Record of Reading Behaviors Super Sam
Guided reading level J (18)
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
Sam was a superhero. He had one super power – he could fly. But Sam had a problem – he didn’t have a job.
5
Superheroes had to have a job where they used their super powers. If they didn’t, they would lose their super powers. Sam had to find a job fast, so he flew off to look for one.
6
Sam saw a house on fire. There were flames and lots of smoke. Firefighters were running into the house to save the people who were trapped.
7
“This looks like a job for Super Sam!” said Sam. And he flew into the house . 100 words
There was so much smoke that he
couldn’t see and he couldn’t breathe. Total
Flying Start to Literacy Super Sam Guided reading level J (18) © 2016–2021 EC Licensing Pty Ltd
Error MSV
SC MSV
Record of Reading Behaviors analysis sheet Super Sam
Guided reading level J (18)
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 when Super Sam tried to rescue a W man in the sea? (Literal) Why weren’t the fire, sea, and mountain rescue workers happy with Super Sam? (Inferential) Could the character of Super Sam have been a girl? Would this have changed the story? Why or why not? (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 Super Sam Guided reading level J (18) © 2016–2021 EC Licensing Pty Ltd
Record of Reading Behaviors Save the Sea Otters!
Guided reading level J (18)
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
Lee looked for sea otters every day. She saw fishing boats and lots of jet skis, but no sea otters.
5
Lee had done a project on sea otters at school. There hadn’t been any sea otters in Maple Bay for 100 years and they were coming back. Lee wanted to be the first to see them.
6
Then, one day, Lee saw one. It was on the beach. Something is wrong, thought Lee. It should be on the sea, floating on the kelp. Lee ran and told her dad. “Are you sure it’s a sea otter?” said Dad. “Yes,” said Lee . 100 words
Total
Flying Start to Literacy Save the Sea Otters! Guided reading level J (18) © 2016–2021 EC Licensing Pty Ltd
SC MSV
Record of Reading Behaviors analysis sheet Save the Sea Otters!
Guided reading level J (18)
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 Lee want to ban jet skis from the bay? W (Literal) Why didn’t everyone agree with Lee about banning jet skis? Why did some people get so angry? (Inferential) How did Lee solve the problem? Are all problems this easy to solve? (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 Save the Sea Otters! Guided reading level J (18) © 2016–2021 EC Licensing Pty Ltd
Record of Reading Behaviors The Leaping Lions
Guided reading level J (18)
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
The Leaping Lions liked to play soccer. They could leap high and run fast, but they were very lazy. They did not train to get fit and they did not play as a team.
5
Their coach tried to show them what to do to play well, but they just puffed out their chests and did what they liked.
6
On the day they played against the Pouncing Panthers, the Leaping Lions did not play well. They all chased the ball at the same time. They fell over each other and got in each other’s way. When they got the ball, they did not pass it.
100 words
Total
Flying Start to Literacy The Leaping Lions Guided reading level J (18) © 2016–2021 EC Licensing Pty Ltd
SC MSV
Record of Reading Behaviors analysis sheet The Leaping Lions
Guided reading level J (18)
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. t the beginning of the story, why didn’t the Leaping A Lions listen to their coach? (Literal) Why did the Leaping Lions change how they played as a team? What did they learn about being a good team? (Inferential) Do teams that work hard, play as a team, and improve their skills always win? Explain your answer. (Critical)
Errors
%
Level of difficulty
1
99
Easy
2
98
3
97
4
96
5
95
6
94
7
93
8
92
9
91
Problem-solving strategies
10
90
Fluency
11 +
89 or less
Instructional
Focus
SC
What the student needs to learn next
Hard
Self-correction ratio E + SC
Planning
Comprehension Phonics
=1: Vocabulary
Flying Start to Literacy The Leaping Lions Guided reading level J (18) © 2016–2021 EC Licensing Pty Ltd
Record of Reading Behaviors Amazing Gardens
Guided reading level K (20)
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
A garden is a place where people grow plants. People grow all sorts of plants in their gardens. They grow grasses and shrubs, fruit trees, flowers, and herbs. People have created some amazing gardens.
6
There is an amazing floating garden in Mexico. This garden was built on a lake by the Aztec people over 500 years ago. The Aztecs dug up weeds and mud, and used them to make garden beds that floated on the lake. Then they planted vegetables in the floating garden beds.
