BPT Early PVR RRB English

Record of Reading Behaviors Pets at Home

Guided reading level A (1)

Read the title to the student. Ask the student to tell you what the book is about.

Name:

Date: Analysis of errors and self-corrections

Count Page

Information used

Text E

2

My dog is in here.

4

My fish is in here.

6

My mouse is in here.

8

My turtle is in here.

10

My bird is in here.

12

My rabbit is in here.

14

My cat is in h ere.

SC

Error MSV

35 words

Total

Flying Start to Literacy Pets at Home Guided reading level A (1) © 2009–2022 EC Licensing Pty Ltd

SC MSV

Record of Reading Behaviors analysis sheet Pets at Home

Guided reading level A (1)

Name:

Date:

Information sources used Errors – What did the student use?

Meaning Structure Visual cues Self-corrections – What did the student use?

Meaning Structure Visual cues

Accuracy rate Errors

%

Level of difficulty

1

97

Easy

2 3

94 92

Instructional

4+

89 or less

SC

=1:

Reads smoothly at an appropriate rate Uses appropriate phrasing Reads expressively Attends to punctuation

Comprehension After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below. here does the pet fish live?

W Which pet goes in a basket? (Literal) Why do some pets need a special place to live?

(Inferential) What other pets could the author have included?

(Critical)

Planning Hard

Self-correction ratio E + SC

Fluency

Focus

What the student needs to learn next

Problem-solving strategies Fluency Comprehension Phonics Vocabulary

Flying Start to Literacy Pets at Home Guided reading level A (1) © 2009–2022 EC Licensing Pty Ltd

Record of Reading Behaviors Dogs

Guided reading level A (1)

Read the title to the student. Ask the student to tell you what the book is about.

Name:

Date: Analysis of errors and self-corrections

Count Page

Information used

Text E

2

This dog can run.

4

This dog can jump.

6

This dog can swim.

8

This dog can dig.

10

This dog can eat.

12

This dog can drink.

14

This dog can s leep.

SC

28 words

Total

Flying Start to Literacy Dogs Guided reading level A (1) © 2009–2022 EC Licensing Pty Ltd

Error MSV

SC MSV

Record of Reading Behaviors analysis sheet Dogs

Guided reading level A (1)

Name:

Date:

Information sources used Errors – What did the student use?

Meaning Structure Visual cues Self-corrections – What did the student use?

Meaning Structure Visual cues

Accuracy rate

Fluency Reads smoothly at an appropriate rate Uses appropriate phrasing Reads expressively Attends to punctuation

Comprehension After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below.

What can the dogs in the book do? (Literal) Why can all dogs do the things in the book?

(Inferential) What do you think the author thinks about dogs?

Do you agree with her? (Critical)

Errors

%

Level of difficulty

1

96

Easy

2

92

Instructional

Planning

Hard

Focus

3+

89 or less

Self-correction ratio E + SC SC

=1:

What the student needs to learn next

Problem-solving strategies Fluency Comprehension Phonics Vocabulary

Flying Start to Literacy Dogs Guided reading level A (1) © 2009–2022 EC Licensing Pty Ltd

Record of Reading Behaviors Cakes For Sale

Guided reading level B (2)

Read the title to the student. Ask the student to tell you what the book is about.

Name:

Date: Analysis of errors and self-corrections

Count Page

Text

Information used E

2

4

6

8

10

12

SC

Error MSV

Look at me.

I like to draw.

Look at me.

I like to cut.

Look at me.

I like to write.

Look at me.

I like to glue.

Look at me.

I like to build.

Look at me.

I like to read.

Look at me.

14

I like to count.

49 words

Total

Flying Start to Literacy Cakes For Sale Guided reading level B (2) © 2009–2022 EC Licensing Pty Ltd

SC MSV

Record of Reading Behaviors analysis sheet Cakes For Sale

Guided reading level B (2)

Name:

Date:

Information sources used Errors – What did the student use?

Meaning Structure Visual cues Self corrections – What did the student use?

Meaning Structure Visual cues

Accuracy rate Errors

%

Level of difficulty

1

98

Easy

2

96

3

94

4

92

5

90

6+

88 or less

Instructional

Hard

Self-correction ratio E + SC SC

=1:

Fluency Reads smoothly at an appropriate rate Uses appropriate phrasing Reads expressively Attends to punctuation

Comprehension After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below.

