fountas and pinnell benchmark assessment system 2
DESCRIPTION
Susan Hackel's and Karen Hartle's August 2011 WorkshopTRANSCRIPT
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Fountas and Pinnell Benchmark Assessment System 2
Training: August 24, 2011
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Where do I start?
The Reading Interview Where to Start Word Test DRP score
Correlation charts
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What can we learn about readers from the F&P?
What do I look for? Every child comes with a unique reading history. A child may not make DRP benchmark, BUT
once a running record is done, you can see the reading skills are there, but stamina, attention, and test-taking strategies are an issue.
Running records unearth the specific areas of instructional need for the individual student.
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The Reading Interview
ARCH (Assessment, Routines, Choice, Healthy Community)
Rapport building Jumping off place to learn a reader’s history Play around with the questions—Is this kid a
reader? “Through-line”: a reader’s
patterns/passions/interests Preference for fiction/nonfiction and WHY?
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Reading Rate
Word callers vs. comprehension Rate matters
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Meaning, Structure, and Visual Errors
Meaning: error does not interfere with comprehension
Structure: prediction of what comes next; makes sense structurally
Visual: Only looking at words without regard to meaning
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Rubrics
Gut reaction/intuitive response Work with a partner whenever possible Internalize—when you get that 3 reader, there is no
question. If you have to think about it, the kid is not reading at
a 3 level. Very rare to get a 0 at this level. Comprehension
Within the Text: retell/summarization Beyond the text: inferencing About the text: synthesis
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More about scoring…
9 is a perfect score (+1 for an insightful addition)
Complete the optional section “Writing about Reading” if you think the reader has an issue with responding to literature
If a child has limited comprehension (6) but is reading at their instructional level (98-100% accuracy), do not administer the next level
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Supplemental Assessments
Provides additional information for small group work (Tier 1 intervention) Assessing Vocabulary in Context When decoding errors are high: High
Frequency Word List, Phonogram II, and Word Features
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The Calculator
Start/time when student is ready to begin Poised finger on End RW # errors # s/c Wpm Accuracy s/c Ratio (metacognition—self monitoring)
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Uh-Oh!!!
Hold Time til it blinks Hold Time again until it blinks Re-enter the end time