Our New Neighbors • Level J • Fiction
Recording Form
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ____________________________________________
Recording Form
Part One: Oral Reading
Place the book in front of the student. Read the title and introduction.
Introduction:
Ben’s family and the other families on the street got a note from their new neighbors.
In the note their new neighbors invited them to see their surprise horses. Read to find
out what kind of horses they were.
Summary of Scores:
Accuracy
Self-correction
Fluency
Comprehension
Writing
_______
_______
_______
_______
_______
Sources of Information Used
Page
2
Start Time
St
On
Saturday
envelope
© 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
“Mom,
on
read
Hello
just
big
house
Please
saw
SC
M S V M S V
an
steps.
he
called.
found! ”
the
note
moved
on
come
that
We
you
you
to
Max
and
into
the
to
Saturday
o’clock.
meet
front
Polly! ”
I
Ben
E
was
inside.
Neighbors,
We
next
the
what
Dad
Our New Neighbors Level J, RW: 224, E: 24 E SC
sec.
morning,
Dad,
“Look
3
min.
corner.
a
party
at
10
want
to
and
meet
we
our
the
want
horses.
Flo
Subtotal
Fountas & Pinnell Benchmark Assessment System 1
Our New Neighbors • Level J • Fiction
Recording Form
Part One: Oral Reading continued
Sources of Information Used
Page Text
“Horses? ”
one
Everyone
“I
on
hope
“When
can
“I
the
asked
they’re
ponies,”
said
have
pony
“Maybe
has
said
a
barn
in
reading
a
Ben.
parties,
white
give
“that
just
big
said
and
big
they’ll
is
Dad.
we
rides.”
Mom,
“Look,”
Mom
birthday
they’re
corner
red
7
street? ”
we
hope
“Well,”
It
M S V M S V
at
our
have
Polly.
6
SC
another.
“Horses
5
looked
E
right
yard.
And
horses,”
us
a
house
for
© 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
4
E SC
said
ride.”
on
horses.
there’s
that
back.”
Ben.
“The
note,
too! ”
Dad
called
neighbors
across
the
are
street.
Subtotal
Fountas & Pinnell Benchmark Assessment System 1
Our New Neighbors • Level J • Fiction
Recording Form
Part One: Oral Reading continued
Sources of Information Used
Page Text
7
E SC
Did
you
get
the
note
about
E
SC
M S V M S V
the
cont.
horses? ”
8
“What
do
Mom
asked
“I
© 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
for
asked.
you
don’t
think
9
Dad
think
the
know,”
that
barn
over
about? ”
“I
don’t
neighbor.
he
said.
is
big
neighbor
enough
popped
the
fence.
“I
something
else,”
she
when
I
noises,
the
all
horses.”
Another
All
it’s
pass
like
the
that
can
tell
said.
house,
someone
neighbors
her
is
were
head
you
“Every
I
hear
day
loud
hammering.”
excited
about
mystery.
Subtotal
End Time
En
min.
sec.
Total
Have the
h student
t d t finish reading the book silently.
Fountas & Pinnell Benchmark Assessment System 1
Our New Neighbors • Level J • Fiction
24 or
Errors more
%
Below
90%
SSelf-Correction
Ratio
Fluency Score
Reading Rate
Re
(Optional)
22–23
20–21
17–19
15–16
13–14
11–12
8–10
6–7
4–5
1–3
0
90%
91%
92%
93%
94%
95%
96%
97%
98%
99%
100%
(E SC) SC 1:
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)
13,440 Fountas & Pinnell Benchmark Assessment System 1
WPM
© 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
Ac
Accuracy
Rate
Recording Form
Our New Neighbors • Level J • Fiction
Recording Form
Part Two: Comprehension Conversation
Comprehension Scoring Key
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.
Teacher:
Talk about what happened in this story.
Key Understandings
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
Recounts most of the important events such as: the new
neighbors invited everyone to see their horses; everyone was
asking what kind of horses the neighbors had; the horses
turned out to be a merry-go-round (or carousel).
What was the mystery in the story?
0
1
2
3
0
1
2
3
What did the new neighbors do to get
everyone interested in their horses?
What happened when people got the note?
Note any additional understandings:
What happened at the end?
Beyond and About the Text
© 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
The new neighbors wanted to surprise everyone so they kept
the horses a secret.
Why did the new neighbors keep the horses
a secret?
Everyone was wondering about the horses and imagining the
kinds of horses they were.
What were the people in the neighborhood
thinking about the horses?
Clues before the last page are: “loud hammering noises,”
“music playing,” “two horses going up and two going down,”
“four horses going around and around.”
There were a few clues that might have
helped you guess what kind of horses were
in the barn. Can you think of any?
All through the book there were clues to help you predict that it
was a merry-go-round. (Points out several in the text, i.e., barn
not big enough, hammering noise.)
Can you show me some of the pages where
the author gave you clues that it might be a
merry-go-round in the barn?
Note any additional understandings:
Subtotal Score:
/6
Add 1 for any additional understandings:
/1
Total Score:
/7
Guide to Total Score
6–7 Excellent Comprehension
5
Satisfactory Comprehension
4
Limited Comprehension
0–3 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 Scoring Key
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.
Write about the horses and how the new neighbors made them a surprise for
everyone. You can draw a picture to go with your writing.
Fountas & Pinnell Benchmark Assessment System 1