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Fountas and Pinnell Benchmark Assessment

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Ashley Kelly

on 30 November 2013

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Transcript of Fountas and Pinnell Benchmark Assessment

Fountas and Pinnell Benchmark Assessment
Presenters:
Rosheen McAlevey

Alison Jardine

Heather Kyle

Ashley Kelly
APK:

In your groups, please match up the reading behaviour with the appropriate explanation.

Fountas and Pinnell: Benchmark Assessment System 1 & 2:
Irene C. Fountas:
A professor in the School of Education at Lesley University in Cambridge, Massachusetts. She has been a classroom teacher, language arts specialist, and consultant in school districts across the nation and abroad. She has been involved in extensive field based literacy projects and has received several awards for her contributions to literacy.
What is the Fountas & Pinnell Benchmark Assessment System?
A one-on-one, comprehensive assessment to determine independent and instructional reading levels and for placing students on the Fountas & Pinnell A-Z Text Gradient.

The Fountas and Pinnell Benchmark Assessment System consists of a series of carefully designed benchmark books that measure the level of difficulty at which a student is able to read fiction and nonfiction texts.


The books range in difficulty from those for beginning readers (A) to those for advanced readers (Z). They are accompanied by an extensive document, The Continuum of Literacy Learning, Grades K–8: Behaviors and Understandings to Notice, Teach, and Support, which lists text characteristics, reading behaviors, and features of comprehension along a grade-by-grade developmental continuum.

A professor in the School of Teaching and Learning at The Ohio State University. She has extensive experience in classroom teaching and field-based research, and in developing comprehensive approaches to literacy education. She has received the International Reading Association’s Albert J. Harris Award for research and the Charles A. Dana Foundation Award for her contributions to the field of education. She is also a member of the Reading Hall of Fame.

Gay Su Pinnell:
Together:

•The Fountas & Pinnell Prompting Guide 1 (2008)

•When Readers Struggle (2008)

•The Fountas & Pinnell Leveled Book List, K–8+ (2009–2011 Edition, Print Version)

•The Continuum of Literacy Learning, Grades K–8 (2007)

•The Continuum of Literacy Learning, Grades K–2 (2007)

•The Continuum of Literacy Learning, Grades 3–8 (2007)

Together they have authored numerous books, videos, and websites with Heinemann that are considered standards in the field of literacy instruction and staff development. Their latest innovations are The Fountas & Pinnell Leveled Literacy Intervention and The Fountas & Pinnell Benchmark Assessment System. Fountas and Pinnell have influenced the classroom practices of teachers nationwide through bestselling titles such as:
•Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading, K–8 (2006)

•www.FountasandPinnellLeveledBooks.com

•Leveled Books, K–8: Matching Texts to Readers for Effective Teaching (2005)

•Guided Reading: Good First Teaching for All Children (1996)

•Guiding Readers and Writers: Teaching Comprehension, Genre, and Content Literacy (2001)

•Interactive Writing: How Language & Literacy Come Together, K–2 (2000)

•The Primary Literacy Video Collection Series of DVDs: Guided Reading; Classroom Management; and Word Study (2006)

•Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom (1998)

•The Reader’s Notebook

•Help America Read and Coordinator's Guide (1997)

Included are diagnostic assessments for the following components of reading ability:
- Comprehension within, beyond, and
about the text

- Writing about reading

- Fluency

- Phonemic awareness

- Letter names

- Early literacy behaviors

- Phonics and word analysis

- High frequency word reading

- Vocabulary knowledge

Determining Text Reading Level


The process of administering the benchmark text reading level assessment is:

1. The assessor reads a standardized introduction.

2. The student reads orally while the assessor observes, codes, and analyzes reading behavior.

3. The assessor and student engage in a conversation about the book. The assessor uses a standardized set of prompts to assess comprehension level.

4. As an option, the teacher may have the student write to a prompt to provide
further information about his or her comprehension and ability to express
understanding of a text.

5. The assessor scores accuracy, fluency, and comprehension.

6. Based on these scores, the assessor determines the student’s instructional,
independent, and placement level (for small group instruction).

