1. Benchmark Assessment System
Fountas and Pinnell
Benchmark Assessment System

2. Overview Purpose Overview of the resource Assessment procedure Coding
Scoring
Next steps
Practice with students

3. Purpose Assess teaching outcomes
Determine each student’s instructional and independent reading levels
Plan for instruction based on students’ strengths and needs
Set goals and document student progress
Identify students who need intervention and extra help
Select texts for guided instruction

4. Why F & P? Accurately identifies each student’s reading level
Provides a comprehensive assessment of decoding, comprehension, vocabulary and fluency
Provides detailed information that can be used to inform instruction
Allows for professional input and judgement during the assessment

5. Overview of the Resource
Benchmark books and recording forms
Assessment guide
Continuum of literacy learning
Calculator/stop watch
Optional assessment forms
3 Data management DVDs, assessment forms and professional development tutorials

6. Benchmarks / Running records
What is a benchmark?
A benchmark is a standard with which to measure something.
What is a running record?
A running record is a duplicate copy of the text coded for accuracy using a standardized coding system

7. Where to start?
Ideally use the previous teacher’s or school records to find starting place
Where to start word test can be used as a quick gauge for new students.
Begin with an easy book to allow for initial success when time allows.
Continue with increasingly more difficult books to find the instructional level.

8. Preparation You will need:
The benchmark books – There is a fiction and non-fiction selection for each level.
Copies of the recording forms
Writing materials
Scoring-at-a-glance form and Levelling for Instruction form
Find a quiet location to administer the test

9. We are looking for the instructional level
The instructional level is the optimal level for guided instruction.
This is the zone of proximal development.

10. Independent (Easy)… Instructional… Frustration (Hard)
Levels A - K
Independent –Student reads with % accuracy and excellent or satisfactory comprehension
Instructional –90-94% accuracy and excellent or satisfactory comprehension
Hard- Below 90% accuracy with limited comprehension
Refer to Levelling for Instruction handout

11. Independent (Easy)… Instructional… Frustration (Hard)
Levels L - Z
Independent –Student reads with % accuracy and excellent or satisfactory comprehension
Instructional –95-97% accuracy and excellent or satisfactory comprehension
Hard % accuracy and limited comprehension

12. Administering the test
Teacher reads the standardized intro
Student reads aloud and the teacher records miscues
If text is clearly too easy or too difficult use your judgement on how and when to stop the test

13. Administering the test
If miscues fall within the instructional or easy level engage in a comprehension conversation
The test can be administered over additional days if necessary.
Note: on the front of each book is the number of errors that places the child below 90% (A-K) and 95% (L-Z)

14. Scoring Tally errors and self corrections on the recording form
Score the comprehension portion of the assessment
Consider and score the reader’s fluency
If the student’s score is independent continue to next level.
Continue testing until you reach the instructional level

15. Coding miscues Repetition, Repeated repetition Accurate reading
Rereading
Appeal, “You Try It”, Told
Spelling aloud
Sounding out
Accurate reading
Substitutions, multiple substitutions
Self-correction (not an error)
Insertion
Omission
On whiteboard – refer to coding and scoring at a glance sheet

16. Coding practice Practice tutorial from Fountas and Pinnell kit
Cecilia reading The Loose Tooth

17. Scoring reading behaviours
Scoring tutorial from Fountas and Pinnell kit
On DVD

18. The comprehension conversation
The goal is to gather evidence of comprehension
If errors fall within the independent or instructional range engage in a conversation about the text

19. The comprehension conversation
Within the text: Literal questions, monitor, search for and use information, process words and ideas and remember
Beyond the text:
Making predictions and connections with prior knowledge, personal experience, inferring, and synthesizing new information

20. The comprehension conversation
Pause and allow child time to respond
Leave the text closed but it is fine for the child to search back into the texts for answers if they initiate the action

21. The comprehension conversation
Place a check mark next to the key understanding in the left column as evidence occurs in the conversation…not looking for word to word repetition
Any additional insight or additional information students offer during the conversation can be jotted down as additional understandings

22. The comprehension conversation
If the student does not mention some of the key understandings on her own, use the prompts. Prompted responses are as correct as spontaneous ones.
Avoid leading the student to the answer just use the prompt and move on.
You can paraphrase a question if necessary

23. Scoring and Miscue Analysis
Use the coding and scoring at a glance sheet
Scoring consistency is essential to obtain an accurate level
Cueing systems and MSV analysis

24. Beyond the test What do you want them to start doing?
Note reading behaviors and attitudes
Set goals and select text
Make instructional decisions
What do you want them to start doing?
What do you want them to stop doing?
What do you want them to notice?
What do you want them to do more or less of?

25. Documentation
Recording and entering data
Procedures and protocols