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Fountas and Pinnell BAS (Benchmark Assessment System)

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amanda williams

on 31 August 2017

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Transcript of Fountas and Pinnell BAS (Benchmark Assessment System)

Fountas and Pinnell
Research behind Fountas and Pinnell
Let's do it!
Be familiar with the texts/prompts that you are using
Set your class up ie. BAS time is not to be interrupted!

Photocopy/ print out recording forms
Set up a box with copies and master copies
Keep personal copies of essential sheets

Assessment conference will take between 20-30 minutes per child

The Resources
Why Fountas & Pinnell BAS is different
1.Systematic observation of
thinking within, beyond and about the text.
Fountas and Pinnell BAS (Benchmark Assessment System)
Coding using M,S and V
What do we currently know about using M,S & V in the running record?
2.Advocates summarising…identifying important information
within, beyond and about the text
3.Encourages teachers to talk to children and to have a structured comprehension conversation to prompt for
thinking within, beyond and about the text.
4.Includes probe questions from
within, beyond and about the text.
5.Contains a fluency rubric
6.The continuum can be used as a bridge to writing as well as reading.
Irene C Fountas
Classroom teacher
Reading Recovery
Language Arts Specialist
Literacy researcher
Professor in Education @ Lesley University

Gay Su Pinnell
Classroom teacher
Reading Recovery
Literacy researcher
Ohio Govenor's & Charles A Dana Foundation award for contributions to Literacy Research
Member of Reading Hall of Fame
Professor Emeritus in Education @ Ohio State University
Tested in areas where more than half of the students were regarded as ‘economically disadvantaged’

Students from all grades levels benefited from the system
in particular students who were:
English language learners,
Eligible for special services
Economically disadvantaged

Resources now translated into Spanish
“ When everyone in the school uses the same assessment, continua, and language as they move from observation to instruction, a common conversation occurs.”
– Irene Fountas and Gay Su Pinnell (2012)
Levelled readers fiction/non fiction
Assessment Guide
Assessment Forms
The Continuum of Literacy Learning
Optional assessments-Student forms
Stop watch
Coding/scoring at a glance
"What led the child to do (or say) that?"
Marie Clay (2002)
"Hypothesise and record the sources of information that the reader was using when he made the error or self-correction."
Fountas & Pinnell (2010)
What IS the child doing?
Meaning information
Structural information
Precise meaning
Visual information
Making sense
Knowledge of the story/plot
Experiences with the content
Repeated sentences
Prior experiences with a similar structure
Cluster groups
Familiar/known words
Shape/length of words
In the initial assessment you will ...
1. do running records
2.code/quick analysis of the running record
3.listen for fluency
4.comprehension conversation
How does the reading sound?
Do it STRAIGHT after/during the read!
Good readers use phrasing and group words together.

"I'm sad! " he said.
Good readers use...
pauses, stress certain words, use pitch
use the syntax (structure of sentences)

"I'm sad!" said he.
Use expression and place stress in appropriate places
Use punctuation
"I'm sad!" he said.
Are they barking at the text?
Thinking within the text
‘right there’ answers in the text
solving words

Thinking beyond the text
Red Band
looks at students bringing prior knowledge to text…looking at the bigger ideas not just the bits.
I’m going to read for 15 minutes and practice my inferring or noticing my feelings…This needs to become automatic with students.


Thinking about the text
Blue Band
Analyse and criticise text
Notice aspects of writers craft and text structure.
Structured conversation for evidence

At NMPS deep thinking about texts starts in Foundation!
Assessment summary
Independent Level
Levels A-K: 95-100% accuracy and excellent or satisfactory comprehension

Levels L-Z: 98-100% accuracy and excellent or satisfactory comprehension

Instructional Level
Levels A-K: 90-94% accuracy and excellent or satisfactory comprehension or
95-100% accuracy and limited comprehension
Levels L-Z: 95-97% accuracy and excellent or satisfactory comprehension or
98-100% accuracy and limited comprehension

Hard Level
Levels A-K: Highest level read at which accuracy is below 90% with any level of comprehension
Levels L-Z: Highest level read at which accuracy is below 95% with any level of comprehension

Fountas & Pinnell

An observation survey of early literacy achievement
.Auckland: Heinemann Education

Clay,M (2005)
Literacy lessons designed for individuals. Part one. Why? When? and How?
Auckland: Heinemann Education

Literacy lessons designed for individuals. Part two. Teaching procedures.
Auckland: Heinemann Education

Pinnell,G.S. & Fountas,I.C. (2010)
Benchmark Assessment System 1, 2nd Edition, Grades K-2, Levels A-N.
Portsmouth,NH: Heinemann

Pinnell,G.S. & Fountas,I.C. (2010)
Benchmark Assessment System 2, 2nd Edition, Grades 3-8, Levels L-Z.
Portsmouth,NH: Heinemann

Pinnell,G.S. & Fountas,I.C. (2011) The Continuum of literacy Learning. Grades PreK-8. A Guide to Teaching, Second Edition. Portsmouth,NH: Heinemann
Understand how to analyse Running Records using meaning, Structure and Visual information.
Success Criteria:
I understand what meaning, structure and visual information is.

I understand how to analyse a RR using meaning, structure and visual information for both errors and self corrections.

I can set reading goals for a student using the information of M,S and V from Running Records .

"Matching activity"
Have a go!

-Take the Running Record (RR)
-Analyse the RR
-Comprehension questions
-What are our observations?
-Look at the F&P Continuum
-What are the future goals for this student?

Looking at the coding system
Full transcript