BLM 1 Name Date Benchmark Literacy Grade 3 Unit 1/Week Benchmark Education Company, LLC

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1 BLM 1

2 BLM 2 Fluency Self-Assessment Master Checklist Speed/Pacing Did my speed and pacing match the kind of text I was reading? Did my speed and pacing match what the character was saying? Did I read with a natural talking voice? Did I slow my reading down when appropriate? Did I pay attention to punctuation? Pausing Did I pause to keep from running all my words together? Did I pause in the correct locations? Did I pause for the appropriate length of time? Did I pause to help my reading make sense? Did I use punctuation to help me figure out when to pause? Inflection/Intonation Did I make my voice rise at a question mark? Did I make my voice fall at a period? Did I think about what the author was saying so I would know when to read louder or softer? Did I think about what the author was saying so I would know when to stress or emphasize words? Phrasing Did I notice the phrases? Did I read all the words in each phrase together? Did I think about what the words in the phrase mean when they are together? Expression Did I look for clues so I could anticipate the mood of the passage? Did I use my tone of voice, facial expressions, and body language to express what the author or characters were thinking or feeling? Did I change my reading when something new was about to happen? Integration Did I read the words right? (accuracy) Did I read the words at the right speed? (rate) Did I read with expression? (prosody) Did my reading sound like talking? Did I understand what I read? Yes No

3 BLM 3 READER S THEATER Tanya: Gran, I need help. I have to give a speech in class about trains. Gran: I don t know anything about trains. Tanya: This one is called the Underground Railroad. I never heard of it. Gran: Tanya, honey, I don t know anything about trains. But I do know about the Underground Railroad! It has nothing to do with trains that run on tracks. Tanya: Then what kind of railroad is it? Gran: The Underground Railroad was a secret way for slaves to get free. It went from the South to the North. Tanya: People in the South had slaves during the Civil War. Back in the 1860s. X 2 Harriet Tubman and the Underground Railroad Gran: Even before then. And without the Underground Railroad, we might not be here today. Tanya: What do you mean? Gran: My great-grandpa John was a slave. X 3

4 BLM 4 Adjectives That Describe People Directions: Write words that describe how people look, act, and feel. People look... People act... People feel...

5 BLM 5 READER S THEATER John: Mack, hear that song Harriet is singing? When the sun comes back... That means when winter ends and spring begins. That s when we leave. Mack: I get it. And the drinking gourd is the Big Dipper, the stars we see in the night sky. The ladle points to the North Star. John: We follow that star to go north, to freedom. Gran: John and Mack went north. Harriet Tubman led the way. Harriet: Along the way, there are safe houses. People help with food and shelter. Mack: At every stop? 10 Harriet Tubman and the Underground Railroad Harriet: No, Mack. Sometimes, we hide ourselves. I know good places. John: I ve never walked so far or so fast. My shoes are in tatters. Harriet: In two nights time, we will stop at the shoe shop of Tom Garrett. He is a good man, a friend. John: Mack and I are a little scared. Are you sure we won t be found? 11

6 BLM 6 Reader s Theater Self-Assessment Directions: Complete the rubric below. Tell how you plan to improve your reading fluency in the areas where you answered no. Skill Behavior Yes No Fluency and Phrasing Intonation Pacing Accuracy Character Analysis I read in longer, meaningful phrases. I paid attention to the author s language patterns. I made the reading sound like dialogue. I stressed certain words to emphasize their importance. I used my voice to make the reading reflect feeling, anticipation, tension, mood, and the personality of my character. I paid attention to punctuation. I raised or lowered my voice to interpret the punctuation of sentences. I used an appropriate speed of reading. I read the lines with the same speed and flow that I use when I talk. I read with very few hesitations or unnecessary pauses and repetitions. I recognized words quickly and read them correctly. I really thought about the meaning of the story and known words and word parts to help me figure out unknown words. I corrected myself when I made an error. I made the words sound meaningful. I made inferences about my character. I used my voice (tone) to sound like the character. I used my voice to express a particular feeling of the character. I used body language (gestures) to better express the feelings of the character. I used appropriate facial expressions to represent my character. Plan of Action: Describe how you will improve your reading fluency during the repeated readings of your character s lines.