8
Maze gardens are puzzle gardens. Maze gardens have tall hedges that you cannot see over or through. 100 words
Total
SC MSV
Record of Reading Behaviors analysis sheet Amazing Gardens
Guided reading level K (20)
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 is a maze? What is a butterfly garden? Why are plants grown on the sides of buildings? (Literal) Why do many people enjoy gardening? What benefits do gardens give us? (Inferential) What might the author have needed to know in order to write this book? How might the author have found out about different types of gardens? (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
Record of Reading Behaviors Alex Stands Tall
Guided reading level K (20)
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
“What’s this?” said Alex, as she flipped through her grandpa’s old scrapbook. “It’s a photo from my basketball days,” said Grandpa. “Wow, you were good,” said Alex. “I want to play basketball for the Sharks at school, but Nina says I’m too short. She’s the best player on the team.”
5
“Don’t listen to her,” said Grandpa. “Speedy Smith was the best player on my team and he was the shortest player.”
6
Later that week, Alex tried out for the Sharks. Mr. Hall blew his whistle. “Let’s get started,” he said. “Show us your stuff, Nina.” Nina took off, dribbling up the court. 100 words
“Well done, Nina,” said Mr. Hall. “Next!”
Total
SC MSV
Record of Reading Behaviors analysis sheet Alex Stands Tall
Guided reading level K (20)
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 did Mr. Hall tell Alex after the tryouts? (Literal) Do you have to be tall to be a good basketball player? Explain your answer. (Inferential) What does the phrase “Alex Stands Tall” mean? Do you think this is a good title for the book? Why? (Critical)
Errors
%
Level of difficulty
1
99
Easy
2
98
3
97
4
96
5
95
6
94
Problem-solving strategies
7
93
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:
Record of Reading Behaviors Animal Show-offs
Guided reading level K (20)
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
Sometimes, animals show off. They use loud sounds or make themselves look big and strong. Some animals show off by decorating the places where they live. Animals show off for different reasons. Some animals show off to protect the places where they live. Other animals show off to find a mate, and some show off to scare away other animals.
6
Sometimes animals want to keep other animals out of their territory. They show off in many different ways so other animals stay out of their territory. A lion’s roar is one of the loudest sounds on Earth. When a lion roars, it is 100 words
letting other animals know to stay away from its territory. A lion roars to show that it is fierce and strong. Total
SC MSV
Record of Reading Behaviors analysis sheet Animal Show-offs
Guided reading level K (20)
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. How do lions protect their territory? (Literal) How does showing off help animals to survive? (Inferential) What have you learned from this book? What other information could the author have included? (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:
Record of Reading Behaviors Protect the Oceans: Act Locally
Guided reading level L (24)
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
Did you know that if you drop a piece of trash in a street it could end up in the ocean? How does this happen? Trash dropped in the street is often washed along gutters and into stormwater drains. These drains empty into rivers or the sea. The trash pollutes the oceans. Many people around the world are working to stop this from happening.
6
When trash ends up in the ocean, it gets moved around by winds and currents. Huge amounts of trash end up in the same place in the middle of the ocean. It becomes a garbage patch. 100 words
Total
SC MSV
Record of Reading Behaviors analysis sheet Protect the Oceans: Act Locally
Guided reading level L (24)
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. What is the “Great Pacific garbage patch?” (Literal) Why do people not pick up their trash? (Inferential) Does everyone want to help look after the environment? Explain. (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:
Record of Reading Behaviors The Balloon Adventure Guided reading level L (24) 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
None of the animals at the farm liked Flash the racehorse. He was always boasting about how famous he was and how many races he had won.
5
“Look at all my medals,” said Flash, as he pranced around the farm. The other farm animals tried to ignore Flash, but they were annoyed by his boasting.
6
One morning, the rooster was very excited. “The King and Queen are coming today!” he crowed. “They must be coming to see me,” said Flash proudly.
