This webinar discusses analyzing reading accuracy and error patterns from benchmark assessments to inform instruction. It provides guidance on using tools like the Benchmark Assessment System, Continuum of Literacy Learning, and class records to examine patterns in students' reading behaviors and select goals. Sample goals are presented to demonstrate how to identify precise areas for individual readers to develop. Templates like reading records and guides for analysis are introduced to help teachers closely observe students' reading skills and strategizing. Connecting assessment to instruction through scaffolding and the learning zone is emphasized. The webinar models selecting goals and prompts tailored to readers' levels to support growth over time.

1. Webinar #2
Recording and Analyzing Accuracy
and Error Behavior Patterns

2. Materials for webinar #2
Please have available to you:
• Benchmark Assessment System
Assessment Guide
• The Continuum of Literacy Learning
• Your latest BAS System Class Record
(you can share)
• Handout Packet

3. “Compare this to a football game; the
quality of the team play is not
improved by looking at the final score.
RATHER…
The coach must look closely at how
the team is playing the game and
help the players to use strategic
moves which produce a better final
score.”
M. Clay, 2005
Isn’t accuracy enough?

4. THE ABILITY TO OBSERVE, ANALYZE, AND INTERPRET
reading behavior is foundational to effective teaching.
We begin with finding out what level students can
read with support to determine a starting place for
reading instruction. We then move to how students
read- the behaviors and understandings that provide
evidence of strategic activities. This information is
essential to inform daily planning for instruction that
begins with the child’s strengths and needs.
Fountas & Pinnell When Readers Struggle, p. 44

5. Looking Beyond the Numbers
• Actual Scores
• Fluency and Phrasing
• Text Content
• Sources of Information
• Problem-Solving Actions
• Level of Independence
BAS Assessment Guide p. 41

6. Guiding Questions
• What do you notice about the
– accurate reading?
– phrasing and fluency?
– kinds of information used and neglected?
– reader’s ability to self-correct?
• What does the reader do when she encounters difficulty?
After an incorrect attempt?
• How is the reader thinking
– within the text?
– beyond the text?
– about the text?
• How was the student able to express understanding of
what was read through writing?

13. Goals for Heath
• Use letter clusters (blends and digraphs) to solve words.
• Use known words and word parts (including onsets and
rimes) to solve unknown words.
• Make connections between words by letters, sounds, or
spelling patterns.
• Reread to problem solve, self-correct, or confirm.
• Use all sources of information together to solve new
words.

14. Goals for Heath Continued
• Reflect language syntax and meaning through phrasing and
expression.
• Reflect punctuation through appropriate pausing and intonation
while reading orally.
• Demonstrate appropriate stress on words to reflect the meaning.
• Predict the ending of a story based on reading the beginning and
middle.
• Make predictions based on knowledge of characters or type of
story.
• Make connections between the text and other texts that have
been read or heard.
• Identify what the writer has done to make a text surprising, funny,
or interesting.

15. Having a Go With Serenity:
Recording, Scoring, and Analyzing
1. Pause the webinar and distribute the blank
recording form for The Blizzard.
2. Play the video of Serenity reading The
Blizzard. Code, score, and analyze her
reading of the text.
3. Return to the webinar once you have
finished.

19. Having a Go With Serenity:
Guide for Observing and Noting Oral Reading Behaviors
1. Pause the webinar and distribute a blank
copy of The Guide for Observing and Noting
Oral Reading Behaviors.
2. Complete the form based on evidence from
Serenity’s reading record.
3. Return to the webinar once you are finished.

21. Having a Go With Serenity:
Summary Statements
1. Pause the webinar.
2. Use all the information you have gathered
about Serenity in conjunction with some of
the guiding questions to write a summary of
her behaviors as they relate to accuracy,
fluency, and comprehension.
3. Return to the webinar once you are finished.

