Recording Form Part One: Oral Reading Benchmark Assessment System 2 THIRD EDITION Nonfiction Student Grade Date Teacher Place the book in front of the student. Read the title and introduction. Introduction: Guide dogs help blind people in many different ways. Read to find out how they are trained and how they do many important jobs. School Summary of Scores: Accuracy Self-correction Fluency Comprehension Writing About Reading Sources of Information Used Page Start Time min. sec. Dogs at Work Level N, RW: 222, E: 13 E SC E SC M S V M S V 1 Who is your best friend? A best friend can be a classmate, a neighbor, or even a relative. But for some people, their best friend walks on four legs, is covered with fur, and takes them anywhere they need to go. It s a dog! But it s not just any dog their best friend is a guide dog. Subtotal Fountas & Pinnell Benchmark Assessment System 2, Third Edition 1
Recording Form Part One: Oral Reading (continued) Sources of Information Used Page Text E SC E SC M S V M S V 2 What Are Guide Dogs? Guide dogs help blind people get from place to place and lead independent lives. With a guide dog, blind people can go to the grocery store, ride the bus, or take a trip on a plane. Guide dogs are allowed in places where most other dogs are not. Not just any dog can be a guide dog. A guide dog needs many months of training at a special school. At school they learn to behave quietly, especially in public. Guide dogs have to focus on helping their owners. They are taught to ignore other things, such as interesting smells and other animals. Subtotal 2 Fountas & Pinnell Benchmark Assessment System 2, Third Edition
Recording Form Part One: Oral Reading (continued) Sources of Information Used Page Text E SC E SC M S V M S V 3 They also learn to keep still and quiet in busy places, such as shopping malls or offices. Most dogs would have a very hard time doing that! Dogs at Work If you see a guide dog doing its job, remember not to pet or talk to it. Guiding is very hard to do. It requires a dog s full attention. Subtotal End Time min. sec. Total Have the student finish reading the book silently. Fountas & Pinnell Benchmark Assessment System 2, Third Edition 3
Recording Form Part One: Oral Reading (continued) Accuracy Rate Errors % 13 or more Below 95% 11-12 8-10 6-7 4-5 1-3 0 95% 96% 97% 98% 99% 100% Self-Corrections Fluency Score 0 1 2 3 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) 13,320 4 5 WPM 4 Fountas & Pinnell Benchmark Assessment System 2, Third Edition
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 Guide dogs need special training. They are trained to help blind people lead independent lives. They help blind people go to the grocery store, ride a bus, and fly on a plane. You should not pet or talk to a guide dog when it is working. When they are not working, guide dogs get to play. Note any additional understandings: Tell the important information in the book. Is there anything else? 0 1 2 3 Beyond the Text Guide dogs have to be able to concentrate and pay attention. They have to be patient and not get distracted by what dogs like to do (like smelling and chasing things). The dogs and owners love each other. The dogs allow the owners to go places they could not go on their own, and the dogs like to help their owners. Guide dogs help blind people go places and lead independent lives. Sample response: It s important for me to know about people with disabilities and how I can help them. For example, I should not pet a guide dog when it is working. (Accept logical responses that connect to this text.) Note any additional understandings: Continued on next page Talk about the characteristics guide dogs should have. How do you think guide dogs and their owners feel about each other? How can you tell? Why are guide dogs important? Why is it important for you to learn about guide dogs? 0 1 2 3 Fountas & Pinnell Benchmark Assessment System 2, Third Edition 5
Recording Form Part Two: Comprehension Conversation (continued) About the Text Key Understandings Prompts Score This is a nonfiction book. It gives information about guide dogs. The title is a good one because it s about dogs that do jobs for their owners. First the writer talks about what guide dogs do. Then the writer talks about how they get special training. Finally, the writer talks about what life is like for a guide dog while they re working they have to pay attention, but at the end of the day they get to play. The photographs help readers understand what a harness looks like and how the dogs help their owners do things like cross the street and shop in stores. Sample response: The writer asks a question about the reader s own life to get the reader interested in the beginning. The writer tells how important and helpful guide dogs are and includes pictures of them at work to make the book interesting. (Accept logical opinions and note how well students support their ideas with evidence from the text.) Note any additional understandings: What is the genre of this book? How do you know? Is the title a good one for this book? Why or why not? What do you notice about how the writer organizes this book? Talk about the photographs. How do they help readers? What does the writer do to keep you interested? What else? Show an example. 0 1 2 3 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. 6 Fountas & Pinnell Benchmark Assessment System 2, Third Edition
Recording Form Part Three: Writing About Reading (optional) Student Date Write about the message or main idea of this book. You can draw a sketch to go with your writing. Fountas & Pinnell Benchmark Assessment System 2, Third Edition 7