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