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Tier 3 Occasionally, despite best efforts through your Tier 1/core reading instruction and the intensified intervention of Tier 2, a few at-risk strugglers may need even more extensive intervention. Within Tier 3, intense, extensive guided reading support coupled with a wide range of texts students can read is still a best bet for moving kids into successful, proficient reading. Teachers may work one-on-one with students and engage the services of a literacy specialist or, as needed, they may consider referring at-risk students for special education testing and services. In this way, RTI coupled with guided reading accomplishes two goals: it 1) develops a more valid way of identifying students who are struggling as readers; and 2) catches students at risk of failure through early intervention. At the same time, RTI elevates teachers’ professional understanding of effective reading instruction and improves the overall approach to helping students who don’t initially “get” reading. Ultimately, RTI moves us away from a model of failure to one of prevention. Guided Reading: The Ideal Core Support for RTI As Gay Su Pinnell and Irene Fountas outline in their comprehensive When Readers Struggle: Teaching That Works, when it comes to supporting striving readers, there are “three keys to success”: 1) expert teaching; 2) excellent reading material expertly matched to each reader; 3) strong instruction design (2009). Guided reading is a highly effective form of small-group instruction. Based on assessment data, teachers bring together a group of readers who are similar enough in their reading development that they can be taught together. They read independently at about the same level and can take on a new text that is just a little more challenging. Teachers support the reading in a way that enables students to read more challenging texts with effective processing—and, in this way, expand their reading powers. And it’s this exemplary core instruction, continually informed by the teaching-assessing loop, that forms the heart of Response to Intervention. GUIDED READING Text Types 2nd Edition Using Response to Intervention in thWe GhautidIsedGRueidaeddingReCaladsisnrgo?om 5151 GRTT2E_TG_048-051.indd 51 2/12/19 11:38 AM

Overview Assessment Observation Purposes of Assessment W e define assessment as the collection of information about a student’s learning, and evaluation as the judgment about the student’s strengths and Observation specific needs based on this information. Assessment should be continuous— based on observation and informal measures of reading performance. Evaluation should provide a guide for teaching decisions that will help the student’s learning. To assess and evaluate a student’s literacy development, information needs to be collected to demonstrate the following: • H ow a student uses and responds to oral language in various settings • What a student knows about reading and writing • How a student uses reading and writing in various settings • How a student values reading and writing The Guided Reading program is structured to give information on different kinds of literacy skills for students with varied learning needs. The program supports literacy development in reading, writing, listening, and speaking. These literacy activities provide a wealth of assessment information. As a student progresses from a beginning reader and writer to a fluent reader and writer, assessment may have several purposes: • To establish what a student initially knows about literacy • To identify a student’s instructional reading level • To monitor a student’s pattern of strengths • To establish a student’s facility with informational text Assessment needs to take place at the beginning of the school year to know what foundational skills students have and to identify potential skill needs. All school- age students know something about oral and written language and are ready to learn more. Some may have knowledge about environmental print but little experience with books or with writing. Others may be confident with books and with some writing. One of the best ways to assess an individual student’s learning is through observation. For a well-rounded view of the student, try to observe him or her throughout the day in a variety of settings, such as during small-group and whole-class instruction, during independent reading time, or in the classroom library. What exactly can you observe? How can you use those observations to tailor instruction? 5252 AsUsesisnsgmYeonut:rOGbusideervdatRieoanding Program GUIDED READING Text Types 2nd Edition GRTT2E_TG_052-055.indd 52 2/12/19 11:39 AM

Suggestions include: • Oral language ability • Interests • Attitudes • Book-handling behaviors • Choices during “free time” • Peer relationships • Specific behaviors related to print Ask yourself questions such as the following when observing a student’s behaviors related to print: • When the student reads or works with print, does he or she approach the task confidently? • D oes the student have a strategy for attempting unfamiliar words in reading and writing? • Does the student read and write for different purposes? • Can the student retell what he or she reads in a logical order? • Does the student select reading materials suited to his or her personal interests? • D oes the student select reading materials suited to his or her level of reading development? Answers to these kinds of questions will help you make instructional decisions and set goals for an individual student, and will help the student progress in learning. Make your observations systematic rather than random. Decide whom to focus on. Select one student or several at a time to closely watch. Keep a record for each student, noting what you see by recording it on sticky notes that can be attached to the student’s personal folder. Alternatively, keep a class list for easy referral. When behaviors are observed, a check (✓) may be used. You may also wish to make a slash ( / ) the first time the behavior is observed and convert the slash to an X when you feel the behavior is performed with frequency. Indicating dates is helpful. Decide when to observe. Observe during a time students are normally using books, when they first come into the room in the morning, or during a time they are involved in various learning workstations. You may need to initiate the experience with students who do not independently go to books. Collect pertinent data, including written work samples and recordings of oral reading, and keep anecdotal records. Speak with parents for additional input. GUIDED READING Text Types 2nd Edition WAhastseIsssGmueidnet:dORbesaedrivnagt?ion 5353 GRTT2E_TG_052-055.indd 53 2/14/19 12:15 PM

First Step Assessment Second Step Running Records Third Step A strong reader uses the visual information, based on knowledge of language and the content, to predict what comes next in the text, to check this prediction by taking in new visual information or by thinking about whether the prediction makes sense, and to confirm or reject this prediction in the light of this new information. If the prediction is rejected, the reader self-corrects. When a student reads aloud, you can record what is read and look more closely at what the student is thinking and doing. Oral reading miscues reveal a student’s reading strategies. Any miscues can be analyzed to make teaching decisions about the suitability of the level of the guided reading books being read and about the type of help a student may need. One way of doing this is to take a running record of oral reading. Using a Running Record Follow this assessment procedure to periodically monitor reading strategies. Select something that is known to the student for him or her to read orally. (If it is too familiar, the reading may not reveal much information about the child’s thinking.) This may be: • A guided reading book. • A poem. • A dictated piece of the student’s writing. • Some of the student’s published personal writing. Ask the student to read the selected piece aloud. Record the student’s reading in one of these ways: • R ecord the correct reading and miscues on a blank piece of paper as the student reads, keeping the same linear arrangement of the text.   OR • Make a copy of the text and mark the miscues on it as the student reads. Tabulate the miscues. Use symbols to indicate what the student is doing. Some usual conventions follow. 5454 AsUsesisnsgmYeonut:rRGuunindiendg RReeacdoirndgs Program GUIDED READING Text Types 2nd Edition GRTT2E_TG_052-055.indd 54 2/12/19 11:39 AM

Accurate reading ✓✓✓ (checks follow test pattern) Substitution wet (child) (or circle word) (or use carat) Went (text) (or underline word) (or wavy underlines) Attempt w-we-wet went Self-correction wet Went SC Omission   - went Insertion is went Teacher told   - Went T Repetition (of word R2 (numeral or sentence) indicates number of repeats) Evaluation: Analysis of the Running Record Miscues in oral reading performance help you to identify the strategies a student uses. Ask yourself why the student makes each error. To determine what cues the student depends on, consider the following: • D oes the student use visual cues from letters and words, such as they for them? • D oes the student use context clues to construct meaning? Inaccurate reading that makes sense indicates the student is probably using prior knowledge or familiar oral language. • Does the student use knowledge of the grammatical structure of language? Again, the student’s own oral language may influence a response. GUIDED READING Text Types 2nd Edition AsWsehsasmt IesnGt:uRiduendniRnegaRdeincgo?rds 5555 GRTT2E_TG_052-055.indd 55 2/12/19 11:39 AM

Make your best guess as to what cues the student uses, recording by the miscues: v for visual cues, m for meaning, and s for structure. One or more types of cues might be used for any miscue. By analyzing each miscue in this way you can get an indication of the strategies the student is using, as well as those not being used or those being overused. Also notice instances of self-correction. Self-correction is an important skill in strong reading. Finally, make any notes on the running record about behaviors during the session. All of this information will assist you in assessing the student. Running Records as a Regular Monitoring Tool For each student who is able to read some type of continuous text, it is useful to take a running record about every six weeks. Repeat more often for students for whom you have concerns. For fluent readers it would only be necessary at the beginning, middle, and end of the school year. Establish a system. For example, you might choose one student per school day, keeping the dated record and analysis in each student’s portfolio to monitor the progress during the year. Select a time when you can hear the student read without interruptions, such as when other students are engaged in individual quiet reading. Observations to Guide the Next Steps The running record is often used as an informal snapshot of a student’s reading behaviors and strategic processing. Following a guided reading or small-group lesson that you conducted, with a specific purpose and deliberately using a particular guided reading level and text type, consider having students do a second reading. You might learn a lot about the learning as well as the instruction. Keep in mind that any two children reading the same text will process it differently. Each child has unique strengths and will use strategic actions in individual ways. When you observe closely, you can learn information that can immediately guide future instruction. The valuable data you gather from informal running records can inform your teaching and assist you in scaffolding an individual student’s learning. Pay attention to the many behaviors a reader exhibits in various contexts, including reading orally in guided reading, in other small groups, and one-on-one. As you engage with your students, prompt for strategic processing of text. If a reader only applies strategies occasionally, encourage him or her to increase the application of strategies. Remember that making meaning from text is a complex task, and requires orchestrating a range of skills that require understanding of many moving parts, including the layout of text, text features, and story structure, as well as knowledge of words, letters, and sounds. Readers then return to the text and continue to focus on making meaning, while also developing fluency through expression and phrasing. Your careful and ongoing observations of how a student is coping with the many dimensions of reading will go a long way to helping him or her master the requisite skills. 5656 AsUsesisnsgmYeonut:rRGuunindiendg RReeacdoirndgs Program GUIDED READING Text Types 2nd Edition GRTT2E_TG_056-059.indd 56 2/12/19 11:41 AM

