulary; I = infer

elements. 1 1. Tell me some things you saw in the parade. (KD)
elephant, clown, seal, horse, ice cream truck . . .
(characters). (2+ details = 1 point) 1 .5 0
2
2. Which of the animals in this book lives in the water? (V)
(characters and problem). seal 1 .5 0
3
3. How does the last page show you how the girl is feeling? (I)
and events in sequence She says mmmmmm; she looks happy because
(beginning, middle, end). she got an ice cream cone . . .
4 1 .5 0
◆ Retells all important story Question Score
and adds personal thinking. 5 + Retelling Rating
Retelling Notes:
Reading Level
Errors 0 1 2 3 4 5 6 7 8 9 10
A.R.% 100 98 95 93 91 88 86 84 81 79 77
➤R
Comprehension

➤D
Score

➤C
Instructional Level
Frustrational Level
Reading Record
B
Student Date
Big and Little Teacher Grade

1 Book Introduction: There are a lot of animals in our world. Key Recording Conventions
Some are big and some are little. When you read Big and Little
you will look at big and little animals. ➤ Write substituted word cat
inserted
v
2 Look at the big elephant.
student reread.
3 Look at the little elephant.
2 A
NALYZE ERRORS AND
STRATEGY USE
4 Look at the big bear. Analyze errors and self-corrections to determine
5 Look at the little bear.
❑ picture clues
❑ rereading
❑ cross-checking
6 Look at the big giraffe.
❑n
7 Look at the little giraffe.

3 FLUENCY RUBRIC
◆ no expression 1
8 Look at the big monkey and the little monkey.
m
of the time 3
LEVEL B: Big and Little Student Date
Directions:
◆ Recalls little or no Question Types: I = infer; V = vocabulary; E = evaluate

information. 1 1. Why are some of the animals in this book big and others little? (I)
Some are grown up and others are babies . . . 1 .5 0
(one or two facts). 2 2. Can you name another big animal? (V)
(Accept any reasonable answer.) 1 .5 0
(main idea/random facts). 3 3. How did the author help you learn about big and little animals? (E)
She showed me pictures . . . 1 .5 0
Question Score
5
Retelling Notes:
Reading Level
Errors 0 1 2 3 4 5 6 7 8 9 10
A.R.% 100 97 95 92 90 87 85 82 79 77 74
➤R
Comprehension

➤D
Score

➤C
Instructional Level
Frustrational Level
Reading Record
B
Student Date
See the Cat Teacher Grade

1 Book Introduction: Read See the Cat to learn about what Key Recording Conventions
a cat has on its body.
inserted
v
2 See the cat!
student reread.
3 See the cat. It has ears.
2 A
NALYZE ERRORS AND
STRATEGY USE
4 See the cat. It has eyes. Analyze errors and self-corrections to determine
5 See the cat. It has a nose.
❑ picture clues
❑ rereading
❑ cross-checking
6 See the cat. It has a mouth.
❑n
7 See the cat. It has a tail.

3 FLUENCY RUBRIC
◆ no expression 1
8 See the cats!
m
of the time 3
LEVEL B: See the Cat Student Date
Directions:
◆ Recalls little or no Question Types: KD = key detail; TF = text feature; V = vocabulary

information. 1 1. What are some things that all cats have? (KD)
ears, eyes, nose, mouth, tail . . . (2+ details = 1 point) 1 .5 0
(one or two facts). 2 2. Look on page 3. Why does this page have two arrows? (TF)
because a cat has two ears . . . 1 .5 0
(main idea/random facts). 3 3. Name another animal that has a tail. (V)
Question Score
5
Retelling Notes:
Reading Level
Errors 0 1 2 3 4 5 6 7 8 9 10
A.R.% 100 97 95 92 90 87 85 82 79 77 74
➤R
Comprehension

➤D
Score

➤C
Instructional Level
Frustrational Level
Reading Record
LEVEL Literary Text
C
Student Date
Going to Grandma’s House Teacher Grade

1 Book Introduction: This is a story about a girl who is getting ready Key Recording Conventions
to go to her grandma’s house. Read Going to Grandma’s House
to see what her family gave her to put in her backpack. ➤ Write substituted word cat
inserted
v
I am going to Grandma’s house. ➤ Write T for teacher assistance.
2
Here is my backpack. ➤ Draw an arrow back to where the
student reread.
My mom gave me my toothbrush.
3
I put it in my backpack.
2 A
NALYZE ERRORS AND
STRATEGY USE
My dad gave me my comb. Analyze errors and self-corrections to determine
4
I put it in my backpack. whether the student is using meaning cues (M),
My brother gave me my book. does the reader use?
5
I put it in my backpack. ❑ picture clues
❑ rereading
❑ cross-checking
My sister gave me my pajamas. ❑ letter-sound clues
6
I put them in my backpack. ❑n
My dog gave me my slippers.
7 I put them in my backpack. 3 FLUENCY RUBRIC
“Good boy!” I said. ◆ word-by-word reading
◆ no expression 1
I am going to Grandma’s house. ◆ oderately slow reading in
m
8 two- or three-word phrases
It is fun! some expression
◆
2
Total Errors ◆ phrased but some rough spots
Word Count: 83
of the time 3
Notes and Observations ◆ smooth reading with a few pauses
LEVEL C: Going to Grandma’s House Student Date
Directions:
◆ Recalls few or no story Question Types: KD = key detail; I = infer; E = evaluate; CA = character analysis
elements. 1 1. How does the girl’s family help her get ready? (KD)
They give her the things she needs for her backpack . . . 1 .5 0
(characters). 2 2. Why do you think the girl needs all of those things for going to
Grandma’s? (I)
(characters and problem). She is going to sleep over . . . 1 .5 0
3
3. Who is telling you this story? (E)
and events in sequence the girl 1 .5 0
(beginning, middle, end). 4 4. Look at page 8. How is the girl feeling about going to Grandma’s? (CA)
happy, excited . . . 1 .5 0
and adds personal thinking. 5 Question Score
+ Retelling Rating
Retelling Notes: = Comprehension Score
Reading Level
Errors 0 1 2 3 4 5 6 7 8 9 10
A.R.% 100 99 98 96 95 94 93 92 90 89 88
➤R
Comprehension

➤D
Score

➤C
onsider the student’s fluency rating; if it is a 3 or above, Accuracy Rate (A.R.) Level C texts are at this
Instructional Level
Frustrational Level
Reading Record
LEVEL Literary Text
C
Student Date
Surprise Party Teacher Grade

1 Book Introduction: In this book called Surprise Party it is Ann’s birthday. Key Recording Conventions
Read to see what Ann’s friends bring to her party.
inserted
v
2 We will have a surprise party for Ann.
student reread.
He will bring the balloons to the party.
3
We like balloons.
2 A
NALYZE ERRORS AND
STRATEGY USE
She will bring the hats to the party. Analyze errors and self-corrections to determine
4
We like hats. whether the student is using meaning cues (M),
He will bring the games to the party. does the reader use?
5
We like games. ❑ picture clues
❑ rereading
❑ cross-checking
She will bring the cake to the party. ❑ letter-sound clues
6
We like cake. ❑n
He will bring the presents to the party.
7
Ann will like the presents. 3 FLUENCY RUBRIC
◆ no expression 1
8 Ann will get a big surprise!
m
of the time 3
LEVEL C: Surprise Party Student Date
Directions:
◆ Recalls few or no story Question Types: KD = key detail; I = infer; CA = character analysis; V = vocabulary
elements. 1 1. Tell me some things Ann’s friends bring to her party. (KD)
balloons, hats, games, cake, presents . . .
2
2. What do you think the kids will do at Ann’s party? (I)
(characters and problem). play games; eat cake; give presents . . . 1 .5 0
3
3. How do you think Ann is feeling at the end of the story? Why? (CA)
and events in sequence happy, excited, surprised—because all her friends are at her party;
(beginning, middle, end). because she has a big cake . . .
4 1 .5 0
◆ Retells all important story 4. What are some games kids could play at a party? (V)
elements and events in sequence (Accept any reasonable answer.) 1 .5 0
Question Score
+ Retelling Rating
Retelling Notes:
Reading Level
Errors 0 1 2 3 4 5 6 7 8 9 10
A.R.% 100 99 97 96 94 93 92 90 89 87 86
➤R
Comprehension

