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The Fountas and Pinnell Benchmark Assessment System 2 Our goal is to introduce the Fountas and Pinnell Assessment System that is both universal and diagnostic. Presentation by: Jeanne Burdett Ellen Butler Jennifer FitzGerald Final 9/29/08 Introduction Our goal is to introduce the Fountas and Pinnell Assessment System that is both universal and diagnostic. You will learn to navigate the new materials and administer the assessment. Agenda Introduction • Agenda • Overview • Preview Kit – Text Gradient – Student Readers – Assessment Forms • Additional Assessments – Data Management Software – Professional Development DVD – F & P Calculator – Student Folders – Continuum of Literacy Learning – Assessment Guide • Assessment Guide Walk Through • Fluency • Comprehension Conversation Lunch • Comprehension Conversation [continued] • Writing Assessment • Sample Assessment Conference • Instructional Implications Closing Discussion Overview Brief clip: View the system components & Benchmark Assessment At-A-Glance Refer to cardstock: Assessment At-A-Glance Introduce the Kit To become acquainted with the materials. • 30 Student Readers/books – 1 non-fiction & 1 fiction – Levels L-to-Z • Assessment Forms (book) & CD Rom (Recording Forms) • Data Management Software • Professional Development DVD • F & P Calculator / Stopwatch • Optional Assessments Student Forms • 30 Student Folders w/Record of Reading Progress • The Continuum of Literacy Learning (A Guide to Teaching) w/pull out tabs • The Assessment Guide F&P DRA RR A 1 1 B 2 2 C 3 3-4 D 4 5-6 E 6-8 7-8 F 10 9-10 G 12 11-12 H 14 13-14 I 16 15-16 J 18 17-18 K 20 19-20 L 24 M 28 N 30 22 O 34 23 P 38 24 Q 40 25 R 26 S T-U 44 V W X Y Z 30 Student Readers / books (1 nonfiction, 1 fiction) • For each level there are two books (1 nonfiction and 1 fiction). • Place each pair of books into their respective folder. • You may want to keep a copy of each protocol with each book as you use the kit. • Stopping Points • Fiction or Nonfiction: Either student selection or you may choose to parallel classroom instruction. Assessment Forms Book & CD Rom Both resources provide the assessment recording forms! Spiral-Bound Book: Tag pages! • Table of Contents…iii • Recording Forms…1 • Summary Forms…207 • Optional Assessments…217 – Getting Started…219 – Assessing Fluency & Phrasing…233 – Phonics & Word Analysis…237 – Vocabulary Assessments…313 • Resources…391 Do not use printers to make multiple copies! In the Assessment Forms Book, you will find: (continued) Phonics & Word Analysis Assessments, pages 237-311 • High Frequency Words: 100 words & 200 words • Phonograms: Lists 1 & 2 • Consonant Blends (Spiral-bound only) • Vowel Clusters: Lists 1, 2, & 3 • Suffixes: Lists 1 & 2 (Spiral-bound only) • Prefixes (Spiral-bound only) • Compound Words (Spiral-bound only) • Syllables: 1 & 2 Syllable Words and Syllable in Longer Words (Spiral-bound only) • Word Features Tests: Grades 2-8 * If not noted, respective forms are found in both books! In the Assessment Forms Book, you will also find: (continued) Vocabulary Assessments, pages 313-389 All these forms are found in the Spiral-bound book only! • Concept Word Lists: various categories • Synonyms: Lists 1, 2, & 3 • Antonyms: Lists 1 & 2 • Homophones: Lists 1, 2, & 3 • Homographs • Greek & Latin Roots: Lists 1 & 2 • Analogies: Lists 1 & 2 • Vocabulary in Context: Levels L-Z, Fiction & Non-fiction p. 359 Optional Assessments Student Forms • Leveled Word Lists • High Frequency Words • Phonogram Word Lists • Vowel Clusters Word Lists • Word Features Lists Data Management Software Not being used by the N.A. system at this time. This CD-ROM allows you to record, track, & analyze reading assessment data for individual students and entire classes throughout the school year. Once you have registered, you can log in, create classes, add students, input assessment data, and view individual and class reports. You can navigate to different tabs for classes, Assessments, and Reports. Student Assessment Summary Class List Class Assessment Summary Benchmark Reading Levels (graph student progress) Professional Development DVD Fountas & Pinnell Benchmark Assessment System, 2 • System Components Overview • Benchmark Assessment at a Glance • How to Use This DVD • Preparation Assessment Procedures • Administering the Benchmark Assessment • Scoring, Analyzing, & Interpreting Reading Records • Other Assessments • Introduction Tutorials • Coding Oral Reading • Scoring & Analyzing Oral Reading Behaviors • Scoring Fluency • Scoring Comprehension • Scoring Writing • Using Assessment to Inform Instruction Instructional Implications • Teacher