Name: Sample Running Record Title:  Date: PAGE 4 TEXT INFORMATION USED RUNNING RECORD 7 The animals had a picnic ✓ ✓ have ✓ ✓ v, m To celebrate the fair. ✓✓✓✓ v, m, s 8 They all brought something tasty For everyone to share. ✓ ✓bought ✓ t/testy/SC 11 ✓✓✓✓ The lambs brought yams. 12 The bees brought peas. ✓ ✓bought ✓ v, m, s The poodles brought noodles ✓ ✓bought ✓ v, m, s 15 All sprinkled with cheese. ✓ ✓bought ✓ v, m, s ✓ sprin/sprinkle/SC ✓ The cheetahs brought pitas. The mice brought rice. ✓ ✓ bought pasta/T v, m, s The moose brought juice ✓ ✓bought ✓ v, m, s And a bucket of ice. ✓ ✓bought ✓ v, m, s The pigs brought figs. ✓✓✓✓✓ The bears brought pears. The apes brought grapes ✓ ✓bought ✓ v, m, s And some picnic chairs. ✓ ✓bought ✓ v, m, s ✓ ✓bought ✓ v, m, s The raccoons brought spoons. The moles brought bowls. ✓✓✓✓ The storks brought forks And some cinnamon rolls. ✓✓✓✓ The snakes brought cakes. ✓✓✓✓ And I brought the tea. ✓ ✓ ✓ fo/fork/SC It was a wild picnic— ✓ ✓ c/cam/camon/T v Just the animals and me! ✓ snake bought ✓ v, m, s ✓✓✓✓✓ ✓✓✓✓✓ ✓✓✓✓✓ v=visual, m=meaning, s=structure GUIDED READING Text Types 2nd Edition AsWsehsasmt IesnGt:uRiduendniRnegaRdeincgo?rds 5757 GRTT2E_TG_056-059.indd 57 2/12/19 11:41 AM

Calculations Note: In the example, the student repeatedly misread the word brought as bought. There are two approaches to counting this error: as one error that is repeated or as multiple errors (which the student failed to self-correct). • Calculation of Accuracy Rate The calculation of the accuracy rate is expressed by the following generic formula: 100—(E/T x 100)=AR If bought is counted as only one error, accuracy rate is calculated as follows: 100—(5/102 x 100)=95% If bought is counted as an error each time it is misread, the accuracy rate is calculated as follows:  100—(15/102 x 100)=85% • Calculation of Self-Correction Rate If bought is counted as only one error, self-correction rate is (5+3)/3=2.6. If bought is counted as an error each time it is misread, self-correction rate is (15+3)/3=6. The calculation of the self-correction rate can be expressed by the following formula:  (E+SC)/SC=SCR T=total number of words E=number of errors AR=accuracy rate SC=number of self-corrections SCR=self-correction rate 5858 AsUsesisnsgmYeonut:rRGuunindiendg RReeacdoirndgs Program GUIDED READING Text Types 2nd Edition GRTT2E_TG_056-059.indd 58 2/12/19 11:41 AM

Teacher’s Notes Adib told the story (pointing to picture) and answered questions. Adib is using all strategies when reading and seems to have cross-checked one cue against another to self-correct. I could draw his attention to the difference between brought and bought. This book is at a suitable level of difficulty for instruction. Note that space has also been provided for you to ask your own comprehension questions and record children’s responses. Evaluation of Suitability of Books If a student is reading at an appropriate instructional level, approximately 94 percent of the text should be read accurately. An attempt at a word that is eventually correct is not an error; record this as a self-correction and tally it as accurately read. By calculating the percentage of accurately read words and analyzing the types of errors, you’ll be able to determine whether the student is reading books at the appropriate instructional level, and you’ll be able to choose the right guided reading books for individuals and groups. Students may select a guided reading book to have it read to them or to read with a partner. In these instances the book may be easier or harder than the instructional level. GUIDED READING Text Types 2nd Edition AsWsehsasmt IesnGt:uRiduendniRnegaRdeincgo?rds 5959 GRTT2E_TG_056-059.indd 59 2/12/19 11:41 AM

Running Record Benchmark Book Level A Name Level A Running Record Sheet 28 Words My World Date Accuracy Rate PAGE TEXT RUNNING RECORD ANALYSIS TM ® & © Scholastic Inc. All rights reserved. Excerpt from My World by Luis Carvajal. Copyright © 2019 by Scholastic Inc. Published by Scholastic Inc. Page 2 This is my house. Page 4 This is my street. Page 6 This is my school. Page 8 This is my teacher. Page 10 This is my chair. Page 12 This is my desk. Page 14 This is my friend! Comprehension: 1) 2) 6060 AsUsesisnsgmYeonut:rRGuunindiendg RReeacdoirndgs Program GUIDED READING Text Types 2nd Edition GRTT2E_TG_060-073.indd 60 2/12/19 11:47 AM

Running Record Benchmark Book Level B Name Level B Running Record Sheet 40 Words Meg Rides Date Accuracy Rate TM ® & © Scholastic Inc. All rights reserved. Excerpt from My World by Luis Carvajal. Copyright © 2019 by Scholastic Inc. Published by Scholastic Inc. PAGE TEXT RUNNING RECORD ANALYSIS TM ® & © Scholastic Inc. All rights reserved. Excerpt from Meg Rides by Iris MacDougal. Copyright © 2019 by Scholastic Inc. Published by Scholastic Inc. Page 9 Page 11 Meg likes to ride. Page 13 She rides in a bus. Page 15 Meg likes to ride. She rides in a boat. Meg likes to ride. She rides in a balloon. Meg likes to ride. She rides a bike. Page 16 Meg likes to ride home! Comprehension: 1) 2) GUIDED READING Text Types 2nd Edition AsWsehsasmt IesnGt:uRiduendniRnegaRdeincgo?rds 6161 GRTT2E_TG_060-073.indd 61 2/12/19 11:47 AM

Running Record Benchmark Book Level C Name Level C Running Record Sheet 46 Words Now I Am Older Date Accuracy Rate PAGE TEXT RUNNING RECORD ANALYSIS TM ® & © Scholastic Inc. All rights reserved. Excerpt from Now I Am Older by Rafael Cano. Copyright © 2019 by Scholastic Inc. Published by Scholastic Inc. Page 10 Page 12 When I was a baby, I needed help to Page 14 wash my hands. Page 16 Now I’m older. I can wash my hands on my own. When I was a baby, my mom and dad read to me. Now I’m older. I can read to my mom and dad! Comprehension: 1) 2) 6262 AsUsesisnsgmYeonut:rRGuunindiendg RReeacdoirndgs Program GUIDED READING Text Types 2nd Edition GRTT2E_TG_060-073.indd 62 2/12/19 11:47 AM

Running Record Benchmark Book Level D TM ® & © Scholastic Inc. All rights reserved. Excerpt from Now I Am Older by Rafael Cano. Copyright © 2019 by Scholastic Inc. Published by Scholastic Inc. Name Level D Running Record Sheet TM ® & © Scholastic Inc. All rights reserved. Excerpt from Share and Share Alike by Michael Price. Copyright © 2019 by Scholastic Inc. Published by Scholastic Inc. 61 Words Share and Share Alike Date Accuracy Rate PAGE TEXT RUNNING RECORD ANALYSIS Page 2 My brother and I share. Page 5 We share crayons. Page 6 I let him use my crayons. He lets me use his crayons. I give my brother books to read. And my brother gives me books to read. We share trucks. Page 9 My brother and I share chores. Page 10 My brother lets me ride his bike. And I let him ride my bike. Page 13 We share snacks. Comprehension: 1) 2) GUIDED READING Text Types 2nd Edition AsWsehsasmt IesnGt:uRiduendniRnegaRdeincgo?rds 6363 GRTT2E_TG_060-073.indd 63 2/12/19 11:47 AM

