The document discusses the Fountas & Pinnell Benchmark Assessment System, which is used by Good Spirit School Division to measure students' reading levels. It assesses decoding, fluency, vocabulary, and comprehension. The purpose is to inform instruction, group students, identify reading levels, and monitor progress. Teachers administer the assessment individually to obtain a student's independent, instructional, and hard text levels to guide reading material selection and intervention needs.

2. Reading scores are valid and accurately identify each students reading level.

3. Fountas and Pinnell has been field tested, even in diverse backgrounds and socio-economic areas.

4. Fountas and Pinnell couples decoding with comprehension.

6. Fluency

7. Vocabulary

9. determine your students independent and instructional reading levels

10. group students for instruction

11. select texts that will be productive for a student’s instruction

12. assess the outcomes of teaching

13. assess a new students reading level for independent reading instruction

14. identify students who need intervention and extra help

15. document student progress across a school year and across grade level

16. create class profiles

18. It identifies texts that will be productive for a student’s instruction. It allows teachers to set individual goals, group goals and/or whole class goals.

20. SST’s or EA’s may give you time to assess with them helping with the rest of the class.

21. Principals may arrange coverage when opportunities arise.

23. Benchmark Books

24. Continuum

25. Assessment forms

26. Optional Assessments: Student Forms

27. F&P calculator/stopwatch

28. Recording Forms

29. 3 CD ROMs: Management, Forms, Professional Development

31. Copies of the Recording Forms

32. The fiction and nonfiction texts

33. Pens/pencils

35. Where To Start Word Test (a series of incredibly difficult words).

36. When time allows, start at a level that is EASY. This allows the student to have initial success.

37. System 1Level A – N GREEN BOX

38. Start with a book that is easy for the reader. This is one the child can read independently with 95%-100% accuracy (A-K).

39. This text is likely to support effective comprehension.

40. This text allows the reader to process smoothly with phrasing.

41. This text allows the reader to start with success.

42. If you have recorded an easy or independent level text for the reader, then continue the assessment with increasingly more difficult books (higher levels). You want to find the Benchmark Instructional Level.

44. The highest level read at an instructional level

46. This text is likely to support effective comprehension.

47. This text allows the reader to process smoothly with phrasing.

48. This text allows the reader to start with success.

49. You want to find the Benchmark Instructional Level. This is the level the student can read with 95% - 97% accuracy and EXCELLENT or SATISFACTORY comprehension.

51. The highest level read at an instructional level

54. It sounds right to us.

55. Ask: Did the structure influence the error?

58. The teacher reads the standardized introduction to the reader. (Tested to give the reader a start on the book and to ensure that each child tested would begin with the same introductory material.)

59. Don’t embellish the introduction.

60. No additional conversation with the student about the text should occur.

61. Enter the number of Running Words (RW) (found on the front cover of the text) into the Fountas and Pinnell calculator. RW (Running Words) is the exact number of words that the child reads orally. It does not include the title of the book, legends under the pictures, subtitles, or speech bubbles. If the number of errors is slightly higher than the RW, then the teacher decides whether to have the student continue the book or not.

62. Coding Oral Reading – start the timer. The child begins to read aloud until te end of the text or the stopping point. Starting at Level L, a black square marks the stopping point where the students continues to read silently. As the student reads on (after L), you can use the time to record comments and summarize the reading behavior you have observed.

63. Total the ERRORS and SELF-CORRECTIONS (remember, self-corrections are NOT errors).

64. Figure out the ACCURACY score. Enter the number of errors and self corrections on the calculator. Tap the accuracy button to get a percentage of words read accurately.

65. Evaluating Fluency:

66. For Levels A and B there is no Fluency score.

67. In Levels A and B we want children to point to the words as they are learning to match one spoken word with one printed word. WE are looking for directionality (left to right). WE should be making notes on how they matched speech to the printed word.

68. Immediately score the fluency for Levels C and higher.

70. Literal questions, answers are right there in the text

71. Students monitor own understanding and accuracy

72. Students search for and uses information

73. Students remember information in summary form from processing words and ideas

74. Beyond the Text

75. The students make predictions and connections with prior knowledge, personal experience, inferring, and synthesizing new information.

76. About the Text (level L and above)

77. Students are asked literary elements of the text

79. Leave the text closed and in from of the student once the conversation begins. It is totally acceptable for the students to search back into the text for answers to prompts and questions if they initiate the action.

80. Don’t make suggestions to use the book.

81. Don’t accept reading from the text, ask the child to give their answer in their own words.

82. Place a check mark next to the key understandings in the left column as evidence occurs in the conversation. You are not looking for word to word repetition. You are looking for an indication that the student understands the key ideas.

83. Any insight or additional information the students offers during the conversation can be jotted down as additional understandings.

84. If the student does not mention some of the key understandings on his own, use the prompts. Do not judge the students responses lower because you have to prompt for thinking. Prompted responses are just as correct as spontaneous ones. Many students are not accustomed to spontaneously talking about their understandings of the text. Avoid leading the student to the answer. Just use the prompt in a conversation and move on.

86. Level A and B :

87. Children are to point to the word to match the spoken word to the written word.

88. The teacher is looking at their ability to read word by word to again control in matching and directionality.

89. The teacher can make points about how the student matches their finger to the text.

90. Level C:

91. The student’s eyes should take over the process of matching words to print.EASY TEXT<br />A-K95 – 100% accuracy with excellent or satisfactory comprehension<br />L-N98 – 100% accuracy with excellent or satisfactory comprehension<br />INSTRUCTIONAL TEXT<br />A-K90 – 94% accuracy with excellent or satisfactory comprehension<br />95-97% accuracy with limited comprehension<br />L-N95 – 97% accuracy with excellent or satisfactory comprehension<br />98-100% accuracy with limited comprehension<br />HARD TEXT<br />A-Kbelow 90% accuracy with any comprehension<br />90-94% accuracy with limited comprehension is also hard<br />L-Nbelow 95 % accuracy with any comprehension<br />95-97% accuracy with limited comprehension is also hard.<br />