7
“No, they are coming to see a huge balloon fly in the sky for the first time ever,” said the sheep. 100 words
Total
SC MSV
Record of Reading Behaviors analysis sheet The Balloon Adventure Guided reading level L (24) 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
Instructional
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. Why did the King and Queen come to the farm? How did the animals get the balloon to land? Why were the sheep, duck, and rooster famous all over the world? (Literal) Why were the sheep, the duck, and the rooster chosen to go in the balloon instead of Flash? (Inferential) How did the author get the idea for this book? What parts of this story might be true? What parts are made up? (Critical)
Planning Focus
What the student needs to learn next
Hard
Self-correction ratio E + SC
Fluency
Problem-solving strategies Fluency Comprehension
=1: Phonics Vocabulary
Record of Reading Behaviors The Last Lighthouse Keeper
Guided reading level L (24)
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
4
Text
E
SC
Information used Error MSV
Jenny’s mom and dad were the lightkeepers for the oldest lighthouse in the country. They had lived on Rocky Island for as long as she could remember. And for as long as she could remember, every night her dad had lit the lamp in the old lighthouse and stayed up all night to make sure it did not go out.
5
But everything was about to change. This weekend, they would say goodbye to the old lighthouse and the island. There was a new electric light tower, and tomorrow it would be turned on for the first time. “I can’t believe that tonight will be the last 100 words
time you light the lamp,” said Jenny. Total
Flying Start to Literacy The Last Lighthouse Keeper Guided reading level L (24) © 2015–2021 EC Licensing Pty Ltd
SC MSV
Record of Reading Behaviors analysis sheet The Last Lighthouse Keeper
Guided reading level L (24)
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. Why was Jenny stuck in the old lighthouse? (Literal) How was Jenny feeling about the old lighthouse not being used anymore? (Inferential) Would the book have been different if the main character was a boy? Why do you think this? (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 The Last Lighthouse Keeper Guided reading level L (24) © 2015–2021 EC Licensing Pty Ltd
Record of Reading Behaviors The Legend of Jimmy Drake
Guided reading level M (28)
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
This is a story about the brave men who built a railroad about 150 years ago, and the dangers and difficulties they had to overcome.
5
The railroad track was built to connect Sacramento in the west to Omaha in the east of the USA. It was built over high, snowy mountains and across hot, dry deserts. It took more than six years to build, and hundreds of men died. The men who built this railroad had to work hard in dangerous conditions, and only brave, strong workers could do it.
6
Jimmy Drake and Lucas were working high in the mountains. They were surrounded 100 words
by deep snow and it was bitterly cold. Total
SC MSV
Record of Reading Behaviors analysis sheet The Legend of Jimmy Drake
Guided reading level M (28)
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. Why did most of the workers stop looking for the trapped men? (Literal) What sort of person is Jimmy Drake? What personal qualities did he show? (Inferential) Do you think this sort of story could have actually happened? Why do you think this? (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:
Record of Reading Behaviors Dr. Zardos and the Mind Stone
Guided reading level M (28)
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
Secret agents Roxby and Crispo had been called to a meeting with Inspector Morris. “We need your help,” said the inspector. “The evil Dr. Zardos has found the long-lost Mind Stone.”
5
“Doesn’t the Mind Stone have the power to control the minds of everyone on Earth?” asked Roxby.
6
“It does,” said Inspector Morris. “But it can only be made to work one time – at midnight in three days. Then Dr. Zardos can use the Mind Stone to make everyone his slaves.” “He must be stopped,” said Crispo. “But how?” asked Roxby.
7
“You need three things,” 100 words
said Inspector Morris. Total
Flying Start to Literacy Dr. Zardos and the Mind Stone Guided reading level M (28) © 2016–2021 EC Licensing Pty Ltd
SC MSV
Record of Reading Behaviors analysis sheet Dr. Zardos and the Mind Stone
Guided reading level M (28)
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 did the evil Dr. Zardos want to do with the W Mind Stone? What did agents Crispo and Roxby do to stop Dr. Zardos? How did they stop him? (Literal) Why did Dr. Zardos want the Mind Stone? Why would this have been a bad thing for the world? (Inferential) Did you expect the secret agents to stop the evil doctor? Why? (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 Dr. Zardos and the Mind Stone Guided reading level M (28) © 2016–2021 EC Licensing Pty Ltd
Record of Reading Behaviors The Kiss of a Hummingbird’s Wing
Guided reading level M (28)
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
Johnny was excited. The hummingbirds were coming, and he wanted to see them. But more than anything, he wanted to be kissed by a hummingbird’s wing.
5
Johnny’s mother had been kissed by a hummingbird’s wing, so had his father and his little sister – and she was only three. Everyone said that seeing a hummingbird up close and feeling its wing on your cheek were the most wonderful things that had ever happened to them.
6
The only way to get kissed by a hummingbird’s wing was to put on a hummingbird helmet-feeder and stand very, very still.