➤D
Score

➤C
Instructional Level
Frustrational Level
Reading Record
C
Student Date
Animals on the Farm Teacher Grade

1 Book Introduction: In this book Animals on the Farm you will Key Recording Conventions
learn what animals do on a farm.
inserted
v
2 Come see the animals on the farm.
student reread.
The cow is walking in the grass.
3
“Moo!” said the cow.
2 A
NALYZE ERRORS AND
STRATEGY USE
The horse is running in the pen. Analyze errors and self-corrections to determine
4
“Neigh!” said the horse. whether the student is using meaning cues (M),
The pig is playing in the mud. does the reader use?
5
“Oink! Oink!” said the pig. ❑ picture clues
❑ rereading
❑ cross-checking
The duck is swimming in the pond. ❑ letter-sound clues
6
“Quack! Quack!” said the duck. ❑n
The mouse is hiding in the hay.
7
“Squeak! Squeak!” said the mouse. 3 FLUENCY RUBRIC
The rooster is standing on the barn. ◆ no expression 1

8
“Cock-a-doodle-do!” said the rooster. ◆ oderately slow reading in
m
of the time 3
LEVEL C: Animals on the Farm Student Date
Directions:
◆ Recalls little or no Question Types: KD = key detail; V = vocabulary; E = evaluate; I = infer

information. 1 1. What are some of the animals on the farm? (KD)
cow, horse, pig, duck, mouse, rooster (2+ details = 1 point) 1 .5 0
(one or two facts). 2 2. What other animal might you find in the pond? (V)
fish, frog, turtle . . . 1 .5 0
(main idea/random facts). 3 3. How did the author help you learn about farm animals? (E)
She showed me pictures; used sound words . . . 1 .5 0
(main idea and key facts). 4 4. Which animal makes a sound that can help the farmer? (I)
rooster—helps wake up farmer . . . 1 .5 0
Question Score
+ Retelling Rating
Retelling Notes:
Reading Level
Errors 0 1 2 3 4 5 6 7 8 9 10
A.R.% 100 99 97 96 95 94 92 91 90 89 87
➤R
Comprehension

➤D
Score

➤C
Instructional Level
Frustrational Level
Reading Record
C
Student Date
Come to the Rain Forest Teacher Grade

1 Book Introduction: A rain forest is a home for many animals. Key Recording Conventions
Read Come to the Rain Forest to find out what you can see in the
rain forest. ➤ Write substituted word cat
inserted
v
2 What can you see in the rain forest?
student reread.
Can you see the bird?
3
A bird flies in the rain forest.
2 A
NALYZE ERRORS AND
STRATEGY USE
Can you see the frog? Analyze errors and self-corrections to determine
4
A frog hops in the rain forest. whether the student is using meaning cues (M),
Can you see the monkey? does the reader use?
5
A monkey swings in the rain forest. ❑ picture clues
❑ rereading
❑ cross-checking
Can you see the alligator? ❑ letter-sound clues
6
An alligator swims in the rain forest. ❑n
Can you see the snake?
7
A snake slides in the rain forest. 3 FLUENCY RUBRIC
Can you see the animals? ◆ no expression 1

8
The animals move in the rain forest! ◆ oderately slow reading in
m
of the time 3
LEVEL C: Come to the Rain Forest Student Date
Directions:
◆ Recalls little or no Question Types: KD = key detail; V = vocabulary; I = infer; TF = text feature
information. 1 1. What were some of the things the animals were doing in the rain
forest? (KD)
(one or two facts). flying, hopping, swinging, swimming, sliding (2+ details = 1 point) 1 .5 0
2
2. Where else might these animals be found? (V)
(main idea/random facts). zoo; forest; pet store . . . 1 .5 0
3
3. Why do you think it is called a rain forest? (I)
(main idea and key facts). because it is rainy; because it has trees . . . 1 .5 0
4
4. Look at the photographs on page 8. Which rain forest animal has the
and adds personal thinking. most colors on its body? (TF)
5 bird 1 .5 0
Question Score
+ Retelling Rating
Retelling Notes:
Reading Level
Errors 0 1 2 3 4 5 6 7 8 9 10
A.R.% 100 99 98 96 95 94 93 91 90 89 88
➤R
Comprehension

➤D
Score

➤C
Instructional Level
Frustrational Level
Reading Record
LEVEL Literary Text
D
Student Date
Rainbow Day Teacher Grade

1 Book Introduction: Today you are going to read about a little girl Key Recording Conventions
who is getting ready to go outside on a rainy day. Read Rainbow
Day find out what she needs. ➤ Write substituted word cat
inserted
v
2 It is a rainy day.
student reread.
I need my coat. Is it in the closet?
3
“Yes, it is!” said Mom.
2 A
NALYZE ERRORS AND
STRATEGY USE
I need my hat. Is it on the shelf? Analyze errors and self-corrections to determine
4
“Yes, it is!” said Dad. whether the student is using meaning cues (M),
I need my umbrella. Is it on the hook? does the reader use?
5
“Yes, it is!” said Mom. ❑ picture clues
❑ rereading
❑ cross-checking
I need my boots. Are they by the door? ❑ letter-sound clues
6
“Yes, they are!” said Dad. ❑n
“Now we can go outside,”
7
said Mom and Dad. 3 FLUENCY RUBRIC
It is not a rainy day. ◆ no expression 1

8
It is a rainbow day! ◆ oderately slow reading in
m
of the time 3
LEVEL D: Rainbow Day Student Date
Directions:
◆ Recalls few or no story Question Types: I = infer; KD = key detail; CA = character analysis; V = vocabulary; E = evaluate
elements. 1 1. How does the little girl feel at the beginning of the story? (I)
sad; disappointed to see the rain . . . 1 .5 0
(characters). 2 2. What does the little girl do to get ready to go outside? (KD)
She puts on her coat, hat; gets her umbrella; puts on her boots
(characters and problem). (2+ details = 1 point) 1 .5 0
3
3. How do the girl’s feelings change throughout the story? (CA)
and events in sequence First she was sad; then she was happy . . . 1 .5 0
(beginning, middle, end). 4 4. What does the weather have to be like to make a rainbow? (V)
◆ Retells all important story sunny; rainy; wet . . . 1 .5 0
elements and events in sequence 5. Is this story real or make-believe? How do you know? (E)
and adds personal thinking. 5 real people; it could happen; I go out in the rain . . . 1 .5 0
Question Score
Reading Level
Errors 0 1 2 3 4 5 6 7 8 9 10
A.R.% 100 99 98 96 95 94 93 91 90 89 88
➤R
Comprehension

➤D
Score

➤C
onsider the student’s fluency rating; if it is a 3 or above, Accuracy Rate (A.R.) Level D texts are at this
Instructional Level
Frustrational Level
Reading Record
LEVEL Literary Text
D
Student Date
The Bears Make Fruit Salad Teacher Grade

1 Book Introduction: This is a story about a bear family making Key Recording Conventions
fruit salad. Read The Bears Make Fruit Salad to see what each
bear thinks will make the salad the best! ➤ Write substituted word cat
inserted
v
This is the bear family. ➤ Write T for teacher assistance.
2
They are making fruit salad. ➤ Draw an arrow back to where the
student reread.
Mother bear puts in some red apples.
3
“Apples are the best!” she said.
2 A
NALYZE ERRORS AND
STRATEGY USE
Father bear puts in some yellow bananas. Analyze errors and self-corrections to determine
4
“Bananas are the best!” he said. whether the student is using meaning cues (M),
Sister bear puts in some little grapes. does the reader use?
5
“Grapes are the best!” she said. ❑ picture clues
❑ rereading
❑ cross-checking
Brother bear puts in some big oranges. ❑ letter-sound clues
6
“Oranges are the best!” he said. ❑n
Baby bear has a job, too.
7
He mixes up the fruit salad. 3 FLUENCY RUBRIC
The bear family sits down to eat. ◆ no expression 1

