Running Record



Scholastic Benchmark Book Assessment Guide

The Scholastic Benchmark Book Assessment Guide is designed to support teachers as they administer running record benchmark assessments. The guide includes information and guidance in the assessment of reading accuracy, fluency and comprehension. It also provides directions for completing the Running Record Data Collection form.

Scholastic Benchmark Book Assessment Running Record

Name: Enter the first and last name of the student being assessed

Teacher: Enter the name of the teacher of record. This may or may not be the person administering the assessment. If someone other than the teacher of record is administering the running record, enter both names (Smith/Jones)

Date: Enter the date of the running record assessment

Title: Title of Scholastic Benchmark Book – These books were delivered as part of the Scholastic Leveled Bookroom

Word Count: Total number of words the student reads aloud to the assessor as part of the running record

Level: Fountas and Pinnell book level – The level can be found on the front or back of each Scholastic Benchmark Book

Page(s): Pages to be used for running record – These are the pages the student reads aloud from the benchmark book to the assessor. The running record should be completed. Then, the student will read independently before the comprehension assessment is administered. The student will read all of the pages in lower level books and a portion of the book in higher levels.

Error (E) Tally: Enter a tally mark(s) in the column to indicate how many errors the students made on the line

Self-Correct (SC) Tally: Enter a tally mark(s) in the column to indicate how many self-corrections the student made on the line

Meaning (M): Does it make sense? Enter a tally mark in the column if the student makes an error but the substitution makes sense in the sentence

Structure (S): Does it sound right? Enter a tally mark in the column if the student makes an error but the substitution sounds right

Visual (V): Does it look right? Enter a tally mark in the column if the student makes an error but the substitution looks right

Notes for Teaching Point(s): After administering and analyzing the running record, teachers determine one or two teaching points – one or two skills the student needs to master to move forward as a reader

Accuracy Rate: Accuracy rate is reported as a percentage and is calculated by dividing the number of words read correctly by the number of total words read. Use the chart to determine the reading accuracy rate based on the number of errors made in the running record text.

Calculating the Fluency Rate: Follow the directions on the Scholastic Benchmark Book Assessment Running Record to calculate the fluency rate – Fluency rates are calculated for levels D-Z.

Scholastic Benchmark Book Comprehension Assessment

Page Range for Comprehension Questions: Pages student reads silently before answering orally administered comprehension questions - After the running record is administered, students will be assigned to read independently a portion of the book.

Score: Each comprehension assessment consists of five questions. The questions are designed to represent three explicit questions and two implicit questions. Students must answer four out of five questions for comprehension to be considered at the independent level.

Answer Responses: Likely responses to the comprehension questions are italicized and entered on the document. It is recommended teachers use the white space provided for each question to script student responses. This will provide valuable information concerning the depth of comprehension.

Running Record Data Collection

The Running Record Data Collection form may be used to review running record and comprehension data for an entire class. The data may be used to plan whole group, small group and individual teaching points. It is designed to be used as a data collection tool over time. Use assessment data from the running record assessment and comprehension assessment to complete the form.

Helpful reminders addressing accuracy, fluency and comprehension are asterisked at the bottom of the document.

Scholastic Benchmark Book Assessment

Running Record

Name: __________________________________________ Date: ___________________

Teacher Name: ___________________________________

| |Error |Self-Cor|E |SC |

|Title: Fruit Salad Level: A |Tally |rect |MSV |MSV |

| | |Tally | | |

|Word Count: 22 Page(s): all | | | | |

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Notes for Teaching Points: ___________________________________________________________________

_________________________________________________________________________________________

|Errors |Accuracy Rate |

|0 |100% |

|1 |95% |

|2 |90% |

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|Scholastic Benchmark Book Assessment |

| | | | | | | |

|Title: |Fruit Salad | | |

|Level: |A | |SCORE: |

|Page Range for Running Record:|entire book | | /5 |

|Page Range for Comprehension |entire book | | |

|Questions: | | | |

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|1 |Who are the characters in this book? |

| |rabbits | |

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|2 |Name two things the rabbits had in this story. |

| |Any two of the following: apples, oranges, bananas, berries, melons, grapes | |

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|3 |Can you name two more things the rabbits had in this story? |

| |apples, oranges, bananas, berries, melons, grapes | |

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|4 |What did the rabbits do with their fruit? |

| |They made a fruit salad. | |

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|5 |What kinds of fruit would you like in your fruit salad? |

| |any type of fruit | |

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Scholastic Benchmark Book Assessment

Running Record

Name: __________________________________________ Date: ___________________

Teacher Name: ___________________________________

| |Error |Self-Cor|E |SC |

|Title: Puppy Paints Level: B |Tally |rect |MSV |MSV |

| | |Tally | | |

|Word Count: 28 Page(s): all | | | | |

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Notes for Teaching Points: ___________________________________________________________________

_________________________________________________________________________________________

|Errors |Accuracy Rate |

|0 |100% |

|1 |96% |

|2 |93% |

|3 |89% |

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|Scholastic Benchmark Book Assessment |

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|Title: |Puppy Paints | | |

|Level: |B | |SCORE: |

|Page Range for Running Record: |entire book | | /5 |

|Page Range for Comprehension |entire book | | |

|Questions: | | | |

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|1 |What did puppy do in this story? |

| |He painted things he saw. | |

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|2 |What kinds of things did puppy paint? |

| |Flower, doll, cat | |

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|3 |What did puppy do with his paintings? |

| |He hung them on the wall. | | | | |

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|4 |How did puppy feel about his paintings? |

| |He liked them. He was proud. | |

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|5 |What kinds of things would you like to paint? |

| |any type of object | |

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Scholastic Benchmark Book Assessment

Running Record

Name: __________________________________________ Date: ___________________

Teacher Name: ___________________________________

| |Error |Self-Cor|E |SC |

|Title: Ready Freddy Level: C |Tally |rect |MSV |MSV |

| | |Tally | | |

|Word Count: 49 Page(s): all | | | | |

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Notes for Teaching Points: ___________________________________________________________________

_________________________________________________________________________________________

|Errors |Accuracy Rate |

|0 |100% |

|1 |98% |

|2 |96% |

|3 |94% |

|4 |92% |

|5 |90% |

|6 |88% |

|Scholastic Benchmark Book Assessment |

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|Title: |Ready Freddy | | |

|Level: |C | |SCORE: |

|Page Range for Running Record:|entire book | | /5 |

|Page Range for Comprehension |entire book | | |

|Questions: | | | |

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|1 |Who is the character in this story? |

| |Freddy | |

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|2 |What does Freddy do to get ready? |

| |Freddy puts on his clothes. | |

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|3 |Using the pictures to help you, how does Freddy feel about what he's doing? |

| |Freddy is excited, happy, glad…. | |

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|4 |Why is it important for Freddy to put on his winter clothes? |

| |He is going to play in the snow. | |

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|5 |Why does Freddy want to take Skip with him? |

| |Skip is Freddy's pet dog. Freddy likes to play with Skip. | |

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Scholastic Benchmark Book Assessment

Running Record

Name: __________________________________________ Date: ___________________

Teacher Name: ___________________________________

| |Error |Self-Cor|E |SC |

|Title: Ice Cream Level: D |Tally |rect |MSV |MSV |

| | |Tally | | |

|Word Count: 58 Page(s): 2-7 | | | | |

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Notes for Teaching Points: ___________________________________________________________________