What things did the children like to do? (Literal) What did they build their cake stall with? (Inferential) Would you like to help make a cake stall like this one? Why? (Critical)

Planning Focus

What the student needs to learn next

Problem-solving strategies Fluency Comprehension Phonics Vocabulary

Flying Start to Literacy Cakes For Sale Guided reading level B (2) © 2009–2022 EC Licensing Pty Ltd

Record of Reading Behaviors What Did You Do?

Guided reading level B (2)

Read the title to the student. Ask the student to tell you what the book is about.

Name:

Date: Analysis of errors and self-corrections

Count Page

Information used

Text E

2

SC

Error MSV

I went on a slide at the pool.

4

I went on a train at the zoo.

6

I went on a horse at the farm.

8

I went on a swing at the park.

9

I went on a boat at the beach.

10

I went on a car at the store.

12

I went on a bus at school.

56 words

Total

Flying Start to Literacy What Did You Do? Guided reading level B (2) © 2009–2022 EC Licensing Pty Ltd

SC MSV

Record of Reading Behaviors analysis sheet What Did You Do?

Guided reading level B (2)

Name:

Date:

Information sources used Errors – What did the student use?

Meaning Structure Visual cues Self-corrections – What did the student use?

Meaning Structure Visual cues

Accuracy rate Level of difficulty

Errors

%

1 2

98 96

Easy

3

94

Instructional

4

93

5

91

6+

89 or less

Fluency Reads smoothly at an appropriate rate Uses appropriate phrasing Reads expressively Attends to punctuation

Comprehension After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below. here did the child go with his/her grandpa?

W (Literal) Why did the children in the book always go with another person? (Inferential) Do all children get to go to places with their family?

(Critical)

Planning Focus

Hard

What the student needs to learn next

Problem-solving strategies Fluency

Self-correction ratio E + SC SC

=1:

Comprehension Phonics Vocabulary

Flying Start to Literacy What Did You Do? Guided reading level B (2) © 2009–2022 EC Licensing Pty Ltd

Record of Reading Behaviors Cat and Mouse

Guided reading level C (3)

Read the title to the student. Ask the student to tell you what the book is about.

Name:

Date: Analysis of errors and self-corrections

Count Page

Information used

Text

E

2

“I can catch Mouse,” said Cat.

4

“Cat will not catch me!”

SC

Error MSV

said Mouse.

6

“Come and paint with me,” said Cat.

7

“No, I am too little to paint with you,” said Mouse.

8

“Come and dance with me,” said Cat.

9

“No, no, I am too little to dance with you,” said Mouse.

10

“Come and ride with me,” said Cat.

11

“No, no, no, I am too little to ride with you,” said Mouse.

12

“Come and cook with me,” said Cat.

13

“No, I am too little to cook with you, but . . .”

15

“I will run with you,” said Mouse.

16

Mouse ran and ran and ran.

100 words

Total Flying Start to Literacy Cat and Mouse Guided reading level C (3) © 2015–2022 EC Licensing Pty Ltd

SC MSV

Record of Reading Behaviors analysis sheet Cat and Mouse

Guided reading level C (3)

Name:

Date:

Information sources used Errors – What did the student use?

Meaning Structure Visual cues Self-corrections – What did the student use?

Meaning Structure Visual cues

Accuracy rate Errors

%

Level of difficulty

1

99

Easy

2

98

3

97

4

96

5

95

6

94

7

93

8

92

9

91

10

90

11 +

89 or less

Fluency Reads smoothly at an appropriate rate Uses appropriate phrasing Reads expressively Attends to punctuation

Comprehension After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below. hat things did the cat want the mouse to do with W him? (Literal) How did the cat try to get the mouse down from the top of the door? (Inferential) Do you like the story’s ending? How else could it have ended? (Critical)

Planning Instructional

Focus

What the student needs to learn next

Problem-solving strategies Fluency Comprehension Hard Phonics

Self-correction ratio E + SC SC

Vocabulary

=1:

Flying Start to Literacy Cat and Mouse Guided reading level C (3) © 2015–2022 EC Licensing Pty Ltd

Record of Reading Behaviors Where is Frog?

Guided reading level C (4)

Read the title to the student. Ask the student to tell you what the book is about.

Name:

Date: Analysis of errors and self-corrections

Count Page

Information used

Text E

2

SC

Error MSV

Snake saw Bird and Frog.

“Let’s play,” said Snake.

4

“1, 2, 3, 4, 5, 6, 7, 8, 9, 10!” said Snake.

