Benchmark
Assessment System 1
Resources
THIRD EDITION
© 2017, 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
Coding and Scoring at-a-Glance
Behavior
What the
Reader Does
How to Code
Accurate Reading
Reads words correctly
Place check (✓)
above word or
do not mark.
Substitution
Gives an incorrect
response
Write the substituted word above
the word.
Multiple Substitutions
Makes several attempts at a word
Write each of the
substitutions in
sequence above
the word.
Example
no mark or
her
Kate’s
Substitution,
not corrected
1 error
Substitution, selfcorrected (SC)
No error;
1 SC
little|some|him
his
Multiple substitutions,
not corrected
1 error for each
incorrect word in
text
touch|teeth|SC
tooth
Multiple substitutions,
self-corrected (SC)
No error; 1 SC
to|touch|teeth
tooth
Multiple misreadings of the same
word not corrected
1 error for each
incorrect word in
text
It’s Do not
It is Don’t
Self-correction
Corrects a previous
error
Write the error over
the word, followed
by SC.
teeth|SC
tooth
Insertion
Adds a word that is
not in the text
Write in the inserted word using a
carat (^).
loose
Omission
Gives no response to
a word
Place a dash (–)
above the word.
—
Very
Reads the same
word again
Write R above the
word.
No error
✓
Kate
Kathy|Kelly
Kate
Repetition
How to Score
R
Multiple misreadings of names and
proper nouns
Misreading contractions (reads
contraction as
two words or two
words as contraction)
1 error first time
missed; no errors
after that
1 error each time
No error; 1 SC
1 error per word
inserted
Skipping a word
1 error per word
Skipping a line
1 error per word
No error
Coding system developed by Marie Clay as part of the running record system in An Observation Survey of Early Literacy Achievement, Revised Second Edition, 2006, Heinemann.
1
Fountas & Pinnell Benchmark Assessment System 1, Third Edition
Benchmark
Assessment System 1
Resources
© 2017, 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
THIRD EDITION
Coding and Scoring at-a-Glance (continued)
Behavior
What the
Reader Does
How to Code
Example
R2 R3
Repeated Repetitions
Reads the same
word more than
once
Write R above the
word for the first
repetition and then
write a number for
the additional repetitions.
Rereading
Returns to the
beginning of
sentence or phrase
to read again
Write R with an
arrow back to the
place where rereading began.
Rereads and selfcorrects
Write R with an
arrow back to
the place where
rereading began
and SC at point of
self-correction
Appeal
Verbally asks for
help
Write A above the
word.
“You Try It”
The child appeals, the teacher
responds with
“You try it.”
Write Y after the
word.
Told
Child doesn’t attempt word even
after “You try it.”
Write T after the
word or the Y.
Spelling Aloud
Child spells the
word by saying the
names of letters
Write the letters in
all capital letters.
Sounding Out
Child makes the
sounds associated
with the letters in
the word
Write the letters
in lowercase with
hyphens between
them.
How to Score
No error
No error
R
No error; 1 SC
tooth to come|SC R
tooth to
fall
A
very
A
very
Y
A
Follow up with
“You try it.”
No error
“You try it” followed by correct
word
No error
“You try it” followed
by omission, incorrect word, or Told
1 error
A
very Y T
1 error
very T
B-U-T
But
Spelling followed
by correct word
No error
Spelling followed
by incorrect word
1 error
n-o-t
not
“Sounding out”
followed by correct
word
No error; no SC
l-o-s lose
loose
“Sounding out” followed by incorrect
word
1 error
f- | SC
come
Sounding the first
letter incorrectly
and then saying
the word correctly
No error; 1 SC
Coding system developed by Marie Clay as part of the running record system in An Observation Survey of Early Literacy Achievement, Revised Second Edition, 2006, Heinemann.
Fountas & Pinnell Benchmark Assessment System 1, Third Edition
2
Benchmark
Assessment System 1
Resources
THIRD EDITION
© 2017, 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
Scoring and Analysis at-a-Glance
Score Part I Oral Reading on the Recording Form
1.
Accuracy Rate Circle the number of errors to determine the percent of words read correctly.
2.
Self-Correction Ratio Calculate the self-correction ratio.
(Number of errors + Number of self-corrections) ÷ Number of self-corrections = 1: ________
3.
Fluency Score Circle a score.
4.
Reading Rate Record or calculate the words per minute (WPM) read. (Number of running words [RW] x 60) ÷ number of
timed seconds read = WPM
Score Part II Comprehension Conversation on the Recording Form
5.
Assign points in each category (Within, Beyond, About the Text).
6.
Add the category scores and circle the final evaluation in the Guide to Total Score box.
Score Part III Writing About Reading (optional) on the Recording Form
7.
Circle the appropriate score on the scoring key.
Complete the Assessment Summary
8.
