Comprehension Through Deductive Reasoning Observation ChecklistDirections: Use the following checklist during small-group reading to evaluate students’ progress in using higher-level thinking strategies to answer text-dependent questions with deductive reasoning. Record students’ names in the first column. Then record specific observations and/or mark A for Always, S for Sometimes, and N for Never.
Behavior Student’s Name Always Sometimes Never Observations
The student is aware questions ask her to find information in the text.
The student is aware she must think about what she reads.
The student understands that words in the question help find the answer in the text passage.
The student reads and rereads the book to find clues/evidence to answer a question and prove the answer correct.
The student can explain how she thought about and answered a question.
Nonfiction Retelling AssessmentDirections: Use the following checklist during small-group reading to evaluate students’ skill in retelling information from nonfiction texts. Record students’ names in the first column. Then record specific observations and/or mark + for information given with prompts, ✓ for information given without prompts, and ? for information not given.
Fiction Retelling AssessmentDirections: Use the following checklist during small-group reading to evaluate students’ skill in retelling information from nonfiction texts. Record students’ names in the first column. Then record specific observations and/or mark + for information given with prompts, ✓ for information given without prompts, and ? for information not given.
• States the problem and solution of the story 1 2 3 4
• Provides details to support the events in the story 1 2 3 4
• Describes the ending of the story 1 2 3 4
• Explains how the story has personal relevance 1 2 3 4
• Makes connection from the story to other texts 1 2 3 4
Circleone: OralRetelling WrittenRetelling
Prompt:Tell me about what you read.
Rubric 4 Gives accurate information using explicit details with elaboration 3 Gives accurate information with explicit details 2 Gives limited information, may include some inaccuracies 1 Unable to give information related to the text 0 No score indicates no response
Comments: TotalRubricScore
Name ____________________________________________________________________ Date ____________________
Text Title __________________________________________________________________ Level ____________________
Individual Reading Retelling Rubric: Descriptive Text Structure
• Uses descriptive language to help the reader or listener form mind pictures 1 2 3 4
• States setting for information 1 2 3 4
• Provides details in a logical sequence 1 2 3 4
• Demonstrates an understanding of diagrams, tables, or graphs encountered in the text 1 2 3 4
• Provides a summary of the concept and how it has personal relevance 1 2 3 4
Circleone: OralRetelling WrittenRetelling
Prompt:Tell me about what you read.
Rubric 4 Gives accurate information using explicit details with elaboration 3 Gives accurate information with explicit details 2 Gives limited information, may include some inaccuracies 1 Unable to give information related to the text 0 No score indicates no response
Comments: TotalRubricScore
Name ____________________________________________________________________ Date ____________________
Text Title __________________________________________________________________ Level ____________________
Individual Reading Retelling Rubric: Narrative Text Structure
Rubric 4 Gives accurate information using explicit details with elaboration 3 Gives accurate information with explicit details 2 Gives limited information, may include some inaccuracies 1 Unable to give information related to the text 0 No score indicates no response
Comments: TotalRubricScore
Unaided Aided RubricScore
• States author’s intended purpose 1 2 3 4
• States and understands the importance of the concept 1 2 3 4
• States the problem clearly and why it happens 1 2 3 4
• Provides details about the cause of the problem 1 2 3 4
• Provides details that state the effects of the problem 1 2 3 4
• Clearly links causes and effects 1 2 3 4
• Provides a realistic solution to the problem 1 2 3 4
• Demonstrates an understanding of diagrams, tables, or graphs encountered in the text 1 2 3 4
• Provides a summary of the concept and how it has personal relevance 1 2 3 4
Name ____________________________________________________________________ Date ____________________
Text Title __________________________________________________________________ Level ____________________
Individual Reading Retelling Rubric: Problem/Solution Text Structure
Rubric 4 Gives accurate information using explicit details with elaboration 3 Gives accurate information with explicit details 2 Gives limited information, may include some inaccuracies 1 Unable to give information related to the text 0 No score indicates no response
Unaided Aided RubricScore
• States author’s intended purpose 1 2 3 4
• Retells events in chronological order or logical sequence 1 2 3 4
• Provides details to support the key concepts 1 2 3 4
• Demonstrates an understanding of diagrams, tables, or graphs encountered in the text 1 2 3 4
• Provides a summary of the concept and how it has personal relevance 1 2 3 4
Comments: TotalRubricScore
Name ____________________________________________________________________ Date ____________________
Text Title __________________________________________________________________ Level ____________________
Individual Reading Retelling Rubric: Sequential/Time Order Text Structure
Rubric 4 Gives accurate information using explicit details with elaboration 3 Gives accurate information with explicit details 2 Gives limited information, may include some inaccuracies 1 Unable to give information related to the text 0 No score indicates no response
Unaided Aided RubricScore
• States author’s intended purpose 1 2 3 4
• Includes material, equipment, or ingredients needed 1 2 3 4