22. Behaviors and Understandings to Notice, Teach, and Support (See the Continuum of
Literacy Learning)
Serenity tends to use visual information more often than meaning and
structure when she gets to the point of difficulty. She sometimes monitors
meaning when her reading doesn’t make sense but she is not consistent in
searching for more information and self-correcting when it doesn’t make
sense.
She usually reads in larger, meaningful phrases but is inconsistent in attending
to punctuation and reflecting the character’s intonation through her oral
reading.
Serenity is able to summarize what she read, infer character motives and
traits, and provide evidence for her thinking. She is challenged in thinking
about the text to notice and discuss the author’s use of language and word
choices.

23. Having a Go With Serenity:
Selecting Goals for Instruction
1. Pause the webinar.
2. Turn to Level N in the guided reading portion
of The Continuum of Literacy Learning.
3. Focus on key areas that Serenity has room to
grow in.
4. Select specific goals for Serenity.
5. Return to the webinar once you have
finished.

24. Behaviors and Understandings to Notice, Teach, and Support
(See the Continuum of Literacy Learning)
• Demonstrate a knowledge of flexible ways to solve words.
• Continue to monitor accuracy and understanding, self-
correcting when errors detract from meaning.
• Read dialogue with phrasing and expression that reflects
understanding of characters and events.
• Demonstrate appropriate stress on words, pausing and
phrasing, intonation, and use of punctuation.
• Notice descriptive language and discuss how it adds to
enjoyment or understanding.
Serenity
Possible Goals to Notice, Teach, and Support

25. Having a Go With Joey:
Recording, Scoring, and Analyzing
1. Pause the webinar and distribute the blank
recording form for The Soccer Game.
2. Play the video of Joey reading The Soccer
Game. Code, score, and analyze his reading
of the text.
3. Complete The Guide for Observing and
Noting Oral Reading Behaviors based on
evidence from the reading record.

26. Having a Go With Joey:
Summary Statements
4. Use all the information you have gathered
about Joey in conjunction with some of the
guiding questions to write a summary of his
current behaviors (strengths) as they relate to
accuracy, fluency, and comprehension.
The summary will state what Joey can do now
as a reader.

27. Having a Go With Joey:
Selecting Goals for Instruction
5. Turn to Level F in the guided reading portion
of The Continuum of Literacy Learning.
6. Focus on key areas that Joey has room to
grow in.
7. Select specific goals for Joey.
8. Return to the webinar once you have finished.

28. Joey- Possible Goals to
Notice, Teach, and Support
• As you reflect on your observations and
discussion of Joey as a reader, which behaviors
did you notice? Which behaviors did you
prioritize to teach and support?

29. Noticing, Teaching Supporting
Moving readers from where they are to
where they need to be
Anna Peter Angel
Jeremy Emma Alex Antoine Kenneth
Elise Caroline Jerealis Brett Mary
Cam Juan Joey Amelia Joseph

30. Your role is to notice the child’s
precise reading behaviors and
provide teaching that supports
change in what the readers can
do over time. As you infer from
their behaviors how the reader is
building a system of strategic
actions, you will be able to make
effective instructional decisions.
- Fountas and Pinnell Prompting Guide 1

31. Patterns of responding
In partners or small groups, discuss
your class as readers. What overall
patterns can you observe?

32. • Some possible patterns you may have discussed:
– Low fluency scores
– Very high accuracy (independent level-hard level only)
– Many TOLDs
– Accuracy on low end of instructional range with
excellent comprehension
– Long comprehension conversations
– Limited comprehension
– Not noticing errors

33. Planning Using Benchmark Results
The results of Benchmark Assessments
can be used to plan for…
• Individual Instruction
• Small Group Instruction
• Whole Class Instruction

34. Scaffolding through teaching contexts
Teacher
Child
Interactive
Read
Aloud
Shared
Reading
Guided
Reading
Independent
Reading
Scaffolding through teaching contexts

35. Planning Using Benchmark Results
The results of Benchmark Assessments
can be used to plan for…
• Individual Instruction
• Small Group Instruction
• Whole Class Instruction