8
“Fruit salad is the best!” they said. ◆ oderately slow reading in
m
of the time 3
LEVEL D: The Bears Make Fruit Salad Student Date
Directions:
◆ Recalls few or no story Question Types: KD = key detail; V = vocabulary; E = evaluate; I = infer; CA = character analysis
elements. 1 1. What do the bears put in their fruit salad? (KD)
apples, bananas, grapes, oranges (2+ details = 1 point) 1 .5 0
(characters). 2 2. If you were making fruit salad, what would you put in it? (V)
(characters and problem). 3 3. What should not be put in a fruit salad? (E)
(Response should demonstrate an understanding of fruit salad.) 1 .5 0
and events in sequence 4. Why do you think baby bear does not add a fruit to the salad? (I)
(beginning, middle, end). 4 He is not big enough to reach the counter, use a knife, cut . . . 1 .5 0
◆ Retells all important story 5. Why are the bears happy at the end of the story? (CA)
elements and events in sequence They are done; they were hungry; all are eating together;
and adds personal thinking. 5 all helped make the salad . . . 1 .5 0
Question Score

Reading Level
Errors 0 1 2 3 4 5 6 7 8 9 10
A.R.% 100 99 98 97 95 94 93 92 91 90 89
➤R
Comprehension

➤D
Score

➤C
Instructional Level
Frustrational Level
Reading Record
D
Student Date
Seasons Are Fun! Teacher Grade

1 Book Introduction: This book is about fun things you can do Key Recording Conventions
during the winter, spring, summer, and fall. Read Seasons Are Fun!
and notice all the fun things you can do in different seasons. ➤ Write substituted word cat
inserted
v
See the snow! Winter is fun. ➤ Write T for teacher assistance.
2
You can slide down a hill. ➤ Draw an arrow back to where the
student reread.
3 You can build a happy snowman, too.
2 A
NALYZE ERRORS AND
See the flowers! Spring is fun.
4 STRATEGY USE
You can fly a pretty kite. Analyze errors and self-corrections to determine
5 You can jump in a big puddle, too. What problem-solving strategies
❑ picture clues
See the sun! Summer is fun. ❑ rereading
6
You can ride a new bike. ❑ cross-checking
❑n
7 You can swim in a little pool, too. Is the reader self-monitoring?
See the leaves! Fall is fun. 3 FLUENCY RUBRIC

8 You can rake up the red and yellow leaves.
You can jump in them, too. no expression
◆
1
m
Word Count: 80 Total Errors two- or three-word phrases
Notes and Observations ◆ phrased but some rough spots
of the time 3
LEVEL D: Seasons Are Fun! Student Date
Directions:
◆ Recalls little or no Question Types: KD = key detail; TF = text feature; V = vocabulary; E = evaluate; I = infer
information. 1 1. In the book, what did children do in the fall. (KD)
raking and jumping in leaves (both = 1 point) 1 .5 0
(one or two facts). 2 2. Look at pages 4 and 5. What can you tell me about spring weather
from looking at these photographs? (TF)
(main idea/random facts). warm, windy, rainy—because of flowers, kite, and puddles . . . 1 .5 0
3
3. What other words do you know that mean the same thing as fun? (V)
(main idea and key facts). good; super; great; exciting; awesome . . . 1 .5 0
4
4. Why do you think the author chose to write about all the seasons? (E)
and adds personal thinking. because different things happen in each season; because fun
5
things happen in each season . . . 1 .5 0
5. What are some differences in the weather in summer and winter? (I)
hot in summer; cold in winter . . . 1 .5 0
Question Score

Reading Level
Errors 0 1 2 3 4 5 6 7 8 9 10
A.R.% 100 99 98 96 95 94 93 91 90 89 88
➤R
Comprehension

➤D
Score

➤C
Instructional Level
Frustrational Level
Reading Record
D
Student Date
Who Is Hiding? Teacher Grade

1 Book Introduction: I think you are going to like this book because Key Recording Conventions
there are a lot of animals hiding in the pictures. Read Who Is Hiding?
to look and find out who is hiding there. ➤ Write substituted word cat
inserted
Look at the snow.
v
2 The snow is cold and white. ➤ Draw an arrow back to where the
student reread.
Who is hiding there?
It is a white rabbit!
3
The rabbit has a pink nose.
2 A
NALYZE ERRORS AND
STRATEGY USE
Look at the grass. Analyze errors and self-corrections to determine
4 The grass is tall and green. structure cues (S), or visual cues (V); record the
Who is hiding there? cues the student uses for each error.
5 It is a green frog. The frog has black spots. ❑ picture clues
❑ rereading
❑ cross-checking
Look at the flower.
6 The flower is pretty and yellow. ❑n
Who is hiding there? Is the reader self-monitoring?
7 It is a yellow spider! It has eight legs.

3 FLUENCY RUBRIC
Look at the tree. The tree is tall and old. no expression
◆
1
8 Who is hiding there? It is a family of
m
raccoons! two- or three-word phrases
of the time 3
LEVEL D: Who Is Hiding? Student Date
Directions:
◆ Recalls little or no Question Types: KD = key detail; I = infer; V = vocabulary; E = evaluate; TF = text feature
information. 1 1. Who did you see hiding in the pictures? (KD)
rabbit, frog, spider, raccoons (2+ details = 1 point) 1 .5 0
(one or two facts). 2 2. Why do you think a green frog hides in the grass? (I)
because it blends in with the green grass . . . 1 .5 0
(main idea/random facts). 3 3. The raccoons were hiding in a tree. What other animals live in trees? (V)
birds, squirrels . . . 1 .5 0
(main idea and key facts). 4 4. What was the author trying help you learn in this book? (E)
that animals hide; where animals hide . . . 1 .5 0
and adds personal thinking. 5 5. Why do you think the author used close-ups? (TF)
to show the animal in more detail; to help me see the animal
better . . . 1 .5 0
Question Score

Reading Level
Errors 0 1 2 3 4 5 6 7 8 9 10
A.R.% 100 99 98 97 96 95 93 92 91 90 89
➤R
Comprehension

➤D
Score

➤C
Instructional Level
Frustrational Level
Reading Record
LEVEL Literary Text
E
Student Date
Danny Helps Dad Teacher Grade

1 Book Introduction: This book is called Danny Helps Dad. Key Recording Conventions
Read the story to find out all the things Danny does to help Dad.
inserted
v
Mom is in bed. “Will you help me today?” ➤ Write T for teacher assistance.
2
asked Dad. “Yes!” said Danny. ➤ Draw an arrow back to where the
student reread.
Danny helps Dad clean the house.
3
“I will pick up the toys,” said Danny.
2 A
NALYZE ERRORS AND
STRATEGY USE
Danny helps Dad feed the cat. Analyze errors and self-corrections to determine
4
“I will put cat food in the bowl,” said Danny. whether the student is using meaning cues (M),
Danny helps Dad take care of the garden. does the reader use?
5
“I will water the flowers,” said Danny. ❑ picture clues
❑ rereading
❑ cross-checking
Danny helps Dad shop at the store. ❑ letter-sound clues
6
“I will push the cart,” said Danny. ❑n
Danny helps Dad make soup.
7
“I will put in the carrots,” said Danny. 3 FLUENCY RUBRIC
What does Danny do next? ◆ no expression 1
8 He gives the soup to Mom. ◆ oderately slow reading in
m
“Thanks. I will feel better soon,” said Mom.
Word Count: 105 Total Errors ◆ phrased but some rough spots
of the time 3
LEVEL E: Danny Helps Dad Student Date
Directions:
◆ Recalls few or no story Question Types: I = infer; KD = key detail; CA = character analysis; E = evaluate; V = vocabulary
elements. 1 1. Why do you think Mom is in bed? (I)
She is sick; she has a cold; she isn’t feeling well . . . 1 .5 0
(characters). 2 2. What clues helped you figure that out? (KD)
holding tissues; red nose; taking her temperature
3
3. How do you think Danny feels about helping his dad? (CA)
and events in sequence proud, happy . . . 1 .5 0
(beginning, middle, end). 4 4. Could this story happen in real life? Why or why not? (E)
◆ Retells all important story Yes, I can help at home too . . . 1 .5 0
elements and events in sequence 5. Look at page 7. What other things might Danny put in the soup? (V)
and adds personal thinking. 5 (Accept any reasonable answer.) 1 .5 0
Question Score
Retelling Notes:
+ Retelling Rating
Reading Level
Errors 0 1 2 3 4 5 6 7 8 9 10–11 12
A.R.% 100 99 98 97 96 95 94 93 92 91 90 89
➤R
Comprehension