Running Record Benchmark Book Level E Name Level E Running Record Sheet TM ® & © Scholastic Inc. All rights reserved. Excerpt from Hatty’s Helmet by Maudie Smith. Copyright © 2018 by Scholastic Education International (Singapore) Pte Ltd. 72 Words Hatty’s Helmet Published by Scholastic Inc. by arrangement with Scholastic Education International (Singapore) Pte Ltd. Date Accuracy Rate PAGE TEXT RUNNING RECORD ANALYSIS Page 2 Hatty has a new bike helmet. Page 3 It has stars on it. Page 4 Hatty loves her helmet. It keeps her safe. Page 5 Hatty wears her helmet on her bike. Page 6 She wears it to dinner. Page 7 She wears it in the bath. Page 8 She wears it to bed! Page 10 Page 11 Hatty wakes up. She puts on her helmet. She brushes her teeth. Hatty wears her helmet on a walk. Page 12 She wears it in the store. Page 13 She wears it all day! Comprehension: 1) 2) 6464 AsUsesisnsgmYeonut:rRGuunindiendg RReeacdoirndgs Program GUIDED READING Text Types 2nd Edition GRTT2E_TG_060-073.indd 64 2/12/19 11:47 AM

Running Record Benchmark Book Level F TM ® & © Scholastic Inc. All rights reserved. Excerpt from Hatty’s Helmet by Maudie Smith. Copyright © 2018 by Scholastic Education International (Singapore) Pte Ltd. Name Level F Running Record Sheet Published by Scholastic Inc. by arrangement with Scholastic Education International (Singapore) Pte Ltd. 86 Words The Ant and the Dove TM ® & © Scholastic Inc. All rights reserved. Excerpt from The Ant and the Dove by Vaishali Batra. Copyright © 2018 by Scholastic Education International (Singapore) Pte Ltd. Published by Scholastic Inc. by arrangement with Scholastic Education International (Singapore) Pte Ltd. Date Accuracy Rate PAGE TEXT RUNNING RECORD ANALYSIS Page 5 Page 6 Ant saw a lake. Page 9 She was about to take a sip. Page 11 Oops! She fell into the water. Page 13 “Help!” Ant cried. Dove was up on a tree. Page 14 Page 16 Dove pulled a leaf. She dropped it down. Ant climbed on the leaf. “Thank you!” Ant called out. The next day, Ant saw a hunter. Dove was resting on a tree. The hunter was about to Throw a net over Dove. Ant rushed. She bit the hunter. “Ouch!” he cried. Dove heard the cry! She flew off into the sky. Comprehension: 1) 2) GUIDED READING Text Types 2nd Edition AsWsehsasmt IesnGt:uRiduendniRnegaRdeincgo?rds 6565 GRTT2E_TG_060-073.indd 65 2/12/19 11:47 AM

Running Record Benchmark Book Level G Name Level G Running Record Sheet TM ® & © Scholastic Inc. All rights reserved. Excerpt from City Birds by Goh Lih Ing. Copyright © 2018 by Scholastic Education International (Singapore) Pte Ltd. 81 Words City Birds Published by Scholastic Inc. by arrangement with Scholastic Education International (Singapore) Pte Ltd. Date Accuracy Rate PAGE TEXT RUNNING RECORD ANALYSIS Page 3 Page 4 Some birds live near cities. They like to Page 5 live near people. Page 9 Pigeons are large birds. They sometimes Page 10 eat human food. It isn’t good for them. Page 11 They are often seen on the rooftops of old buildings. Sparrows are very small birds. They have light brown feathers. Sparrows sometimes eat human food. It can make them sick. They should eat nuts and seeds. These birds are city birds. Sometimes they build nests inside people’s homes! Page 12 Do you have city birds near your home? Comprehension: 1) 2) 6666 AsUsesisnsgmYeonut:rRGuunindiendg RReeacdoirndgs Program GUIDED READING Text Types 2nd Edition GRTT2E_TG_060-073.indd 66 2/12/19 11:47 AM

Running Record Benchmark Book Level H TM ® & © Scholastic Inc. All rights reserved. Excerpt from City Birds by Goh Lih Ing. Copyright © 2018 by Scholastic Education International (Singapore) Pte Ltd. Name Level H Running Record Sheet Published by Scholastic Inc. by arrangement with Scholastic Education International (Singapore) Pte Ltd. 105 Words Dinosaurs TM ® & © Scholastic Inc. All rights reserved. Excerpt from Dinosaurs by Patricia Koh. Copyright © 2018 by Scholastic Education International (Singapore) Pte Ltd. Published by Scholastic Inc. by arrangement with Scholastic Education International (Singapore) Pte Ltd. Date Accuracy Rate PAGE TEXT RUNNING RECORD ANALYSIS Page 3 A very long time ago, dinosaurs roamed Page 4 the Earth. Page 5 Some dinosaurs were big. Page 6 Page 7 Others were small. Page 8 Page 9 Some dinosaurs had long necks. Page 10 Page 11 Others had short ones. Page 12 Page 13 Some dinosaurs had spikes. Page 14 Page 15 Others had horns. Page 16 Some dinosaurs had two claws. Others had three. Some dinosaurs walked upright. Others walked on all fours. Some dinosaurs ate plants. They were herbivores. Others ate meat. They were carnivores. Some ate both plants and meat. They were omnivores. Comprehension: 1) 2) AsWsehsasmt IesnGt:uRiduendniRnegaRdeincgo?rds 6767 GUIDED READING Text Types 2nd Edition 2/12/19 11:47 AM GRTT2E_TG_060-073.indd 67

Running Record Benchmark Book Level I Name Level I Running Record Sheet TM ® & © Scholastic Inc. All rights reserved. Excerpt from Fran Fights Fire by Maudie Smith. Copyright © 2018 by Scholastic Education International (Singapore) Pte Ltd. 109 Words Fran Fights Fire Published by Scholastic Inc. by arrangement with Scholastic Education International (Singapore) Pte Ltd. Date Accuracy Rate PAGE TEXT RUNNING RECORD ANALYSIS Page 3 Page 4 Fran is a firefighter. She works at the Page 5 fire station. Page 6 Page 7 Fran puts on her uniform, ready for inspection. Fran checks the list. She makes sure everything is ready. Fran checks the fire engine. The fire engine is dirty. It needs a wash. She goes to the gym every day. She has to be fit. Page 8 Fran attends a first-aid class. Page 9 Fran drives the fire engine. People on the Page 10 street wave at her. She always waves back. Page 11 Fran visits a school. She talks to the children. She tells them what to do if there is a fire. The children want to see the fire engine. Fran shows them how it works. Comprehension: 1) 2) 6868 AsUsesisnsgmYeonut:rRGuunindiendg RReeacdoirndgs Program GUIDED READING Text Types 2nd Edition GRTT2E_TG_060-073.indd 68 2/12/19 11:47 AM

Running Record Benchmark Book Level J TM ® & © Scholastic Inc. All rights reserved. Excerpt from Fran Fights Fire by Maudie Smith. Copyright © 2018 by Scholastic Education International (Singapore) Pte Ltd. Name Level J Running Record Sheet Published by Scholastic Inc. by arrangement with Scholastic Education International (Singapore) Pte Ltd. 110 Words Will It Rain? TM ® & © Scholastic Inc. All rights reserved. Excerpt from Will It Rain? by Janet Bingham. Copyright © 2018 by Scholastic Education International (Singapore) Pte Ltd. Published by Scholastic Inc. by arrangement with Scholastic Education International (Singapore) Pte Ltd. Date Accuracy Rate PAGE TEXT RUNNING RECORD ANALYSIS Page 3 Where does rain come from? Page 4 Rain comes from clouds. Page 5 Clouds are made of water droplets. Page 6 When the droplets grow big, they fall Page 7 as rain. Rain clouds are big and dark. They are grey at the bottom, or grey all over. When you spot big dark clouds, there may be rain. If the weather gets colder, there may be snow. Some clouds do not make rain. These clouds are small and white. They look like tufts of cotton wool. They are made of small water droplets. Not all rain clouds look the same. Some rain clouds are tall with bumpy edges. Very tall rain clouds have flat tops. They make thunderstorms. Comprehension: 1) 2) GUIDED READING Text Types 2nd Edition AsWsehsasmt IesnGt:uRiduendniRnegaRdeincgo?rds 6969 GRTT2E_TG_060-073.indd 69 2/12/19 11:47 AM