_________________________________________________________________________________________

|Errors |Accuracy Rate |

|0 |100% |

|1 |98% |

|2 |97% |

|3 |95% |

|4 |93% |

|5 |91% |

|6 |90% |

|7 |88% |

|Scholastic Benchmark Book Assessment |

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|Title: |Ice Cream | | |

|Level: |D | |SCORE: |

|Page Range for Running Record:|entire book | | /5 |

|Page Range for Comprehension |entire book | | |

|Questions: | | | |

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|1 |Who was serving ice cream in the forest? |

| |frog | |

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|2 |How many scoops did rabbit want and little bird want? |

| |one scoop each | |

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|3 |How many scoops did fox and little mouse want? |

| |two scoops | |

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|4 |Why did frog say no to moose? |

| |Moose wanted ten scoops and that is too much; ten scoops would make him sick. | |

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|5 |Why did Moose want ten scoops? |

| |He was having a party and needed ten scoops to share with friends. | |

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Scholastic Benchmark Book Assessment

Running Record

Name: __________________________________________ Date: ___________________

Teacher Name: ___________________________________

| |Error |Self-Cor|E |SC |

|Title: Ring! Ring! Level: E |Tally |rect |MSV |MSV |

| | |Tally | | |

|Word Count: 119 Page(s): 2-14 | | | | |

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Notes for Teaching Points: ___________________________________________________________________

_________________________________________________________________________________________

|Errors |Accuracy Rate |

|0 |100% |

|1 |99% |

|2 |98% |

|3 or 4 |97% |

|5 |96% |

|6 |95% |

|7 |94% |

|8 |93% |

|9 or 10 |92% |

|11 |91% |

|12 |90% |

|13 |89% |

|Scholastic Benchmark Book Assessment |

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|Title: |Ring! Ring! | | |

|Level: |E | |SCORE: |

|Page Range for Running Record:|entire book | | /5 |

|Page Range for Comprehension |entire book | | |

|Questions: | | | |

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|1 |What was Rose doing when the phone rang? |

| |playing ball | |

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|2 |What was mom doing when the phone rang? |

| |washing the dog | |

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|3 |Who ran to answer the phone? |

| |Rose, Rex, Dad, Mom and Skippy (the dog) | |

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|4 |Who got to the phone first? |

| |Skippy the dog | |

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|5 |What happened to the phone? | | |

| |Skippy ran away with the phone. | |

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Scholastic Benchmark Book Assessment

Running Record

Name: __________________________________________ Date: ___________________

Teacher Name: ___________________________________

| |Error |Self-Cor|E |SC |

|Title: Little Bird Level: F |Tally |rect |MSV |MSV |

| | |Tally | | |

|Word Count: 114 Page(s): 2-12 | | | | |

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Notes for Teaching Points: ___________________________________________________________________

_________________________________________________________________________________________

|Errors |Accuracy Rate |

|0 |100% |

|1 |99% |

|2 |98% |

|3 |97% |

|4 or 5 |96% |

|6 |95% |

|7 |94% |

|8 |93% |

|9 |92% |

|10 |91% |

|11 |90% |

|12 |89% |

|Scholastic Benchmark Book Assessment |

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|Title: |Little Bird | | |

|Level: |F | |SCORE: |

|Page Range for Running Record:|Pg. 2-12 | | /5 |

|Page Range for Comprehension |entire book | | |

|Questions: | | | |

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|1 |What did Little Bird do for the first time at the beginning of the book? |

| |She flew out of her nest; she flew far away. | |

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|2 |What two things did Little Bird do during her trip from the nest? |

| |She ate a red berry and she drank from a puddle. | |

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|3 |What was the problem in the story? |

| |Little Bird did not know how to get back to the nest. | |

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|4 |What did the fox say when Little Bird asked for help? Why? |

| |The fox said, "Come with me" because he wanted to eat Little Bird. | |

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|5 |How did Little Bird get back to the nest? | | |

| |Mama Bird found Little Bird and they flew back to the nest. | |

Scholastic Benchmark Book Assessment

Running Record

Name: __________________________________________ Date: ___________________

Teacher Name: ___________________________________

| |Error |Self-Cor|E |SC |

|Title: Our Tree House Level: G |Tally |rect |MSV |MSV |

| | |Tally | | |

|Word Count: 110 Page(s): 2-6 | | | | |

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Notes for Teaching Points: ___________________________________________________________________

_________________________________________________________________________________________

|Errors |Accuracy Rate |

|0 |100% |

|1 |99% |

|2 |98% |

|3 |97% |

|4 |96% |

|5 or 6 |95% |

|7 |94% |

|8 |93% |

|9 |92% |

|10 |91% |

|11 |90% |

|12 |89% |

|Scholastic Benchmark Book Assessment |

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|Title: |Our Tree House | | |

|Level: |G | |SCORE: |

|Page Range for Running Record: |Pg. 2-6 | | /5 |

|Page Range for Comprehension |entire book | | |

|Questions: | | | |

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|1 |What made Raccoon, Squirrel and Bird's tree house the best tree house in town? |

| |It had a big room and a trap door. | |

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|2 |What were Cat, Mouse and Hamster doing in the tree house? |

| |playing a game | |

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|3 |How did Raccoon, Bird and Squirrel feel when they found the others in their tree house? |

| |They were angry. | |

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|4 |Why did Raccoon not want Cat, Mouse and Hamster to be part of the club? |

| |Cat, Mouse and Hamster were pets and they were wild animals; Cat, Mouse and Hamster are ground animals, not tree | |

| |animals; they were different. | |

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|5 |What happened at the end of the story? | | |

| |Squirrel and Bird said they were all animals and they all became part of the club and shared the tree house. | |

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Scholastic Benchmark Book Assessment

Running Record

Name: __________________________________________ Date: ___________________

Teacher Name: ___________________________________

| |Error |Self-Cor|E |SC |

|Title: The Story of Henny Penny Level: H |Tally |rect |MSV |MSV |

| | |Tally | | |

|Word Count: 116 Page(s): 2-8 | | | | |

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Notes for Teaching Points: ___________________________________________________________________

_________________________________________________________________________________________

|Errors |Accuracy Rate |

|0 |100% |

|1 |99% |

|2 |98% |

|3 or 4 |97% |

|5 |96% |

|6 |95% |

|7 |94% |

|8 |93% |

|9 |92% |

|10 |91% |

|11 or 12 |90% |

|13 |89% |

|Scholastic Benchmark Book Assessment |

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|Title: |The Story of Henny Penny | | |

|Level: |H | |SCORE: |

|Page Range for Running Record:|Pg. 2-8 | | /5 |

|Page Range for Comprehension |entire book | | |

|Questions: | | | |

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|1 |What is the problem from the story? |

| |Henny Penny was hit on the head and she thought the sky was falling. | |

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|2 |Who did Henny Penny want to tell? |

| |The King | |

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|3 |What did the goose say to Henny Penny when she told of the problem? |

| |I will go with you to tell the king. | |

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|4 |What did the fox want the group to do? Why? |

| |Take a short cut; go through the cave because it is shorter; fox was trying to trick the group because he | |

| |wanted to eat them. | |

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|5 |How did the King respond to Henny Penny's problem? |

| |He told Henny Penny it was just an acorn. | |

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Scholastic Benchmark Book Assessment

