Benchmark Assessment System Fountas and Pinnell Benchmark Assessment System

Overview Purpose Overview of the resource Assessment procedure Coding Scoring Next steps Practice with students

Purpose Assess teaching outcomes Determine each student’s instructional and independent reading levels Plan for instruction based on students’ strengths and needs Set goals and document student progress Identify students who need intervention and extra help Select texts for guided instruction

Why F & P? Accurately identifies each student’s reading level Provides a comprehensive assessment of decoding, comprehension, vocabulary and fluency Provides detailed information that can be used to inform instruction Allows for professional input and judgement during the assessment

Overview of the Resource Benchmark books and recording forms Assessment guide Continuum of literacy learning Calculator/stop watch Optional assessment forms 3 Data management DVDs, assessment forms and professional development tutorials

Benchmarks / Running records What is a benchmark? A benchmark is a standard with which to measure something. What is a running record? A running record is a duplicate copy of the text coded for accuracy using a standardized coding system

Where to start? Ideally use the previous teacher’s or school records to find starting place Where to start word test can be used as a quick gauge for new students. Begin with an easy book to allow for initial success when time allows. Continue with increasingly more difficult books to find the instructional level.

Preparation You will need: The benchmark books – There is a fiction and non-fiction selection for each level. Copies of the recording forms Writing materials Scoring-at-a-glance form and Levelling for Instruction form Find a quiet location to administer the test

We are looking for the instructional level The instructional level is the optimal level for guided instruction. This is the zone of proximal development.

Independent (Easy)… Instructional… Frustration (Hard) Levels A - K Independent –Student reads with 95-100% accuracy and excellent or satisfactory comprehension Instructional –90-94% accuracy and excellent or satisfactory comprehension Hard- Below 90% accuracy with limited comprehension Refer to Levelling for Instruction handout

Independent (Easy)… Instructional… Frustration (Hard) Levels L - Z Independent –Student reads with 98-100% accuracy and excellent or satisfactory comprehension Instructional –95-97% accuracy and excellent or satisfactory comprehension Hard- 95 -97% accuracy and limited comprehension

Administering the test Teacher reads the standardized intro Student reads aloud and the teacher records miscues If text is clearly too easy or too difficult use your judgement on how and when to stop the test

Administering the test If miscues fall within the instructional or easy level engage in a comprehension conversation The test can be administered over additional days if necessary. Note: on the front of each book is the number of errors that places the child below 90% (A-K) and 95% (L-Z)

Scoring Tally errors and self corrections on the recording form Score the comprehension portion of the assessment Consider and score the reader’s fluency If the student’s score is independent continue to next level. Continue testing until you reach the instructional level

Coding miscues Repetition, Repeated repetition Accurate reading Rereading Appeal, “You Try It”, Told Spelling aloud Sounding out Accurate reading Substitutions, multiple substitutions Self-correction (not an error) Insertion Omission On whiteboard – refer to coding and scoring at a glance sheet

Coding practice Practice tutorial from Fountas and Pinnell kit Cecilia reading The Loose Tooth

Scoring reading behaviours Scoring tutorial from Fountas and Pinnell kit On DVD

The comprehension conversation The goal is to gather evidence of comprehension If errors fall within the independent or instructional range engage in a conversation about the text

The comprehension conversation Within the text: Literal questions, monitor, search for and use information, process words and ideas and remember Beyond the text: Making predictions and connections with prior knowledge, personal experience, inferring, and synthesizing new information

The comprehension conversation Pause and allow child time to respond Leave the text closed but it is fine for the child to search back into the texts for answers if they initiate the action

The comprehension conversation Place a check mark next to the key understanding in the left column as evidence occurs in the conversation…not looking for word to word repetition Any additional insight or additional information students offer during the conversation can be jotted down as additional understandings

The comprehension conversation If the student does not mention some of the key understandings on her own, use the prompts. Prompted responses are as correct as spontaneous ones. Avoid leading the student to the answer just use the prompt and move on. You can paraphrase a question if necessary

Scoring and Miscue Analysis Use the coding and scoring at a glance sheet Scoring consistency is essential to obtain an accurate level Cueing systems and MSV analysis

Beyond the test What do you want them to start doing? Note reading behaviors and attitudes Set goals and select text Make instructional decisions What do you want them to start doing? What do you want them to stop doing? What do you want them to notice? What do you want them to do more or less of?

Documentation Recording and entering data Procedures and protocols