Reflections View Gabriel for complete assessment administration in this section. Sample Assessment Conference • Instructions • Text Readings With Commentary • Teacher Reflections F & P Calculator / Stopwatch Student Folders w/Record of Reading Progress Longitudinal Record of Reading Progress • Levels A-Z by Titles • Grades K-8 Instructional Level test, including The Six Dimensions of Fluency rubric, is stored in this white folder and found in the student’s cume record folder. The Continuum of Literacy Learning (A Guide to Teaching) For each grade level: • Interactive Read-Aloud & Literature Discussion • Shared & Performance Reading • Writing About Reading • Writing • Oral, Visual, & Technological Communication • Phonics, Spelling, & Word Study For Guided Reading: • Thinking Within the Text Getting the literal meaning by processing words and stated ideas. • Thinking Beyond the Text Getting the implied meaning and synthesizing information. • Thinking About the Text Responding to the author's craft, Level J and above. • Behaviors & Understandings to Notice, Teach, & Support – Literacy goals related to Text Levels L – Z. – Goal descriptions will inform lesson planning, grouping decisions, & selections of text. – Identifies specific abilities related to the student’s use of oral & written language. Assessment Guide Tag pages! • Introduction…1 • Administering & Scoring…11 • Analyzing & Interpreting Results…43 • Connecting to Instruction…59 • Documenting Student Growth…101 • Appendices…115 – A – Books…116 – B – Forms Book & CD-Rom…147 – C – Data Management…157 – D – Professional Development DVD…161 • Frequently Asked Questions…162 • Glossary…170 Assessment Guide Walk Through! Assessment Guide - Walk Through & Focus Points • Text Gradient [page 2 & on card stock] • Where-to-Start [pages 16-17] Current students: begin at current instructional level (Guided Reading level). • Recording Forms [page 12] • Components of records • Not Too Cold For a Polar Bear Level Q [page 12] • Discuss conversions – Fluency Scoring Key: Six Dimensions of Fluency – Comprehension Scoring Key vs. Guide to Total Score – Writing About Reading • Finding Easy, Instructional, and Hard Texts [p. 39 and on card stock] • Assessment-At-A-Glance [page 21 & on card stock] • Benchmark books [pages 20-21] • Stopping points • Fiction or Nonfiction: Student selection or parallel emphasis of instruction • Coding Oral Reading Behaviors [pages 22-27] Walk Through (continued) • Summary Forms [page 44-53, and find forms on 209 in Spiral and CD] • Evaluating Fluency [page 28-29] – Six Dimensions of Fluency – We are going to use a 1-to-4 point rubric to align with the report card. • Points of Interest – “Cold Read”….Unseen text – Borrow Benchmark books from colleagues if needed. – Benchmark is true to Guided Reading levels. Fluency Rate, fluency, and accuracy highly related to comprehension [Pinnell, 1995]. • Reader’s oral language primary source to cue for phrasing. • Child’s prior knowledge and understanding of the world another basis for fluency… how stories work. • Child’s ability to process visual information rapidly helps maintain fluent reading. • Assessment Guide, p.40 Calculating Reading Rate Words Per Minute [chart: Level J-Z] Comprehension Conversation [pages 29-36] Scoring the Conversation View Video: Tutorial – Scoring Comprehension – Instructions Instruction: Read pages 29-32. Consider: » Key understandings of the recording form. » How prompts are used. » How the conversation differs from a retell. » How to score additional understandings. View Demonstration: READ Dogs at Work [N] to become familiar with the story. READ The New Girl [O] to become familiar with the story. Listen to Demonstration. LUNCH Viewing Comprehension Conversation • READ: Could Be Worse [Level S] to become familiar with the story. Listen to Mallory’s conversation with Commentary. • Zohina (no Commentary) READ City Hawks [Level M] to become familiar with the story. Listen to Zohina’s conversation and score. Discuss. Listen to Zohina’s conversation with Commentary • Mason (no Commentary) READ A Weighty Decision [Level X] to become familiar with the story. Listen to Mason’s conversation and score. Discuss Listen to Mason’s conversation with Commentary Writing Assessment Guide for Observing and Noting Reading Behaviors Scoring the Writing [pages 40-41, Assessment Guide] View the Explanation/Instruction: Scoring the Writing. View Demonstration: writing sample with Commentary A Weighty Decision [X] (Mason) Dogs At Work [N] (Cynthia) View: Not Too Cold For A Polar Bear [Q] Zane’s writing sample and score. Discuss. Listen to author’s commentary about Zane’s writing sample. View: Surviving the Blitz [Z] Shreya”s