Fountas and Pinnell Benchmark Assessment System 2

Training: August 24, 2011

Where do I start?

The Reading Interview Where to Start Word Test DRP score

Correlation charts

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.

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?

Reading Rate

Word callers vs. comprehension Rate matters

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

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

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

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

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)

Uh-Oh!!!

Hold Time til it blinks Hold Time again until it blinks Re-enter the end time