➤D
Score

➤C
onsider the student’s fluency rating; if it is a 3 or above, Accuracy Rate (A.R.) Level E texts are at this
Instructional Level
Frustrational Level
Reading Record
LEVEL Literary Text
E
Student Date
No More Training Wheels! Teacher Grade

1 Book Introduction: This story is called No More Training Wheels! I’ll bet you Key Recording Conventions
can tell from the cover that it is about a girl who has training wheels on her
bike. Read to find out why the title is No More Training Wheels! ➤ Write substituted word cat
inserted
v
My bike is blue. It has a bell. ➤ Write T for teacher assistance.
2
It has training wheels. ➤ Draw an arrow back to where the
student reread.
3 I like to ride my blue bike.
“It is time to take off your training wheels,” 2 A

NALYZE ERRORS AND
4 STRATEGY USE
said Mom. Analyze errors and self-corrections to determine
“But I might fall down!” I said. cues the student uses for each error.
5 What problem-solving strategies
“You can do it. I will help you,” said Mom. does the reader use?
❑ picture clues
❑ rereading
6 Mom took off the training wheels.
❑ cross-checking
I hopped on my bike. Mom stood next to me. ❑n
“Off you go!” said Mom. She gave me a big
7 ❑ yes ❑ sometimes ❑ no
push. I rolled down the path. I wobbled.
Mom ran next to me. 3 FLUENCY RUBRIC
I started to pedal. Then guess what I did next? ◆ no expression 1
8 I rode my bike all by myself! No more training ◆ oderately slow reading in
m
wheels! two- or three-word phrases
of the time 3
LEVEL E: No More Training Wheels! Student Date
Directions:
◆ Recalls few or no story Question Types: KD = key detail; I = infer; CA = character analysis; E = evaluate; V = vocabulary
elements. 1 1. What did the mom do to help the girl? (KD)
said, “You can do it!”; gave her a push; ran next to her . . .
2
2. Look at page 4. How do you think the girl is feeling when mom says,
(characters and problem). “It’s time to take off your training wheels?” (I)
3 scared; afraid; like she can’t do it . . . 1 .5 0
and events in sequence 3. How do her feelings change by the end of the story? (CA)
(beginning, middle, end). She’s happy, excited, proud of herself . . . 1 .5 0
4
4. Who is telling you this story? (E)
elements and events in sequence the girl 1 .5 0
and adds personal thinking. 5 5. In the story the girl wobbled on her bike. What does the word
wobbled mean? (V)
(child shows/says) to go back and forth; to tip over . . . 1 .5 0
Question Score

Reading Level
Errors 0 1 2 3 4 5 6 7–8 9 10 11 12
A.R.% 100 99 98 97 96 95 94 93 92 91 90 89
➤R
Comprehension

➤D
Score

➤C
Instructional Level
Frustrational Level
Reading Record
E
Student Date
All About Spiders Teacher Grade

1 Book Introduction: Today you’re going to read a book called Key Recording Conventions
All About Spiders to learn about what spiders look like and
what they do. ➤ Write substituted word cat
inserted
v
This book is about spiders. See this spider? ➤ Write T for teacher assistance.
2
It has eight legs. All spiders have eight legs. ➤ Draw an arrow back to where the
student reread.
See this spider? It has eight eyes. (Self corrections do not count as errors.)
3 Most spiders have eight eyes.

But they do not see very well. 2 A
NALYZE ERRORS AND
STRATEGY USE
See this spider? It is brown. Analyze errors and self-corrections to determine
4 whether the student is using meaning cues (M),
But spiders can be other colors, too. structure cues (S), or visual cues (V); record the
See this spider? It is hiding on a flower. does the reader use?
❑ picture clues
5 Some spiders are good at hiding.
❑ rereading
Hiding helps them stay safe. ❑ cross-checking
See this spider? It can jump very far. ❑n
6 Is the reader self-monitoring?
It can jump on bugs and eat them up!
See this spider? It can spin a sticky web. 3 FLUENCY RUBRIC

7
The web is so pretty! ◆ word-by-word reading
◆ no expression 1
Some spiders can hide. ◆ oderately slow reading in
m
Some spiders can jump. two- or three-word phrases
8 ◆ some expression 2
Some spiders can spin sticky webs.
But all spiders are cool!
of the time 3
Notes and Observations ◆ consistent appropriate expression 4
LEVEL E: All About Spiders Student Date
Directions:
information. 1 1. What do spiders look like? (KD)
eight legs; eight eyes; different colors . . . (2+ details = 1 point) 1 .5 0
(one or two facts). 2 2. How can jumping far help spiders? (I)
they can jump on bugs and eat them . . . 1 .5 0
(main idea/random facts). 3 3. A spider’s web is sticky. Can you name something else that is sticky? (V)
glue; gum; candy; tape . . . 1 .5 0
(main idea and key facts). 4 4. What is the author trying to teach you in this book? (E)
about spiders; what spiders look like and do . . . 1 .5 0
and adds personal thinking. 5 5. Look at page 3. Why do you think the author is showing you this
close-up picture of a spider? (TF)
So you can see the spider’s eyes. . . . 1 .5 0
Question Score
+ Retelling Rating
Retelling Notes:
Reading Level
Errors 0 1 2 3–4 5 6 7 8 9–10 11 12 13
A.R.% 100 99 98 97 96 95 94 93 92 91 90 89
➤R
Comprehension

➤D
Score

➤C
onsider the student’s fluency rating; if it is a 3 or above, Accuracy Rate Level E texts are at this
Instructional Level
Frustrational Level
Reading Record
E
Student Date
Growing a Pumpkin Teacher Grade

1 Book Introduction: In this book Growing a Pumpkin, you will learn Key Recording Conventions
how to grow your own pumpkin. Read to find out what happens
after you plant the little seed. ➤ Write substituted word cat
inserted
v
Here is a big orange pumpkin. This book will ➤ Write T for teacher assistance.
2
tell you how to grow your own pumpkin. ➤ Draw an arrow back to where the
student reread.
In the spring, you plant a little seed.
3
The sun shines on the seed.
2 A
NALYZE ERRORS AND
STRATEGY USE
A little plant grows out of the seed. Analyze errors and self-corrections to determine
4
Rain falls on the plant. Then the plant grows. whether the student is using meaning cues (M),
The plant grows and grows. It grows a flower. does the reader use?
5
The flower is yellow and pretty. ❑ picture clues
❑ rereading
❑ cross-checking
The flower turns into a pumpkin. ❑ letter-sound clues
6 The new pumpkin is little and green. ❑n
Then the pumpkin grows. Is the reader self-monitoring?