writing sample and score. Discuss. Listen to author’s commentary of Shreya’s writing sample. View: The Train at the Top of the World [Z] Austin’s writing sample and score. Discuss. Listen to author’s commentary about Austin’s writing sample. The Writing Assessment is optional, but recommended to be given for the Instructional Level book. Sample Assessment Conference Gabriel’s Benchmark Assessment Read: Why Do Wolves Howl? (T) Earthquakes (U) The Call For Change (V) Refer to cardstock of Assessment At-A-Glance. View Assessment Conference w/Commentary. View Teacher Reflections. ___________________________________________________________________ Finding Easy, Instructional, Hard Level When determining benchmark or placement level (p. 203): Find Hard to determine Instructional Level. Instructional Implications Planning for Instruction Reading behaviors Comprehension Fluency • What does the child know? – Analyze the student’s errors & self-corrections. – Determine what kinds of information the reader is using. – Determine what kinds of information the reader is neglecting. • What does the child need to know? The Continuum of Literacy Learning [A Guide To Teaching] • How/Where am I going to teach it? Analysis of Your Student’s Reading 1. Analyze one of your student’s Record of Oral Reading for MSV. 2. Identify student’s reading strengths & weaknesses: Guide for Observing and Noting Reading Behaviors • What does he/she know? • What does he/she need to know? • Where and how am I going to teach it? 3. Begin to develop a plan for instruction using the Continuum for Literacy Learning as a resource. Final Discussion! Contents of the Folder *** Document saved as: 9-30-08 Benchmark II Presentation 21 labels per person (to TAG books) Cardstock • Assessment At-A-Glance • Scoring & Analysis At-A-Glance Scoring At-A-Glance • Coding & Scoring Errors At-A-Glance … Coding Oral Reading Behavior • Finding Easy, Instructional, and Hard Texts • Prompts to Support the Use of Strategies • Text Gradient • NA Reading Levels chart • Analyzing Running Records • Comprehension Conversation Xeroxed • Calculating Reading Rate • Where-to-Start Word Test (Benchmark II) • Six Dimensions of Fluency • Summary Forms • Rubric Conversions • Recording Forms … City Hawks [M] A Weighty Decision [X] References Coding Oral Reading Behavior Not Too Cold For a Polar Bear Level Q Elliot’s records Assessment At-A-Glance Scoring At-A-Glance Consolidation #1 / Zane Consolidation #2 / Elliot Consolidation #3 / Madeline Not Too Cold For a Polar Bear Diagnostic vs. Summative assessment Guide for Observing and Noting Reading Behaviors Assessing Vocabulary in Context Assessment Forms, p. 359 *** Document saved as: 9-30-08 Benchmark II Presentation Analyzing Sources of Information: MSV [page 53-55] • Meaning: Readers often make substitutions that indicate they are thinking about meaning of the text. For example, a reader might say ballet for dance. Ask yourself: Did the meaning of the text influence the error? If so, circle the M in the sources of information column under error (E). …Does it make sense? • Structure: A powerful source of information for a reader is the structure of language. From our knowledge of oral language, we have implicit knowledge of the way words are put together to form phrases and sentences. 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? Did structure influence the error? If so, circle the S in the sources of information column under error (E). …Does it sound right? • Visual Information: Readers use the visual features of print – the letters and words – to read. They connect these features to phonetic information that exists in their heads. For example, looking at the picture, a reader might say park for play. Ask yourself: Did the visual information from the print influence the error (letter, part, word)? If so, circle V in the error column. …Does it look right? Preparing the Kit • Remove all plastic wrap. • Corrections need to be made to the spiral-bound Benchmark Assessment System 2 Assessment Forms. • Locate 2 white papers & carefully place labels over text: Errata List & Errata Labels Page 76 Under Reading Rate, the last line is missing w/correction. Page 81 Under text, second to last line. Page 83 Under Reading Rate, the last line is missing w/correction. Page 147 The Text Feature Probe for Within the Text. Page 192 Last sentence, three lines up from bottom. Page 214 For the Annual Record of Reading Progress, the key… Page 220 Under How to Use It, last paragraph. Page 227 The second word in the second column. Page 395 Credit line is missing. Page 400 Replace Easy, Instructional, Hard.
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