Running Record

Name: __________________________________________ Date: ___________________

Teacher Name: ___________________________________

| |Error |Self-Cor|E |SC |

|Title: Shoo! Fly Guy Level: I |Tally |rect |MSV |MSV |

| | |Tally | | |

|Word Count: 99 Page(s): 10-22 | | | | |

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Notes for Teaching Points: ___________________________________________________________________

_________________________________________________________________________________________

|Errors |Accuracy Rate |

|0 |100% |

|1 |99% |

|2 |98% |

|3 |97% |

|4 |96% |

|5 |95% |

|6 |94% |

|7 |93% |

|8 |92% |

|9 |91% |

|10 |90% |

|11 |89% |

|Scholastic Benchmark Book Assessment |

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|Title: |Shoo! Fly Guy | | |

|Level: |I | |SCORE: |

|Page Range for Running Record:| pg 10-22 | | /5 |

|Page Range for Comprehension | pg 10-30 | | |

|Questions: | | | |

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|1 |What did the boy have that Fly Guy wanted to eat? |

| |a hamburger | |

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|2 |What words did the author use to describe the kind of food Fly Guy likes? |

| |oozy, lumpy, smelly and brown | |

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|3 |What kind of food was the bird's road kill? |

| |frog | |

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|4 |How was Fly Guy feeling after he was chased away by the bird? |

| |hungry, tired and lost |

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|5 |What did Fly Guy find at the end of the book? |

| |He found Buzz's picnic and the Shoo Fly Pie. |

Scholastic Benchmark Book Assessment

Running Record

Name: __________________________________________ Date: ___________________

Teacher Name: ___________________________________

| |Error |Self-Cor|E |SC |

|Title: The Rain Came Down Level: J |Tally |rect |MSV |MSV |

| | |Tally | | |

|Word Count: 109 Page(s): 3-10 | | | | |

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Notes for Teaching Points: ___________________________________________________________________

_________________________________________________________________________________________

|Errors |Accuracy Rate |

|0 |100% |

|1 |99% |

|2 |98% |

|3 |97% |

|4 |96% |

|5 |95% |

|6 |94% |

|7 |93% |

|8 |92% |

|9 |91% |

|10 |90% |

|11 |89% |

|Scholastic Benchmark Book Assessment |

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|Title: |The Rain Came Down | | |

|Level: |J | |SCORE: |

|Page Range for Running Record:|Pg. 3-10 | | /5 |

|Page Range for Comprehension |entire book | | |

|Questions: | | | |

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|1 |What happened at the beginning of the story? |

| |It started to rain. | |

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|2 |Why were the characters in the story so angry? |

| |The rain frustrated them and kept them from doing what they wanted to do. | |

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|3 |What made the town’s people begin to feel better? |

| |The rain stopped and the sun began to shine. | |

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|4 |Who helped the town's people feel better? |

| |The policeman | |

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|5 |What happened at the end of the story? |

| |The town's people were happy and nice to each other. | |

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Scholastic Benchmark Book Assessment

Running Record

Name: __________________________________________ Date: ___________________

Teacher Name: ___________________________________

| |Error |Self-Cor|E |SC |

|Title: Frog and Toad All Year Level: K |Tally |rect |MSV |MSV |

| | |Tally | | |

|Word Count: 114 Page(s): 4-7 | | | | |

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Notes for Teaching Points: ___________________________________________________________________

_________________________________________________________________________________________

|Errors |Accuracy Rate |

|0 |100% |

|1 |99% |

|2 |98% |

|3 |97% |

|4 or 5 |96% |

|6 |95% |

|7 |94% |

|8 |93% |

|9 |92% |

|10 |91% |

|11 |90% |

|12 |89% |

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|Scholastic Benchmark Book Assessment |

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|Title: |Frog and Toad All Year | | |

|Level: |K | |SCORE: |

|Page Range for Running Record: |pg 4-7 | | /5 |

|Page Range for Comprehension Questions:|pg 4-17 | | |

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|1 |What did Toad say when Frog told him to wake up and see how wonderful the winter was? |

| |Toad said he wouldn't get up because he was warm in his bed. He said he didn't have any winter clothes. | |

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|2 |How did Toad feel about Frog getting him ready for winter? What does Toad say to prove your answer? |

| |Toad doesn't want to go outside. He says, "My best friend is trying to kill me!" | |

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|3 |When Frog and Toad were riding down the hill, did Toad know Frog fell off the sled? How do you know? |

| |Toad didn't know Frog was bumped off the sled. He would have been afraid if he knew Frog wasn't with him. | |

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|4 |Why do you think Toad hit the tree? |

| |The crow told Toad that Frog was not on the sled. Toad didn't think he could ride the sled without Frog's help. | |

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|5 |How are Frog and Toad different? |

| |Frog likes to have fun and do exciting things. Toad likes to be safe and not try new things. |

Scholastic Benchmark Book Assessment

Running Record

Name: __________________________________________ Date: ___________________

Teacher Name: ___________________________________

| |Error |Self-Cor|E |SC |

|Title: The Subway Mouse Level: L |Tally |rect |MSV |MSV |

| | |Tally | | |

|Word Count: 91 Page(s): 6-9 | | | | |

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Notes for Teaching Points: ___________________________________________________________________

_________________________________________________________________________________________

|Errors |Accuracy Rate |

|0 |100% |

|1 |99% |

|2 |98% |

|3 |97% |

|4 |96% |

|5 |95% |

|6 |93% |

|Scholastic Benchmark Book Assessment |

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|Title: |The Subway Mouse | | |

|Level: |L | |SCORE: |

|Page Range for Running Record: |pg 6-9 | | /5 |

|Page Range for Comprehension |entire book | | |

|Questions: | | | |

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|1 |In the beginning of the story, how do the mothers feel about Nib’s garbage? |

| |The mothers are angry because Nib's garbage is taking up too much room in the nest. | |

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|2 |Why do you think the mice come home to their nests at night? |

| |The subway trains were not running so it was a nice quiet place. | |

| | | | | | | |

|3 |What made the town’s people begin to feel better? |

| |The rain stopped and the sun began to shine. | |

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|4 |When Lola refused to continue the trip, what is the author telling us about her? |

| |Lola is as strong or determined as Nib. | |

| | | | | | | |

|5 |Was it a good decision for Nib to leave home? Why or why not? |

| |Yes, Nib knew there was a better place for him to live and he was willing to work hard to make a | |

| |change. | |

| |No, Nib should have stayed at home to be with his family. |

Scholastic Benchmark Book Assessment

Running Record

Name: __________________________________________ Date: ___________________

Teacher Name: ___________________________________

| |Error |Self-Cor|E |SC |

|Title: Flat Stanley Level: M |Tally |rect |MSV |MSV |

| | |Tally | | |

|Word Count: 118 Page(s): 8-11 | | | | |

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Notes for Teaching Points: ___________________________________________________________________

