How I Spent My Summer Vacation Level W Fiction

Transcription

1 Recording Form Part One: Oral Reading Benchmark Assessment System 2 THIRD EDITION Fiction Student Grade Date Teacher Place the book in front of the student. Read the title and introduction. Introduction: The writer, a girl named Kim, tells about her trip to Thailand. Read to find out what she learned and how she felt when she returned. School Summary of Scores: Accuracy Self-correction Fluency Comprehension Writing About Reading Sources of Information Used Page Start Time min. sec. How I Spent My Summer Vacation Level W, RW: 208, E: 12 E SC E SC M S V M S V 1 September 2005 If I d had a choice, I would have picked going camping for our vacation, but Dad suggested volunteering in Thailand with a group from our church to help with disaster relief. More than 8,000 people died there in the 2004 tsunami. Countless others lost their homes and possessions. The devastation was unimaginable. I didn t want to go, but I really had no other option. We were going to Thailand. We were each allowed only one small bag, so I packed lightly. Of course I wore the heart-shaped locket that s always around my neck. My great-grandmother had given me the locket. It was the only thing she d been able to save when her family s pensione in Italy was destroyed in an earthquake. She was just a girl at the time. Subtotal Fountas & Pinnell Benchmark Assessment System 2, Third Edition 1

2 Recording Form Part One: Oral Reading (continued) Sources of Information Used Page Text E SC E SC M S V M S V 2 After nearly two days of seemingly endless travel, we finally arrived at our assigned village. There we were greeted by our hosts, seventeen-year-old Daw and her older brother Aran. Aran took Dad to the site of the school he d be helping rebuild, while Daw showed Mom and me the temporary school. Mom would instruct the children mostly orphans in English. I felt absolutely useless: I couldn t teach or build. Had I traveled so far to do nothing? Subtotal End Time min. sec. Total Have the student finish reading the book silently. 2 Fountas & Pinnell Benchmark Assessment System 2, Third Edition

3 Recording Form Part One: Oral Reading (continued) Accuracy Rate Errors % 12 or more Below 95% % 96% 97% 98% 99% 100% Self-Corrections Fluency Score Reading Rate (Optional) Fluency Scoring Key End Time min. sec. Start Time min. sec. Total Time min. sec. Total Seconds 0 Reads primarily word-by-word with occasional but infrequent or inappropriate phrasing; no smooth or expressive interpretation, irregular pausing, and no attention to author s meaning or punctuation; no stress or inappropriate stress, and slow rate. 1 Reads primarily in two-word phrases with some three- and four-word groups and some word-by-word reading; almost no smooth, expressive interpretation or pausing guided by author s meaning and punctuation; almost no stress or inappropriate stress, with slow rate most of the time. 2 Reads primarily in three- or four-word phrase groups; some smooth, expressive interpretation and pausing guided by author s meaning and punctuation; mostly appropriate stress and rate with some slowdowns. 3 Reads primarily in larger, meaningful phrases or word groups; mostly smooth, expressive interpretation and pausing guided by author s meaning and punctuation; appropriate stress and rate with only a few slowdowns. (RW 60) 4 Total Seconds 5 Words Per Minute (WPM) 12, WPM Fountas & Pinnell Benchmark Assessment System 2, Third Edition 3

4 Recording Form Part Two: Comprehension Conversation Beginning with the first prompt, have a conversation with the student. Note the key understandings the student expresses. Use the prompts to give you information about the student s understanding. Score for evidence of all understandings expressed with or without a prompt. For scoring details, see the rubric in the Assessment Guide. Circle the number in the score column that reflects the level of understanding demonstrated. Comprehension Scoring Key 3 Student demonstrates proficiency in understanding the text. 2 Student is approaching proficiency in understanding the text. 1 Student demonstrates limited proficiency in understanding the text. 0 Student s comprehension is not proficient. Key Understandings Prompts Score Within the Text Kim is an American girl who reluctantly travels to Thailand with her parents to help with disaster relief after the 2004 tsunami. Upon arrival, they meet a seventeen-year-old girl named Daw. Thailand has been devastated by the tsunami. Kim and Daw help every day by picking up debris on the beach, and they become friends. Kim finds a child s shoe and cries when she realizes how many lives have been lost and how lucky she is to be able to help the survivors. When Kim says good-bye to Daw, she gives Daw her greatgrandmother s necklace Note any additional understandings: Summarize the important events in the story. Is there anything else you d like to add to your summary? Beyond the Text At the beginning of the story Kim doesn t want to go to Thailand, but by the end of the story she is glad she went and wants to return. Kim cries when she sees the child s shoe and begins to realize what it was like for the families during the tsunami. She learns from her great-grandmother s story and from her own experience in Thailand that life goes on even after a disaster. She learns that people can help each other get through sad times. Daw helps Kim to understand the disaster by taking her to the beach every day to clean up debris. Because they become friends, Kim learns to empathize with the people in Thailand. She learns from Daw that even though it was a terrible tragedy, they must clean up and move forward. When something bad happens, all you can do is clean up and move on. It helps to have friends to get you past difficult times. Sample response: If something bad happens, I should try to help. There are people around the world who need help and we should help them. (Accept logical responses that connect to this text.) Note any additional understandings: Continued on next page How does Kim change in story? How do you know that? What lesson does Kim learn? Who helps Kim learn this lesson? How? Talk about the big ideas or messages in the story. How can Kim s experience apply to your life? Fountas & Pinnell Benchmark Assessment System 2, Third Edition

5 Recording Form Part Two: Comprehension Conversation (continued) About the Text Key Understandings Prompts Score This book is fiction. It is realistic fiction because it could happen. It has two main characters, Kim and Daw. It is set in Thailand after a tsunami. The writer makes the story more personal by telling it in first person. Kim s voice comes through. The shoe signals the change in Kim. This is when Kim realizes how awful the tsunami s affects are and how much the people in Thailand lost in the disaster. Sample response: The writer uses symbols to make the story interesting, like the child s shoe symbolizing the great losses the people experienced, and the locket symbolizing life going on. (Accept logical opinions and note how well students support their ideas with evidence from the text.) The locket is a reminder to Kim of her great-grandmother who lost everything except the locket, but had the strength to move on with her life. Kim makes the connection between her great-grandmother s loss and Daw s loss. It helps her empathize with Daw. Note any additional understandings: What is the genre of this book? How do you know? Why do you think the writer tells this story in first person? Why does the writer include the episode about the child s shoe? What is its significance? What does the writer do to keep you interested? What else? Can you show an example? Why did the writer tell about the locket? What does the locket symbolize or stand for? Guide to Total Score, Levels L Z 8 9 Proficient 6 7 Approaching Proficiency 4 5 Limited Proficiency 0 3 Not Proficient Part Three: Writing About Reading (optional) Read the writing/drawing prompt on the next page to the student. Specify the amount of time for the student to complete the task. (See the Assessment Guide for more information.) Total Score: /9 Writing About Reading Scoring Key 3 Reflects excellent understanding of the text. 2 Reflects partial understanding of the text. 1 Reflects very limited understanding of the text. 0 Reflects no understanding of the text. Fountas & Pinnell Benchmark Assessment System 2, Third Edition 5

6 Recording Form Part Three: Writing About Reading (optional) Student Date Write about Kim and Daw s friendship. How does each girl help the other? You can draw a sketch to go with your writing. 6 Fountas & Pinnell Benchmark Assessment System 2, Third Edition