6

Bird went to the red plants.

7

Bird hid in the red plants.

8

Frog went to the green plants.

9

Frog hid in the green plants.

10

“Here I come,” said Snake.

Snake went to the red plants.

11

“I can see you, Bird,” said Snake.

“But where is Frog?”

12

Snake and Bird looked in the yellow plants.

13

“Can you see Frog?” said Snake.

“No,” said Bird.

“I cannot see Frog.”

14

Snake and Bird looked in the green plants.

“Can you see Frog ?” said Bird.

100 words

15

“No,” said Snake.

“I c annot see Frog.”

Total

Flying Start to Literacy Where is Frog? Guided reading level C (4) © 2015–2022 EC Licensing Pty Ltd

SC MSV

Record of Reading Behaviors analysis sheet Where is Frog?

Guided reading level C (4)

Name:

Date:

Information sources used Errors – What did the student use?

Meaning Structure Visual cues Self-corrections – What did the student use?

Meaning Structure Visual cues

Accuracy rate Errors

%

Level of difficulty

1

99

Easy

2

98

3

97

4

96

5

95

6

94

7

93

8

92

9

91

10

90

11 +

89 or less

Fluency Reads smoothly at an appropriate rate Uses appropriate phrasing Reads expressively Attends to punctuation

Comprehension After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below. here did Bird hide? (Literal) W Why was Frog hard to find? (Inferential) What other animals could play hide-and-seek like Frog? (Critical)

Planning Focus

Instructional

What the student needs to learn next

Problem-solving strategies Fluency Comprehension Phonics

Hard

Vocabulary

Self-correction ratio E + SC SC

=1:

Flying Start to Literacy Where is Frog? Guided reading level C (4) © 2015–2022 EC Licensing Pty Ltd

Record of Reading Behaviors A Home for Turtle

Guided reading level D (6)

Read the title to the student. Ask the student to tell you what the book is about.

Name:

Date: Analysis of errors and self-corrections

Count Page 2

Information used

Text

E

SC

Error MSV

One day I saw a turtle in the park.

“Can I have this turtle for a pet?” I said.

4

“No,” said Dad. “We do not have a pond.

A turtle must have water to swim in.”

6

“Let’s go to the pond,” I said.

8

So Dad and I went to the pond.

I let the turtle go.

10

The turtle jumped into the pond.

It swam in the water.

12

Then the turtle sat on a log in the sun.

14

“Snap!”

The turtle got an insect to eat.

16

“A pond is the best spot for this turtle,” I s aid.

96 words

Total

Flying Start to Literacy A Home for Turtle Guided reading level D (6) © 2015–2022 EC Licensing Pty Ltd

SC MSV

Record of Reading Behaviors analysis sheet A Home for Turtle

Guided reading level D (6)

Name:

Date:

Information sources used Errors – What did the student use?

Meaning Structure Visual cues Self-corrections – What did the student use?

Meaning Structure Visual cues

Accuracy rate Errors

%

Level of difficulty

1

99

Easy

2

98

3

97

4

96

5

95

6

94

7

93

8

92

9

91

10

90

11 +

89 or less

Fluency Reads smoothly at an appropriate rate Uses appropriate phrasing Reads expressively Attends to punctuation

Comprehension After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below. here did the boy take the turtle? (Literal) W Why was the pond the best place for the turtle?

(Inferential) Would all children do what the boy did to look after the turtle? (Critical)

Planning Focus Instructional

What the student needs to learn next

Problem-solving strategies Fluency Comprehension Phonics

Hard

Vocabulary

Self-correction ratio E + SC SC

=1:

Flying Start to Literacy A Home for Turtle Guided reading level D (6) © 2015–2022 EC Licensing Pty Ltd

Record of Reading Behaviors A Good Trap

Guided reading level D (6)

Read the title to the student. Ask the student to tell you what the book is about.

Name:

Date: Analysis of errors and self-corrections

Count Page 2

Information used

Text

E

SC

Error MSV

“I can see lots of insects in that tree,” said Spider.

“I will make a big web to trap the insects.”

4

“Look at my big web,” said Spider.

“I will trap lots of insects to eat.”

6

Red Insect jumped onto the web.

Plink! Plink! Plink went his legs on the web.

“Help me! Help me!” he said.

8

“I am going to eat you up,” said Spider.

“No! No! No!” said Red Insect.

“I am too little.

You can eat Green Insect.

He is a big insect.”