The pumpkin grows and grows and grows. 3 FLUENCY RUBRIC

7
It gets bigger and bigger. It turns orange.
◆ no expression 1
In the fall, the pumpkin is ready to pick. ◆ oderately slow reading in
m
Hooray!
of the time 3
LEVEL E: Growing a Pumpkin Student Date
Directions:
◆ Recalls little or no Question Types: I = infer; KD = key detail; V = vocabulary; E = evaluate; TF = text feature
information. 1 1. Why do you think spring is a good time to plant a pumpkin? (I)
sunny; rainy; warmer weather . . . 1 .5 0
(one or two facts). 2 2. What part of the plant turns into a pumpkin? (KD)
flower 1 .5 0
(main idea/random facts). 3 3. Can you name other plants that grow from seeds? (V)
(main idea and key facts). 4 4. What is the author trying to teach you in this book? (E)
about pumpkins; how pumpkins grow . . . 1 .5 0
and adds personal thinking. 5 5. Look at page 3. [point to label] Why do you think the author wrote
the word seed here? (TF)
so that I know that it is a seed; to show me the seed . . . 1 .5 0
Question Score

Reading Level
Errors 0 1 2 3 4 5 6 7 8 9 10–11 12
A.R.% 100 99 98 97 96 95 94 93 92 91 90 89
➤R
Comprehension

➤D
Score

➤C
Instructional Level
Frustrational Level
Reading Record
LEVEL Literary Text
F
Student Date
Bird’s New Nest Teacher Grade

1 Book Introduction: In this story, Bird is excited to make her new Key Recording Conventions
nest. Read Bird’s New Nest to find out what she uses to make
her new nest. ➤ Write substituted word cat
inserted
v
Bird needs a new home. She will build a nest!
2 ➤ Draw an arrow back to where the
What can Bird use to make the nest? student reread.
Bird finds some sticks in the garden. She can

3
make her nest with sticks! 2 A
NALYZE ERRORS AND
STRATEGY USE
Analyze errors and self-corrections to determine
Bird sits on the sticks. Does Bird like the whether the student is using meaning cues (M),
4 structure cues (S), or visual cues (V); record the
sticks? No. The sticks are too sharp. cues the student uses for each error.
Bird finds some hay. She can make her nest ❑ picture clues
5
with hay! ❑ rereading
❑ cross-checking
Bird sits on the hay. Does Bird like the hay? ❑n
6
No. The hay is too itchy. Is the reader self-monitoring?
Bird finds some mud. She can make her nest 3 FLUENCY RUBRIC
7
with mud!
◆ no expression 1
Bird sits in the mud. Does Bird like the mud? ◆ oderately slow reading in
m
No. The mud is too messy.
of the time 3
Have the student read the rest of the text silently. Begin analyzing the student’s
errors and strategy use while he or she finishes. ◆ smooth reading with a few pauses
LEVEL F: Bird’s New Nest Student Date
Directions:
◆ Recalls few or no story Question Types: E = evaluate; I = infer; KD = key detail; V = vocabulary; CA = character analysis
elements. 1 1. What is the problem in this story? (E)
Bird has trouble finding something to make a comfortable nest . . . 1 .5 0
(characters). 2 2. Where does this story take place? How do you know? (I)
on a farm—can see farm animals and a barn in background . . . 1 .5 0
(characters and problem). 3 3. How does Bird solve the problem? (KD)
She makes her nest out of grass . . . 1 .5 0
and events in sequence 4. In the story, the hay is itchy. Can you name something that makes
(beginning, middle, end). 4 you itchy? (V)
mosquito bites; wool sweater; tags in shirts . . . 1 .5 0
elements and events in sequence 5. How do Bird’s feelings change from the beginning to the end of
and adds personal thinking. 5 the story? (CA)
Bird is sad, frustrated about making a good nest; she’s happy
at the end . . . 1 .5 0
Question Score

Reading Level
Errors 0 1 2 3 4 5 6 7 8 9 10 11
A.R.% 100 99 98 97 96 95 94 93 92 91 90 89
➤R
Comprehension

➤D
Score

➤C
onsider the student’s fluency rating; if it is a 3 or above, Accuracy Rate (A.R.) Level F texts are at this
Instructional Level
Frustrational Level
Reading Record
F
Student Date
How to Make Pizza Teacher Grade

1 Book Introduction: Do you like to eat pizza? In this book, Key Recording Conventions
How to Make Pizza, a man will show you how pizza is made.
inserted
v
Do you want to know how to make pizza? ➤ Write T for teacher assistance.
2
This pizza man will show you. ➤ Draw an arrow back to where the
student reread.
The man rolls out the dough with a (Self corrections do not count as errors.)
3
rolling pin.
The man tosses the dough up in the air. 2 A

NALYZE ERRORS AND
4 STRATEGY USE
Look at it spin! Analyze errors and self-corrections to determine
5 The man puts sauce on top of the dough. cues the student uses for each error.
6 The man puts on some cheese. He uses a lot! ❑ picture clues
❑ rereading
The man puts on some peppers. ❑ cross-checking
7 ❑ letter-sound clues
They are green.
❑n
Then the man puts on some meat.
It goes on top!
3 FLUENCY RUBRIC
The man puts on some spices.
9 ◆ word-by-word reading
Now the pizza is ready to go in the oven. no expression
◆
1
m
The man puts the pizza in the oven. two- or three-word phrases
10
It will bake in the oven. ◆ some expression 2
of the time 3
LEVEL F: How to Make Pizza Student Date
Directions:
◆ Recalls little or no Question Types: I = infer; V = vocabulary; KD = key detail; AR = analyze relationship; E = evaluate
information. 1 1. Why do you think the man tosses the pizza in the air? (I)
to make the dough bigger/flatter/rounder; to spread it out . . . 1 .5 0
(one or two facts). 2 2. What other things are made out of dough? (V)
bread; cookies; pasta . . . 1 .5 0
(main idea/random facts). 3 3. What are some of the things the man puts on the pizza? (KD)
sauce; peppers; meat; cheese (2+ details = 1 point) 1 .5 0
(main idea and key facts). 4 4. How does the man know the pizza is ready to eat? (AR)
brown dough; hot cheese 1 .5 0
and adds personal thinking. 5 5. Look at the last page. How does the picture show you how the family
is feeling? (E)
They are smiling; they look excited . . . 1 .5 0
Question Score

Reading Level
Errors 0 1 2 3 4 5 6 7–8 9 10 11 12
A.R.% 100 99 98 97 96 95 94 93 92 91 90 89
➤R
Comprehension

➤D
Score

➤C
onsider the student’s fluency rating; if it is a 3 or above, Accuracy Rate (A.R.) Level F texts are at this
Instructional Level
Frustrational Level
Reading Record
LEVEL Literary Text
G
Student Date
Miss Blake and the Pet Snake Teacher Grade

1 Book Introduction: As you can see from the cover, this story Key Recording Conventions
takes place in a school. Read to find out why this story is called
Miss Blake and the Pet Snake. ➤ Write substituted word cat
inserted
v
“Good morning, class,” said Miss Blake. ➤ Write T for teacher assistance.
2
“Good morning,” said the class. ➤ Draw an arrow back to where the
student reread.
“Can we get a class pet?” asked Dan. “I’m
3 not sure,” said Miss Blake. “Please, please,
please!” said the children. 2 A
NALYZE ERRORS AND
STRATEGY USE
“We can talk about it,” said Miss Blake. whether the student is using meaning cues (M),
4 “What animal would make a good class
pet?” What problem-solving strategies
Dan raised his hand. “Can we get a little ❑ picture clues
dog?” asked Dan. “Dogs are too furry and ❑ rereading

❑ cross-checking
5 they make me sneeze,”said Miss Blake. “In
fact, just the thought of them makes me ❑n
sneeze. Ah-choo!” Is the reader self-monitoring?
“Can we get a pretty cat?” asked Cam.
6 “Ah-choo!” said Miss Blake. “Cats are too 3 FLUENCY RUBRIC
furry. And they make me sneeze.” ◆ word-by-word reading
◆ no expression 1
m
errors and strategy use while he or she finishes. ◆ phrased but some rough spots
of the time 3
LEVEL G: Miss Blake and the Pet Snake Student Date
Directions:
◆ Recalls few or no story Question Types: KD = key detail; E = evaluate; I = infer; CA = character analysis; V = vocabulary
elements. 1 1. What different kinds of animals do the students suggest as
class pets? (KD)
(characters). dog, cat, bunny, hamster, mouse, pony (2+ details = 1 point) 1 .5 0
2
2. Do you think a pony is a good class pet? Why or why not? (E)
(characters and problem). No—because it is too big; too hard to take care of . . . 1 .5 0
3
3. Why do you think the furry animals make Miss Blake sneeze? (I)
and events in sequence because she is allergic to fur . . . 1 .5 0
(beginning, middle, end). 4 4. What is a word that describes Dan? (CA)
naughty; troublemaker; mischievous; likes dogs . . . 1 .5 0
elements and events in sequence 5. Can you think of another animal that would make a good class pet
and adds personal thinking. 5 for Miss Blake? (V)
fish; turtle; lizard . . . 1 .5 0
Question Score