_________________________________________________________________________________________

|Errors |Accuracy Rate |

|0 |100% |

|1 |99% |

|2 |98% |

|3 |97% |

|4 or 5 |96% |

|6 |95% |

|7 |94% |

|Scholastic Benchmark Book Assessment |

| | | | | | | |

|Title: |Flat Stanley | | |

|Level: |M | |SCORE: |

|Page Range for Running Record:|pg 8-11 | | /5 |

|Page Range for Comprehension |pg 8-21 | | |

|Questions: | | | |

| | | | | | | |

|1 |How did Stanley feel about being flat? Why? |

| |He liked it. He could go from room to room without opening the door by sliding under it. | |

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|2 |How did Stanley use being flat to help his mother? |

| |When she dropped her ring into the storm drain he used his shoe laces to lower himself down into the drain to find the | |

| |ring. | |

| | | | | | | |

|3 |What did the police officers think of Ms. Lambchop? What words from the text helped you understand that? | |

| |They thought she was crazy when she said her son was on the other end of the shoelace. Text evidence: "Get the net. | |

| |We have caught a cuckoo." | |

| | | | | | | |

|4 |Why did Stanley's father bring home a large envelope? | |

| |It cost less money to mail Stanley to California than to buy a plane or train ticket. | |

| | | | | | | |

|5 |What did Mrs. Lambchop put in the envelope with Stanley? | |

| |an egg salad sandwich and a toothbrush | |

Scholastic Benchmark Book Assessment

Running Record

Name: __________________________________________ Date: ___________________

Teacher Name: ___________________________________

| |Error |Self-Cor|E |SC |

|Title: Brand-new School, Brave New Ruby (Ruby and the Booker Boys) Level: N |Tally |rect |MSV |MSV |

| | |Tally | | |

|Word Count: 119 Page(s): | | | | |

|29-30 | | | | |

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Notes for Teaching Points: ___________________________________________________________________

_________________________________________________________________________________________

|Errors |Accuracy Rate |

|0 |100% |

|1 |99% |

|2 |98% |

|3 |97% |

|4 or 5 |96% |

|6 |95% |

|7 |94% |

|Scholastic Benchmark Book Assessment |

| | | | | | | |

|Title: |Ruby and the Booker Boys | | |

|Level: |N | |SCORE: |

|Page Range for Running Record:|pg 29-30 | | /5 |

|Page Range for Comprehension |pg 29-41 | | |

|Questions: | | | |

| | | | | | | |

|1 |Why was Ruby nervous at the beginning of the chapter? |

| |She was starting at a new school and it was bigger than the school she came from. | |

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|2 |Why would walking in with her brothers help Ruby? |

| |Ruby's brothers are popular. The other kids would like Ruby because she was with them. | |

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|3 |Why was Marcellus' nickname Big-Time? | |

| |He was good at a lot of things, such as playing music and sports, and he gets good grades. He thinks he is good at | |

| |everything and thinks a lot of himself. | |

| | | | | | | |

|4 |Why did Ruby start to cry? | |

| |Kids crowded around her brothers and she didn't know anyone. She was lonely. | |

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|5 |What did Ty mean when he said, "…add some Ruby Booker flavor to that class"? | |

| |He wanted her to go into class and get to know her classmates. He thought she would be as popular as he, Marcellus and | |

| |Ro. | |

Scholastic Benchmark Book Assessment

Running Record

Name: __________________________________________ Date: ___________________

Teacher Name: ___________________________________

| |Error |Self-Cor|E |SC |

|Title: John Philip Duck Level: O |Tally |rect |MSV |MSV |

| | |Tally | | |

|Word Count: 127 Page(s): 25 | | | | |

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Notes for Teaching Points: ___________________________________________________________________

_________________________________________________________________________________________

|Errors |Accuracy Rate |

|0 |100% |

|1 |99% |

|2 or 3 |98% |

|4 |97% |

|5 |96% |

|6 |95% |

|7 |94% |

|Scholastic Benchmark Book Assessment |

| | | | | | | |

|Title: |John Philip Duck | | |

|Level: |O | |SCORE: |

|Page Range for Running Record: |pg 25 | | /5 |

|Page Range for Comprehension |entire book | | |

|Questions: | | | |

| | | | | | | |

|1 |When Edward asked to raise the duck he found, what did his mother think would be the biggest problem? How did Edward solve|

| |that problem? |

| |The family had to go to the city to work at the hotel during the week and the duck could not stay alone on the farm. |

| |Edward took the duck to the hotel and hid him in the kitchen. |

| | | | | | | |

|2 |When Mr. Schutt heard the duck quack, what did the bellman do? Why? |

| |The bellman coughed loudly so that Mr. Schutt would think he heard the cough. So Mr. Schutt would not find out about the |

| |duck. |

| | | | | | | |

|3 |Why was the fountain in the lobby a good hiding place for John Philip Duck? | |

| |The duck decoys were in the fountain and he would blend in and not be noticed. |

| | | | | | | |

|4 |Why did Mr. Schutt agree to let the duck stay? | | |

| |The guests liked the duck's tricks and thought it was unique to have a duck in the lobby. Mr. Schutt gave Edward one month|

| |to train a group of ducks. Mr. Schutt did not think Edward could train the ducks. |

| | | | | | | |

|5 |Where did Edward get the name John Philip Duck? | |

| |Edward's family loved the big brass band music, especially John Philip Sousa. Edward trained the duck to march and dance |

| |along to the music. Someone noticed that the duck marched "as proper as" John Philip Sousa. |

Scholastic Benchmark Book Assessment

Running Record

Name: __________________________________________ Date: ___________________

Teacher Name: ___________________________________

| |Error |Self-Cor|E |SC |

|Title: 97 Ways to Train a Dragon Level: P |Tally |rect |MSV |MSV |

| | |Tally | | |

|Word Count: 134 Page(s): 21-22 | | | | |

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Notes for Teaching Points: ___________________________________________________________________

_________________________________________________________________________________________

|Errors |Accuracy Rate |

|0 |100% |

|1 or 2 |99% |

|3 |98% |

|4 |97% |

|5 or 6 |96% |

|7 |95% |

|8 |94% |

| |

|Scholastic Benchmark Book Assessment |

| | | | | | | |

|Title: |97 Ways to Train a Dragon | | |

|Level: |P | |SCORE: |

|Page Range for Running Record:|pg 21-22 | | /5 |

|Page Range for Comprehension |pg 21-32 | | |

|Questions: | | | |

| | | | | | | |

|1 |How did Wiglaf and Angus feel about the breakfast? What words from the text made you think that? |

| |They did not like the breakfast. Text Evidence: "Wiglaf stared at the quivering gray lump." ; "…Angus turned up his | |

| |nose."; "In the end they choked it down." | |

| | | | | | | |

|2 |Why was Wiglaf not able to sleep? |

| |He was thinking about the egg and wanted to check on it. | |

| | | | | | | |

|3 |How did the pipling get its name? | |

| |When the dragon hatched it made a sound like wrrrrm. Wiglaf called the dragon Worm. | |

| | | | | | | |

|4 |Where did Angus hide his goodies? | |

| |behind a stone in the wall beside his cot/bed | |

| | | | | | | |

|5 |Where did the characters decide to hide Worm? Why? | |

| |In the henhouse because they couldn't risk the inspector finding him in their room, and no one goes to the henhouse. | |

Scholastic Benchmark Book Assessment

Running Record

Name: __________________________________________ Date: ___________________

Teacher Name: ___________________________________

| |Error |Self-Cor|E |SC |

|Title: Nothing Ever Happens on 90th Street Level: Q |Tally |rect |MSV |MSV |

| | |Tally | | |

|Word Count: 145 Page(s): 9-10 | | | | |

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|“ | | | | |

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Notes for Teaching Points: ___________________________________________________________________

_________________________________________________________________________________________

|Errors |Accuracy Rate |

|0 |100% |

|1 or 2 |99% |

|3 |98% |

|4 or 5 |97% |

|6 |96% |

|7 |95% |

|8 |94% |

|Scholastic Benchmark Book Assessment |

| | | | | | | |

|Title: |Nothing Ever Happens on 90th Street | | |

|Level: |Q | |SCORE: |

|Page Range for Running Record:|pg 9-10 | | /5 |

|Page Range for Comprehension |entire book | | |

|Questions: | | | |

| | | | | | | |

|1 |What do Eva and Mr. Morley have in common? |

| |They want each other to find happiness in the simple things. | |

| | | | | | | |

|2 |To what does Mr. Sims compare the world and the people in it? What does he mean by this? |

| |Mr. Sims compares the world to a stage. He means that a lot of exciting things happen if you watch carefully. | |

| | | | | | | |

|3 |What does Eva try to imagine about Alexis Leora? |

| |Eva tries to imagine what Alexis would be like if she met someone who made her happy. | |

| | | | | | | |

|4 |Why does Eva laugh when she thinks about crumbling her Danish? |

| |Eva knew if she crumbled her danish the birds would gather and make the baby laugh. | |

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|5 |How has Oliver's problem brought together the people of 90th Street? |

| |The people on 90th Street, who had never spoken to one another, worked together to catch Oliver. |

Scholastic Benchmark Book Assessment

Running Record

Name: __________________________________________ Date: ___________________

Teacher Name: ___________________________________

| |Error |Self-Cor|E |SC |

|Title: Miracles on Maple Hill Level: R |Tally |rect |MSV |MSV |

| | |Tally | | |

|Word Count: 161 Page(s): 35-36 | | | | |

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Notes for Teaching Points: ___________________________________________________________________

_________________________________________________________________________________________

|Errors |Accuracy Rate |

|0 |100% |

|1 or 2 |99% |

|3 or 4 |98% |

|5 |97% |

|6 or 7 |96% |

|8 |95% |

|9 |94% |

|Scholastic Benchmark Book Assessment |

| | | | | | | |

|Title: |Miracles on Maple Hill | | |

|Level: |R | |SCORE: |

|Page Range for Running Record:|pg 35-36 | | /5 |

|Page Range for Comprehension |pg 35-45 | | |

|Questions: | | | |

| | | | | | | |

|1 |What was Mr. Chris making with the tree sap? |

| |Syrup | |

| | | | | | | |

|2 |How do Marly and Mr. Chris feel about mice? |

| |They both think of them as friendly creatures. Neither one likes to set traps or kill them. | |

| | | | | | | |

|3 |Why doesn't Mr. Chris use a thermometer to test the syrup's temperature? |

| |He thinks people depend on machinery too much. He feels if you start depending on machinery to do things for you, then you will | |

| |stop knowing how to do things yourself. | |

| | | | | | | |

|4 |Why did Mrs. Chris hate sugar season? |

| |She felt her husband, Mr. Chris, worked too hard. He had a heart attack a couple of years ago and would not take care of himself | |

| |when working. | |

| | | | | | | |

|5 |What did Marly's dad do when they got home? |

| |He started singing without anyone asking him. | |

Scholastic Benchmark Book Assessment

Running Record

Name: __________________________________________ Date: ___________________

Teacher Name: ___________________________________

| |Error |Self-Cor|E |SC |

|Title: The Good Dog Level: S |Tally |rect |MSV |MSV |

| | |Tally | | |

|Word Count: 119 Page(s): 195-196 | | | | |

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Notes for Teaching Points: ___________________________________________________________________

_________________________________________________________________________________________

|Errors |Accuracy Rate |

|0 |100% |

|1 |99% |

|2 |98% |

|3 |97% |

|4 or 5 |96% |

|6 |95% |

|7 |94% |

|Scholastic Benchmark Book Assessment |

| | | | | | | |

|Title: |The Good Dog | | |

|Level: |S | |SCORE: |

|Page Range for Running Record:|pg 195-196 | | /5 |

|Page Range for Comprehension |pg 195-201 | | |

|Questions: | | | |

| | | | | | | |

|1 |Why did McKinley decide to stop following the creek? |

| |The humans were in that direction. | |

| | | | | | | |

|2 |Why was it difficult for Lupin to move faster? |

| |She was wounded. | |

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|3 |Why did Lupin finally agree to keep moving to escape the humans? |

| |McKinley told her she reminded him of what dogs once were and what he could become. She was hopeful he would join | |

| |their pack. | |

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|4 |Why did McKinley stay behind while Aspen and Lupin kept moving forward? |

| |McKinley planned to face Redburn and the humans, so the other two would be safe. | |

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|5 |Why did Lupin say McKinley was a "true head dog?" |

| |He was loyal; he encouraged Lupin to keep moving, telling her she could do it even though she was wounded; he put | |

| |himself in danger to save Aspen and Lupin. | |

Scholastic Benchmark Book Assessment

Running Record

Name: __________________________________________ Date: ___________________

Teacher Name: ___________________________________

| |Error |Self-Cor|E |SC |

|Title: The Word Eater Level: T |Tally |rect |MSV |MSV |

| | |Tally | | |

|Word Count: 156 Page(s): 23 | | | | |

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Notes for Teaching Points: ___________________________________________________________________

_________________________________________________________________________________________

|Errors |Accuracy Rate |

|0 |100% |

|1 or 2 |99% |

|3 |98% |

|4 or 5 |97% |

|6 or 7 |96% |

|8 |95% |

|9 |94% |

|Scholastic Benchmark Book Assessment |

| | | | | | | |

|Title: |The Word Eater | | |

|Level: |T | |SCORE: |

|Page Range for Running Record:|pg 23 | | /5 |

|Page Range for Comprehension |pg 23-26 | | |

|Questions: | | | |

| | | | | | | |

|1 |Why did Lerner duck when the crow flew toward the window? |

| |Lerner thought the crow was going to fly into the window, but instead it landed on the ledge. | |

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|2 |What was Fip the worm talking about when he said, "Smorgasbord"? |

| |Fip was referring to the words on the paper. Fip ate the "J". | |

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|3 |Why did Mr. Droan use his grade book to create a barrier on his desk? |

| |He didn't want the kids to see that he was reading a book and eating cookies. | |

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|4 |What did Lerner think about the teachers and the work at her school? | |

| |The work was boring and the teachers didn't do things to make it more interesting. | |

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|5 |What caught Lerner's attention just before she crumpled the article? | |

| |She noticed the worm move, and saw that it had eaten the words "Jay's Star". | |