10

Green Insect jumped onto the web.

Plunk! Plunk! Plunk went his legs on the web.

100 words

Total

Flying Start to Literacy A Good Trap Guided reading level D (6) © 2015–2022 EC Licensing Pty Ltd

SC MSV

Record of Reading Behaviors analysis sheet A Good Trap

Guided reading level D (6)

Name:

Date:

Information sources used Errors – What did the student use?

Meaning Structure Visual cues Self-corrections – What did the student use?

Meaning Structure Visual cues

Accuracy rate Errors

%

Level of difficulty

1

99

Easy

2

98

3

97

4

96

5

95

6

94

7

93

8

92

9

91

10

90

11 +

89 or less

SC

Reads smoothly at an appropriate rate Uses appropriate phrasing Reads expressively Attends to punctuation

Comprehension After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below.

Who was the biggest insect? (Literal) Why did the Red Insect say, “I am too little. You can eat Green Insect. He is a big insect.” (Inferential) How is this story like The Three Billy Goats Gruff?

How is it different? (Critical)

Planning Focus Instructional

What the student needs to learn next

Problem-solving strategies Fluency Comprehension

Hard

Self-correction ratio E + SC

Fluency

Phonics Vocabulary

=1:

Flying Start to Literacy A Good Trap Guided reading level D (6) © 2015–2022 EC Licensing Pty Ltd

Record of Reading Behaviors Tiff Leaves Home!

Guided reading level E (8)

Read the title to the student. Ask the student to tell you what the book is about.

Name:

Date: Analysis of errors and self-corrections

Count Page 2

Information used

Text

E

SC

Error MSV

“I need a new nest,” said Tiff.

“No,” said Tiff’s mother.

“This nest is our home.”

“But,” said Tiff, “I do not like this nest.”

4

“I need to find a new home,” said Tiff.

“Come into my home,” said Rabbit.

6

Tiff looked down and down and down!

7

“Your home is too big for me!” said Tiff.

“I’m going to see Bird.”

8

“Come into my home,” said Bird.

Tiff went up and up and up!

10

It was very hot in Bird’s nest.

“It’s too hot for me!” said Tiff.

“I’m going to see Spider.”

12

Tiff went to Spider’s web.

“Come into m y web,” said Spider.

100 words

Total Flying Start to Literacy Tiff Leaves Home! Guided reading level E (8) © 2015–2022 EC Licensing Pty Ltd

SC MSV

Record of Reading Behaviors analysis sheet Tiff Leaves Home!

Guided reading level E (8)

Name:

Date:

Information sources used Errors – What did the student use?

Meaning Structure Visual cues Self-corrections – What did the student use?

Meaning Structure Visual cues

Accuracy rate

Fluency Reads smoothly at an appropriate rate Uses appropriate phrasing Reads expressively Attends to punctuation

Comprehension After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below. ho did Tiff visit when she was looking for a new W home? (Literal) Why did Tiff go back to her home? (Inferential) Why do you think the author chose an ant as the main character? What animal would you have chosen? (Critical)

Errors

%

Level of difficulty

1

99

Easy

2

98

3

97

4

96

5

95

6

94

7

93

Problem-solving strategies

8

92

Fluency

9

91

10

90

11 +

89 or less

Planning Instructional

SC

What the student needs to learn next

Comprehension Hard

Self-correction ratio E + SC

Focus

Phonics Vocabulary

=1:

Flying Start to Literacy Tiff Leaves Home! Guided reading level E (8) © 2015–2022 EC Licensing Pty Ltd

Record of Reading Behaviors When the Sun is Going Down

Guided reading level E (8)

Read the title to the student. Ask the student to tell you what the book is about.

Name:

Date: Analysis of errors and self-corrections

Count Page 2

Information used

Text

E

SC

Error MSV

SC MSV

“The sun is going down,” said Mother Duck.

“You must go to sleep now.”

“But I need to swim and dive,” said Little Duck.

3

“Go to sleep now,” said Mother Duck.

So Little Duck went to sleep.

4

“The sun is going down,” said Mother Rabbit.

“You must go to sleep now.”

“Not now,” said Little Rabbit.

“I am still eating.”

5

“You must go to sleep.” said Mother Rabbit.

So Little Rabbit went to sleep.

6

“Go to sleep,” said Mother Spider.

“Can I play on the web?” said Little Spider.

7

“No,” said Mother Spider.

“You must go to sleep n ow.”