Running Record TM ® & © Scholastic Inc. All rights reserved. Except from How Long Do Animals Live? by Janet Bingham. Copyright © 2018 by Scholastic Education International (Singapore) Pte Ltd. Benchmark Book Level K Published by Scholastic Inc. by arrangement with Scholastic Education International (Singapore) Pte Ltd. Name Level K Running Record Sheet 112 Words How Long Do Animals Live? Date Accuracy Rate PAGE TEXT RUNNING RECORD ANALYSIS Page 3 Page 4 People begin life as babies. Page 5 They grow older. Page 6 Page 7 Some people live up to eighty years, or longer. This is a long lifetime. Page 8 Page 9 Animals have different lifespans. Page 10 Some big animals have long lifespans. Page 11 Bowhead whales can live to 200 years. Greenland sharks are very big fish. They can live for more than 200 years. Tortoises have long lifespans too. Jonathan is a giant tortoise. He may be 185 years old. Some small animals have short lifespans. Mice do not live long. They get old in two years. Some small lizards only live for two months. Some birds have short lifespans. Other birds have long lifespans. A parrot might live for a hundred years. Comprehension: 1) 2) 7070 AsUsesisnsgmYeonut:rRGuunindiendg RReeacdoirndgs Program GUIDED READING Text Types 2nd Edition GRTT2E_TG_060-073.indd 70 2/12/19 11:47 AM

TM ® & © Scholastic Inc. All rights reserved. Except from How Long Do Animals Live? by Janet Bingham. Copyright © 2018 by Scholastic Education International (Singapore) Pte Ltd. Running Record Published by Scholastic Inc. by arrangement with Scholastic Education International (Singapore) Pte Ltd. Benchmark Book Level L TM ® & © Scholastic Inc. All rights reserved. Excerpt from Get Ready for Soccer! by Álvaro Galán. Copyright © 2019 by Scholastic Inc. Published by Scholastic Inc. Name Level L Running Record Sheet 129 Words Get Ready for Soccer! Date Accuracy Rate PAGE TEXT RUNNING RECORD ANALYSIS Page 4 Page 8 Get ready to play! Page 14 To play soccer, all you really need is a ball. You can play with your friends on the beach, at the playground, or even your backyard. Player Positions Each soccer team has 11 players. Every player on the field plays an important role. The coach will help players find the best positions for them, depending on their skills and playing style. The Coach The coach organizes the players on the field and gives them advice on how to play and try to win the game. Sometimes a coach will decide to play a defensive strategy, with more defenders. At other times, the coach might choose to put more players forward. The coach knows every player very well. The coach is also in charge of practices. Comprehension: 1) 2) GUIDED READING Text Types 2nd Edition AsWsehsasmt IesnGt:uRiduendniRnegaRdeincgo?rds 7171 GRTT2E_TG_060-073.indd 71 2/12/19 11:47 AM

Running Record Benchmark Book Level M Name Level M Running Record Sheet TM ® & © Scholastic Inc. All rights reserved. Excerpt from Brave and the Fox by Nicola Davies. Text copyright © 2018 by Nicola Davies. Used by permission of Scholastic Inc. 138 Words Brave and the Fox Date Accuracy Rate PAGE TEXT RUNNING RECORD ANALYSIS Page 16 Page 17 She looked around to thank the fox, but it Page 18 was nowhere to be seen. Alone again, she trudged on towards her home, so very far away. The sun began to sink. Clouds came, and a blizzard shrieked down from the sky. Brave knew she must make a shelter from the storm, but cold bit her bare hand. Snow swirled and filled her eyes so she couldn’t see. Brave felt lost and frightened. She sank down in the snow and closed her eyes. Something brushed against her face, softer than a snowflake. The fox! It dropped her missing mitten in her lap. It was very chewed, but good enough to keep the cold from nibbling at her fingers. Brave jumped up and began to make a dip, a hole, a cave—a haven from the snowstorm’s wind and cold. Comprehension: 1) 2) 7272 AsUsesisnsgmYeonut:rRGuunindiendg RReeacdoirndgs Program GUIDED READING Text Types 2nd Edition GRTT2E_TG_060-073.indd 72 2/12/19 11:47 AM

Running Record Benchmark Book Level N TM ® & © Scholastic Inc. All rights reserved. Excerpt from Brave and the Fox by Nicola Davies. Text copyright © 2018 by Nicola Davies. Used by permission of Scholastic Inc. Name Level N Running Record Sheet TM ® & © Scholastic Inc. All rights reserved. Excerpt from I Fooled You by Johanna Hurwitz. Text copyright © 2010 by Johanna Hurwitz. Used by permission of Candlewick Press. 152 Words I Fooled You Date Accuracy Rate PAGE TEXT RUNNING RECORD ANALYSIS Page 70 I looked around at every one of them and Page 71 decided it was all up to me. I had to speak honestly and clear this mess up before it got worse. I felt like saying, “Ladies and gentlemen of the jury,” but I knew that would only make it more difficult. “I confess, “ I said, and I saw my parents go white and breathe in sharply as my father put his hand over my mother’s. “I confess that I fooled you, but not the way you think. I wrote every word of that poem myself. I fooled you into thinking that I wasn’t capable of hard work and homework. You had no reason to think that I could do what I can do, because I never allowed you to know that I could. I’m sorry that I fooled you, because it ended up hurting me and my family for no good reason.” Comprehension: 1) 2) GUIDED READING Text Types 2nd Edition AsWsehsasmt IesnGt:uRiduendniRnegaRdeincgo?rds 7373 GRTT2E_TG_060-073.indd 73 2/12/19 11:47 AM

Running Record TM ® & © Scholastic Inc. All rights reserved. Excerpt from Hilde Cracks the Case: Hero Dog! by Hilde Lysiak with Matthew Lysiak. Text copyright © 2017 by Hilde Lysiak with Matthew Lysiak. Benchmark Book Level O Used by permission of Scholastic Inc. Running Record Sheet Hilde Cracks the Case: Hero Dog! Name Date 150 Words Level O Accuracy Rate PAGE TEXT RUNNING RECORD ANALYSIS Page 1 I learned all about newspapers from my dad. He used to be a reporter in New York City! I loved going with him to the scene of the crime. Each story was a puzzle. To put the pieces together, we had to answer six questions: Who? What? When? Where? Why? How? Then we’d solve the mystery! I knew right away I wanted to be a reporter. But I also knew that no big newspaper was going to hire a kid. Did I let that stop me? Not a chance! That’s why I created a paper for my hometown: the Orange Street News. Now all I needed were stories that would make people want to read my paper. I wasn’t going to find those sitting at home! Being a reporter means going out and hunting down the news. And there’s no telling where a story will take me . . . Comprehension: 1) 2) 74 Assessment: Running Records GUIDED READING Text Types 2nd Edition GRTT2E_TG_074-085.indd 74 2/12/19 11:50 AM

TM ® & © Scholastic Inc. All rights reserved. Excerpt from Hilde Cracks the Case: Hero Dog! by Hilde Lysiak with Matthew Lysiak. Text copyright © 2017 by Hilde Lysiak with Matthew Lysiak. Running Record Used by permission of Scholastic Inc. Benchmark Book Level P TM ® & © Scholastic Inc. All rights reserved. Excerpt from The Unlucky Lottery Winners of Classroom 13 by Honest Lee and Matthew J. Gilbert. Text copyright © 2017 by Hachette Book Group, Inc. Used by permission of Little, Brown and Company, a division of Hachette Books Group, Inc. Running Record Sheet The Unlucky Lottery Winners of Classroom 13 Name Level P Date 153 Words Accuracy Rate PAGE TEXT RUNNING RECORD ANALYSIS Page 7 The students hopped up from their desks and huddled together in the middle of the class, whispering among themselves. Finally, they returned to their seats, and Ethan Earhart spoke up. “Ms. Linda? We value your word, but we would feel much more comfortable with your promise if we could get it in writing. Would you mind signing a contract and pinkie-swearing to share the money if you win?” Ms. Linda thought creating a contract was a good lesson for the class. So together, they drew up a contract, which Ms. Linda and every student signed. Then, one by one, every student in Ms. Linda’s class walked to the front of the room and did a pinkie swear with Ms. Linda. For the rest of the day, the students were nicer than usual. Perhaps Ms. Linda’s luck was changing. That day after school, as Ms. Linda walked home, she was struck by lightning—twice. Comprehension: 1) 2) GUIDED READING Text Types 2nd Edition Assessment: Running Records 75 GRTT2E_TG_074-085.indd 75 2/12/19 11:50 AM

