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: An instinct is something you are born ready to do. Read to find out about the instincts dogs and cats have. School Summary of Scores: Accuracy Self-correction Fluency Comprehension Writing About Reading Sources of Information Used Page Start Time min. sec. Animal Instincts Level P, RW: 218, E: 13 E SC E SC M S V M S V 1 Introduction When you were a baby, you learned how to walk. Later, you learned to read and do many other things. But some things you didn t need to learn. When you were an infant, for example, no one had to teach you how to cry when you were hungry. You were born knowing how to do that. A baby s cry is one example of an instinct a behavior that is builtin, not learned. Different animals are born with different instincts. 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 1 cont. Dogs and Cats Dogs and cats have many instinctual behaviors. Some of their actions might 2 seem odd to us. Nevertheless, our family pets are behaving in exactly the same way as their ancestors did thousands of years ago. The Pack Is Back The dogs you know are probably household pets and live indoors. Wild dogs live in packs groups in which animals live, work, and hunt together. Dogs in a pack are dependent on one another for the survival of the species, so pack instinct is very strong. The leader of the pack is often the strongest dog. The other dogs in the 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 2 cont. pack obey the leader. This instinct is one reason that pet dogs are such devoted family members. Dogs regard their human families as their packs 3 and one family member as the leader of the pack. 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% 10-12 8-9 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) 13,080 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 Babies are born with instincts a behavior that is built-in, not learned. Babies have the instinct to cry when they are born. Different animals are born with different instincts. Dogs have pack instincts, where they look toward the strongest member of the pack to be the leader. Both dogs and cats have the instinct to hunt. Dogs and cats were once wild and their instincts helped them survive. Note any additional understandings: Summarize the important information in the book. Is there anything else you want to add to your summary? 0 1 2 3 Beyond the Text Animals live in different environments so they need different skills to survive. Animals use their instincts even if they don t need them anymore because they are born with them. It is a natural part of their behavior. Instincts are important because all animals need instincts to survive. They are especially important for animals living in the wild. Sample response: It helps to know why animals act the way they do. (Accept logical responses that connect to this text.) Note any additional understandings: Continued on next page Talk about why different animals have different instincts. Why do animals keep doing things like hunting even when they don t need to anymore? Why do you think instincts are important? What does the message of this book mean to you? 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 book is nonfiction. It gives facts/information about animals and their instincts. On the first page of the book, the writer defines what an instinct is and gives you a clear, familiar example of an instinct: a baby crying. That helps you understand the rest of the information in the book. The author tries to help you see that both people and animals have instincts. He wants you to understand more about how animals behave. Sample response: The writer gives familiar examples to illustrate the ideas in the book. For example, a cat pounces on shadows because of its hunting instinct. (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? What does the writer do to make sure you understand the content of the book from the beginning? Why do you think the author wrote this book? 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 how instincts help animals survive in the wild. You can draw a sketch to go with your writing. Fountas & Pinnell Benchmark Assessment System 2, Third Edition 7