7
Standing very, very still was impossible for Johnny.
100 words
Total
Flying Start to Literacy The Kiss of a Hummingbird’s Wing Guided reading level M (28) © 2016–2021 EC Licensing Pty Ltd
SC MSV
Record of Reading Behaviors analysis sheet The Kiss of a Hummingbird’s Wing 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 +
Guided reading level M (28)
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 did the family have to do to be “kissed” by a W hummingbird’s wing? (Literal) Why couldn’t Johnny stand still? (Inferential) Would everyone like to be kissed by a hummingbird’s wing? Why or why not? (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 The Kiss of a Hummingbird’s Wing Guided reading level M (28) © 2016–2021 EC Licensing Pty Ltd
Record of Reading Behaviors Salamander Surprise
Guided reading level N (30)
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
I could hardly wait to get to school that morning. Ever since our class had been given the notice about Pet Day, I’d been looking forward to showing Goldie to my friends. Dad hadn’t really wanted to buy me a dog, especially a labrador. He said they eat a lot, and sometimes they wander off in search of food. But I kept asking, and in the end Dad said I could have a dog. Luckily we’ve got a big yard with plenty of room for a dog to run around. I just have to be careful to keep the gate shut so Goldie 100 words
doesn’t get out onto the road.
Total
Flying Start to Literacy Salamander Surprise Guided reading level N (30) © 2015–2021 EC Licensing Pty Ltd
SC MSV
Record of Reading Behaviors analysis sheet Salamander Surprise
Guided reading level N (30)
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 the children take their pets to school? W Where was the pet salamander found? (Literal) Why didn’t the girl say she had seen the lost salamander straight away? Why didn’t the girl like Isabella’s pet salamander? (Inferential) What pet would you like to take to a pet day at your school? Why? Would everyone like a pet salamander? (Critical)
Errors
%
Level of difficulty
1
99
Easy
2
98
3
97
4
96
5
95
6
94
Focus
7
93
8
92
Problem-solving strategies
9
91
Fluency
10
90
11 +
89 or less
Instructional
Hard
Self-correction ratio E + SC SC
=1:
Planning What the student needs to learn next
Comprehension Phonics Vocabulary
Flying Start to Literacy Salamander Surprise Guided reading level N (30) © 2015–2021 EC Licensing Pty Ltd
Record of Reading Behaviors The Great Corn Invention
Guided reading level N (30)
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
Ben, Anna, and Maria lived in Cornville. The three children had their own club – The Inventors Club – and they met each week to work on their inventions. Ben’s dad let them use his old, cluttered shed as their clubhouse. “We really need a proper clubhouse,” Maria sighed at the weekly meeting, squashed between boxes and gardening tools in the corner of the shed.
5
“Yeah, we need more space to build our inventions,” said Anna. “Well, the Cornville Corn Festival is next month,” Ben said. “And there’s prize money to be won for the best inventions!” The children’s eyes lit up , and they all looked 100 words
at each other and smiled. Total
SC MSV
Record of Reading Behaviors analysis sheet The Great Corn Invention
Guided reading level N (30)
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. Why did the children want to win the invention competition? Why didn’t Anna’s invention work? (Literal) Why were the children banned from corn invention competitions? How did they get money to build their clubhouse? (Inferential) Would real corn festivals be like this one? How might they be different? Are all mayors like this one? (Critical)
Errors
%
Level of difficulty
1
99
Easy
2
98
3
97
4
96
5
95
6
94
Focus
7
93
8
92
Problem-solving strategies
9
91
Fluency
10
90
11 +
89 or less
Instructional
Hard
Self-correction ratio E + SC SC
=1:
Planning What the student needs to learn next
Comprehension Phonics Vocabulary
Record of Reading Behaviors Ming Saves the Day
Guided reading level O (34)
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
“Ming, do you remember when it used to rain?” asked Ming’s mother thoughtfully, as she made breakfast. They both looked out the window at the scorched, dry land. It was early, but already so hot that Ming’s clothes stuck to her. “Of course I do, Mom!” said Ming cheerfully. “And I bet it will rain again soon.” Ming’s mother just shook her head and sighed. “I hope you’re right,” she said. “We’ve never had a drought last for this long before.”