Transfer data from the Recording Form to the Assessment Summary Form.
9.
Determine two benchmark levels and write them in the box in the upper right corner of the Assessment Summary Form.*
10.
Review accuracy, use of sources of information, problem solving, self-correction ratio, fluency, and comprehension to
determine the Recommended Placement Level.
11.
Use the Guide for Observing and Noting Reading Behaviors (in the Assessment Guide, the Assessment Forms book and
Online Resources) to make additional comments, and make notes about instructional implications at the bottom of the
Assessment Summary Form.
*Key for Determining Independent/Instructional/Hard Levels
Comprehension Score
Proficient
(5–6)
Approaching
Proficiency
(4)
Limited Proficiency
(3)
Comprehension Score
Not
Proficient
(0–2)
95-100%
Independent
Independent
Instructional
Hard
90-94%
Instructional
Instructional
Hard
Hard
Below 90%
Hard
Hard
Hard
Hard
Levels
L–Z
Accuracy Score
Accuracy Score
Levels
A–K
Proficient
(8–9)
Approaching
Proficiency
(6–7)
Limited Proficiency
(4–5)
Not
Proficient
(0–3)
98-100%
Independent
Independent
Instructional
Hard
95-97%
Instructional
Instructional
Hard
Hard
Below 95%
Hard
Hard
Hard
Hard
Fountas & Pinnell Benchmark Assessment System 1, Third Edition
Benchmark
Assessment System 1
Resources
THIRD EDITION
© 2017, 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
Finding Easy, Instructional, and Hard Texts
If the first book is…
Then…
Easy
Levels A–K: Student reads at 95–100% accuracy with
comprehension that is proficient or approaching proficiency.
Move to a higher level text and repeat the same process until
the student reads a text that is hard.
Levels L–N: Student reads at 98–100% accuracy with
comprehension that is proficient or approaching proficiency.
Instructional
Levels A–K: Student reads at 90–94% accuracy with
comprehension that is proficient or approaching proficiency, or
95–100% accuracy with limited proficiency in comprehension.
Move to a lower level text and repeat the same process
until the student reads a text that is easy and move to a
higher level text until the student reads a text that is hard.
Levels L–N: Student reads at 95–97% accuracy with
comprehension that is proficient or approaching proficiency, or
98–100% accuracy with limited proficiency in comprehension.
Hard
Levels A–K: Student reads below 90% accuracy with any
score on comprehension, or with 90–94% accuracy with limited
proficiency or not proficient in comprehension, or with 95–100%
accuracy with comprehension that is not proficient.
Move to a lower level text and repeat the same process
until the student reads a text at an instructional level.
Levels L–N: Student reads below 95% accuracy with any
score on comprehension, or with 95–97% accuracy with limited
proficiency or not proficient in comprehension, or with 98–100%
accuracy with comprehension that is not proficient.
Fountas & Pinnell Benchmark Assessment System 1, Third Edition
Benchmark
Assessment System 1
Resources
© 2017, 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
Name: ________________________________________
THIRD EDITION
Date: __________________________
Key: C=Consistent
Guide for Observing and Noting Reading Behaviors
C
P
N
P=Partial
N=Not evident
Notes
1. Early Reading Behaviors
Does the reader:
• Move left to right across a line of print?
• Return to the left for a new line?
• Match voice to print while reading a line or more of print?
• Recognize a few easy high-frequency words?
2. Searching for and Using Information
Meaning
Does the reader:
• Make meaningful attempts at unknown words?
• Use the meaning of the story or text to predict unknown words?
• Reread to gather more information to solve a word?
• Reread and use the meaning of the sentence?
• Reread to search for more details—information, characters, plot?
• Reread to gather information to clarify confusions?
• Use headings and titles to think about the meaning of a section of text?
• Use information in the pictures to help in understanding a text?
• Use knowledge of the genre (and its characteristics) to help in understanding
a text?
• Use knowledge of the genre (and its characteristics) to help in finding information?
• Use readers’ tools to help in finding information (glossary, index)?
Structure
Does the reader:
• Use knowledge of oral language to solve unknown words?
• Reread to see if a word “sounds right” in a sentence?
• Reread to correct using language structure?
Visual Information
Does the reader:
• Use the visual information to solve words?
• Use the sound of the first letter(s) to attempt or solve a word?
• Use some, most, or all of the visual information to solve words?
• Use sound analysis to solve a word?
• Make attempts that are visually similar?
• Use knowledge of a high-frequency word to problem solve?
• Search for more visual information within a word to solve it?
• Use analogy to solve unknown words?
• Use syllables to solve words?
• Use prefixes and suffixes to take apart and recognize words?
• Use inflectional endings to problem solve words?
• Recognize words quickly and easily?
• Reread and use the sound of the first letter to solve a word?
• Problem solve unknown words quickly and efficiently?
• Work actively to solve words?