Scholastic Benchmark Book Assessment

Running Record

Name: __________________________________________ Date: ___________________

Teacher Name: ___________________________________

| |Error |Self-Cor|E |SC |

|Title: My Side of the Mountain Level: U |Tally |rect |MSV |MSV |

| | |Tally | | |

|Word Count: 135 Page(s): 13 | | | | |

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Notes for Teaching Points: ___________________________________________________________________

_________________________________________________________________________________________

|Errors |Accuracy Rate |

|0 |100% |

|1 or 2 |99% |

|3 |98% |

|4 |97% |

|5 or 6 |96% |

|7 |95% |

|8 |94% |

|Scholastic Benchmark Book Assessment |

| | | | | | | |

|Title: |My Side of the Mountain | | |

|Level: |U | |SCORE: |

|Page Range for Running Record:|pg 13 | | /5 |

|Page Range for Comprehension |pg 13-20 (end at "Keep blowing.") | | |

|Questions: | | | |

| | | | | | | |

|1 |What happened the first time Sam tried to catch a fish? |

| |He jerked the string and the hook came apart. He ended up with no bait or fish. | |

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|2 |How many trout did Sam end up catching? |

| |Five | |

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|3 |What happened when Sam tried to start a fire? |

| |He gathered dry wood and was able to get some sparks. He added more twigs and blew on it. The sparks disappeared. He | |

| |eventually tried using steel and flint, but he was not able to get a fire started. | |

| | | | | | | |

|4 |Why was it difficult for Sam to sleep through the night? |

| |He was cold and scared. The ground was damp. The whippoorwills made a lot of noise. | |

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|5 |When Sam knocked on the door of the house, a man named Bill opened it. Why was Bill helping Sam? |

| |Bill could tell Sam was hungry, young and alone. He wanted to make sure Sam would be okay and could take care of himself, so | |

| |he fed him and showed him how to build a fire. | |

Scholastic Benchmark Book Assessment

Running Record

Name: __________________________________________ Date: ___________________

Teacher Name: ___________________________________

| |Error |Self-Cor|E |SC |

|Title: Black Star, Bright Dawn Level: V |Tally |rect |MSV |MSV |

| | |Tally | | |

|Word Count: 159 Page(s): 63-64 | | | | |

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Notes for Teaching Points: ___________________________________________________________________

_________________________________________________________________________________________

|Errors |Accuracy Rate |

|0 |100% |

|1 or 2 |99% |

|3 |98% |

|4 or 5 |97% |

|6 or 7 |96% |

|8 |95% |

|9 |94% |

|Scholastic Benchmark Book Assessment |

| | | | | | | |

|Title: |Black Star, Bright Dawn | | |

|Level: |V | |SCORE: |

|Page Range for Running Record:|pg 63-64 | | /5 |

|Page Range for Comprehension |pg 63-67 | | |

|Questions: | | | |

| | | | | | | |

|1 |In the story Oteg shared, what did the Great Spirit tell the birds to do to find their voice? |

| |At dawn they should fly as high as they can. The bird that flies the highest will have the most beautiful voice and sing| |

| |the most beautiful songs. | |

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|2 |Why did Raven think he had no chance of winning? |

| |He was the smallest and knew he could not fly the highest in the sky. | |

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|3 |What was Raven's plan to win? | |

| |He hid in Eagle's tail feather and when Eagle soared high he crawled out of Eagle's tail feathers and flew higher. | |

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|4 |How did the Great Spirit react to Raven's plan? | |

| |He said Raven was a cheat and would have the worst voice in the world. | |

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|5 |The character telling the story wasn't sure Oteg was there to race. What did he think Oteg wanted more? | |

| |He wanted to tell stories and drink his tea. | |

Scholastic Benchmark Book Assessment

Running Record

Name: __________________________________________ Date: ___________________

Teacher Name: ___________________________________

| |Error |Self-Cor|E |SC |

|Title: The Titan’s Curse (Percy Jackson) Level: W |Tally |rect |MSV |MSV |

| | |Tally | | |

|Word Count: 142 Page(s): 45 | | | | |

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Notes for Teaching Points: ___________________________________________________________________

_________________________________________________________________________________________

|Errors |Accuracy Rate |

|0 |100% |

|1 or 2 |99% |

|3 |98% |

|4 |97% |

|5 or 6 |96% |

|7 |95% |

|8 |94% |

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|Scholastic Benchmark Book Assessment |

| |

| |

| |

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|Title: |

|The Titan's Curse |

| |

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|Level: |

|W |

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|SCORE: |

| |

|Page Range for Running Record: |

|pg 45 |

| |

|/5 |

| |

|Page Range for Comprehension Questions: |

|pg 45-50 (end with "Who wants to drive?") |

| |

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|1 |

|What was surprising about the way Apollo arrived? |

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|He drove up in a glowing, red convertible (Maserati Spyder). |

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|2 |

|Who did Apollo remind Percy of when he got out of the car? What were some of their similarities and differences? |

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|He reminded him of his enemy, Luke. Both had sandy hair and good looks. Apollo was taller than Luke and did not have a scar. |

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|3 |

|Where did Artemis ask Apollo to take the Hunters? |

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|Camp Half-Blood |

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|4 |

|When Apollo introduced himself to Thalia, she blushed. Why? |

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|She thought he was very handsome and charming. She was embarrassed. |

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|5 |

|Why does Artemis sometimes get frustrated with Apollo? |

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|He can be too playful and not serious enough when it really matters. She also thinks he is disrespectful to some of the girls. He flirts with them and |

|calls them sweetheart. |

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Scholastic Benchmark Book Assessment

Running Record

Name: __________________________________________ Date: ___________________

Teacher Name: ___________________________________

| |Error |Self-Cor|E |SC |

|Title: The Mostly True Adventures of Homer P. Figg Level: X |Tally |rect |MSV |MSV |

| | |Tally | | |

|Word Count: 141 Page(s): 84 | | | | |

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Notes for Teaching Points: ___________________________________________________________________

_________________________________________________________________________________________

|Errors |Accuracy Rate |

|0 |100% |

|1 or 2 |99% |

|3 |98% |

|4 |97% |

|5 or 6 |96% |

|7 |95% |

|8 |94% |

|Scholastic Benchmark Book Assessment |

| | | | | | | |

|Title: |The Mostly True Adventures of Homer P. Figg | | |

|Level: |X | |SCORE: |

|Page Range for Running Record:|pg 84 | | /5 |

|Page Range for Comprehension |pg 80-84 | | |

|Questions: | | | |

| | | | | | | |

|1 |What is Webster B. Willow's job? |

| |He is Homer's new guardian. He will travel with him. | |

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|2 |Why was Mr. Willow nervous when they boarded the train? |

| |He had never been on a train before; had never really traveled anywhere. | |

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|3 |Why were Homer and Mr. Willow making this journey? |

| |They were searching for Homer's brother who was taken into the army. | |

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|4 |What warning did Mr. Brewster give Mr. Willow before they left? |

| |He told him to be very clear about why they were there, otherwise people would be concerned about all of his questions and might think he | |

| |was a spy. | |

| | | | | | | |

|5 |What did Homer do on the train while Mr. Willow talked? |

| |He listened at first, but then he watched the scenery out of the window. He eventually fell asleep and woke up once they arrived in | |

| |Portland. | |

Scholastic Benchmark Book Assessment

Running Record

Name: __________________________________________ Date: ___________________

Teacher Name: ___________________________________

| |Error |Self-Cor|E |SC |

|Title: The Devil’s Arithmetic Level: Y |Tally |rect |MSV |MSV |

| | |Tally | | |

|Word Count: 167 Page(s): 57 | | | | |

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Notes for Teaching Points: ___________________________________________________________________

