Fountas and Pinnell Benchmark Assessment

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Fountas and Pinnell Benchmark Assessment System

Writing About Reading Assessment (Optional)

Score this section using the Rubric for Scoring Writing About Reading

Students can do this section independently. Just make sure you are consistent with the time you give.

Make sure you specify a maximum time for your students when completing this section.

V-Z: 30 minutes.

R-U: 20 - 25 minutes

L-Q: 20 minutes

Why?

Effective writing strategies and reading strategies go hand in hand.

Some students need time to think and process.

They may reveal in writing a deeper understanding.

Students are allowed to look back in the book, but are told to make sure they use their own words, and do not copy from the text.

Gives teachers a concrete sample of the students thinking to put in a portfolio

This is optional

Counting Errors

The number of self-corrections tells the teacher the extent to which a student is monitoring and noticing the errors they make.

If score is below 95% you may want to stop the assessment and not begin the comprehension conversation

If the accuracy was close to 95% and there were repeated errors, you may want to start the comprehension conversation

Figure out the accuracy score

Use the accuracy rate bar

Count the errors by going down the column

Total the errors and self-corrections in each line of text separately

SELF-CORRECTIONS DO NOT COUNT AS ERRORS

You need to use established guidlelines when scoring accuracy

It is very important that teachers in the same school and district follow the same guidelines

Comprehension Conversation

Scoring the Comprehension Conversation

Add up all the subscores, and refer to the Guide to Total Score to determine overall understanding.

IF a student comes up with a unique or valuable understanding, add an additional point to their final score.

Make sure you have clear evidence that relates to your scores, because these scores will inform your teaching.

Don't count checkmarks, but make an overall judgement using the evidence in each of the areas

Use the scoring rubric in the Comprehension Scoring Key

Good conversations have a back and forth quality, with some questions, but not a steady barage.

The better you know the book the easier it is to have a conversation with the student.

Your goal is to have the student hit on all 3 factes of comprehenshion: within the text, beyond the text, and about the text.

Students are allowed to look back in the book for answers, as long as it isn't initiated by the teacher.

You do not score lower if the students needs to be prompted

As the conversation continues, the teacher puts a check mark beside the key understandings.

It is a conversation; if the student mentions something earlier, you do not have to get him to mention it again.

If the student discusses all three factes of the text, you do not have to keep using the prompts. You can stop.

Acceptable prompts: "Say more about that," "Tell more," "What else?" " Why?"

Often just waiting a few seconds will get the students to say more.

First conversation prompt is usually: "Talk about what you have learned in this book," or, "Talka bout what happened in the story."

Be sure student understands that it is expected that they are going to have a conversation

Puropose is to gain behavioural evidence of a student's understanding.

Move away from simple answer, so students stop thinking that purpose is to answer teachers questions correctly

Evaluating Fluency

ELL

Even when fluent, you need to check carefully for comprehension

You need to take into account phonetic variations

Generally, as texts get more difficult the fluency of the reader will break down

Need for reliable fluency scoring across school and district

Score using the rubric (0-3)

Criteria

Using punctuation to cue pausing or altering the voice

Being expressive; the students' reading reflects feeling, anticipation, and character development, as well as stress on the appropriate words

Adhering to the author's syntax or sentence structure, reflecting their comprehension of the language

Phrasing, or grouping words, as evident through intonation, stress, and pauses as well as through emphasizing the beginnings and endings of phrases by rise and fall of pitch or by pausing

Fluency score represents how consistently students are interpreting the emaning of the text wit their voices

Oral Reading

When the student gets to the stopping point, note the time and record it on the sheet.

Listen to how the reading sounds (fluency)

Code the oral reading behaviour as the student reads

With fluent readers you may get behind in coding... feel free to ask the student to stop reading so you can get caught up.

Have the students read the text orally

In non-fiction the headings and sub-headings do count

Title doesn't count in running record, either do captions under pictures, or labelled diagrams

Introducing the Text

2. Read the standardized introduction

This is important, since the F&P is a standardized test

1. Read title

Finding a Place to Start

As you go up the levels, it is suggested that you switch between F and NF so you can get info on both types of texts

Read increasingly difficult texts until the student reads with less than 95% accuracy, OR until he makes the # of errors on the front of the book, OR the student's comprehension drops below the criterion for limited comprehension

Start with a text that is easy for the student

Start with a text that student can read with 98% + accuracy

Want to start with success

Reading levels & accuracy

Hard: below 95% accuracy with any comprehension score

Instructional: 95-97% accuracy with excellent or satisfactory comprehension or 98 - 100% accuracy with limited comprehension

Independent: 98 - 100% accuracy with excellent or satisfactory comprehension

Hard level is a decision based on all the data

Read 3 texts to determine independent and instructional levels

Which book to start with?

If ELL, use information from language proficiency assessments

Use the book you are using in their reading group, and start one level lower

Identify the reading level of books student is reading independently, and start one lower

Use the "Where-to-Start Word Test"

Consult previous year's results

Calculating Reading Rate

Reading rate is only a good measre IF the text isn't too difficult.

As teachers, we should only be looking to see if the rate is within a desired range.

If a student can read at a satisfactory rate, they have a greater chance of understanding the text.

Phrasing or grouping of words is critical to effective processing of the text.

Measure of how many words per minute

Introduction

At the very least you should use it at the beginning of the year, and in March

Optional assessments on phonics/ word analysis and vocabulary

Gather information on processing strategies, fluency, and comprehension

Yields levels for independent reading, instructional reading, and hard

Two equivalent books for each level

One fiction, one non-fiction

Directly linked to small group instruction