A student is given the opportunity to read new and more challenging texts.
The teacher provides an introduction that makes the new text accessible. This introduction includes discussion about vocabulary as well as about the
meaning of the text.

Instructional Level
Students are able to read with only minimal teacher support.

The teacher supports the readers, demonstrating and prompting for fluency and rapid word solving.

Independent Level
How do I know where to start?
A previous teacher’s records

Leveled Word Lists (30 words)


***(see handout on level 4)***
Where:
A quiet and comfortable location - being able to hear your student as they read is essential

Seated side by side to allow you to best monitor their reading behaviours



What you will need:
Assessment at-a-Glance
Text Gradient
Pencil
Calculator
Timer
The Kit or binder with leveled books
The Book ‘Not Too Cold for a Polar Bear’
Non fiction
Recording Form
Coding and Scoring at-a-Glance

Let's Practice:
Level Q:

"Not Too Cold for a Polar Bear"

Let's Score it Together:
Based on the Fountas and Pinnell Benchmarking System, here is how they would have scored the running record.
When:
Three times a year -
Beginning: Where should you start?
Middle: What progress has been made?
End: Helps determine student growth.
*Exception - Struggling Readers
Running records should occur more frequently in between the three regular assessment times.
Why:
Interpreting the results:
Meaning:

- Oftentimes, readers made substitutions.
- Does the substituted word make sense?
Text: I like to see horses at the farm. Cues Used
RR: √ √ √ √ ponies √ √ √ E SC
horses MSV

Analysis: There were pictures of horses and colts on the page.
The intended message is similar.
The substitution is not visually similar, but is structurally
acceptable.

Structure:

- Refers to the structure of the language/text.
- Does it sound right?
Text: I like to see horses at the farm. Cues Used
RR: √ √ √ fly √ √ √ √ E SC
see MSV
Analysis:
“I like to fly....” (up until this point, it sounds right
When analyzing, only take into account the text up to and including the error.
Visually, it is not similar and also does not fit the meaning of the total text.


Visual Cues:
Does the substituted word look like the original word?


Text: I like to see horses at the farm. Cues Used
RR: √ √ √ √ here’s √ √ √ E SC
horses MSV

Analysis:
Substitution looks similar.
Does not sound right (grammatically)
When it is read aloud, does not make sense.

Then What?

How can I use running records to plan for instruction?

“By using running records as an assessment tool, the teacher will be able to see what strategies a child needs strengthened. The teacher can incorporate these reading strategies during “shared reading” (big books), during “guided reading” (reading groups, like leveled readers) and during Writing Workshop mini-lessons. Analysis of running records enables the teacher to match children with appropriate levels of books for instruction and for independent reading. Information gained from running records can help teachers make informed decisions about grouping children for instruction and about ordering books for lending libraries.”


ASSESS:

Provide reliable and robust universal screening to place students at
the correct
instructional level
Fountas and Pinnell Focus on the Following Areas:
TEACH:

Develop teaching craft and strengthen instructional decision-making. Design and deliver highly effective classroom instruction

INTERVENE:

Provide powerful
small group, supplementary intervention that is systematic and effective.
MONITOR:

Collect, analyze, and share data on individual and class progress, and monitor fidelity of implementation with integrated reporting tools.
Assess and understand students’ reading performance with Fountas & Pinnell Benchmark Assessment System 1 & 2.
One-on-one, comprehensive assessment for:
- determining independent and instructional reading levels
- placing students on the Fountas & Pinnell A-Z Text Gradient
- connecting assessment to instruction with The Continuum of Literacy Learning.

Teach:

- Empower teachers with a deeper understanding of how children develop as readers and writers.
- Encourage professional conversation around common language and common goals.
- Reinvigorate teaching with research-based books, products and services that demonstrate an understanding of classroom realities.

The Continuum of Literacy Learning:

Learn the behaviors and understandings to notice, teach, and support at the level using The Continuum of Literacy Learning.