• Retells a detailed step-by-step sequence of how and when to do something in order to 1 2 3 4 accomplish a task
• Demonstrates an understanding of diagrams, tables, or graphs encountered in the text 1 2 3 4
• Provides a summary of the concept or task and how it has personal relevance 1 2 3 4
Comments: TotalRubricScore
Name ____________________________________________________________________ Date ____________________
Text Title __________________________________________________________________ Level ____________________
Individual Reading Retelling Rubric: Procedural Text Structure
Rubric 4 Gives accurate information using explicit details with elaboration 3 Gives accurate information with explicit details 2 Gives limited information, may include some inaccuracies 1 Unable to give information related to the text 0 No score indicates no response
Unaided Aided RubricScore
• States author’s intended purpose 1 2 3 4
• Understands and explains the key concepts 1 2 3 4
• Clearly compares the topic by providing at least two similarities and at least two 1 2 3 4 differences
• Demonstrates an understanding of diagrams, tables, or graphs encountered in the text 1 2 3 4
• Provides a summary of the concept and how it has personal relevance 1 2 3 4
Comments:TotalRubricScore
Name ____________________________________________________________________ Date ____________________
Text Title __________________________________________________________________ Level ____________________
Individual Reading Retelling Rubric: Compare/Contrast Text Structure
• States and understands the importance of the concept 1 2 3 4
• States the event or happening 1 2 3 4
• Provides details about the cause of the event 1 2 3 4
• Provides details about the effect of the happening or event 1 2 3 4
• Clearly links causes and effects 1 2 3 4
• Demonstrates an understanding of diagrams, tables, or graphs encountered in the text 1 2 3 4
• Provides a summary of the concept and how it has personal relevance 1 2 3 4
Circleone: OralRetelling WrittenRetelling
Prompt:Tell me about what you read.
Rubric 4 Gives accurate information using explicit details with elaboration 3 Gives accurate information with explicit details 2 Gives limited information, may include some inaccuracies 1 Unable to give information related to the text 0 No score indicates no response
Comments: TotalRubricScore
Name ____________________________________________________________________ Date ____________________
Text Title __________________________________________________________________ Level ____________________
Individual Reading Retelling Rubric: Cause/Effect Text Structure
Part One: Independent Reading RecapWhy did you choose this book? What are you interested in reading about? Do you need help finding a new book?
How is the difficulty of the text for you? How do you know?
Summarize or retell what has been happening (or what you have learned) so far.
Tell me what you remember most about what you’ve read.
Notes:
Part Two: Comprehension Strategy ConnectionsHow have you used the metacognitive and comprehension strategies we’ve been learning about as a reader?
How have they helped you understand what you are reading? Explain.
How do you know when you have a break down in understanding what you are reading? How do you adjust your reading and solve your problems? How does that help you understand, or comprehend, the text more?
Part Three: Oral Reading RecordConduct an oral reading record on the independent reading selection or from a text read previously in small-group guided reading lessons.
Attach the oral reading record form to your Individual Reading Conference note-taking form when finished.
Record notes for observations and next steps instructionally below.
Notes:
Part Four: Action PlanningWhat are your strengths/needs/goals as a reader? How can I help you achieve them?
Based on your assessment of students’ performance, use the following tips to revisit and reteach.
1.Ifthestudentcannotidentifythecorrectquestionlevel...Review the four types of comprehension questions and what the questions look like at each level.
2.Ifthestudentcannotidentifywhatthequestionisaskinghertodo...Review the comprehension strategies commonly targeted in questions at each level. Refer to the list of comprehension strategies provided for each question level.
3.Ifthestudentcannotidentifywordsinthequestionthatwillhelphimfindtheanswerinthetextpassage...Review how to recognize key words in the question for each comprehension strategy. Use the sample questions provided on the Comprehension Through Deductive Reasoning Power Tool Flip Chart.
4.Ifthestudentunderstandswhatthequestionisaskingbutcannotfindtheanswerinthetext...Model how to skim the text to look for answers or clues and key phrases. (Use the examples in the “Clues to Look For” boxes for each question level on the Comprehension Through Deductive Reasoning Power Tool Flip Chart.)
5.Ifthestudentcananswerthequestionsuccessfullybutcannotexplainhowshecameupwiththeanswer...Model the steps used to answer the question by creating a steps-in-a-process graphic organizer. Ask the student to retell her process using the graphic organizer.
Behavior Always Sometimes Never
1. The student can identify the level of question he is being asked.
2. The student can identify what the question requires her to do (for example, locate facts, identify cause and effect, compare and contrast, etc.).
3. The student can identify words in the question that will help him find the answer in the text passage.
4. The student can find information in the text passage that answers the question or supports the answer.
5. The student can explain the process she used to answer the question.
Name ____________________________________________________________________ Date ____________________
Text _____________________________________________________________________ Level ____________________
Use the following checklist to evaluate students’ use of strategies to answer text-dependent comprehension questions.