Running Record TM ® & © Scholastic Inc. All rights reserved. Excerpt from A Caribou Journey by Debbie S. Miller. Text copyright © 1994 by Debbie S. Miller. Used by permission of University of Alaska Press. Benchmark Book Level Q Name Level Q Running Record Sheet 138 Words A Caribou Journey Date Accuracy Rate PAGE TEXT RUNNING RECORD ANALYSIS Page 15 As spring days grow longer, the caribou feel the urge to migrate north to their summer range. They begin their long northern journey across tundra, mountains, and rivers, toward a broad plain near the Arctic Ocean. The coastal plain is the birthplace of this great herd. Many thousands of caribou will soon gather there. The caribou walk one behind the other, following a migration route that has been used for centuries. Older cows that are familiar with the route take turns breaking trail, leading the way. As they travel north, other groups of caribou join them, like creeks flowing into a river. Much of the snow has melted when the mother and young bull reach the treeless coastal plain. The patchy tundra is full of budding cotton grass and other plants. The caribou feast on the new growth. Comprehension: 1) 2) 76 Assessment: Running Records GUIDED READING Text Types 2nd Edition GRTT2E_TG_074-085.indd 76 2/12/19 11:50 AM

TM ® & © Scholastic Inc. All rights reserved. Excerpt from A Caribou Journey by Debbie S. Miller. Text copyright © 1994 by Debbie S. Miller. Used by permission of University of Alaska Press. Running Record TM ® & © Scholastic Inc. All rights reserved. Excerpt from Athlete vs. Mathlete by W.C. Mack. Text copyright © 2013 by Wendy C. Smith. Used by permission of Bloomsbury USA Children’s Books. Benchmark Book Level R Name Level R Running Record Sheet 144 Words Athlete vs. Mathlete Date Accuracy Rate PAGE TEXT RUNNING RECORD ANALYSIS Page 59 After all, a pair of shoes wasn’t going to Page 60 make him normal by Wednesday, no matter how cool they were. Without my help, he was going to be a total disaster at tryouts. And even though it stunk like old cheese that I’d have to use up my Sunday helping him, I knew he’d always helped me out when I’d needed it. I thought about all the times he’d explained math assignments that made no sense. Then there was my fifth-grade science project, when I mixed up the bug types and labeled them all wrong on my poster. Russ had stayed up late, helping me fix it, even though he had an English essay due the next day. Russ always looked out for me, and it was my turn to look out for him (even though it was mostly so he wouldn’t embarrass me). Comprehension: 1) 2) GUIDED READING Text Types 2nd Edition AsWsehsasmt IesnGt:uRiduendniRnegaRdeincgo?rds 7777 GRTT2E_TG_074-085.indd 77 2/12/19 11:50 AM

Running Record Benchmark Book Level S Name Level S Running Record Sheet TM ® & © Scholastic Inc. All rights reserved. Excerpt from Five Epic Disasters by Lauren Tarshis. Text copyright © 2014 by Lauren Tarshis. Used by permission of Scholastic Inc. 162 Words Five Epic Disasters Date Accuracy Rate PAGE TEXT RUNNING RECORD ANALYSIS Page 10 Walter’s sled was creeping slowly away Page 11 from the school when he remembered his perfume bottle. He knew the delicate glass would never survive in such cold temperatures: The water inside would freeze, and the bottle would shatter. Nobody saw Walter Allen as he jumped down from the sled and hurried back into the school. It took him just a few seconds to grab his bottle, stuff it into his pocket, and rush back outside. But the sleds had vanished—swallowed by the sudden darkness. Walter tried to run into the street, but the wind spun him and knocked him over. He stood up, took two steps, and the wind swatted him down again. Up and down, up and down. Meanwhile, snow and ice swarmed around Walter’s body like attacking bees. Snow blew up his nose, into his eyes, and down the collar of his shirt. His face became encrusted in ice, and his eyes were soon sealed shut by his frozen tears. Comprehension: 1) 2) 78 Assessment: Running Records GUIDED READING Text Types 2nd Edition GRTT2E_TG_074-085.indd 78 2/12/19 11:50 AM

TM ® & © Scholastic Inc. All rights reserved. Excerpt from Five Epic Disasters by Lauren Tarshis. Text copyright © 2014 by Lauren Tarshis. Used by permission of Scholastic Inc. Running Record TM ® & © Scholastic Inc. All rights reserved. Excerpt from The Tiny Geniuses: Fly to the Rescue! by Megan E. Bryant. Text copyright © 2018 by Megan E. Bryant. Used by permission of Scholastic Inc. Benchmark Book Level T Running Record Sheet The Tiny Geniuses: Fly to the Rescue! Name Date 165 Words Level T Accuracy Rate PAGE TEXT RUNNING RECORD ANALYSIS Page 9 When Jake got home, Mom was waiting at the door with a towel in her hand. She did not look happy. “Go dry off,” she said. “Then we’re going to have a talk.” Jake’s sneakers went squish-squish-squish as he trudged inside. Upstairs, he took a long time to change his clothes. But he had to face Mom eventually. Jake found her in the kitchen, cooking dinner while his little sister, Julia, got a head start on her homework. When Jake sat next to his sister at the kitchen table, he spotted his failed quiz— which made him feel even worse. “Well, Jake?” Mom began. “What do you have to say for yourself?” Page 10 Jake stared at the table. “You’re not giving me any choice but to take away video games,” Mom said. ”And . . . baseball.” “What?” Jake yelped. “Mom! No!” “You know it’s against the rules to go somewhere without permission,” Mom said. “I was worried about you! And now this quiz? Another F?” Comprehension: 1) 2) GUIDED READING Text Types 2nd Edition Assessment: Running Records 79 GRTT2E_TG_074-085.indd 79 2/12/19 11:50 AM

Running Record Benchmark Book Level U Running Record Sheet TM ® & © Scholastic Inc. All rights reserved. Excerpt from Unidentified Suburban Object by Mike Jung. Text copyright © 2016 by Mike Jung. Used by permission of Scholastic Inc. Unidentified Suburban Object Name Date 161 Words Level U Accuracy Rate PAGE TEXT RUNNING RECORD ANALYSIS Page “Can you open the trunk?” I said, not 169 waiting for an answer as I unbuckled my seat belt, opened the door, and got out Page to stand by the back of the car. When 170 Mom got out of the car I turned to the side just enough to put her completely out of my field of vision, but I could still hear her sigh right before she popped the trunk open. She silently helped me gather up the books and carry them into the house. When she put her share of the books on the living room table I consolidated them back onto my stack and went straight to my room, not stopping to take off my shoes or anything. I dropped one book, and in the spirit of not stopping I soccer- kicked it along the floor until it slid up against the door to my room. I went in, shut the door behind me, and didn’t come out for three days. Comprehension: 1) 2) 80 Assessment: Running Records GUIDED READING Text Types 2nd Edition GRTT2E_TG_074-085.indd 80 2/12/19 11:50 AM

TM ® & © Scholastic Inc. All rights reserved. Excerpt from Unidentified Suburban Object by Mike Jung. Text copyright © 2016 by Mike Jung. Used by permission of Scholastic Inc. Running Record TM ® & © Scholastic Inc. All rights reserved. Excerpt from The Bicycle Spy by Yona Zeldis McDonough. Text copyright © 2016 by Yona Zeldis McDonough. Used by permission of Scholastic Inc. Benchmark Book Level V Running Record Sheet The Bicycle Spy Name Level V Date 174 Words Accuracy Rate PAGE TEXT RUNNING RECORD ANALYSIS Page When he used the special knock on 116 the door, it was answered by a short, plump woman with brown curls escaping Page from her bun. Her skin was very brown, 117 too, and there were tiny wrinkles at the corners of her eyes. “I’m here about the clock,” he began, wanting to be sure he said exactly the right thing. “It’s not working and won’t be fixed for at least another day.” “I wasn’t expecting you.” She looked at him suspiciously. “Are you sure you’re in the right place?” “I’m here to make sure the clock gets fixed as soon as possible. There are people depending on it.” This is what the man in the clock repair shop had instructed him to say. “I see,” she said, looking him over. “And the clock, where is it from?” “Oh, it’s a French clock, madame,” he said. The woman looked at him steadily. “Then it must be a good clock. When it’s ready, can you bring it to another house in town? I’ll let you know exactly where.” Comprehension: 1) 2) GUIDED READING Text Types 2nd Edition Assessment: Running Records 81 GRTT2E_TG_074-085.indd 81 2/12/19 11:50 AM