100 words

So Little Spider went to sleep when the sun went down.

Total Flying Start to Literacy When the Sun is Going Down Guided reading level E (8) © 2015–2022 EC Licensing Pty Ltd

Record of Reading Behaviors analysis sheet When the Sun is Going Down

Guided reading level E (8)

Name:

Date:

Information sources used Errors – What did the student use?

Meaning Structure Visual cues Self-corrections – What did the student use?

Meaning Structure Visual cues

Accuracy rate

Fluency Reads smoothly at an appropriate rate Uses appropriate phrasing Reads expressively Attends to punctuation

Comprehension After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below. hy did Little Rabbit have to go to sleep? (Literal) W Why didn’t the animals want to go to sleep? Why did the mother animals want them to go to sleep?

(Inferential) What other animals could the author have used in this book? How might this have changed the book?

(Critical)

Errors

%

Level of difficulty

1

99

Easy

2

98

3

97

4

96

5

95

6

94

7

93

8

92

Problem-solving strategies

9

91

Fluency

10

90

11 +

89 or less

Planning Instructional

SC

=1:

What the student needs to learn next

Hard

Self-correction ratio E + SC

Focus

Comprehension Phonics Vocabulary

Flying Start to Literacy When the Sun is Going Down Guided reading level E (8) © 2015–2022 EC Licensing Pty Ltd

Record of Reading Behaviors At the Fun Park

Guided reading level F (10)

Read the title to the student. Ask the student to tell you what the book is about.

Name:

Date: Analysis of errors and self-corrections

Count Page 2

Information used

Text

E

SC

Error MSV

Today we went to the fun park.

“This will be so much fun!” said my sister.

It was my first time at this park.

4

“Let’s go on that ride,” said my sister.

“It goes up and up and up.”

The people on the ride were screaming.

6

“No,” I said.

“I do not like that ride,” “And I do not like that ride,” said Mom. “Okay,” said Dad. “Let’s go on the ride over there.”

8

“This looks like a fun ride,” said my sister.

“You go up a big hill, then come down into the water.”

People on this ride were screaming too.

100 words

“No,” I said.

“I do not like this ride.”

Total Flying Start to Literacy At the Fun Park Guided reading level F (10) © 2015–2022 EC Licensing Pty Ltd

SC MSV

Record of Reading Behaviors analysis sheet At the Fun Park

Guided reading level F (10)

Name:

Date:

Information sources used Errors – What did the student use?

Meaning Structure Visual cues Self-corrections – What did the student use?

Meaning Structure Visual cues

Accuracy rate Errors

%

Level of difficulty

1

99

Easy

2

98

3

97

4

96

5

95

6

94

7

93

8

92

9

91

10

90

11 +

89 or less

SC

Reads smoothly at an appropriate rate Uses appropriate phrasing Reads expressively Attends to punctuation

Comprehension After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below. hich ride did the family all go on? (Literal) W Why did the boy offer to hold his mom’s hand on the ride? (Inferential) Do all people like to go to fun parks? Why might some people not like them? (Critical)

Planning Focus Instructional

What the student needs to learn next

Problem-solving strategies Fluency Comprehension

Hard

Self-correction ratio E + SC

Fluency

Phonics Vocabulary

=1:

Flying Start to Literacy At the Fun Park Guided reading level F (10) © 2015–2022 EC Licensing Pty Ltd

Record of Reading Behaviors Mud, Mud, Mud!

Guided reading level F (10)

Read the title to the student. Ask the student to tell you what the book is about.

Name:

Date: Analysis of errors and self-corrections

Count Page 2

Information used

Text

E

SC

Error MSV

All the animals at the pond liked mud.

4

“This mud is good,” said Pig. “The mud is good for me too,” said Hippo. “It stops me from getting too hot.”

“I like mud too,” said Elephant.

“It keeps the bugs off my skin.”

6

“And I like mud,” said Turtle.

“Mud stops me from getting too hot or too cold.”

“I make my nest in the mud,” said Frog. “It is where I keep my eggs safe.”

“The mud keeps me safe from birds,” said Crab.

8

One day the sun got very hot.

There was no water in the pond.

There was no mud.

100 words

Total

Flying Start to Literacy Mud, Mud, Mud! Guided reading level F (10) © 2015–2022 EC Licensing Pty Ltd

SC MSV

Record of Reading Behaviors analysis sheet Mud, Mud, Mud!

Guided reading level F (10)

Name:

Date:

Information sources used Errors – What did the student use?