• Use multiple sources of information together in attempts at words?
• Use all sources of information flexibly to solve words?
• Use all sources of information in an orchestrated way?
3. Solving Words
Does the reader:
• Recognize a core of high-frequency words quickly?
• Recognize words quickly and easily?
• Use a variety of flexible ways to take words apart?
• Use the meaning of the sentences to solve words?
• Use the structure of the sentence to solve words?
• Use some of the visual information to solve words?
• Use known word parts to solve words?
1
Fountas & Pinnell Benchmark Assessment System 1, Third Edition
Benchmark
Assessment System 1
Resources
Key: C=Consistent
Guide for Observing . . . (cont.)
C
P
N
P=Partial
© 2017, 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
THIRD EDITION
N=Not evident
Notes
3. Solving Words (cont.)
Does the reader:
• Use sound analysis (sounding out)?
• Use analogy to solve words?
• Make attempts that are visually similar?
• Use the sound of the first letter to solve words?
• Work actively to solve words?
• Use known words or parts to solve unknown words?
• Use syllables to problem solve?
• Use prefixes and suffixes to take words apart?
• Use inflectional endings to take words apart?
• Use sentence context to derive the meaning of words?
• Use base words and root words to derive the meaning of words?
• Make connections among words to understand their meaning?
4. Self-Monitoring
Does the reader:
• Hesitate at an unknown word?
• Stop at an unknown word?
• Stop at an unknown word and appeal for help?
• Stop after an error?
• Notice mismatches?
• Notice when an attempt does not look right?
• Notice when an attempt does not sound right?
• Notice when an attempt does not make sense?
• Reread to confirm reading?
• Use knowledge of some high-frequency words to check on reading?
• Check one source of information with another?
• Check an attempt that makes sense with language?
• Check an attempt that makes sense with the letters (visual information)?
• Use language structure to check on reading?
• Request help after making several attempts?
5. Self-Correcting
Does the reader:
• Reread and try again until accurate?
• Stop after an error and make another attempt?
• Stop after an error and make multiple attempts until accurate?
• Reread to self-correct?
• Work actively to solve mismatches?
• Self-correct errors?
6. Maintaining Fluency
Does the reader:
• Read without pointing?
• Read word groups (phrases)?
• Put words together?
• Read smoothly?
• Read the punctuation?
• Make the voice go down at periods?
• Make the voice go up at question marks?
• Pause briefly at commas, dashes, and hyphens?
• Read dialogue with intonation or expression?
• Stress the appropriate words to convey accurate meaning?
• Read at a good rate—not too fast and not too slow?
7. Other Behaviors
Fountas & Pinnell Benchmark Assessment System 1, Third Edition
2
Before
• Be sure you have read the text and thought about the
information in the book. If you know the text well, it will
be easier to facilitate the comprehension conversation.
(The text characteristics listed in Appendix A for each
Benchmark Assessment book will help here.)
• Read the key understandings and prompts prior to the
assessment so you are familiar with them. You do not need
to use every prompt with each student.
• Familiarize yourself with the Rubrics for Scoring the
Comprehension Conversation.
• Explain to students beforehand that you are going to be
meeting with each one of them to listen to them read so
that you will be able to help them as readers. Explain that
you will ask them to read a short book and then you want
them to share their thinking about what they read.
During
• Use an encouraging tone when inviting the reader to
talk more.
• You should paraphrase a prompt only once. Doing so
multiple times may lead or confuse the student.
• Remember to give wait time, especially with English
language learners, rather than jumping in to ask the
question again or leading the student to an answer.
• Although only paraphrasing of a prompt or question is
allowed to help the student understand the question,
avoid asking a question in a way that “gives” the
answer. A “leading question” might be: “And how do
these adaptations help this animal?” Also, be careful not
to change the intention of the prompt or question. For
example, a question like “What do you think the writer’s
message is?” will elicit a different response from “What
do you think the writer’s message is about camels and the
desert?” (The writer’s message may be a bigger idea such
as appreciating nature or understanding how animals are
adapted to survive.)
• Be concise in the language of your prompts. This helps
you avoid leading questions.
• When the student has indicated some knowledge of an
answer but uses only one or two words in a superficial
way, you can say: “Say more about that.” Or, “talk more
about that.” Use these only once.
• If the student is simply parroting sentences from the text
(or reading them), it does show that she knows where to
find evidence; however, the student needs to be able to
articulate understandings independently. Say, “Can you say
that in your own words?”
• Avoid repeating what the student says.
• Be careful not to answer questions yourself. For example,
“Is that why the boy was sad?” Or, “That must be why he
picked that cat.”
• You may have to repeat a question or prompt, but avoid it
unless necessary. Repeating a question several times can
confuse the student or become a “lead” to an answer.
Fountas & Pinnell Benchmark Assessment System 2, Third Edition
• