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Copy of Fountas and Pinnell Benchmark Assessment Presentation

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Anne Hufnus

on 3 August 2015

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Transcript of Copy of Fountas and Pinnell Benchmark Assessment Presentation

Fountas & Pinnell Benchmark Assessment System
Published by Heinemann Publishing
The Fountas and Pinnell Benchmark Assessment System (BAS) is given to:
Determine what independent, guided reading, and instructional level each student is reading at using the F & P Leveled Text Gradient™ (Fountas & Pinnell, 2010).

Analyze and document student reading behaviors such as accuracy level, fluency, oral reading behaviors, and comprehension to guide instruction.

Guide teachers and students in selecting books that will scaffold their learning process.

Identify the students who need intervention.

Monitor student and class reading progress over time.
Assessment Purpose
Reading Accuracy level
(Fountas & Pinnell, 2012)
Assessment Measures
Levels L-Z Grades 3-8
Levels A-N Grades K-2
The regular education teacher is usually the one who administers the BAS to each student individually, using a running record format.

The BAS should be given three times per year to effectively track progress and guide instruction.

The teacher who gives the assessment chooses from 58 leveled books to determine each child’s reading level from grades K-8 (Fountas & Pinnell, 2010).

The books are leveled alphabetically from a to z, containing both fiction and nonfiction material (Heinemann, 2010).
Assessment Overview
Assessment Format
The BAS consists of three scripted parts (Heinemann, 2010).

Part 1 involves the oral reading section where the student reads a portion of a text out loud while the teacher records the student’s errors, self-corrections, accuracy, and fluency. (This portion is timed for students at levels J and above).

Part 2 is the comprehension section. The teacher asks students questions orally and then rates their oral responses. (This portion is not timed).

Part 3 involves the student writing about his or her reading. The teacher rates the student’s responses using a scale of 0-3. (This portion is optional and may be timed at the teacher’s discretion).
Assessment Procedure
Before Starting the BAS:

Write student information on top (name, grade, teacher, date, school).
Use data from previous year to determine where to start testing.

Part 1
Place the book in from of the child and read the title and the introduction on the running record form.
Start the timer and have the student read orally until they reach the black box where they may begin to read the rest silently.
The number of errors on the front cover of the book are the number the students must stay under in order to successfully complete the book. If they reach over that number try an easier level.
Code the student’s reading errors and behaviors.

Part 2
Have a conversation with the child about the text using the prompts from the recording form. Check off the items that are talked about on the recording form.

Part 3 (Optional)
The teacher will give the student the writing prompt to write about.
Total the accuracy rate, self-correction, fluency, comprehension, and writing on top of the running record form. If the child read below 90 percent, then repeat the process with a lower leveled book until the child’s score is 90 percent or higher.
Instructional Level Expectations
The BAS results determine the instructional and independent level that a reader should be reading at in each grade. Click below to view a chart:

The instructional reading level is where a child can read a book with a 90 percent (grades K-2) and 95 percent (grades 3-8) reading and comprehension score or higher. (Heinemann, 2010).

The independent reading level is where a child can read a book with a 95 percent (grades K-2) and 98 percent (grades 3-8) reading and comprehension score or higher. (Heinemann, 2010).

The Online Data Management System analyzes the data and charts student and class progress over time.
(Fountas & Pinnell, 2013)
The Online Data Management System (OSMS) processes the data from the Fountas & Pinnell Benchmark Assessment System as well as the Sistema de evaluation del la lectura (their ELL version of the test).
Teachers enter student information and assessment scores from the Assessment Summary Form into the OSMS once the assessment conference is finished. They may also choose to utilize the Benchmark Assessment System Reading Record iPad App that automatically puts the assessment information into the OSMS.
Assessment Results
Optional Assessments
There are additional assessments that are optional and included in the Assessment forms book of the BAS. These include the:

Where-to Start Word Test
Phonics/ Word Structure
Vocabulary Assessments
Vocabulary in Context

I would use these tests to find out more information about a student who is not meeting grade level benchmark goals on the leveled reading test.
(Fountas &Pinnell, 2012).
Educators use the Fountas and Pinnell Benchmark System:

As a screening assessment to determine whether students have met their benchmarks and whether further testing is needed to determine specific areas of need (Osenga, Farrell, & Hunter , 2010).

To help inform Response to Intervention decisions.

To match students with appropriate independent and instructional texts (Fountas & Pinnell, 2012).

To determine whether a child and or classroom is progressing and meeting their reading goals.
Reading Specialists Implications
If I were testing a student at the end of first grade and her instructional level was below F, then I would know that she was not meeting her end of first grade benchmark goals which is an "I". I would determine that she needs more testing to isolate what her weaknesses are. She would also need intensive systematic intervention once those areas were identified.

Fountas, I. & Pinnell, G. (2012). Guided reading: The romance and the reality. The Reading Teacher, 66(4), 268-284.

Fountas , I. & Pinnell, G. (2013). Online data management system for fountas & pinnell benchmark assessment system and sistema delevaluation de la lectura quick guide. Retrieved from http://www.heinemann.com/shared/supportingMaterials/benchmark/BenchmarkQuickGuide.pdf.

Heinemann (2010). benchmark assessment system: Overview. Retrieved from

Osenga, T., Farrell, L. & Hunter, M. (2010). Readsters responds. Retrieved from http://www.readsters.com/wp-content/uploads/AssessmentsForDiagnosis.pdf.
Articulation Focus
To provide teachers with training on how to administer and determine next steps for students using the Benchmark Level Assessment from Fountas & Pinnell.
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