Reading Level
Errors 0 1 2 3 4 5 6 7 8 9 10 11
A.R.% 100 99 98 97 96 95 94 93 92 91 90 89
➤R
Comprehension

➤D
Score

➤C
onsider the student’s fluency rating; if it is a 3 or above, Accuracy Rate (A.R.) Level G texts are at this
Instructional Level
Frustrational Level
Reading Record
G
Student Date
All About Owls Teacher Grade

1 Book Introduction: In this book All About Owls you will learn Key Recording Conventions
about what owls look like and what they do. Read to learn more
about this interesting bird. ➤ Write substituted word cat
inserted
v
Here is an owl. This book will tell you all ➤ Write T for teacher assistance.
2
about this very interesting bird. ➤ Draw an arrow back to where the
student reread.
Owls have huge, round eyes.
3
They can see really well.
2 A
NALYZE ERRORS AND
STRATEGY USE
Owls can’t move their big eyes. But they can
4 turn their heads almost all the way around. whether the student is using meaning cues (M),
This helps them see things behind them. cues the student uses for each error.
Owls have great hearing. They can hear ❑ picture clues
5
a tiny sound that is very far away. ❑ rereading
❑ cross-checking
Some owls look like they have big ears. But ❑n
6 these are feathers, not ears. An owl’s ears are Is the reader self-monitoring?
hidden on the side of its head. ❑ yes ❑ sometimes ❑ no
3 FLUENCY RUBRIC
Most owls sleep in the daytime.
7 ◆ word-by-word reading
They sleep in barns.
◆ no expression 1
Word Count: 99 Total Errors ◆ oderately slow reading in
m
errors and strategy use while he or she finishes.
of the time 3
LEVEL G: All About Owls Student Date
Directions:
information. 1 1. What are some of the things that owls do? (KD)
sleep in daytime; fly at night; catch animals . . .
(one or two facts). (2+ details = 1 point) 1 .5 0
2
2. How do owls’ fluffy feathers help them? (I)
(main idea/random facts). They help them fly quietly to sneak up on animals . . . 1 .5 0
3
3. Owls swoop down to catch animals. What does the word swoop
(main idea and key facts). mean? (V)
4 (child shows/says) dive down quickly, fly down fast 1 .5 0
and adds personal thinking. 4. What is the author trying to teach you in this book? (E)
5
about owls; what owls look like and do . . . 1 .5 0
5. Look at page 12. What is the author helping you learn on this page? (TF)
what owls eat; about owl food . . . 1 .5 0
Question Score

Reading Level
Errors 0 1 2 3 4 5 6 7 8 9 10 11
A.R.% 100 99 98 97 96 95 94 93 92 91 90 89
➤R
Comprehension

➤D
Score

➤C
onsider the student’s fluency rating; if it is a 3 or above, Accuracy Rate (A.R.) Level G texts are at this
Instructional Level
Frustrational Level
Reading Record
LEVEL Literary Text
H
Student Date
The Ant and the Grasshopper Teacher Grade

1 Book Introduction: I think you are going to enjoy this story about an ant who Key Recording Conventions
loves being busy and a grasshopper who loves being lazy. Read The Ant and the
Grasshopper to find out which character makes the smarter choice. Cues Used ➤ Write substituted word cat
above correct word: car
inserted
v
It was a long, hot summer. Grasshopper was ➤ Write T for teacher assistance.
2 happy. He sang all day long. He slept in the ➤ Draw an arrow back to where the
student reread.
sun. He loved being lazy!
Ant had no time to sing or snooze. She

4 worked hard all day long looking for food to 2 A
NALYZE ERRORS AND
eat. She loved being busy! STRATEGY USE
“Relax! Don’t work so hard,” said structure cues (S), or visual cues (V); record the
7 Grasshopper with a smile. “Summer is the What problem-solving strategies
time to have fun,” he said. does the reader use?
❑ picture clues
❑ rereading
“It will be winter soon,” said Ant. “I need to ❑ cross-checking
make a warm home. I need to gather food.” ❑ letter-sound clues
8 ❑n
“What will you do when winter comes?” she
asked Grasshopper.
10 “Winter is far away,” said Grasshopper. 3 FLUENCY RUBRIC
◆ no expression 1
11 He went on singing. Ant went on working.
m
Word Count: 108 Total Errors some expression
◆
2
Have the student read the rest of the text silently. Begin analyzing the student’s of the time
errors and strategy use while he or she finishes. 3
LEVEL H: The Ant and the Grasshopper Student Date
Directions:
◆ Recalls few or no story Question Types: CA = character analysis; KD = key detail; I = infer; E = evaluate; V = vocabulary
elements. 1 1. Which character is more like you, Ant or Grasshopper? Why? (CA)
I like being lazy like Grasshopper; I like working like Ant . . . 1 .5 0
(characters). 2 2. How can you tell that Grasshopper enjoyed the summer? (KD)
He was happy, singing, smiling . . . (2+ details = 1 point) 1 .5 0
(characters and problem). 3 3. Why was Grasshopper singing in the summer, but not in the winter? (I)
In the winter he was cold and hungry . . . 1 .5 0
and events in sequence 4. What lesson did Grasshopper learn in this story? (E)
(beginning, middle, end). 4 to work hard in the summer like ant; to plan ahead . . . 1 .5 0
◆ Retells all important story 5. In the book, Ant said, “I need to gather food.” What does the word
elements and events in sequence gather mean? (V)
and adds personal thinking. 5 collect; pick up . . . 1 .5 0
Question Score
+ Retelling Rating
Retelling Notes:
Reading Level
Errors 0 1 2 3 4 5 6–7 8 10 11 12
A.R.% 100 99 98 97 96 95 94 93 91 90 89
➤R
Comprehension

➤D
Score

➤C
onsider the student’s fluency rating; if it is a 3 or above, Accuracy Rate (A.R.) Level H texts are at this
Instructional Level
Frustrational Level
Reading Record
H
Student Date
Pond Life Teacher Grade

1 Book Introduction: You are going to take a field trip to a pond. Key Recording Conventions
Read Pond Life to learn why a pond is a great place for all kinds
of animals. ➤ Write substituted word cat
inserted
v
This is a pond. A pond is bigger than a puddle ➤ Write T for teacher assistance.
2
and smaller than a lake. ➤ Draw an arrow back to where the
student reread.
A pond is a great place for all kinds of (Self corrections do not count as errors.)
3
animals. Let’s take a look around.
2 A
NALYZE ERRORS AND
Some animals live near a pond. STRATEGY USE
4 Analyze errors and self-corrections to determine
This deer has come to take a drink.
This raccoon has come to catch food. What problem-solving strategies
5
Fish is one of its favorite meals. does the reader use?
❑ picture clues
❑ rereading
Some animals live in the pond. ❑ cross-checking
6
This turtle is sunning itself on a log. ❑ letter-sound clues
❑n
This frog is using its long tongue
to catch a fly for dinner.
3 FLUENCY RUBRIC
8 This beaver is taking a cool swim. ◆ word-by-word reading
◆ no expression 1
Beavers build their homes in ponds. ◆ oderately slow reading in
m
They use sticks and mud. some expression
◆
2
Total Errors ◆ phrased but some rough spots
Word Count: 105
of the time 3
LEVEL H: Pond Life Student Date
Directions:
◆ Recalls little or no Question Types: E = evaluate; KD = key detail; I = infer; TF = text feature; V = vocabulary
information. 1 1. What does the author want you to learn about pond life? (E)
Lots of animals live near ponds . . . 1 .5 0
(one or two facts). 2 2. Why is a pond a great place for all kinds of animals? (KD)
gives animals food; drink; places to rest; homes . . .
(main idea/random facts). (2+ details = 1 point) 1 .5 0
3
3. Why can’t some pond animals live underwater? (I)
(main idea and key facts). can’t breathe or swim underwater 1 .5 0
4
4. [Show reader page 5.] Look at the photograph here. How does the
and adds personal thinking. raccoon catch the fish? (TF)
5
with its claws . . . 1 .5 0
5. The book says, “These snails are creeping across the bottom of the pond.”
What does creeping mean? (V)
moving slowly . . . 1 .5 0
Question Score
Reading Level
Errors 0 1 2 3 4 5 6 7 8 9 10–11 12
A.R.% 100 99 98 97 96 95 94 93 92 91 90 89
➤R
Comprehension

