Fountas & Pinnell Benchmark Assessment Review

Testing Reminders alternate texts test all three levels administer the oral reading, coding, miscue analysis (MSV), accuracy, fluency, and WPM if applicable what to do if levels are not clear (see pgs Kit 1 & 2)

In the Beginning Know where to start  Look at previous levels or administer word test Copy the recording forms for possible testing (J drive) Designate a time and area to test Have your Assessment At-a- Glance and Coding/Scoring At-a- Glance handy (in your Assessment Forms book) Copy the summary form for each student (in your Assessment Forms book)

Benchmark Components Oral Reading Comprehension Conversation

Taking a Running Record – Oral Reading Keep your coding sheet handy Key points on marking:  appeals, tolds, insertions, omissions are not analyzed  proper nouns are only counted as errors once  write exactly what the student says

Miscue Analysis Meaning : Does it (the error) make sense? Structure : Does it (the error) sound right? Visual Information : Does it (the error) look right?

M=Does it make sense? Using Meaning: Readers often make substitutions that indicate they are thinking about meaning of the text. For example, a reader might say ballet for dance. animals I like to see horses at the farm. fair I like to see horses at the farm.

S=Does it sound right? Structure: It “sounds right” to us. Readers often substitute nouns for nouns or verbs for verbs, indicating an awareness of the structure of language. For example, a reader might say We like going for We like to ride. Ask yourself: Does the error fit an acceptable English language structure? houses I like to see horses at the farm.

V = Does it look right? Visual Information: Readers use the visual features of print – the letters and words – to read. For example, looking at the picture, a reader might say park for play. Does the substitution (error) look like the word in the text? here’s I like to see horses at the farm.

Let’s Try Coding! Listen and code as Janessa reads the story More Than a Pet. Check your running record with that of Mrs. Downend and discuss with your group or a partner.

The Comprehension Conversation At your table, create a T Chart on what the comprehension part of the reading benchmark IS and what it IS NOT and discuss as a group.

Comprehension True or False I can rephrase the questions. I can prompt or use probes. The student cannot use the book. Prompting the student affects scoring. Students can read answers from the text. It is a conversation. The student must answer as it is laid out in the prompt. TRUE FALSE TRUE FALSE

Let’s Try A Comprehension Conversation! Listen and mark as Janessa retells and talks with her teacher about the story More Than a Pet. Check your conversation record with that of Mrs. Downend and discuss your results with your group or a partner.

Summary Form Sample Should be filled out completely including all the necessary components at the top and “Behaviors and Understandings to Notice, Teach and Support” Assess Janessa’s reading and fill in the “Behaviors and Understandings to Notice, Teach and Support”