Fountas and Pinnell Benchmark Assessment System 2 Training: August 24, 2011
Where do I start? <ul><li>The Reading Interview </li></ul><ul><li>Where to Start Word Test </li></ul><ul><li>DRP score </l...
What can we learn about readers from the F&P? <ul><li>What do I look for? </li></ul><ul><ul><li>Every child comes with a u...
The Reading Interview <ul><li>ARCH (Assessment, Routines, Choice, Healthy Community) </li></ul><ul><li>Rapport building </...
Reading Rate <ul><li>Word callers vs. comprehension </li></ul><ul><li>Rate matters </li></ul>
Meaning, Structure, and Visual Errors <ul><li>Meaning: error does not interfere with comprehension </li></ul><ul><li>Struc...
Rubrics <ul><li>Gut reaction/intuitive response </li></ul><ul><li>Work with a partner whenever possible </li></ul><ul><li>...
 
More about scoring… <ul><li>9 is a perfect score (+1 for an insightful addition) </li></ul><ul><li>Complete the optional s...
Supplemental Assessments <ul><li>Provides additional information for small group work (Tier 1 intervention) </li></ul><ul>...
The Calculator <ul><li>Start/time when student is ready to begin </li></ul><ul><li>Poised finger on End </li></ul><ul><li>...
Uh-Oh!!! <ul><li>Hold Time til it blinks </li></ul><ul><li>Hold Time again until it blinks </li></ul><ul><li>Re-enter the ...
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Fountas and Pinnell Benchmark Assessment System 2

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Susan Hackel's and Karen Hartle's August 2011 Workshop

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Fountas and Pinnell Benchmark Assessment System 2

  1. 1. Fountas and Pinnell Benchmark Assessment System 2 Training: August 24, 2011
  2. 2. Where do I start? <ul><li>The Reading Interview </li></ul><ul><li>Where to Start Word Test </li></ul><ul><li>DRP score </li></ul><ul><ul><li>Correlation charts </li></ul></ul>
  3. 3. What can we learn about readers from the F&P? <ul><li>What do I look for? </li></ul><ul><ul><li>Every child comes with a unique reading history. </li></ul></ul><ul><ul><li>A child may not make DRP benchmark, BUT once a running record is done, you can see the reading skills are there, but stamina, attention, and test-taking strategies are an issue. </li></ul></ul><ul><ul><li>Running records unearth the specific areas of instructional need for the individual student. </li></ul></ul>
  4. 4. The Reading Interview <ul><li>ARCH (Assessment, Routines, Choice, Healthy Community) </li></ul><ul><li>Rapport building </li></ul><ul><li>Jumping off place to learn a reader’s history </li></ul><ul><li>Play around with the questions—Is this kid a reader? </li></ul><ul><li>“ Through-line”: a reader’s patterns/passions/interests </li></ul><ul><ul><li>Preference for fiction/nonfiction and WHY? </li></ul></ul>
  5. 5. Reading Rate <ul><li>Word callers vs. comprehension </li></ul><ul><li>Rate matters </li></ul>
  6. 6. Meaning, Structure, and Visual Errors <ul><li>Meaning: error does not interfere with comprehension </li></ul><ul><li>Structure: prediction of what comes next; makes sense structurally </li></ul><ul><li>Visual: Only looking at words without regard to meaning </li></ul>
  7. 7. Rubrics <ul><li>Gut reaction/intuitive response </li></ul><ul><li>Work with a partner whenever possible </li></ul><ul><li>Internalize—when you get that 3 reader, there is no question. </li></ul><ul><li>If you have to think about it, the kid is not reading at a 3 level. </li></ul><ul><li>Very rare to get a 0 at this level. </li></ul><ul><li>Comprehension </li></ul><ul><ul><li>Within the Text: retell/summarization </li></ul></ul><ul><ul><li>Beyond the text: inferencing </li></ul></ul><ul><ul><li>About the text: synthesis </li></ul></ul>
  8. 9. More about scoring… <ul><li>9 is a perfect score (+1 for an insightful addition) </li></ul><ul><li>Complete the optional section “Writing about Reading” if you think the reader has an issue with responding to literature </li></ul><ul><li>If a child has limited comprehension (6) but is reading at their instructional level (98-100% accuracy), do not administer the next level </li></ul>
  9. 10. Supplemental Assessments <ul><li>Provides additional information for small group work (Tier 1 intervention) </li></ul><ul><ul><li>Assessing Vocabulary in Context </li></ul></ul><ul><ul><li>When decoding errors are high : High Frequency Word List, Phonogram II, and Word Features </li></ul></ul>
  10. 11. The Calculator <ul><li>Start/time when student is ready to begin </li></ul><ul><li>Poised finger on End </li></ul><ul><li>RW </li></ul><ul><li># errors </li></ul><ul><li># s/c </li></ul><ul><li>Wpm </li></ul><ul><li>Accuracy </li></ul><ul><li>s/c </li></ul><ul><li>Ratio (metacognition—self monitoring) </li></ul>
  11. 12. Uh-Oh!!! <ul><li>Hold Time til it blinks </li></ul><ul><li>Hold Time again until it blinks </li></ul><ul><li>Re-enter the end time </li></ul>

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