The Election • Level R • Fiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing
Part One: Oral Reading
Place the book in front of the student. Read the title and introduction.
© 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
Introduction:
Jill was running for class president. Read to find out what happened
when she gave her campaign speech in the auditorium.
_______
_______
_______
_______
_______
Sources of Information Used
Page
1
Start Time
St
Jill
min.
stood
in
at
King
class
sea
of
said,”
she
went
front
“As
hotter
and
speak.
As
the
at
her
cheeks
and
she
couldn’t
audience
to
tr y
snap
out
she
called
stared
swirl
squeezed
around
her
of
eyes
SC
M S V M S V
a
once
mind
Her
Jill
at
got
her,
the
and
shut
to
it.
out.
“Jill?
Honey?
Are
Jill’s
mother
asked,
bedroom
out
Lincoln
then
E
grade
blank.
around.
“Help! ”
6th
gazing
and
hotter
seemed
to
her
Abraham
began,
completely
walls
of
School,
faces.
The Election Level R, RW: 214, E: 12 E SC
sec.
you
all
right? ”
standing
at
the
door.
Subtotal
Fountas & Pinnell Benchmark Assessment System 2
The Election • Level R • Fiction
Recording Form
Part One: Oral Reading continued
Sources of Information Used
Page Text
Jill
bolted
Jill
nodded
she
said
upright
slowly.
in
“What
time
“Time
to
speech
said,
As
an
is
for
panic.
ready
class
to
voice.
deliver
president,”
your
her
back,
Jill
“Mom,
The
all
those
of
I
thought
of
people
mother
sat
and
smiled.
“You
Jill’s
to
give
mother
expert
in
frightened
felt
mother
as
asked,
fresh
wave
if
next
Jill,
speeches
a
field.
at
heart
“I
are
did
I
in
me
know,
“How
came
standing
down
you
dream
know
makes
was
her
a
don’t
Jill’s
have
her
can
feel
do
of
sick! ”
her
sometimes
big
meetings.”
surgeon,
used
of
front
to
to
an
feel
as
now.”
you
get
over
fears? ”
Subtotal
EEnd Time
min.
sec.
Have the student finish reading the book silently.
Fountas & Pinnell Benchmark Assessment System 2
SC
M S V M S V
dazed.
okay,”
unconvincing
memor y
it.
your
“I’m
feeling
smiling.
the
Jill
bed,
it? ”
get
flooding
I
in
E
© 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
2
E SC
Total
The Election • Level R • Fiction
Recording Form
Ac
Accuracy
Rate
Errors
12
10–11
8–9
6–7
4–5
1–3
0
%
Below 95%
95%
96%
97%
98%
99%
100%
© 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
Self-Corrections
Se
Fluency Score
Reading Rate
Re
(Optional)
0
1
2
3
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.
End Time
min.
sec.
Start Time
min.
sec.
Total Time
min.
sec.
Total Seconds
(RW 60) Total Seconds Words Per Minute (WPM)
12,840 WPM
Fountas & Pinnell Benchmark Assessment System 2
The Election • Level R • Fiction
Recording Form
Part Two: Comprehension Conversation
Teacher:
Talk about what happened in this story.
Key Understandings
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.
Prompts
Score
Within the Text
Tells 3–4 important events from the story, such as: Jill was very
nervous about her speech; her mom gave her the suggestion
of looking at a friendly face; Jill imagined herself talking to her
friend Eduardo; she got over being scared and gave a good
speech.
What was Jill’s problem in the story?
0
1
2
3
0
1
2
3
How did she solve her problem?
What else happened in the story?
Note any additional understandings:
Beyond the Text
She was having nightmares because she was so scared
of standing up in front of all of those people.
Tell why Jill was scared.
Her mom could help because she had to learn to give
speeches herself.
Why was her mom able to help her?
Jill gave a good speech because she looked at friendly
faces and also got excited about her ideas.
What helped Jill give a good speech?
Note any additional understandings:
Continued on next page.
Fountas & Pinnell Benchmark Assessment System 2
© 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
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. It is not necessary to use
every prompt for each book. 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.
The Election • Level R • Fiction
Recording Form
Part Two: Comprehension Conversation continued
Key Understandings
Prompts
Score
About the Text
© 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
The story started with Jill having a dream and then she woke
up. It wasn’t real.
Look at the beginning. What was happening
in the first paragraph?
Points out language like “her cheeks got hotter and hotter,”
or “a fresh wave of panic” to show how scared Jill was.
Show a place in the book where the author
showed you how scared Jill was. How did
this help you?
The author showed that Jill would be a good class president
by giving details about her ideas for improvement.
How did the author show you that Jill would
be a good class president?
0
1
2
3
Note any additional understandings:
Subtotal Score:
/9
Add 1 for any additional understandings:
/1
Total Score:
/10
Guide to Total Score
9–10 Excellent Comprehension
7–8 Satisfactory Comprehension
5–6 Limited Comprehension
0–4 Unsatisfactory Comprehension
Part Three: Writing About Reading (optional)
Read the writing/drawing prompt below to the student. You can also cut the prompt on the
dotted line and give it to the child. Specify the amount of time for the student to complete
the task on a separate sheet of paper. (See Assessment Guide for more information.)
Writing About Reading
0 Reflects no understanding of the text.
1 Reflects very limited understanding of the text.
2 Reflects partial understanding of the text.
3 Reflects excellent understanding of the text.
Describe how Jill felt and tell what advice you would give her to get through her speech. You can
draw a sketch to go with your writing.
Fountas & Pinnell Benchmark Assessment System 2