Meaning Structure Visual cues Self-corrections – What did the student use?

Meaning Structure Visual cues

Accuracy rate Errors

%

Level of difficulty

1

99

Easy

2

98

3

97

4

96

5

95

6

94

7

93

8

92

9

91

10

90

11 +

89 or less

SC

Reads smoothly at an appropriate rate Uses appropriate phrasing Reads expressively Attends to punctuation

Comprehension After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below. hy was there a lot of dust at the pond? (Literal) W Why was the elephant able to get the water?

(Inferential) Could this story really happen? Why? Why not?

(Critical)

Planning Focus Instructional

What the student needs to learn next

Problem-solving strategies Fluency Comprehension

Hard

Self-correction ratio E + SC

Fluency

Phonics Vocabulary

=1:

Flying Start to Literacy Mud, Mud, Mud! Guided reading level F (10) © 2015–2022 EC Licensing Pty Ltd

Record of Reading Behaviors The Blue Crane

Guided reading level G (12)

Read the title to the student. Ask the student to tell you what the book is about.

Name:

Date: Analysis of errors and self-corrections

Count Page 2

Information used

Text

E

SC

Error MSV

At the edge of a lake lived some white cranes.

They all looked like each other.

They all liked the same food.

They all liked the same games.

And they all liked to dance.

They were the best of friends.

4

One day a blue crane came to the lake. She came from a lake far away.

“Can I be your friend?” said the blue crane.

“No,” said the white cranes.

“You do not look like us.

You are blue and we are white.

You can’t be our friend.”

The blue crane felt sad.

6

The next day the blue crane saw 100 words

the white cranes eating at the lake.

Total

Flying Start to Literacy The Blue Crane Guided reading level G (12) © 2015–2022 EC Licensing Pty Ltd

SC MSV

Record of Reading Behaviors analysis sheet The Blue Crane

Guided reading level G (12)

Name:

Date:

Information sources used Errors – What did the student use?

Meaning Structure Visual cues Self-corrections – What did the student use?

Meaning Structure Visual cues

Accuracy rate

Fluency Reads smoothly at an appropriate rate Uses appropriate phrasing Reads expressively Attends to punctuation

Comprehension After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below. hy didn’t the white cranes want to be friends with W the blue crane? (Literal) Why did the white cranes change their minds about being friends with the blue crane (Inferential) Is it fair that the white cranes did not want to be friends with the blue crane because she was different? Explain. (Critical)

Errors

%

Level of difficulty

1

99

Easy

2

98

3

97

4

96

5

95

6

94

7

93

8

92

Problem-solving strategies

9

91

Fluency

10

90

11 +

89 or less

Planning Instructional

SC

=1:

What the student needs to learn next

Hard

Self-correction ratio E + SC

Focus

Comprehension Phonics Vocabulary

Flying Start to Literacy The Blue Crane Guided reading level G (12) © 2015–2022 EC Licensing Pty Ltd

Record of Reading Behaviors Getting Rid of Insects

Guided reading level G (12)

Read the title to the student. Ask the student to tell you what the book is about.

Name:

Date: Analysis of errors and self-corrections

Count Page 2

Information used

Text

E

SC

Error MSV

“Look,” said Sam. “There are insects all over my plants.”

“Yes,” said Molly.

“There are lots of hungry insects, munching and crunching.

We must get rid of these insects.”

4

“Can we use insect spray to get rid of the insects?” said Sam.

5

“No,” said Molly. “That will put insect spray on the plants.

Do you want to eat insect spray?”

“No,” said Sam. “But what else can we do to get rid of the insects?”

6

“Let’s find out what insects are eating your plants,” said Molly.

Molly put a big plastic bag around the bean plant to catch the insects i nsects.

100 word

Total

Flying Start to Literacy Getting Rid of Insects Guided reading level G (12) © 2015–2022 EC Licensing Pty Ltd

SC MSV

Record of Reading Behaviors analysis sheet Getting Rid of Insects

Guided reading level G (12)

Name:

Date:

Information sources used Errors – What did the student use?

Meaning Structure Visual cues Self-corrections – What did the student use?

