RED SYSTEM LESSON 50 s Pelican Girl (FROM LESSON 49) s LEVEL M s FICTION
Student _________________________________________________
Grade ________
Date ___________________________
Teacher _________________________________________________
School ___________________________________________
Recording Form
Part One: Oral Reading
Excerpt is taken from pages 7–13
Running words: 247
Accuracy
_______
Self-correction
_______
Fluency
_______
Comprehension
_______
Teacher: Marisol hated broccoli! One day, when she was sitting at the table over a dish of dreaded broccoli,
she saw a pelican outside her window. She wished she were a pelican so she’d never have to eat broccoli
again. Read what happened to Marisol next.
Sources of Information Used
Page
7
Pelican Girl Level M, RW: 247 E SC
Text
And
it
Marisol
beak,
pouch,
a
kitchen
Marisol
flew
8
was
ruffled
her
She
and
her
easy!
wings.
webbed
was
tail
at
She
feet,
wide
along
she
high
small
waved
a
and
free
remembered.
flew
heads
Marisol
feathers
glided
quite
tiny
M S V M S V
had
too.
open,
her
a
so
broccoli
and
away.
Then
9
sprouted
window
flicked
Flying
She
SC
worked!
Suddenly
The
E
over
down
out
wing
at
the
tickled
as
a
She
her
below.
the
rode
tiny
wind.
her
It
feet.
bird.
WAS
house,
Her
a
bird!
which
family
windows
looked
stuck
and
their
Marisol
them.
Subtotal
Fountas & Pinnell Leveled Literacy Intervention
1
© 2013 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
Summary of Scores:
RED SYSTEM LESSON 50 s Pelican Girl (FROM LESSON 49) s LEVEL M s FICTION
Part One: Oral Reading continued
Sources of Information Used
Page Text
E SC
E
SC
M S V M S V
© 2013 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
9
She flew over the garden. It was filled with
cont.
bright green broccoli. She would never have to
10
eat
it
She
flew
do
again.
her
school.
homework,”
she
thought.
beak.
She
a
The
other
joined
tried
funny
pelican
could
English,
Spanish,
Marisol
landed
She
“Why
flew
“Birds
her.
say
higher.
don’t
have
to
“Yay! ”
Marisol
Hi,
but
opened
her
that
came
all
squawked
back.
three
languages
speak
and
out
on
now.
Pelican!
the
sea.
Not
one
bird
in
the
water.
paddled
She
dive
her.
her
to
and
squawk.
Marisol
joined
12
pelican
was
on
laughed
over
Another
11
Marisol
More
told
The
pelicans
her
to
eat
broccoli.
waves
felt
good
belly.
watched
the
other
not? ”
Marisol
pelicans
thought.
She
dive.
tried
a
too.
Subtotal
2
Fountas & Pinnell Leveled Literacy Intervention
RED SYSTEM LESSON 50 s Pelican Girl (FROM LESSON 49) s LEVEL M s FICTION
Part One: Oral Reading continued
Sources of Information Used
Page Text
She
up
splashed
to
Then
the
into
the
surface.
Marisol’s
It
stomach
water
was
and
bobbed
E
SC
M S V M S V
back
© 2013 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
13
E SC
easy.
rumbled.
She
was
hungr y.
She
thought
peanut
butter
of
her
and
favorite
pickle
meal.
She
loved
sandwiches.
Subtotal
End Time
min.
Fountas & Pinnell Leveled Literacy Intervention
sec.
Total
3
RED SYSTEM LESSON 50 s Pelican Girl (FROM LESSON 49) s LEVEL M s FICTION
Accuracy
Rate
14 or
Errors more
12-13
9-11
7-8
4-6
2-3
0-1
Below
95%
95%
96%
97%
98%
99%
100%
%
© 2013 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
Self-Corrections
Fluency Score
4
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.
Fountas & Pinnell Leveled Literacy Intervention
RED SYSTEM LESSON 50 s Pelican Girl (FROM LESSON 49) s LEVEL M s FICTION
Part Two: Comprehension Conversation Introduction
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
© 2013 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. 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.
Score
Within the Text
Gives 4-5 details, such as:
What happened in this part of the story?
0
1
2
3
How would you describe Marisol? What
kind of girl was she? Why do you think that?
0
1
2
3
Marisol turned into a pelican. She flew out of the window.
She flew over her house and waved a wing at her family. She
flew over her garden and her school. She was joined by other
pelicans. When she tried to say, “hi” she squawked. She landed
on the sea and dived into the water like the other pelicans.
Her stomach growled—she was hungry. She thought about her
favorite meal—a peanut butter and pickle sandwich.
Note any additional understandings:
Beyond the Text
Marisol was stubborn because she wouldn’t eat her broccoli.
She had a good imagination because she wanted to be a
pelican.
She was adventurous because she was willing to dive into the
sea.
She was bilingual because she spoke English, Spanish, and
Pelican.
She was impulsive because she didn’t think about the negative
consequences of becoming a pelican—she’d have to eat fish.
(Answers will vary. Tells 2-3 characteristics with reasons.)
Note any additional understandings:
Continued on next page.
Fountas & Pinnell Leveled Literacy Intervention
5
RED SYSTEM LESSON 50 s Pelican Girl (FROM LESSON 49) s LEVEL M s FICTION
Part Two: Comprehension Conversation continued
Key Understandings
Prompts
Score
About the Text
© 2013 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
Pelicans have wings, a beak, a pouch, webbed feet, and
feathers. They can fly high in the sky and dive into the sea to
catch fish.
Although this story is fantasy, what details
about pelicans did the author include that
were real?
0
1
2
3
Note any additional understandings:
Guide to Total Score
9-10 Excellent Comprehension
7-8 Satisfactory Comprehension
5-6 Limited Comprehension
Subtotal Score:
/9
Add 1 for any additional understandings:
/1
Total Score:
/10
0-4 Unsatisfactory Comprehension
6
Fountas & Pinnell Leveled Literacy Intervention