Running Record Benchmark Book Level W Running Record Sheet TM ® & © Scholastic Inc. All rights reserved. Excerpt from The Diary of Margaret Ann Brady: Voyage on the Great Titanic by Ellen Emerson White. Text copyright © 1998 The Diary of Margaret Ann Brady: Voyage on the Great Titanic by Ellen Emerson White. Used by permission of Scholastic Inc. Name Date 130 Words Level W Accuracy Rate PAGE TEXT RUNNING RECORD ANALYSIS Page 130 That did make me wonder why it was necessary for women and children to go Page first. If there was room for everyone, the 131 officers should just load the boats without any form of selection. There must be something going on that we had not yet been told. A number of passenger and crew members were watching the lights of what seemed to be a nearby steamer. A ship must be coming to rescue us! The distress rockets worked! That was why the officers were allowing the lifeboats to be lowered away with empty seats. They know that we would all soon be saved. But, as the moments passed, the lights did not seem to be moving. If anything, they appeared farther away. Now some people were saying that the lights were only stars, or maybe the northern lights, and there was no ship out there at all. Because if there was a ship nearby, how could it not respond to the distress rockets? Comprehension: 1) 2) 82 Assessment: Running Records GUIDED READING Text Types 2nd Edition GRTT2E_TG_074-085.indd 82 2/12/19 11:50 AM

TM ® & © Scholastic Inc. All rights reserved. Excerpt from The Diary of Margaret Ann Brady: Voyage on the Great Titanic by Ellen Emerson White. Text copyright © 1998 Running Record by Ellen Emerson White. Used by permission of Scholastic Inc. Benchmark Book Level X TM ® & © Scholastic Inc. All rights reserved. Excerpt from Me and Marvin Gardens by Amy Sarig King. Text copyright © 2017 by Amy Sarig King. Used by permission of Scholastic Inc. Name Level X Running Record Sheet 198 Words Me and Marvin Gardens Date Accuracy Rate PAGE TEXT RUNNING RECORD ANALYSIS Page One hundred years ago or so, two cars 193 drove up the driveway to my great- grandparents’ farm. That may have been Page the first car to ever drive up the driveway 194 because in 1917 it was rare to see a car that far from town. There were four men in the car and they stepped out one by one, each of them in a suit and a long black overcoat. By the time they got out, my great-grandmother and her kids were all out on the back porch. I wonder what they must have been thinking, seeing these men get out of the car. Those kids never had but one pair of shoes. The men in the coats talked to my great-grandmother and told her that the land was the bank’s land now and they were there to take inventory of the farm equipment in the barn. She told them to go ahead and she made the children go back into the house. She stood and watched the men walk around like they owned the place. She didn’t have a phone or any way to find out what she’d lost, but in her heart she knew she’d lost it all. Comprehension: 1) 2) GUIDED READING Text Types 2nd Edition Assessment: Running Records 83 GRTT2E_TG_074-085.indd 83 2/12/19 11:50 AM

Running Record TM ® & © Scholastic Inc. All rights reserved. Excerpt from The Serpent’s Secret by Sayantani DasGupta. Text copyright © 2018 by Sayantani DasGupta. Used by permission of Scholastic Inc. Benchmark Book Level Y Name Level Y Running Record Sheet 181 Words The Serpent’s Secret Date Accuracy Rate PAGE TEXT RUNNING RECORD ANALYSIS Page 14 I took off my boots and crossed into the kitchen, noticing the back door was propped open at an odd angle. I knew that the hinges were old, but this was ridiculous. One more item to add to the list of things that needed fixing. I shut it the best I could behind me, and stepped back into the house. That’s when I noticed that Ma’s normally spotless kitchen was a mess. The kitchen chairs were this way and that, with one upside down near the door, like someone had knocked it over as they ran. My heart started beating so loud, my head felt like a drum. I’d seen way too many television crime dramas not to think that maybe someone had broken in. “Hello?” I called, my voice cracking. I eased a knife out of the countertop butcher block. But as I took a quick turn around our small house, there was nothing else out of place. Even Ma’s small jewelry box was where it should have been on her bedside dresser. I returned to the front hall, confused. Comprehension: 1) 2) 84 Assessment: Running Records GUIDED READING Text Types 2nd Edition GRTT2E_TG_074-085.indd 84 2/12/19 11:50 AM

TM ® & © Scholastic Inc. All rights reserved. Excerpt from The Serpent’s Secret by Sayantani DasGupta. Text copyright © 2018 by Sayantani DasGupta. Used by permission of Scholastic Inc. Running Record TM ® & © Scholastic Inc. All rights reserved. Dive! World War II Stories of Sailors & Submarines in the Pacific by Deborah Hopkinson. Text copyright © 2016 by Deborah Hopkinson. Benchmark Book Level Z Used by permission of Scholastic Inc. Running Record Sheet Dive! World War II Stories of Sailors & Submarines in the Pacific Name Level Z Date 190 Words Accuracy Rate PAGE TEXT RUNNING RECORD ANALYSIS Page 104 Lucy remembered that “later one of the crew members told me that while Page this gang was coming aboard, he was 105 wondering where they would find a place for all of us to sleep.” He didn’t worry about Lucy, though. She was so skinny he mistook her for the child of one of the officers who could bunk with her dad. “‘Almost immediately after our boarding, we submerged and traveled for twenty- two hours without coming up,’ said Lucy. ‘That first twenty-two hours seemed like it would never end. They warned us not to talk or move about, but they didn’t have to do that, we couldn’t. Because of so many people on board, the oxygen supply was insufficient and we struggled just to breathe. Many passed out from the lack of oxygen and I am sure the starvation contributed to that.’” Finding space to sleep wasn’t easy. The Spearfish crew draped some sheets around four bunks so that the female nurses could have some privacy. Still, they had to use the “hot bunk” system, where people took turns sleeping every eight hours. Lucy was so exhausted she slept for hours. Comprehension: 1) 2) GUIDED READING Text Types 2nd Edition Assessment: Running Records 85 GRTT2E_TG_074-085.indd 85 2/12/19 11:50 AM

Benchmark Books Level Benchmark Book Level A My World Level B Meg Rides Level C Now I Am Older Level D Share and Share Alike Level E Hatty’s Helmet Level F The Ant and the Dove Level G City Birds Level H Dinosaurs Level I Fran Fights Fire Level J Will It Rain? Level K How Long Do Animals Live? Level L Get Ready for Soccer! Level M Brave and the Fox Level N I Fooled You Level 0 HIlde Cracks the Case: Hero Dog! Level P The Unlikely Lottery Winners of Classroom 13 Level Q A Caribou Journey Level R Athlete vs. Mathlete Level S FIve Epic Disasters Level T The Tiny Geniuses: Fly to the Rescue! Level U Unidentified Suburban Object Level V The Bicycle Spy Level W The Diary of Margaret Ann Brady: Voyage on the Great Titanic Level X Me and Marvin Gardens Level Y The Serpent’s Secret Level Z Dive! World War II Stories of Sailors & Submarines in the Pacific 8686 BeUnscihnmgaYrokuBroGoukisded Reading Program GUIDED READING Text Types 2nd Edition GRTT2E_TG_086-091.indd 86 2/12/19 11:52 AM

Guidelines for Assessing Reading Comprehension Through Retelling Select similar texts. When comparing a student’s retelling over time, use the same type of text Prepare a guide sheet. each time. Compare narratives with other narratives and informational texts with other informational texts. Also select similar levels unless you are purposely Ask the student to retell moving a struggling reader down a level to discover an independent reading level the text. or moving a reader up to a more challenging level. In preparation for retelling, preview a text to determine what kinds of ideas and information you will be listening for in the student retelling. You may want to create a guide sheet or checklist that you can refer to and use for taking notes. For informational texts, include on your checklist: • Title and author name • Genre • Book topic • Main idea of the book and of any sections or chapters • Important details that support main ideas • Important people included if the book is a narrative • Important events listed in sequential order • T ext features such as photographs or illustrations, diagrams, charts, and maps For literature, include on your checklist: • Title and author name • Genre • Character names and a note about whether they are major or minor characters • Note about the setting, including any changes in setting • Brief description of the problem, conflict, or goal in the story • L ist of important events in sequential order in the beginning, middle, and end • B rief description of how the problem or conflict is solved, or the goal reached Make sure the student has recently read the text selected for the retelling. Then ask the student to retell the story or information, starting at the beginning and telling what happened or what the author said about the topic. As the student retells, make checks or notes on your guide sheet that will help you recall what the student included and the sequence of information. If you find it difficult to make checks or notes, it may be because the student is retelling information out of sequential order, has omitted important ideas, is focusing on unimportant information, or has not comprehended the main idea or the plot. For events or information told out of sequence, you may want to number the order of ideas students express instead of just checking them off. GUIDED READING Text Types 2nd Edition Guidelines for Assessing Reading ComWprheahteInssGiounidTherdouRgehadRientge?lling8787 GRTT2E_TG_086-091.indd 87 2/12/19 11:52 AM