_________________________________________________________________________________________

|Errors |Accuracy Rate |

|0 |100% |

|1 or 2 |99% |

|3 or 4 |98% |

|5 |97% |

|6 or 7 |96% |

|8 or 9 |95% |

|10 |94% |

|Scholastic Benchmark Book Assessment |

| | | | | | | |

|Title: |The Devil's Arithmetic | | |

|Level: |Y | |SCORE: |

|Page Range for Running Record:|pg 57 | | /5 |

|Page Range for Comprehension |pg 57-64 | | |

|Questions: | | | |

| | | | | | | |

|1 |What were Hannah, Shmuel, and the others celebrating? |

| |Shmuel was getting married to Fayge. They were all traveling to her village for the wedding. | |

| | | | | | | |

|2 |Describe what Fayge looked like. |

| |She had dark black hair. She was wearing all white with gold jewelry. She was very beautiful. She had strong hands. | |

| | | | | | | |

|3 |When they arrived at Viosk, Fayge's village, what did they see? |

| |Black cars and army trucks | |

| | | | | | | |

|4 |What was Hannah's initial reaction when she saw the cars and trucks ahead? How did it make her feel? |

| |She shuddered. She knew they reminded her of something, but she could not remember what. She was worried, but she wasn't sure | |

| |why. | |

| | | | | | | |

|5 |How did Hannah feel when she realized the people in the cars and trucks were actually Nazi soldiers? |

| |She was terrified because she knew why they were there. Her family would not listen to her warnings to turn around. She knew what| |

| |they were about to face. | |

Scholastic Benchmark Book Assessment

Running Record

Name: __________________________________________ Date: ___________________

Teacher Name: ___________________________________

| |Error |Self-Cor|E |SC |

|Title: The Hunger Games Level: Z |Tally |rect |MSV |MSV |

| | |Tally | | |

|Word Count: 186 Page(s): 239-240 | | | | |

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Notes for Teaching Points: ___________________________________________________________________

_________________________________________________________________________________________

|Errors |Accuracy Rate |

|0 |100% |

|1 or 2 |99% |

|3 or 4 |98% |

|5 or 6 |97% |

|7 or 8 |96% |

|9 or 10 |95% |

|11 |94% |

|Scholastic Benchmark Book Assessment |

| | | | | | | |

|Title: |The Hunger Games | | |

|Level: |Z | |SCORE: |

|Page Range for Running Record:|pg 239-240 | | /5 |

|Page Range for Comprehension |pg 239-244 | | |

|Questions: | | | |

| | | | | | | |

|1 |How many tributes are left? |

| |Six | |

| | | | | | | |

|2 |Why was Katniss sad and lonely? |

| |Rue had just been killed. | |

| | | | | | | |

|3 |What was in the boy's backpack from District 1 that surprised Katniss? Why did it shock her? |

| |He only had a pack of dried fruit for food. She was surprised he would travel so lightly. He wasn't very prepared. | |

| | | | | | | |

|4 |Even though Katniss was tired and lonely, she made herself get up and get more water and food. What helped her to do this? |

| |She thought about her sister, Prim, watching her from home. She wanted to be brave. She also thought about the | |

| |promise she made to Rue to win the Games. | |

| | | | | | | |

|5 |What was the rule change Claudius Templesmith announced? |

| |Two tributes could win if they were from the same district. | |

-----------------------

95 – 100% Independent

90 – 94% Instructional

less than 90% Frustrational

95 – 100% Independent

90 – 94% Instructional

less than 90% Frustrational

95 – 100% Independent

90 – 94% Instructional

less than 90% Frustrational

CALCULATING FLUENCY RATE

Step 1: Calculate words read correctly: Total # of words read _____- errors _____ =_______words read correctly

Step 2: Calculate words per minute: Total # words read correctly _____x (multiply by) 60 then ÷ (divide by) # of seconds to read passage = ______wpm

Level D Fluency Goal: 30-40 wpm

95 – 100% Independent

90 – 94% Instructional

less than 90% Frustrational

CALCULATING FLUENCY RATE

Step 1: Calculate words read correctly: Total # of words read _____- errors _____ =_______words read correctly

Step 2: Calculate words per minute: Total # words read correctly _____x (multiply by) 60 then ÷ (divide by) # of seconds to read passage = ______wpm

Level E Fluency Goal: 50 wpm

95 – 100% Independent

90 – 94% Instructional

less than 90% Frustrational

CALCULATING FLUENCY RATE

Step 1: Calculate words read correctly: Total # of words read _____- errors _____ =_______words read correctly

Step 2: Calculate words per minute: Total # words read correctly _____x (multiply by) 60 then ÷ (divide by) # of seconds to read passage = ______wpm

Level F Fluency Goal: 50 wpm

95 – 100% Independent

90 – 94% Instructional

less than 90% Frustrational

CALCULATING FLUENCY RATE

Step 1: Calculate words read correctly: Total # of words read _____- errors _____ =_______words read correctly

Step 2: Calculate words per minute: Total # words read correctly _____x (multiply by) 60 then ÷ (divide by) # of seconds to read passage = ______wpm

Level G Fluency Goal: 55wpm

95 – 100% Independent

90 – 94% Instructional

less than 90% Frustrational

CALCULATING FLUENCY RATE

Step 1: Calculate words read correctly: Total # of words read _____- errors _____ =_______words read correctly

Step 2: Calculate words per minute: Total # words read correctly _____x (multiply by) 60 then ÷ (divide by) # of seconds to read passage = ______wpm

Level H Fluency Goal: 55 wpm

95 – 100% Independent

90 – 94% Instructional

less than 90% Frustrational

CALCULATING FLUENCY RATE

Step 1: Calculate words read correctly: Total # of words read _____- errors _____ =_______words read correctly

Step 2: Calculate words per minute: Total # words read correctly _____x (multiply by) 60 then ÷ (divide by) # of seconds to read passage = ______wpm

Level I Fluency Goal: 60 wpm

95 – 100% Independent

90 – 94% Instructional

less than 90% Frustrational

CALCULATING FLUENCY RATE

Step 1: Calculate words read correctly: Total # of words read _____- errors _____ =_______words read correctly

Step 2: Calculate words per minute: Total # words read correctly _____x (multiply by) 60 then ÷ (divide by) # of seconds to read passage = ______wpm

Level J Fluency Goal: 70 wpm

95 – 100% Independent

90 – 94% Instructional

less than 90% Frustrational

CALCULATING FLUENCY RATE

Step 1: Calculate words read correctly: Total # of words read _____- errors _____ =_______words read correctly

Step 2: Calculate words per minute: Total # words read correctly _____x (multiply by) 60 then ÷ (divide by) # of seconds to read passage = ______wpm

Level K Fluency Goal: 75 wpm

95 – 100% Independent

90 – 94% Instructional

less than 90% Frustrational

CALCULATING FLUENCY RATE

Step 1: Calculate words read correctly: Total # of words read _____- errors _____ =_______words read correctly