Grades PreK-2, Second Edition
Grades 3-8, Second Edition
Grades PreK-8, Second Edition
Grades PreK-8 Study Bundle, Second Edition
PreK-2, Staff Development Bundle
Grades 3-8, Staff Development Bundle


Small-group, intensive, supplementary intervention system designed to bring struggling readers and writers to grade-level competency in 12-18 weeks.
Fountas & Pinnell Leveled Literacy Intervention (LLI):
- A small group, supplementary literacy intervention.
- Designed for students who find reading and writing difficult.
- These students are the lowest achievers in literacy at their grade level and are not receiving another literacy intervention.
The goal of LLI is to bring students to grade level achievement in reading.

Intervene:
Intervene (continued)
Fountas & Pinnell Leveled Literacy Intervention (LLI)
System Overview, Components, Little Books
LLI Primary Systems
Orange System, Kindergarten (Levels A–C) / 70 lessons
Green System, Grade 1 (Levels A–J) / 110 lessons
Blue System, Grade 2 (Levels C–N) / 120 lessons
LLI Intermediate Systems
Red System, Grade 3 (Levels L–Q)
NEW! Gold System, Grade 4 (Levels O–T)
Available Fall 2014, Purple System, Grade 5 (Levels R–W)
LLI Middle School Systems
In Development, Teal System, Grade 6-12 (Levels U–Z)

Monitor:
- Collect, analyze, and share data on individual and class progress over time.
- Record, graph, and report weekly progress and monitor fidelity of implementation for K–12 reading systems.

Fountas and Pinnell Benchmark Online Data Management System (Leveled Literacy Intervention)

SUPPORT RESOURCES FOR READING TEACHERS

Expand your ability to teach effectively with embedded professional development, including links to professional readings and exemplar practices modeled on multimedia resources

Links
» The Fountas & Pinnell Community for Educators
» Fountas & Pinnell Blog
» Fountas & Pinnell Forum Discussions
» Podcasts and Webinars
» Study Guides and Supporting Materials

Fountas & Pinnell Professional Development Services
» Benchmark PD Support
» LLI PD Support
» Phonics Minilessons PD Support
» One-Day Workshops
» Multi-Day Institutes


Pros:
Easy to administer

Everything you need is in the box kit

More than one book per level

Fiction/nonfiction

Inexpensive

Assessment CD

Data Management CD

Professional development DVD(can teach you how to use it)

Specific Website with all the information and blog

App available for Data management ($14.99)

References:
Professional Development- Massachusetts Department of Education (MSV: Cueing Systems):
www.masd.wikispaces.net

Balanced Early Literacy: Assessment: Reading: Running Records: Most Frequently Asked Questions about Running Records.
www.heinemann.com/fountasandpinnell

Pricing:
Exit Ticket:
As an EST-R, how would you use the Fountas and Pinnell Benchmark Assessment System to determine the best action plan based on those results?

Cons:
Reading level vs. age.

One copy of each book (books cannot be purchased individually)

Comprehension answers can be subjectively interpreted.

Recording sheets do not leave sufficient space for detailed notes.

If you choose to go further with interventions, separate kits must be purchased.

Assesses - decoding skills, fluency, vocabulary and
comprehension
For the Teacher:
Informs the skills that should need to be taught
Reading group organization
Is intervention necessary?
Evidence for reporting periods, parent-teacher conferences, etc...
For the Student:
Informs them of their current reading level
Use of reading strategies
Opportunity for one on one time with the teacher
Benchmark Assessment System 1 - Grades K-2, Second Edition
Kit = $395.00
Professional Development DVD = $48.00
Assessment Forms CD-ROM = $48.00
Benchmark Assessment in Spanish = $395.00

Benchmark Assessment System 2 - Grades 3-8, Second Edition
Kit = $395.00
Professional Development DVD = $48.00
Assessment Forms CD-ROM = $48.00
Benchmark Assessment in Spanish = $395.00
Cues:
Meaning -
Does the error make sense?
Structure -
Does the error sound right?
Visual -
Does the error look right?


* Remember your focus is the big picture - patterns of response, do not over-analyze errors
Full transcript