36. The Learning Zone
• INDEPENDENT ASSISTED
PERFORMANCE PERFORMANCE
What the learner can What the learner
do independently can do with the
support of others
LEARNING ZONE

37. Linking Assessment to Instruction
using
The Continuum of Literacy Learning

38. • Mrs. Regan’s Grade 1 Class Record Form
Noticings:
– Accuracy rates in low 90s
– High Comprehension

39. • Mrs. Regan’s Grade 1 Class
–A few possible goals
• Notice and ask questions when meaning is lost
or understanding is interrupted (IRA)
• Search for and use information from pictures
• Reread and search for and use information from
language and meaning
• Use known words or word parts to solve
unknown words

40. • Pause the webinar and view the clip of Toni and her
class
• Notice how Toni was talking about how they problem
solved new words.
• Use the Continuum Grade 1, shared reading
what additional goals did you see Toni teaching for?
• Return to the webinar when you have finished
DVD Clip
• Shared Reading

41. Specific, explicit teaching language
TEACH
• You can think of a word like that.
• You can look for a part you know.

42. Specific, explicit teaching language
PROMPT
• Is that word like another word you know?
• Look for a part you know.
• Do you see a part that might help?
• What do you know that might help?

43. Specific, explicit teaching language
REINFORCE
• You looked for a part you know.
• You thought of a word like that.

44. • Ms. Crosby’s Grade 3 Class Record Form
–Work together, discuss patterns you
notice.

45. • Ms. Crosby’s Grade 3 Class
–One possible goal
Thinking Beyond the Text
–Support thinking with specific
evidence from text

46. Grade 3: Whole group
Interactive Read Aloud
Shared reading
Small group
Guided reading
Literature Discussion
Individual
Conferring

47. Ms. Crosby’s Grade 3 Class
Individual teaching
•Conferring- reading

48. Planning instruction using patterns of responding
Grade 3
TEACH
• This part shows (about the character’s feelings,
the setting, the problem…)
• One place you can see this is here on page…
• The part that really shows that is…
• Here the writer said..

49. Planning instruction using patterns of responding
Grade 3
PROMPT
• Show me where you (learned, discovered, figured
out) that…
• Can you find an example that shows…
• What is your evidence?

50. Planning instruction using patterns of responding
Grade 3
REINFORCE
• You are providing details to support your thinking
• I can see why you think that because you are
providing strong evidence

51. • Pause the webinar
• Use your latest Benchmark Assessment
System Class Record Form, look for
patterns of responding.
• Discuss your findings with a partner or
small group.
• Use your findings to discuss implications
for whole, small and individual teaching.

52. Monitoring Progress

53. •Reading Records
•Running Records

54. Running Records
• “The prime purpose of a running record is to
understand more about how children are using
what they know to get to the messages of the
text, or in other words what reading processes
they are using.”
Clay, Marie, (2005). An Observation Survey of Early Literacy Achievement.
Portsmouth, NH: Heinemann Publishers.

57. Conversion Table
Error Rate Percent Accuracy
1:200
1:100
1:50
1:35
1:25
1:20
99.5
99
98
97
96
95
INDEPENDENT
Good opportunities for
1:17
1:14
1:12.5
1:11.75
1:10
94
93
92
91
90
teachers to observe
children’s processing of
texts.
INSTRUCTIONAL
1:9
1:8
1:7
1:6
1:5
1:4
1:3
1:2
89
87.5
85.5
83
80
75
66
50
FRUSTRATION
The reader tends to lose
the support of the
meaning of the text.

58. Using a blank running record form, take a
running record of Marissa’s oral reading
– Level M
• Magic Tree House High Tide in Hawaii Chapter 4
Pages 26-27
• Running Words = 179

59. • Pause the webinar
• Discuss possible ways of organizing for
regular running records on each student.
• Set up your system and begin taking
running records of your students oral
reading
• Share your running records and
organization at your next planning
meeting.

60. Webinar #3
Informing Instruction and Measuring Growth