Group Reading.

Fluency, Vocabulary, Comprehension

Student Name: Christian S Classroom Teacher: Mr. Koop
Calvin College Book Club Leader: Mikayla Battjes

Scoring: 1. Rarely 2. Sometimes 3. Often 4. Usually 5. Always

Student Reading: 1 2 3 4 5 Comments

Dispositions, fluency, and strategies

Reading Aloud:

a. Enjoys reading aloud x Christian has a harder time reading aloud but he
is always willing to give it a try!

b. Reads aloud fluently x

c. Enjoys reading silently x Christian would prefer to read silently rather than
read aloud but seems to get distracted easily
during silent reading.

d. Shows high levels of word recognition while reading x

e. Reads aloud with expression: phrasing, pausing, voices x

f. Can read nearly all the words in our book without needing to pause x Christian struggles with large, multi-syllabic
words. He pauses when he comes across these
words and asks for help from others.

g. Comfortably keeps pace with the club reading (assignments) x Christian often gets behind the other students in
the book club activities because he is easily
distracted.

h. Follows along while the teacher or peers read aloud x

Use of word reading strategies:

a. Makes nonsense word or other substitutions that distort x

comprehension

b. Skips words or makes omissions x

c. Relies too heavily on graphic clues or discussions to make sense of x

reading

d. Monitors miscues and knows when meaning is disrupted. Will self- x

correct.

e. Uses semantic cues to make meaning (context, visuals) to support x Christian enjoys visuals to help support meaning
and comprehension of the text.
comprehension.

f. Uses re-reading and predicting to enhance comprehension. x

g. Asks questions when meaning is unclear. x Christian is consistent with asking questions to
the teacher or peers if something is unclear.
 Reading Comprehension: Information, Connection, and Critical Thinking

Scoring: 1. Rarely 2. Sometimes 3. Often 4. Usually 5. Always

Reading Comprehension 1 2 3 4 5 Comments

Facts:

a. Gives good evidence of understanding the plot – During a sequencing of events activity,
Christian did well at justifying why events
the sequence of related events x should be in the order he arranged.

b. Demonstrates attention to the details of the story (events,

characters and setting) x

Shows abilities to engage text:

c. Expresses empathy with characters or with the situation. x In Christian’s journal entries that he was
writing from the perspective of a child in the
book, he was able to express emotions as
the characters and show empathy for them.

d. Can connect personal experiences with the story. Shows empathy. x

e. Shows ability to use the story to develop understandings of the x

characters in the story (characterization).

f. Shows ability to connect the events of the story with details of the
setting. Draws relationships between them to answer why or how. x

g. Shows (logical) ability to use narrative details to make reasonable

predictions x

Applications and implications:

h. Uses the story to understand and express understandings about Christian was able to appropriately and
effectively connect Denise’s jealousy to his
being human nature (character). x own experiences of jealousy.

i. Uses the story to understanding something about “plight,” in other

words, being caught in a certain dilemma – as suggested by the story. x
Theme.

j. Can use the story to develop understandings about oneself. The

story is personally meaningful. x

Comments about reading skills and dispositions:

Overall, Christian was a joy to have in book club. He was always respectful of the teacher and of his peers. He struggled with
distractions but could easily be guided back to the activity or assignment we were working on. Christian always kept a positive
attitude, even when we were working on activities that he didn’t enjoy. He gets along well with the other students in the book club
and never had any behavioral issues.

Signed:
 Historical Fiction
Novel: Twenty and Ten
Student Name: Christian S Classroom Teacher: Mr. Koop

Scoring: 1. Not evident. 2. Below expectations. 3. Meets expectations. 4. Exceeds expectations

Objective Description Score

Readers connect ideas Student identified connections between events, artifacts, characters, and identified relationships. 4
across text and mixed Student linked videos, photos and other items to develop better understanding of the characters
media to build and events.
understanding.

Readers analyzed setting at the start and keep track of story elements.
Student showed developing skills using: (check all that apply)

Graphic organizers

x Diary, journal 3

x Used question and answering activity 4

x Used retelling or other summarization activity 4

x Discussion 4

x Drawings 4

Readers fit characters Student identified the historical time period; demonstrated abilities to use a timeline or other 4
into historical timelines means to organize the event chronologically.

Student compared and contrasted characters’ lives with their own and identified differences that 4
are related to time and culture.

Readers support Student was able to give evidence for the themes developed in the historical fiction novel. 3
thinking on themes with Themes are:
evidence from the text. Courage, bravery, teamwork

Readers find symbolism Student identified and gave evidence for the significance of symbolic items, events, settings or 4
gestures in the novel study.

Readers identify Student demonstrated abilities to take different points of view in the story; demonstrated empathy 4
differing perspectives in for the ways in which the experience changes as dependent on the character’s position/situation.
text

Readers analyze who Student identified events or positions of “power” in the novel; they identified its source and the 4
holds the power ways in which power affects relationships, as well as personal abilities for free movement and
throughout the text. expression.