Teacher Observations One Brave Heart Level 65
Name Date ______
Teacher Grade GP 1 2 3
Assessment Score (4- 3- 2-1)
Accuracy_____ WPM/Rate _____/_____ Phrasing_____ Retelling_____
ORAL READING
Introduce the text.
T: This informational text, One Brave Heart: Triathlete Rudy Garcia-Tolson, is a biography. Please read aloud the first page. (Show the student where to stop reading.)
Take Record of Oral Reading. (Turn to the next page.)
PREDICTION
Ask the following two questions: (Student does not use the text when predicting.)
T: What are several things that you think you will learn from reading this text?
T: What questions do you think might be answered as you read?
STUDENT READS TEXT SILENTLY
Hand the student the text.
T: You may read the selection where you left off or you may reread it from the beginning. Read carefully so that you may retell the main points after you have read.
T: Signal to indicate when you have finished reading and are ready to do the retelling.
RECORD OF ORAL RETELL
Set the text aside.
T: Retell the selection as if it were being told to someone who had never read it or heard it before.
Use the retell sheet that corresponds to the text. Check off (or number) the main points or events as the student tells them.
When the student ends the retell, prompt with:
T: Tell me more.
Additional prompts, may be used to encourage the student to tell more:
· What happened at the beginning?
· What happened after ______(an event mentioned by the student).
· Who else is in the selection?
· How did the selection end?
· Is there anything more you can tell me about ______(name a main idea that was mentioned briefly by the student).
ANALYSIS & SCORING
Consider whether the retelling was sequential, recall was fairly accurate, and any inferences were made. Make notes in the comment section.
Use the retelling rubric to determine the score.
Enter all 4 scores in IMS.
RECORD OF ORAL READING
Record the student’s oral reading behaviors and mark any miscues made while reading aloud. Note the student’s phrasing. Time the student’s oral reading for the rate score. Note the accuracy score. If the student read the passage below 97% accuracy, select a lower level text.
Down the Final Stretch . . .
You are standing at a finish line with a crowd of cheering people. Running down the race course is a boy about your age. His eyes are focused straight ahead, and sweat is streaming down his face. “This kid is amazing!” exclaim the spectators. You wonder what the big deal is because the runner looks like all the other kids. As he comes closer, you begin to understand the loud applause. The boy’s legs are metal!
Meet Rudy Garcia-Tolson
Rudy was born on September 14, 1988, with several rare birth defects and a leg-crippling disease called Pterygium (ter-i-JEE-um) Syndrome. The disease prevented him from straightening his legs. He had a club foot, webbed fingers, and a cleft palate (a defect in the roof of his mouth). By the time Rudy was five, he had undergone 15 operations. He could smile, chew, and use his hands more easily. However, he was still unable to walk and was confined to a wheelchair.
Rudy’s doctors did everything they could for his legs. Finally, they suggested amputating his legs so that he could receive prosthetic, or artificial, ones. It was the only way Rudy would be able to walk. At the time, it wasn’t such a hard decision for Rudy. He wanted to run and play like other kids his age. So Rudy and his parents gave the doctors permission to amputate. Three months later, he returned to his school in a wheelchair.
Word Count: 239 Time: ______seconds
Count the miscues that are not self-corrected.
On the chart below, circle the number of miscues not self-corrected and the percent of accuracy.
% / 100 / 99 / 98 / 97 / 96 / 95 / 94 / 93Miscues / 0 / 1-2 / 3-4 / 5-7 / 8-9 / 10-11 / 12-14 / 15-16