Meaning Structure Visual cues

Accuracy rate

Fluency Reads smoothly at an appropriate rate Uses appropriate phrasing Reads expressively Attends to punctuation

Comprehension After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below. hy did Sam and Molly want to get rid of the W insects? (Literal) Why didn’t they use insect spray to get rid of the insects? (Inferential) Could these ideas work in real gardens? Why or why not? (Critical)

Errors

%

Level of difficulty

1

99

Easy

2

98

3

97

4

96

5

95

6

94

7

93

Problem-solving strategies

8

92

Fluency

9

91

10

90

11 +

89 or less

Planning Instructional

SC

What the student needs to learn next

Comprehension Hard

Self-correction ratio E + SC

Focus

Phonics Vocabulary

=1:

Flying Start to Literacy Getting Rid of Insects Guided reading level G (12) © 2015–2022 EC Licensing Pty Ltd

Record of Reading Behaviors The Great Pumpkin-Growing Contest

Guided reading level H (14)

Read the title to the student. Ask the student to tell you what the book is about.

Name:

Date: Analysis of errors and self-corrections

Count Page

Text

Information used E

2

SC

Error MSV

SC MSV

Once there were three brothers who loved pumpkins.

3

The King loved pumpkins too.

One day, the King said, “I will give a bag of gold to whoever can grow the biggest pumpkin.”

4

“We can grow pumpkins,” said the biggest brother.

“Yes,” said the middle brother.

“We can win the bag of gold.”

5

“It is lots of work to grow pumpkins,” said the smallest brother.

“But we will try!”

So they got some pumpkin seeds.

6

“We must plant the seeds,” said the smallest brother.

“Not now,” said the biggest brother.

“We have too much to do,” said the middle brother.

7

So the smallest brother 100 words

Total

Flying Start to Literacy The Great Pumpkin-Growing Contest Guided reading level H (14) © 2015–2022 EC Licensing Pty Ltd

Record of Reading Behaviors analysis sheet The Great Pumpkin-Growing Contest Name:

Date:

Information sources used Errors – What did the student use?

Meaning Structure Visual cues Self-corrections – What did the student use?

Meaning Structure Visual cues

Accuracy rate

Fluency Reads smoothly at an appropriate rate Uses appropriate phrasing Reads expressively Attends to punctuation

Comprehension After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below. ho won the pumpkin-growing contest? (Literal) W Why didn’t the smallest brother let the other brothers help him spend the gold? (Inferential) Why did the author choose the smallest brother to be the one to do all the work? How would the story be different if one of the other brothers had done all the work? (Critical)

Errors

%

Level of difficulty

1

99

Easy

2

98

3

97

4

96

5

95

6

94

7

93

8

92

Problem-solving strategies

9

91

Fluency

10

90

11 +

89 or less

Planning Instructional

SC

=1:

Focus

What the student needs to learn next

Hard

Self-correction ratio E + SC

Guided reading level H (14)

Comprehension Phonics Vocabulary

Flying Start to Literacy The Great Pumpkin-Growing Contest Guided reading level H (14) © 2015–2022 EC Licensing Pty Ltd

Record of Reading Behaviors Baby Squirrel Rescue

Guided reading level H (14)

Read the title to the student. Ask the student to tell you what the book is about.

Name:

Date: Analysis of errors and self-corrections

Count Page

Text

Information used E

2

SC

Error MSV

Kim looked out the window.

The big, old tree in front of her house had come down.

4

Kim went outside and looked at the big, old tree.

She saw some baby squirrels in a nest.

5

“Where’s your mother?” said Kim. She looked and looked, but she could not find the mother squirrel.

6

“I will help you,” said Kim. She put the baby squirrels in a box.

She took them to the animal hospital.

7

At the hospital a vet looked at the baby squirrels.

“Screech! Screech! Screech!” they cried.

The vet fed the squirrels some milk.

8

Kim went to see the baby squirrels every day.

100 words

Total Flying Start to Literacy Baby Squirrel Rescue Guided reading level H (14) © 2015–2022 EC Licensing Pty Ltd

SC MSV

Record of Reading Behaviors analysis sheet Baby Squirrel Rescue

Guided reading level H (14)

Name:

Date:

Information sources used Errors – What did the student use?

Meaning Structure Visual cues Self-corrections – What did the student use?