Listen for what the student When you listen to a retelling, listen for what the student says and how says and does not say. the student retells fiction or informational text. What the student leaves out is as important as what he or she says as an indicator of comprehension Provide prompts if needed. and understanding. Summarize and evaluate the retelling. In retelling informational text, listen for: • A statement of what the text is about. • Statements of main ideas. • Key ideas and facts. • Mention of text features from which the student derived information, such as a photograph or illustration, chart, diagram, or map. • Use of language and vocabulary from the text. • U nderstanding of the genre, such as whether the student points out that the text describes or explains a topic, tells about the life of a person or is told by that person, or narrates an important time or event in history. • Understanding of how the text is organized by mention of details that support main ideas, or how the author explained or described a topic, presented a problem and solution, showed causes and effects, or compared and contrasted people, things, or ideas. In a fiction retelling, listen for: • Characters’ names. • Important events in sequence. • Important details. • Use of language and vocabulary from the story. • Understanding of how the story is organized. • Understanding of the genre, such as whether a student knows a story is realistic, a fantasy, or a special type of literature such as a folktale, fable, or mystery. This is evidenced by mention of setting, understanding that characters are imaginary, connection with realistic situations and people, or a description of clues that lead to solving a mystery. When a student is retelling, let him or her finish without prompting for information. If the retelling is incomplete, out of order, or leaves out important information, you may want to prompt with more specific questions about parts of the text the student misunderstood or did not include. Note how many prompts are needed to complete the retelling. Using your guide sheet, discuss and review the retelling with the student to help him or her understand what can be improved and how. This process also helps you develop instructional goals for future sessions. You can also use your guide sheet to help you evaluate the retelling at a later time and determine what level the student is on and what instruction he or she needs. Keep your guide sheets for each student retelling to give you information for determining student progress and points for intervention. 8888 GuUidseilningeYs ofourrAGsuseidsseidngRReeaaddininggPCroomgpraremhension Through Retelling GUIDED READING Text Types 2nd Edition GRTT2E_TG_086-091.indd 88 2/12/19 11:52 AM

Evaluating Students’ Retellings Students’ retellings of fiction and nonfiction will give you a snapshot of where students fall in their ability to process and comprehend text. The following criteria for establishing levels can aid you in placing a student at a particular level and help you plan for instruction. FICTION Level Criteria for Establishing Level 3 Most-complete retellings: • Indicate an understanding of the genre through description of and connections made to setting, characters, and plot. • Present a sequence of actions and events. • Provide explanations for the motivations behind characters’ actions. • Include character names. • Elaborate using important details from the story. • Comment on or evaluate the story. • Do not require prompts during retelling. 2 Less complex retellings: • Indicate a basic understanding of genre in brief comments of characters, setting, and plot. • Present concrete events in sequence. • Supply missing information through appropriate inferences. • Include some explanation of the causes of events or characters’ motivations. • Include some important details. • Require one or two prompts during retelling. 1 Simple descriptive retellings: • Are partial or limited. • Indicate a lack of awareness of genre through no mention of a genre’s features. • Have a simple beginning, middle, and end. • May include events out of sequence. • May describe a setting. • Present an initiating event and the outcome of a problem. • Include misinterpretations. • Refer to characters as “he” or “she” rather than by name. • Require three or more prompts during retelling. GUIDED READING CTeoxntteTynpt eAsre2ansd2EndditEiodnition Guidelines for Assessing Reading ComWprhWeahhteaInstsIGisounGidTuheidrdoeuRdgeRhaedRaiendtgein?llgin?g8989 GRTT2E_TG_086-091.indd 89 2/12/19 11:52 AM

NONFICTION Level Criteria for Establishing Level 3 Most-complete retellings: 2 • Show a comprehension of the topic. • Indicate an understanding of the genre in a description of the text, 1 its purpose, and how it is organized. • Present main ideas of whole text and parts of text. • Provide important details that support main ideas. • Include key ideas and facts. • Elaborate using details enhanced by prior knowledge. • Comment on or evaluate the text. • Do not require prompts during retelling. Less complex retellings: • Show a basic comprehension of the topic. • Indicate a basic understanding of the genre and text organization in a description of the book. • Present concrete related facts or events in sequence. • Supply missing information through appropriate inferences. • Include some main ideas. • Provide some important details that support main ideas. • Mention some key ideas and facts, but omit others. • Require one or two prompts during retelling. Simple descriptive retellings: • Are partial or limited. • Provide the topic of the text. • Include misinterpretations. • Include general ideas without focusing on specific main ideas. • Omit important details to support main ideas. • Do not include comments on text structure. • Require three or more prompts during retelling. 9090 GuUidseilningeYs ofourrAGsuseidsseidngRReeaaddininggPCroomgpraremhension Through Retelling GUIDED READING Text Types 2nd Edition GRTT2E_TG_086-091.indd 90 2/12/19 11:52 AM

Guided Reading Leveling Resource Chart GRADE SCHOLASTIC GUIDED DRA LEVELS LEXILE® LEVELS Kindergarten READING LEVELS Beginning Reader A A–1 1st Grade B 2 190L–530L C 3–4 2nd Grade D 6 420L–650L A A–1 3rd Grade B 2 520L–820L 4th Grade C 3–4 740L–940L 5th Grade D 6 830L–1010L 6th Grade E 8 925L–1070L F 10 G 12 H 14 I 16 E 8 F 10 G 12 H 14 I 16 J–K 16–18 L–M 20–24 N 28-30 J–K 16–18 L–M 20–24 N 28–30 O–P 34–38 Q 40 M 20–24 N 28–30 O–P 34–38 Q–R 40 S–T 40–50 Q–R 40 S–V 40–50 W 60 T–V 50 W–Y 60 Z 70 GUIDED READING Text Types 2nd Edition Guided ReadiWnghLaet vIselGinugidReedsoRueracdeinCgh?art 9191 GRTT2E_TG_086-091.indd 91 2/12/19 11:52 AM

LEVEL Using the Guided Reading Program A Characteristics of Text In general, these books have clear, easy-to-read print with generous space between words. These simple The easiest books are included in Levels A and formats enable young children to focus on print and B. We suggest that children begin using Level A reading from left to right, while gradually increasing books for guided reading after they have listened their control over more words. Many of the books to many stories and participated in shared reading. have high-frequency words and repeating language They should have some familiarity with print and patterns. Print is presented in a variety of ways, which understand that you read print and move from left helps children become flexible readers from the to right in doing so. Children need not know all start. In general, the books focus on topics that are the letters of the alphabet and their sounds before familiar to most children. Books with more complex reading Level A books. topics usually have fewer words and will require more of an introduction and teacher-child interaction to Level A includes picture books without words, some support understanding. with simple labels or captions, and some with as many as five or six words, often on one line. Behaviors to Notice and Support Child’s Name Understands familiar concepts in stories and illustrations Copyright © Scholastic Inc. All rights reserved. Differentiates print from pictures Holds the book and turns pages from right to left Reads words from left to right Begins to match word by word, pointing with one finger under words Locates both known and new words Remembers and uses language patterns Relates the book to his or her experience 92 Characteristics of Text GUIDED READING Text Types 2nd Edition GRTT2E_TG_092-105.indd 92 2/12/19 11:55 AM

Using the LEVEL Guided Reading Program B Characteristics of Text There is direct correspondence between the text Level B books generally have simple story lines or a and pictures, and repeating patterns support the single idea. The print is easy to read, with adequate reader. Topics are generally familiar to most children. space between words so that children can point to If˛more complex concepts are involved, the reading words as they read. Books at this level generally have of the book will require teacher-child interaction to one or two lines of print on a page, somewhat longer support understanding. sentences, and a variety of punctuation. Copyright © Scholastic Inc. All rights reserved.Behaviors to Notice and Support Copyright © Scholastic Inc. All rights reserved. Demonstrates control of left-to-right movement Child’s Nameand return sweep Begins to control word-by-word matching across two lines of text, pointing with one finger Notices and interprets detail in pictures Talks about ideas in the text Remembers and uses language patterns in text Uses knowledge of high-frequency words to check on reading Uses word-by-word matching to check on reading Notices mismatches in meaning or language Uses visual information, such as the first letter of the word, to read known and new words Pays close attention to print Notices features of letters and words Begins to self-monitor, noticing mismatches in meaning or language Rereads to confirm or figure out new words GUIDED READING Text Types 2nd Edition Characteristics of Text 93 GRTT2E_TG_092-105.indd 93 2/15/19 3:03 PM

