Recording Form. Part One: Oral Reading. Excerpt is taken from pages 2 6. Running words: 236

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1 Student Grade _ Date Teacher School _ Recording Form Part One: Oral Reading Excerpt is taken from pages 2 6 Running words: 236 Teacher: Scientists who study cats are pretty sure that cats can communicate with us if we understand what they are doing and saying. Read to find out some of the things cats are trying to tell us. Page Text More Than Meow: How Cats Communicate Level L, RW: 236 E SC 2 How Cats Talk Cats have lived with people for thousands of years. Today they are the most popular pets in the world. But cats can still seem like a mystery. Many people think they are harder to understand than dogs. If only cats could talk! Summary of Scores: Accuracy Self-correction Fluency Comprehension Sources of Information Used E SC M S V M S V Cats do talk in their own way. They meow, of course. But they speak in other ways, too. They use their whole bodies, from their ears to their tails, to communicate. If you learn to recognize these signals, you can better understand a cat s behavior. Subtotal Fountas & Pinnell Leveled Literacy Intervention 1

2 Part One: Oral Reading continued Page Text E SC Sources of Information Used E SC M S V M S V 4 Sounds Cats make many different sounds. They often make low murmuring sounds when they are happy. A short, soft mew means hi. A hiss is easy to understand: Go away! Cats use the meow sound more often with people than with other cats. A short, medium-loud meow usually means a cat wants you to do something: Feed me! or Open the door! A longer, louder meow means they really want you to do something. 6 When cats purr, it s usually a sign that they are happy. A kitten and its mother purr to each other when the kitten is nursing, or drinking its mother s milk. They are close and loving. When a cat purrs around a person, the cat may feel like a kitten with its mother. Sometimes cats purr when they are scared or hurt. This may be how cats comfort themselves or ask for help. Subtotal End Time min. sec. Total 2 Fountas & Pinnell Leveled Literacy Intervention

3 Accuracy Rate Errors % 13 or more Below 95% % 96% 97% 98% 99% 100% Self-Corrections Fluency Score Fluency Scoring Key 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. Fountas & Pinnell Leveled Literacy Intervention 3

4 Part Two: Comprehension Conversation Introduction Have a conversation with the student, noting the key understandings the student expresses. Use prompts as needed to stimulate discussion of understandings the student does not express. Score for evidence of all understandings expressed with or without a prompt. Circle the number in the score column that reflects the level of understanding demonstrated. Within the Text Gives 4-5 details, such as: Comprehension Scoring Key 0 Reflects unsatisfactory understanding of the text. Either does not respond or talks off the topic. 1 Reflects limited understanding of the text. Mentions a few facts or ideas but does not express the important information or ideas. 2 Reflects satisfactory understanding of the text. Includes important information and ideas but neglects other key understandings. 3 Reflects excellent understanding of the text. Includes almost all important information and main ideas. Key Understandings Prompts Score Cats are the most popular pet in the world. Most people think they are hard to understand. They communicate with us by the sounds they make and the way they use their bodies. A soft mew means hi. A hiss means go away. A short medium-loud meow means they want something. A louder meow means they really want something. A purr usually means they are happy but cats sometimes purr when they are scared or hurt. What did you learn in this part of the book? Beyond the Text Pet owners need to know what makes their cats happy and what scares them so they can provide the best environment for their pets. When pets are happy, their owners are happier with them. If we choose to live with animals, we need to understand them. (Answers will vary. Gives 2-3 reasons.) Why is it important for cat owners to understand their cats? Continued on next page. 4 Fountas & Pinnell Leveled Literacy Intervention

5 Part Two: Comprehension Conversation continued About the Text Key Understandings Prompts Score Opinions will vary but reasons should be provided to support them. Gives 1-2 opinions. Because cats are the most popular pet in the world and people who own them need to understand how to best care for them. Guide to Total Score 9-10 Excellent Comprehension 7-8 Satisfactory Comprehension 5-6 Limited Comprehension 0-4 Unsatisfactory Comprehension Was the information provided in this book helpful or interesting? What information? Why? Why did the author want the reader to know this information? Subtotal Score: /9 Add 1 for any additional understandings: /1 Total Score: /10 Fountas & Pinnell Leveled Literacy Intervention 5

Recording Form. Part One: Oral Reading. Excerpt is taken from pages 4 7. Running words: 214

Recording Form. Part One: Oral Reading. Excerpt is taken from pages 4 7. Running words: 214 Student Grade _ Date Teacher School _ Recording Form Part One: Oral Reading Excerpt is taken from pages 4 7 Running words: 214 Teacher: Some people might think of a rattlesnake when they think of snakes