Meaning Structure Visual cues

Accuracy rate

Fluency Reads smoothly at an appropriate rate Uses appropriate phrasing Reads expressively Attends to punctuation

Comprehension After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below. here did Kim take the baby squirrels? (Literal) W What would have happened to the squirrels if Kim hadn’t rescued them? (Inferential) Could this have been a true story? Why do you think so? (Critical)

Errors

%

Level of difficulty

1

99

Easy

2

98

3

97

4

96

5

95

6

94

Problem-solving strategies

7

93

Fluency

8

92

9

91

10

90

11 +

89 or less

Planning Focus Instructional

SC

next

Comprehension Hard

Self-correction ratio E + SC

What the student needs to learn

Phonics Vocabulary

=1:

Flying Start to Literacy Baby Squirrel Rescue Guided reading level H (14) © 2015–2022 EC Licensing Pty Ltd

Record of Reading Behaviors Gasari’s Herd

Guided reading level I (16)

Read the title to the student. Ask the student to tell you what the book is about.

Name:

Date: Analysis of errors and self-corrections

Count Page

Text

Information used E

4

SC

Error MSV

Many years ago an elephant was born.

This elephant was adventurous and brave, and she was much loved by the rest of her herd. She was not scared of anything!

The herd named her Gasari because “Gasari” means fearless and brave.

6

When Gasari was young, she was always exploring. She would walk away from her herd and discover parts of the jungle that she had never seen before. She liked to see other elephants that belonged to different herds.

As Gasari grew, she began to leave her herd for longer and longer, and she would walk further and further into t he jungle.

100 words

Total

Flying Start to Literacy Gasari’s Herd Guided reading level I (16) © 2015–2022 EC Licensing Pty Ltd

SC MSV

Record of Reading Behaviors analysis sheet Gasari’s Herd

Guided reading level I (16)

Name:

Date:

Information sources used Errors – What did the student use?

Meaning Structure Visual cues Self-corrections – What did the student use?

Meaning Structure Visual cues

Accuracy rate

Fluency Reads smoothly at an appropriate rate Uses appropriate phrasing Reads expressively Attends to punctuation

Comprehension After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below. hat happened to Gasari’s herd? (Literal) W Why was it important for Gasari to be part of a herd?

(Inferential) Although the book is about elephants, could a similar story happen to a person? Explain what you mean.

(Critical)

Errors

%

Level of difficulty

1

99

Easy

2

98

3

97

4

96

5

95

6

94

7

93

Problem-solving strategies

8

92

Fluency

9

91

10

90

11 +

89 or less

Planning Instructional

SC

What the student needs to learn next

Comprehension Hard

Self-correction ratio E + SC

Focus

Phonics Vocabulary

=1:

Flying Start to Literacy Gasari’s Herd Guided reading level I (16) © 2015–2022 EC Licensing Pty Ltd

Record of Reading Behaviors Ruby in the Middle

Guided reading level I (16)

Read the title to the student. Ask the student to tell you what the book is about.

Name:

Date: Analysis of errors and self-corrections

Count Page

Text

Information used E

4

SC

Error MSV

Ruby was out on the lake looking for food. There was no wind and the water was flat. It was easy for Ruby to find lots of food. She put her head under the water and began to eat.

5

But then the wind began to blow and there were waves on the water.

Ruby couldn’t put her head under the water to find food.

6

“Hurry,” said the wise flamingo. “If we stand together, we can stop the waves.

Then we will be able to find food.”

7

Ruby swam very fast. She went right to the middle of the flock. T his was 100 words

the best place to find food because there were no waves.

Total

Flying Start to Literacy Ruby in the Middle Guided reading level I (16) © 2015–2022 EC Licensing Pty Ltd

SC MSV

Record of Reading Behaviors analysis sheet Ruby in the Middle

Guided reading level I (16)

Name:

Date:

Information sources used Errors – What did the student use?

Meaning Structure Visual cues Self-corrections – What did the student use?

Meaning Structure Visual cues

Accuracy rate

Fluency Reads smoothly at an appropriate rate Uses appropriate phrasing Reads expressively Attends to punctuation

Comprehension After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below. hy did Ruby like being in the middle of the flock?

W (Literal) Why did the flock move away from Ruby? What did Ruby learn from this experience? (Inferential) Do all groups work as well as a flock of flamingos?

Explain what you mean. (Critical)

Errors

%

Level of difficulty

1

99

Easy

2

98

3

97

4

96

5

95

6

94

7

93

Problem-solving strategies

8

92

Fluency

9

91

10

90

11 +

89 or less

Planning Instructional

SC

What the student needs to learn next

Comprehension Hard

Self-correction ratio E + SC

Focus

Phonics Vocabulary

=1:

Flying Start to Literacy Ruby in the Middle Guided reading level I (16) © 2015–2022 EC Licensing Pty Ltd