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Fountas & Pinnell Benchmark Assessment System

An overview of Fountas & Pinnell Leveled Literacy Intervention (LLI) Green System. Also how the system was used in the practicum work of a specialized literacy Professional Development School (PDS) Project in an inner city school in Brandon, Manitoba.
by

Brenda McDermid

on 25 February 2011

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Transcript of Fountas & Pinnell Benchmark Assessment System

Fountas & Pinnell
Benchmark Assessment System COMPONENTS Presentation Outline Components of Fountas & Pinnell Benchmark Assessment System
Benchmark Books
Finding A Place To Start
Recording Form
Part 1 – Oral Reading
Part 2 – Comprehension Conversation
Part 3 – Writing About Reading
Scoring The Recording Form
Self-Correction Ratio
Reading Rate
Writing About Reading Assessment
Choosing Optional Assessments
Analyzing & Interpreting Results
Connecting Results To Instruction
Case Studies Finding A Place To Start Coding & Scoring Errors “And then what happened?” “And...?” “Say more.” “What do you think about that?” “Tell more about that.” “What else?” “Can you talk more about that?” “And then...?” “Why do you think that?” “Say more about your thinking.” “Say more about that.” Get Students To Expand On Their Ideas Optional Assessments letter knowledge
early literacy concepts
high-frequency words
phonological awareness
letter-sound relationships
word structure Phonics and Word Analysis Assessments Vocabulary Assessments word knowledge (concept words, vocabulary in contrast)
understanding of word relationships (synonyms, antonyms, roots, analogies)
ability to derive the precise meaning of words in context of a short book Analyzing & Interpreting Results Meaning
Does it make sense?

Structure
Does it sound right?

Visual
Does it look right? Connecting Results To Instruction place students in groups
to plan for individual, small-group, and whole-class instruction
to use The Continuum of Literacy Learning to connect assessment and instruction Case Study Grouping For Instruction instructional level
independent reading level
fluency level
accuracy
ability to solve unknown words

homogeneous
heterogeneous Individual Instruction just right bags
interact with students individually or during guided reading
fluency support
where to help students with comprehension before, during, and after reading Small Group Instruction forming groups
to note similar needs among group
intensive teaching or prompting for fluency
how much support group needs Whole Class Instruction class library
planning lessons
Full transcript