5
In the village where Ming lived, it hadn’t rained for a long, long time. The sun beat down, hot and hard, all day long. 100 words
Total
SC MSV
Record of Reading Behaviors analysis sheet Ming Saves the Day Guided reading level O (34) 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. Why were the people in Ming’s village getting sick? What did Ming do to help fix the problem? (Literal) What sort of personality did Ming have? Why didn’t the adults in the story share Ming’s positive attitude? (Inferential) Do you think what happened in this story could really happen? Why/Why not? What did you learn by reading this book? (Critical)
Errors
%
Level of difficulty
1
99
Easy
2
98
3
97
4
96
5
95
6
94
Focus
7
93
8
92
Problem-solving strategies
9
91
Fluency
10
90
11 +
89 or less
Instructional
Hard
Self-correction ratio E + SC SC
=1:
Planning What the student needs to learn next
Comprehension Phonics Vocabulary
Record of Reading Behaviors Riding the Waves
Guided reading level O (34)
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
Surfing is an activity that almost anyone can learn to do. Riding the waves is exciting and exhilarating. But it’s hard work and it takes a lot of skill to use the powerful force of the ocean for a great ride on a wave. Surfing can be dangerous. When a surfer gets dumped by a wave, the force of the water pushes the surfer down under the water, and it is difficult to swim to the surface. Even professional surfers can end up killed or seriously injured by bad judgment or bad luck. Having the right knowledge and experience helps surfers to survive. 100 words
Total
SC MSV
Record of Reading Behaviors analysis sheet Riding the Waves
Guided reading level O (34)
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. What is tube-riding? What is a rip current? (Literal) Why do you need to watch out for others in the surf? Why can surfing be dangerous? (Inferential) Would you surf in a place that was known to be dangerous? (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:
Record of Reading Behaviors A Hard Choice Guided reading level P (38) 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
“What’s up, Dad?” Carlos asked. Carlos’s dad was looking toward the distant hills. “I’m looking for smoke, son,” he said. “I can’t see any yet but this heatwave has been going on for weeks. It’s so hot outside today, and now the wind’s picking up. It’s wildfire weather.” Just then they heard the siren.
5
Carlos’s family lived in a high-risk wildfire area and lots of people were trained to help the local fire department during the fire season. Carlos’s dad was one of these volunteers. “I need to get ready!” he said. Running back inside, his father quickly pulled on his 100 words
firefighter’s pants, braces, and jacket, and his big, thick boots. Grabbing his helmet and keys, Carlos’s dad dashed back outside. Total
Flying Start to Literacy A Hard Choice Guided reading level P (38) © 2015–2021 EC Licensing Pty Ltd
SC MSV
Record of Reading Behaviors analysis sheet A Hard Choice Guided reading level P (38) 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 did the family’s fire plan involve? Where did W Carlos take Rusty for a walk? (Literal) Should Carlos have gone close to the forest on that day? Why/Why not? Why didn’t Mr. Grant take his tools? (Inferential) What would you do if you were in Mr. Grant’s place? (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 A Hard Choice Guided reading level P (38) © 2015–2021 EC Licensing Pty Ltd
Record of Reading Behaviors Professor Valdor and the Giant Laser Guided reading level P (38) 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
SC MSV
Secret agents Roxby and Crispo had been called to a meeting with Inspector Morris at headquarters. “We have a new mission for you,” said the inspector. He pointed to a photo of the Arctic ice on his computer screen. Right in the middle, where there should have been thick white ice, there was a gaping hole with a red glow coming out of it.
5
“How did that hole get there?” asked Crispo. “That ice is more than 50 feet thick.” “We don’t know. We sent a submarine under the ice to find out, but they lost contact. This is the last we heard from the USS Shadow,” 100 words
said Inspector Morris, pressing a button. Total
Record of Reading Behaviors analysis sheet Professor Valdor and the Giant Laser Guided reading level P (38) 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 was Professor Valdor doing with the giant laser? What did she want the secret agency to give her? (Literal) Why had Valdor begun to melt the Arctic ice? Why was it Roxby and Crispo’s “most dangerous mission?” (Inferential) Could such a story really take place? Why do you think that? What things about this story tell you that it is an adventure story? (Critical)
Errors
%
Level of difficulty
1
99
Easy
2
98
3
97
4
96
5
95
6
94
Planning
7
93
Focus
8
92
9
91
Problem-solving strategies
10
90
Fluency
11 +
89 or less
Instructional
Hard
Self-correction ratio E + SC SC
What the student needs to learn next
Comprehension Phonics
=1: Vocabulary