Step 2: Calculate words per minute: Total # words read correctly _____x (multiply by) 60 then ÷ (divide by) # of seconds to read passage = ______wpm

Level L Fluency Goal: 75 wpm

98 – 100% Independent

95 – 97% Instructional

less than 95% Frustrational

CALCULATING FLUENCY RATE

Step 1: Calculate words read correctly: Total # of words read _____- errors _____ =_______words read correctly

Step 2: Calculate words per minute: Total # words read correctly _____x (multiply by) 60 then ÷ (divide by) # of seconds to read passage = ______wpm

Level M Fluency Goal: 90 wpm

98 – 100% Independent

95 – 97% Instructional

less than 95% Frustrational

95 – 100% Independent

90 – 94% Instructional

less than 90% Frustrational

CALCULATING FLUENCY RATE

Step 1: Calculate words read correctly: Total # of words read _____- errors _____ =_______words read correctly

Step 2: Calculate words per minute: Total # words read correctly _____x (multiply by) 60 then ÷ (divide by) # of seconds to read passage = ______wpm

Level N Fluency Goal: 90 wpm

98 – 100% Independent

95 – 97% Instructional

less than 95% Frustrational

95 – 100% Independent

90 – 94% Instructional

less than 90% Frustrational

CALCULATING FLUENCY RATE

Step 1: Calculate words read correctly: Total # of words read _____- errors _____ =_______words read correctly

Step 2: Calculate words per minute: Total # words read correctly _____x (multiply by) 60 then ÷ (divide by) # of seconds to read passage = ______wpm

Level O Fluency Goal: 110 wpm

98 – 100% Independent

95 – 97% Instructional

less than 95% Frustrational

95 – 100% Independent

90 – 94% Instructional

less than 90% Frustrational

CALCULATING FLUENCY RATE

Step 1: Calculate words read correctly: Total # of words read _____- errors _____ =_______words read correctly

Step 2: Calculate words per minute: Total # words read correctly _____x (multiply by) 60 then ÷ (divide by) # of seconds to read passage = ______wpm

Level P Fluency Goal: 120 wpm

98 – 100% Independent

95 – 97% Instructional

less than 95% Frustrational

95 – 100% Independent

90 – 94% Instructional

less than 90% Frustrational

CALCULATING FLUENCY RATE

Step 1: Calculate words read correctly: Total # of words read _____- errors _____ =_______words read correctly

Step 2: Calculate words per minute: Total # words read correctly _____x (multiply by) 60 then ÷ (divide by) # of seconds to read passage = ______wpm

Level Q Fluency Goal: 120 wpm

98 – 100% Independent

95 – 97% Instructional

less than 95% Frustrational

95 – 100% Independent

90 – 94% Instructional

less than 90% Frustrational

CALCULATING FLUENCY RATE

Step 1: Calculate words read correctly: Total # of words read _____- errors _____ =_______words read correctly

Step 2: Calculate words per minute: Total # words read correctly _____x (multiply by) 60 then ÷ (divide by) # of seconds to read passage = ______wpm

Level R Fluency Goal: 130 wpm

98 – 100% Independent

95 – 97% Instructional

less than 95% Frustrational

95 – 100% Independent

90 – 94% Instructional

less than 90% Frustrational

CALCULATING FLUENCY RATE

Step 1: Calculate words read correctly: Total # of words read _____- errors _____ =_______words read correctly

Step 2: Calculate words per minute: Total # words read correctly _____x (multiply by) 60 then ÷ (divide by) # of seconds to read passage = ______wpm

Level S Fluency Goal: 130 wpm

98 – 100% Independent

95 – 97% Instructional

less than 95% Frustrational

95 – 100% Independent

90 – 94% Instructional

less than 90% Frustrational

CALCULATING FLUENCY RATE

Step 1: Calculate words read correctly: Total # of words read _____- errors _____ =_______words read correctly

Step 2: Calculate words per minute: Total # words read correctly _____x (multiply by) 60 then ÷ (divide by) # of seconds to read passage = ______wpm

Level T Fluency Goal: 140 wpm

98 – 100% Independent

95 – 97% Instructional

less than 95% Frustrational

95 – 100% Independent

90 – 94% Instructional

less than 90% Frustrational

CALCULATING FLUENCY RATE

Step 1: Calculate words read correctly: Total # of words read _____- errors _____ =_______words read correctly

Step 2: Calculate words per minute: Total # words read correctly _____x (multiply by) 60 then ÷ (divide by) # of seconds to read passage = ______wpm

Level U Fluency Goal: 140+ wpm

98 – 100% Independent

95 – 97% Instructional

less than 95% Frustrational

95 – 100% Independent

90 – 94% Instructional

less than 90% Frustrational

CALCULATING FLUENCY RATE

Step 1: Calculate words read correctly: Total # of words read _____- errors _____ =_______words read correctly

Step 2: Calculate words per minute: Total # words read correctly _____x (multiply by) 60 then ÷ (divide by) # of seconds to read passage = ______wpm

Level V Fluency Goal: 140+ wpm

98 – 100% Independent

95 – 97% Instructional

less than 95% Frustrational

95 – 100% Independent

90 – 94% Instructional

less than 90% Frustrational

CALCULATING FLUENCY RATE

Step 1: Calculate words read correctly: Total # of words read _____- errors _____ =_______words read correctly

Step 2: Calculate words per minute: Total # words read correctly _____x (multiply by) 60 then ÷ (divide by) # of seconds to read passage = ______wpm

Level W Fluency Goal: 140+ wpm

98 – 100% Independent

95 – 97% Instructional

less than 95% Frustrational

95 – 100% Independent

90 – 94% Instructional

less than 90% Frustrational

CALCULATING FLUENCY RATE

Step 1: Calculate words read correctly: Total # of words read _____- errors _____ =_______words read correctly

Step 2: Calculate words per minute: Total # words read correctly _____x (multiply by) 60 then ÷ (divide by) # of seconds to read passage = ______wpm

Level X Fluency Goal: 140+ wpm

98 – 100% Independent

95 – 97% Instructional

less than 95% Frustrational

95 – 100% Independent

90 – 94% Instructional

less than 90% Frustrational

CALCULATING FLUENCY RATE

Step 1: Calculate words read correctly: Total # of words read _____- errors _____ =_______words read correctly

Step 2: Calculate words per minute: Total # words read correctly _____x (multiply by) 60 then ÷ (divide by) # of seconds to read passage = ______wpm

Level Y Fluency Goal: 140+ wpm

98 – 100% Independent

95 – 97% Instructional

less than 95% Frustrational

95 – 100% Independent

90 – 94% Instructional

less than 90% Frustrational

CALCULATING FLUENCY RATE

Step 1: Calculate words read correctly: Total # of words read _____- errors _____ =_______words read correctly

Step 2: Calculate words per minute: Total # words read correctly _____x (multiply by) 60 then ÷ (divide by) # of seconds to read passage = ______wpm

Level Z Fluency Goal: 140+ wpm

98 – 100% Independent

95 – 97% Instructional

less than 95% Frustrational

95 – 100% Independent

90 – 94% Instructional

less than 90% Frustrational

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