LEVEL Using the Guided Reading Program C Characteristics of Text While Level C books include some repeating language patterns, these are more complex and there is a Level C books have simple story lines and topics shift to more varied patterns. Language patterns that are familiar to most children. Some may offer are more likely to change from page to page, so a new viewpoint on a familiar topic. Level C books children cannot rely on them to make predictions generally have more words and lines of print than and must pay closer attention to print. Level C books books at earlier levels. Print is clear and readable, include many high-frequency words, as well as easily with adequate space between words. Most sentences decodable words. are simple, but some have more complex structure, offering readers a challenge. Behaviors to Notice and Support Child’s Name Demonstrates control of left-to-right directionality and Copyright © Scholastic Inc. All rights reserved. word-by-word matching across several lines of print Begins to track print with eyes Rereads to solve problems, such as figuring out new words Demonstrates awareness of punctuation by pausing and using some phrasing Uses picture details to help figure out words Remembers and uses language patterns in text Rereads to confirm or figure out new words Solves some new words independently Controls directionality and word-by-word matching with eyes, using finger at points of difficulty Uses visual information to predict, check, and confirm reading Recognizes known words quickly and uses them to figure out the meanings of new words Searches for understanding while reading 94 Characteristics of Text GUIDED READING Text Types 2nd Edition GRTT2E_TG_092-105.indd 94 2/12/19 11:55 AM

Using the LEVEL Guided Reading Program D Characteristics of Text Some are carried over to the next page or several Stories at Level D are slightly more complex than at pages and use a full range of punctuation. There previous levels. Generally, Level D books have topics are more compound words, multisyllabic words, that are familiar to most children, but also include and words with a variety of inflectional endings. some abstract or unfamiliar ideas. Text layout is Illustrations are still supportive, but less so than at still easy to follow, with both large and small print. the previous level, requiring the reader to pay more Sentences are a little longer than at Level C. attention to print. Copyright © Scholastic Inc. All rights reserved.Behaviors to Notice and Support Copyright © Scholastic Inc. All rights reserved. Remembers language patterns and repeating events over Child’s Namelonger stretches of text Self-corrects, using visual information Controls directionality and word-by-word matching with eyes, using finger only at points of difficulty Searches for understanding while reading Remembers details from the text and pictures Pays close attention to words and their structural features (for example, endings) Reads fluently, with phrasing Rereads to confirm or figure out new words Solves new words using knowledge of sound/letter relationships and word parts GUIDED READING Text Types 2nd Edition Characteristics of Text 95 GRTT2E_TG_092-105.indd 95 2/12/19 11:55 AM

LEVEL Using the Guided Reading Program E Characteristics of Text and informational books have more difficult ideas and concepts. However, in texts with more difficult Level E books are generally longer than books at concepts, there are usually repeating language previous levels, with either more pages or more patterns that offer some support. There are more lines of text on a page. Some have sentences that multisyllabic and compound words at this level. carry over several pages and have a full range of punctuation. The text structure is generally more complex: stories have more or longer episodes, Behaviors to Notice and Support Child’s Name Tracks print with eyes except at points of difficulty Copyright © Scholastic Inc. All rights reserved. Uses language syntax and meaning to read fluently, with phrasing Demonstrates awareness of punctuation by pausing, phrasing, and reading with inflection Rereads to self-monitor or self-correct phrasing and expression Recognizes many words quickly and automatically Figures out some longer words by taking them apart Relates texts to others previously read Reads for meaning but checks with the visual aspects of print (letters, sounds, words) Rereads to search for meaning and accuracy Remembers details and uses them to clarify meaning Demonstrates understanding by talking about text after reading 96 Characteristics of Text GUIDED READING Text Types 2nd Edition GRTT2E_TG_092-105.indd 96 2/12/19 11:55 AM

Using the LEVEL Guided Reading Program F Characteristics of Text Language patterns are more characteristic of written In general, texts at Level F are longer and have more language than of spoken language. Some Level F story episodes than at previous levels. There are also books have smaller print and more words and lines of shorter texts with some unusual language patterns. text. There are many more new words and a greater Books have some concepts unfamiliar to children and variety of high-frequency words. A full range of some are even abstract, requiring reflection. Pictures punctuation is used to enhance meaning. continue to support reading, but closer attention to print is required. Copyright © Scholastic Inc. All rights reserved. Behaviors to Notice and Support Copyright © Scholastic Inc. All rights reserved. Tracks print with eyes, using the finger Child’s Nameonly at points of difficulty Demonstrates awareness of punctuation by pausing, phrasing, and reading with inflection Uses syntax of written language to figure out new words and their meanings Uses sound/letter relationships, word parts, and other visual information to figure out new words Uses known words to figure out new words Uses multiple sources of information to search and self-correct Figures out longer words while reading for meaning Rereads to figure out words, self-correct, or improve phrasing and expression Rereads to search for meaning Recognizes most words quickly and automatically Moves quickly through the text Reads fluently, with phrasing Talks about ideas in the text and relates them to his or her experiences and to other texts GUIDED READING Text Types 2nd Edition Characteristics of Text 97 GRTT2E_TG_092-105.indd 97 2/14/19 12:21 PM

LEVEL Using the Guided Reading Program G Characteristics of Text that are technical and require content knowledge. Concepts and ideas may be less familiar than at Most books at Level G are not repetitive. These books previous levels. Level G books have a greater variety include a variety of patterns. Knowledge of of styles of print and text layout, requiring close punctuation is important in understanding what attention to print and flexibility on the part of the sentence means and how it should be spoken. the reader. Vocabulary is more challenging, with a greater range of words and more difficult words, including some Behaviors to Notice and Support Child’s Name Reads fluently and rapidly, with appropriate phrasing Copyright © Scholastic Inc. All rights reserved. Follows print with eyes, occasionally using finger at points of difficulty Notices and uses punctuation to assist smooth reading Recognizes most words quickly and automatically Uses sound/letter relationships, known words, and word parts to figure out new words Uses meaning, visual information, and language syntax to figure out words Rereads to figure out words, self-correct, or improve phrasing and expression Rereads to search for meaning Remembers details to support the accumulation of meaning throughout the text Uses pictures for information but does not rely on them to make predictions 98 Characteristics of Text GUIDED READING Text Types 2nd Edition GRTT2E_TG_092-105.indd 98 2/12/19 11:55 AM

Using the LEVEL Guided Reading Program H Characteristics of Text Books have fewer repeating events and language Level H books are similar in difficulty to Level G, but patterns, requiring more control of aspects of print. Level H has a wider variety, including books with The vocabulary is expanded and includes words that poetic or literary language. Sentences vary in length are less frequently used in oral language. The size of and difficulty, and some complex sentences carry over print varies widely. several pages. Children will need to be familiar with the syntactic patterns that occur. Copyright © Scholastic Inc. All rights reserved.Behaviors to Notice and Support Copyright © Scholastic Inc. All rights reserved. Reads fluently and rapidly, with appropriate phrasing Child’s NameFollows the text with eyes, using finger only at points of particular difficulty Notices and uses punctuation to assist smooth reading Recognizes most words rapidly Uses sound/letter relationships, known words, and word parts to figure out new words Uses meaning, visual information, and language syntax to solve problems Rereads phrases to figure out words, self-correct, or improve phrasing and expression Rereads to search for meaning Remembers details to support meaning accumulated through the text Uses pictures for information but does not rely on them to make predictions Searches for meaning while reading, stopping to think or talk about ideas GUIDED READING Text Types 2nd Edition Characteristics of Text 99 GRTT2E_TG_092-105.indd 99 2/12/19 11:55 AM

LEVEL Using the Guided Reading Program I Characteristics of Text word-solving skills. This level offers a greater variety of texts, including some that are informational, with In general, the books at Level I are longer and more technical language. Events in the text are more complex than at Levels G and H. The size of print is highly elaborated. Illustrations enhance the story, but smaller and there are many more lines of print on the provide low support for understanding meaning. page. Books have longer sentences and paragraphs. There are more multisyllabic words, requiring complex Behaviors to Notice and Support Child’s Name Actively figures out new words, using a range of strategies Copyright © Scholastic Inc. All rights reserved. Follows the print with eyes Reads fluently, slowing down to figure out new words and then resuming speed Begins to silently read some of the text In oral reading, rereads some words or phrases to self-correct or improve expression Rereads to search for meaning Flexibly uses meaning, language syntax, and visual information to figure out new words and to monitor reading Self-corrects errors that cause loss of meaning Rereads when necessary to self-correct, but not as a habit Demonstrates understanding of the story and characters Goes beyond the text in discussions and interpretations Sustains problem-solving and development of meaning through a longer text and over a two- or three-day period 100 Characteristics of Text GUIDED READING Text Types 2nd Edition GRTT2E_TG_092-105.indd 100 2/12/19 11:55 AM