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Fountas & Pinnell

Fountas & Pinnell. Grades K - 2. What do you get?. General Overview of Kit. Continuum of Literacy Learning Curriculum 28 Benchmark Books (Levels A-N) Assessment Guide Optional Literacy Assessments Student Forms for Optional Assessments Assessment Calculator

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Fountas & Pinnell

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  1. Fountas & Pinnell Grades K - 2

  2. What do you get?

  3. General Overview of Kit • Continuum of Literacy Learning Curriculum • 28 Benchmark Books (Levels A-N) • Assessment Guide • Optional Literacy Assessments • Student Forms for Optional Assessments • Assessment Calculator • Additional Oral Reading Records Benchmark Books • Professional Development CDs • Student Longitudinal Record Folders

  4. Curriculum Utilize this guide. You can set overall curriculum goals for grades PreK-2 or you can refer to it during the benchmark assessments. Use it as a foundation for teaching. Plan specific teaching moments as you examine oral recording forms and comprehension conversation to use in mini lessons. Link assessment to instruction. You learn what children know and the continuum will help you think about what they need to know next. Evaluation and Grading. This continuum can also serve as a guide for evaluating student progress over time and you can see if they are meeting grade level standards.

  5. Text to Grade Level Correspondence • Overlap between grade levels • Addition of Z+ for college and adult readers in the second addition

  6. Text to Grade Level Expectations What’s new? • Beginning, 1st Interval, 2nd Interval, and End of Year expectations • Determination between exceeds expectation, meets expectations, approaches expectation, and does not meet expectation

  7. Where-to-start Word Test

  8. Where should I start? • Where-to-start Word Test • Also: Always consider the previous teacher’s records • A list of increasingly difficult out of context words to help you identify the students starting level, and then at least three passages • Similar to the CRI • You want to find the 95-100% accuracy for levels A-K and 98-100% accuracy for levels L-N. • Easy for the reader to support comprehension, fluency, and phrasing • Start with success

  9. Where-to-start Word Test (handout 1) Handout 1 - page 154 in the Assessment Guide • Start at the level below the students grade level • Guide the reader with a card down the list. • DO NOT prompt, coach, or ask them to repeat (unless they were too quiet)

  10. Where-to-start Word Test Handout 1 - pages 154-161 in the Assessment Guide • Correct - correct, correct guess, self-corrects, dialect • Give a checkmark for a correct word • Incorrect - not read, substitutions, clearly uncertain, incompletes • Write the incorrect next to the word Record the number read accurately at the bottom of the list.

  11. Where-to-start Word Test • 19-20 correct → next list • 18 or below → STOP

  12. Practice Where-to-start Word Test

  13. Finding the Independent, Instructional, and Hard Text Levels • Read at least 3 passages • Start with an easy read (95-100% or 98-100%) • Continue with more difficult assessments until the child is reading below 90% or 95%. • You will then have 3 levels

  14. Part One: Oral Recording Form

  15. Part One (handout 2) • Similar to a running record • Typescript provided like a miscue • Aligned to a leveled benchmark book (top right corner) • Divided by page numbers to follow along • Columns to tally errors and self-corrections • And the MSVs for each of these

  16. Show the cover Read them the title Read them the introduction Ask them to begin reading

  17. How to score on Part One: Oral Recording • Use a stopwatch • Code oral reading behavior on the form • Simultaneously evaluate accuracy (percentage of errors) • Judge fluency (the way reading sounds) • If you get far behind ask the reader to stop for a minute at the end of a page. (Levels J-N stop timing for that)

  18. Counting Errors

  19. Counting Errors

  20. Counting Errors Special Cases • If a child skips a page, tell them, ask them to read it. Not an error. • If the child is inventing their own text for pictures write inventing and stop the assessment • If the child loses their place ask them to find a good starting point to pick up again. Not an error for what is not read.

  21. Practice Part One

  22. Part Two: Comprehension Conversation

  23. Talk about what you learned in this book • Talk about what happened in the story • Say more about that • Tell more • What else? • Why? • Place a check mark over each key understanding they mention Part Two

  24. Scoring the Comprehension Conversation • Make an overall judgement using evidence from the answers. • Unsatisfactory (0) - Does not respond or talks off topic • Limited (1) - Mentions a few facts/ideas. Does not express important ideas. • Satisfactory (2) - Includes important information. Leaves out other important information. • Excellent Understanding (3) - Includes all important information and main ideas. • Score additional understanding in the same way

  25. Part Three: Writing About Reading

  26. Optional • Comprehension conversation provides this evidence. • Writing provides additional evidence • Not calculated into a formula for instruction or independent levels. • It is FYI as a teacher

  27. Calculating the score Steps to calculating using the provided material • Press Start Time as the student begins oral reading • Press End Time when the reading is complete • Press RW and enter the number of Running Words • Press #Errors and enter the number of Errors • Press #SC and enter the number of Self-Corrections • Press Time to get Elapsed Minutes or Seconds • Press WPM to see Words Per Minute • Press Accur.% for Percentage of Accuracy • Press SC to get the Self-Correction Ratio