➤D
Score

➤C
onsider the student’s fluency rating; if it is a 3 or above, Accuracy Rate (A.R.) Level H texts are at this
Instructional Level
Frustrational Level
Reading Record
LEVEL Literary Text
I
Student Date
Time to Hibernate Teacher Grade

1 Book Introduction: In this story, Bear wants to talk to his friends Key Recording Conventions
but they are too busy getting ready to hibernate. Read Time to
Hibernate to find out what happens to Bear. ➤ Write substituted word cat
inserted
v
Bear was hungry. He ate lots of purple berries. ➤ Write T for teacher assistance.
2 He ate lots of sweet honey. Then he rubbed ➤ Draw an arrow back to where the
student reread.
his big belly. Bear was VERY full. ➤ Write SC for self-corrections.
He saw Raccoon run by. “Hello!” said Bear.

2 A
NALYZE ERRORS AND
“Sorry,” said Raccoon. “I can’t stop to talk.
STRATEGY USE
4 Winter is almost here! I must get back to Analyze errors and self-corrections to determine
my hole in the tree. I need to sleep for the whether the student is using meaning cues (M),
winter.” cues the student uses for each error.
❑ picture clues
He saw Chipmunk rush by. “Hi!” said Bear. ❑ rereading
“Sorry,” said Chipmunk. “I can’t stop to talk. ❑ cross-checking
6 Do you feel that cold wind blowing? I’m ❑ letter-sound clues
❑n
going to my tunnel under the ground. I need
to sleep for the winter.”
Word Count: 100 Total Errors 3 FLUENCY RUBRIC
Have the student read the rest of the text silently. Begin analyzing the student’s ◆ no expression 1
errors and strategy use while he or she finishes. ◆ oderately slow reading in
m
of the time 3
LEVEL I: Time to Hibernate Student Date
Directions:
◆ Recalls few or no story Question Types: I = infer; KD = key detail; CA = character analysis; E = evaluate; V = vocabulary
elements. 1 1. How did Bear know it was time to hibernate? (I)
He saw what the other animals were doing; he was tired 1 .5 0
(characters). 2 2. How do you know that Bear woke up in the spring? (KD)
snow melted; sun shining; new leaves on trees; pretty flowers . . .
3
3. Why is Bear so hungry? (CA)
and events in sequence He hasn’t eaten all winter . . . 1 .5 0
(beginning, middle, end). 4 4. Is this story real or make-believe? Why? (E)
◆ Retells all important story make-believe—animals are talking; animals wearing clothes . . . 1 .5 0
elements and events in sequence 5. In the book Bear found a cozy cave. What does cozy mean? (V)
and adds personal thinking. 5 comfortable; warm; snug . . . 1 .5 0
Question Score
Retelling Notes:
+ Retelling Rating
Reading Level
Errors 0 1 2 3 4 5 6 7 8 9 10 11
A.R.% 100 99 98 97 96 95 94 93 92 91 90 89
➤R
Comprehension

➤D
Score

➤C
onsider the student’s fluency rating; if it is a 3 or above, Accuracy Rate (A.R.) Level I texts are at this
Instructional Level
Frustrational Level
Reading Record
I
Student Date
Ladybug Life Cycle Teacher Grade

1 Book Introduction: In the book Ladybug Life Cycle you are going Key Recording Conventions
to learn about the four stages, or parts, of a ladybug’s life.
inserted
v
Look at the pretty ladybug! Did you know that ➤ Write T for teacher assistance.
2 it did not begin life looking this way? Let’s ➤ Draw an arrow back to where the
student reread.
learn about the four stages of a ladybug’s life.
Stage 1
A ladybug begins its life inside an egg. 2 A
3 NALYZE ERRORS AND
Mother ladybugs lay eggs on leaves. STRATEGY USE
The eggs are tiny and yellow. Analyze errors and self-corrections to determine
Stage 2 What problem-solving strategies
A few days later, the eggs hatch. Out crawl does the reader use?
4 ❑ picture clues
baby bugs. A newly hatched bug is called
❑ rereading
a larva. ❑ cross-checking
Here is a larva. The larva is black and orange. ❑n
5 It is also very hungry. It eats a lot of
tiny insects.
3 FLUENCY RUBRIC
The larva eats and eats and eats. word-by-word reading
6 ◆
The more the larva eats, the more it grows. ◆ no expression 1
m
Have the student read the rest of the text silently. Begin analyzing the student’s ◆ phrased but some rough spots
errors and strategy use while he or she finishes. ◆ a ppropriate expression most
of the time 3
LEVEL I: Ladybug Life Cycle Student Date
Directions:
◆ Recalls little or no Question Types: E = evaluate; KD = key detail; I = infer; V = vocabulary; TF = text feature
information. 1 1. What did the author want you to learn from reading this book? (E)
all about a ladybug’s life; about the stages of a ladybug’s life . . . 1 .5 0
(one or two facts). 2 2. What are the four stages of a ladybug’s life? (KD)
egg, larva, hard shell, adult (must say all 4) 1 .5 0
(main idea/random facts). 3 3. What changes happen in the hard shell stage of the life cycle? (I)
changes colors; gets wings . . . 1 .5 0
(main idea and key facts). 4 4. What’s another word that has the same meaning as pretty? (V)
beautiful; gorgeous . . . 1 .5 0
and adds personal thinking. 5 5. [Show reader pages 14–15.] What does this diagram tell you
as a reader? (TF)
the stages of a ladybug life cycle 1 .5 0
Question Score
+ Retelling Rating
Retelling Notes:
Reading Level
Errors 0 1 2 3 4 5 6–7 8 9 10 11 12
A.R.% 100 99 98 97 96 95 94 93 92 91 90 89
➤R
Comprehension

➤D
Score

➤C
onsider the student’s fluency rating; if it is a 3 or above, Accuracy Rate (A.R.) Level I texts are at this
Instructional Level
Frustrational Level
Reading Record
LEVEL Literary Text
J
Student Date
The Lemonade Stand Teacher Grade

1 Book Introduction: In this story, Emma and Matt decide to set up Key Recording Conventions
a lemonade stand. Read to find out if they have any customers.
inserted
v
Emma and Matt were sitting in their backyard ➤ Write T for teacher assistance.
2 under a big lemon tree. ➤ Draw an arrow back to where the

student reread.
It was the hottest day of the summer. ➤ Write SC for self-corrections.
“I’m bored,” Matt said.

