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Benchmark Assessment System

Fountas and Pinnell

Why?

District Literacy Focus: Knowing our


Readers

Criterion 3

Research Based

Pairs with available resources and materials

Goals for our Work Together


Becoming lead learners in how to administer and score the
assessment
Meeting periodically for learning and discussion of assessment
and instruction in conjunction with other Foutnas and Pinnell
resources and reading routines (leveled library, intervention
library, etc)

Administering the assessment to (at minimum) a subgroup of


students fall, winter and spring

What Does it Do?


Determine what independent, guided reading, and
instructional level each student is reading at
F & P Leveled Text Gradient (Fountas & Pinnell,
2010).
Analyze and document student reading behaviors such
as accuracy level, fluency, oral reading behaviors, and
comprehension to guide instruction.
Guide teachers and students in selecting books that will
scaffold their learning process.
Identify the students who need intervention.
Monitor student and class reading progress over time.

Assessment Measures
Reading Accuracy Level
Comprehension
Fluency

Assessment Overview
Administered in a running record format
BAS should be given three times per year to effectively track
progress and guide instruction
Fiction and nonfiction books are leveled alphabetically using the
F&P text gradient

Determine each childs reading level:

Levels A-N Grades K-2

Levels L-Z Grades 3-8

Assessment Format

Part 1- Oral reading

- Student reads text aloud


- Teacher records students errors, self
corrections, accuracy and fluency
Timed for Levels J and above

Part 2- Comprehension

-Teacher asks student questions orally and


rates their response
Not Timed

Part 3- Writing about


Reading (Optional)

-Teacher rates student responses using a


scale of 0-3
Optional

Only administer to a sub group of students

Instructional Level Expectations

Administering Benchmark
Assessments
Assessment Procedures
Administering the Benchmark Assessment
Scoring, Analyzing and Interpreting

Quick Word Placement Assessment

Coding and Scoring Errors


Coding Overview
Keep it simple

Tutorials
Coding- Consolidation #3

Sample Assessment Conferences


Sample #1- Get a Horse!

Introduction & Comprehension (2)

Instructional Implications (Analysis)


Individual
Conferring, books selection

Small group and Guided groups


Instructional level text, mini lesson on specific strategy

Whole Group
Interactive read aloud

Writing about Reading


Goal Setting
Classroom library

Sharing Materials
Elementary

Primary

Amber
Amy K.

Rita
Keith

Cindy
Glenn

Terre
Becky

John D.
Julia A.

Aime N.
Ricki

Robin
Krista

Kim

Carol
Michelle S.

Elizabeth
Robb
Tom

Brenda
Rayna

Next Steps
Possible Meeting Dates
Future Learning Ideas
Problem Solving Administration
Designing lessons

Intervention Resources

Small Group/guided instruction

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