  28. Part Four: Guide for Observing and Noting Reading Behaviors

  29. Early reading behaviors • Searching for and Using Information (MSV) • Solving Words • Self-Monitoring • Self-Correcting • Maintaining Fluency • Other Behaviors

  30. Part Five: Assessment Summary

  31. Helps you log and determine individual and independent levels of instruction with the texts they read on a specific date

  32. Part Six: Implications for Instruction

  33. Individualized Instruction Data gathered helps you… • Choose and suggest just right books (Fountas & Pinnell have leveled over 53,000 books, p. 141) • Process actions and suggest strategies to help analyze errors and self-correct • Observe fluency scores and inform interactions for how to increase fluency • Intervene in comprehension for before, during, or after reading strategies.

  34. Small Group and Whole Class Instruction Small Group • You can group students for small group instruction based on • Fluency scores • Comprehension scores • This will help you plan small group instruction strategies Whole Class • Use across the classroom assessment data to look at processing and comprehension. • Create mini lessons and reading workshops for intentional conversation and interactive read-aloud.

  35. Optional Assessments (p. 51-60 in guidebook) Fountas and Pinnell can assess 24 other additional ELA components like… • Six Dimension of Fluency • Letter Recognition • Early Literacy Behaviors • Reading High Frequency Words • Phonological Awareness of Initial Sounds • Phonological Awareness of Blending Words • Phonological Awareness of Segmenting Words • Word Writing • Vowel Clusters • Syllables in longer words • Etc.

  36. Is the program evidence based? This program was tested for reliability and validity to determine if changes in levels of text was necessary to meet appropriate grade level difficulty. The Fountas & Pinnell Benchmark Assessment System texts were demonstrated to be both reliable and valid measures for assessing students’ reading levels.

  37. What is the evidence of effectiveness? Test-retest results need to have a reliability coefficient of at least .85, and these results on Fountas and Pinnell Benchmark Assessment System is depicted as reliable.

  38. Leveled Literacy Intervention (LLI) • LLI is a small group intensive intervention provided in addition to small-group reading in the classroom with the goal of bringing a student up to grade level performance. (p. 73) • Work in small groups for 30 minutes a day to go beyond regular class guided reading lessons. • RTI Comparison • Dynamic grouping in Fountas and Pinnell (p. 110)

  39. Does the assessment support your efforts to make sound judgements about your future students’ reading abilities? What you gain: • Percentage of accurate words • Comprehension score • Fluency • Use of sources (MSV) • Oral reading behaviors • Problem solving actions • Level of independence • Ability to write about a text • Control of early reading behaviors (levels A and B) How long does it take? • 15 to 20 minutes for lower grades. Above 45 minutes for longer texts and readings. • You can skip levels when implementing

  40. Will it aid you in selecting reading strategies to assist/enhance your future students’ reading and learning? This aids this teacher in creating individual interventions, small group lessons, and whole group mini lessons. Strategies used could come from the • Continuum of Curriculum by Fountas & Pinnell • The Reading Strategies Book by Serravallo

  41. How does this assessment align with the state and district reading objectives and curriculum? The 2nd edition does not align with Common Core state standards. They looked at them, made minor changes on the way that behaviors and understandings can be expressed, but did not create their program with these standards. This edition should be used in connection to the district and state requirements. The 3rd edition does align to the Common Core standards in several ways. They still suggest to use the system in alignment with other district and state standards.

  42. Is the assessment compatible with your communication arts instructional methods? Continuum of Literacy Learning (Fountas & Pinnell) • Serves as a guide for what students need to know at each grade level. • Divided into • Interactive Read Aloud and Literature Discussion • Shared and Performance Reading • Writing about Reading • Writing • Oral, Visual, and Technological Communication • Phonics, Spelling and Word Study • Many brief strategies with little explanation for each category The Reading Strategies Book (Serravallo) • Suggests specific reading strategies with explanations and examples for a variety or reading levels • Specific ways to use these in the classroom • Explains what non-strengths it will help the child grasp

  43. How does the assessment help to inform your practice? • Fountas and Pinnell covers the 5 essential components of reading through the • Where-to-start Word Lists • Oral Recording Form • Comprehension Conversation • Observation of Reading Behavior Guide • Additional optional assessments...

  44. Will it aid you in your day-to-day language arts instruction? Fountas and Pinnell BAS Reading Records app includes all texts from original benchmark books from 6 Fountas and Pinnell Benchmark Assessment Systems. It records oral reading accuracy, self correction, fluency and comprehension. Other functions: it saves the reading record as a PDF for quick use and calculates rates and ratios. Saves time during the assessments and reduces the need to copy.

  45. How will the results of this assessment help you to positively impact student learning? Strengths • Depth of insight into students skills • Continue throughout the year and across grades • Comprehensive

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