2 A
NALYZE ERRORS AND
“Me, too,” Emma said. “It is too hot to ride
3 STRATEGY USE
bikes. It is too hot to do anything!” Analyze errors and self-corrections to determine
“It’s not too hot to eat ice cream,” said Matt. structure cues (S), or visual cues (V); record the
Emma nodded. “There’s just one problem. Ice
❑ picture clues
cream costs money. And we don’t have any.” ❑ rereading
❑ cross-checking
Just then, a lemon fell from the tree and
4 ❑ letter-sound clues
landed in Emma’s hand. ❑n
“Hey!” she said. “I have an idea! I know how
we can make some money.”
3 FLUENCY RUBRIC
◆ no expression 1
m
errors and strategy use while he or she finishes. two- or three-word phrases
of the time 3
LEVEL J: The Lemonade Stand Student Date
Directions:
◆ Recalls few or no story Question Types: KD = key detail; CA = character analysis; V = vocabulary; I = infer; E = evaluate
elements. 1 1. What happened to give Emma the idea to make lemonade? (KD)
A lemon fell from the tree. 1 .5 0
(characters). 2 2. Look at page 14–15. How do you think Matt and Emma are feeling?
How does the author show you that? (CA)
(characters and problem). tired; hot; sad—because they have frowns on their faces;
3 heads lying on table 1 .5 0
and events in sequence 3. When they were making lemonade, Matt measured. What does the
(beginning, middle, end). word measured mean? (V)
4
get a specific amount; get just what is needed . . . 1 .5 0
elements and events in sequence 4. What might happen with Emma and Matt the next day? (I)
and adds personal thinking. 5 People will pay them back; they can buy ice cream; they’ll sell
more lemonade . . . 1 .5 0
5. Do you think Emma and Matt will sell lemonade again?
Why or why not? (E)
Question Score

Reading Level
Errors 0 1 2 3 4 5 6 7 8 9 10 11
A.R.% 100 99 98 97 96 95 94 93 92 91 90 89
➤R
Comprehension

➤D
Score

➤C
onsider the student’s fluency rating; if it is a 3 or above, Accuracy Rate (A.R.) Level J texts are at this
Instructional Level
Frustrational Level
Reading Record
J Frogs and Toads Are Student Date
Cool Creatures Teacher Grade

1 Book Introduction: Today you are going to read Frogs and Toads Are Key Recording Conventions
Cool Creatures to learn some information about these interesting animals.
above correct word: car
Cues Used
➤ Write O above omitted word.
Pg # Errors SC M S V inserted
v
Do you want to learn about frogs and toads?
2 ➤ Draw an arrow back to where the
Let’s jump right in! student reread.
Let’s start with frogs. Frogs spend some
time in water and some time on land. Frogs
2 A
NALYZE ERRORS AND
3 breathe through their noses. But they also STRATEGY USE
breathe through their skin when they are in Analyze errors and self-corrections to determine
the water. structure cues (S), or visual cues (V); record the
Frogs have big, bulging eyes. Their special does the reader use?
4 eyes help frogs see well when they are in or ❑ picture clues
❑ rereading
out of water.
❑ cross-checking
Frogs shoot out their long, sticky tongues to ❑n
5 grab food. ZAP! They eat insects, spiders, and Is the reader self-monitoring?
little fish.
3 FLUENCY RUBRIC
Webbed feet make frogs excellent swimmers.
Frogs can swim away from snakes, birds, and no expression
6 ◆
1
raccoons. Those are creatures that want to
m
eat frogs. two- or three-word phrases
of the time 3
LEVEL J: Frogs and Toads Are Cool Creatures Student Date
Directions:
◆ Recalls little or no Question Types: E = evaluate; I = infer; KD = key detail; V = vocabulary; TF = text feature
information. 1 1. What did the author want you to learn from reading this book? (E)
the differences between frogs and toads . . . 1 .5 0
(one or two facts). 2 2. Why do some people confuse frogs and toads? (I)
because they look alike . . . 1 .5 0
(main idea/random facts). 3 3. Where do toads generally live? (KD)
dry places 1 .5 0
(main idea and key facts). 4 4. What does the word poisonous mean? (V)
something that can hurt you 1 .5 0
and adds personal thinking. 5 5. [Show reader page 15.] Look at the Venn diagram. How are frogs and
toads the same? (TF)
bulging eyes; hop; eat bugs; sticky tongues; croak 1 .5 0
Question Score
+ Retelling Rating
Retelling Notes:
Reading Level
Errors 0 1 2 3 4 5 6 7–8 9 10 11 12
A.R.% 100 99 98 97 96 95 94 93 92 91 90 89
➤R
Comprehension

➤D
Score

➤C
onsider the student’s fluency rating; if it is a 3 or above, Accuracy Rate (A.R.) Level J texts are at this
Instructional Level
Frustrational Level

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Reading Record

LEVEL Literary Text

Assess: Decoding & Fluency

fluency rating (see Fluency Rubric) in the space provided. 6

intersection of the accuracy rate (A.R.) and comprehension 3

7 REFLECT What did you learn about this child as a reader?

Assess: Decoding & Fluency

◆ Recalls few or no story Question Types: I = infer; KD = key detail; E = evaluate

fluency rating (see Fluency Rubric) in the space provided. 6

intersection of the accuracy rate (A.R.) and comprehension 3

7 REFLECT What did you learn about this child as a reader?

Assess: Decoding & Fluency

3 I see a red bug.

7 I see a brown dog.

◆ Recalls little or no Question Types: KD = key detail; E = evaluate; V = vocabulary

fluency rating (see Fluency Rubric) in the space provided. 6

intersection of the accuracy rate (A.R.) and comprehension 3

7 REFLECT What did you learn about this child as a reader?

Assess: Decoding & Fluency

◆ Recalls little or no Question Types: KD = key detail; TF = text feature; I = infer

Retelling Notes: + Retelling Rating

fluency rating (see Fluency Rubric) in the space provided. 6

intersection of the accuracy rate (A.R.) and comprehension 3

7 REFLECT What did you learn about this child as a reader?

Assess: Decoding & Fluency

3 Look! This is my new teacher.

7 Look! This is my new paintbrush.

fluency rating (see Fluency Rubric) in the space provided. 6

intersection of the accuracy rate (A.R.) and comprehension 3

7 REFLECT What did you learn about this child as a reader?

Assess: Decoding & Fluency

3 I see one elephant in the parade.

7 I see one ice cream truck in the parade.

◆ Recalls few or no story Question Types: KD = key detail; V = vocabulary; I = infer

fluency rating (see Fluency Rubric) in the space provided. 6

intersection of the accuracy rate (A.R.) and comprehension 3

7 REFLECT What did you learn about this child as a reader?

Assess: Decoding & Fluency

3 Look at the little elephant.

7 Look at the little giraffe.

◆ Recalls little or no Question Types: I = infer; V = vocabulary; E = evaluate

fluency rating (see Fluency Rubric) in the space provided. 6

intersection of the accuracy rate (A.R.) and comprehension 3

7 REFLECT What did you learn about this child as a reader?

Assess: Decoding & Fluency

3 See the cat. It has ears.

7 See the cat. It has a tail.

◆ Recalls little or no Question Types: KD = key detail; TF = text feature; V = vocabulary

fluency rating (see Fluency Rubric) in the space provided. 6

intersection of the accuracy rate (A.R.) and comprehension 3

7 REFLECT What did you learn about this child as a reader?

Assess: Decoding & Fluency

fluency rating (see Fluency Rubric) in the space provided. 7

intersection of the accuracy rate (A.R.) and comprehension 4

7 REFLECT What did you learn about this child as a reader?

Assess: Decoding & Fluency

fluency rating (see Fluency Rubric) in the space provided. 7

intersection of the accuracy rate (A.R.) and comprehension 4

7 REFLECT What did you learn about this child as a reader?

Assess: Decoding & Fluency

The rooster is standing on the barn. ◆ no expression 1

◆ Recalls little or no Question Types: KD = key detail; V = vocabulary; E = evaluate; I = infer

fluency rating (see Fluency Rubric) in the space provided. 7

◆ Recalls few or no story Question Types: I = infer; KD = key detail; E = evaluate

◆ Recalls little or no Question Types: KD = key detail; E = evaluate; V = vocabulary

◆ Recalls little or no Question Types: KD = key detail; TF = text feature; I = infer

◆ Recalls few or no story Question Types: KD = key detail; V = vocabulary; I = infer

◆ Recalls little or no Question Types: I = infer; V = vocabulary; E = evaluate

◆ Recalls little or no Question Types: KD = key detail; TF = text feature; V = vocabulary

◆ Recalls little or no Question Types: KD = key detail; V = vocabulary; E = evaluate; I = infer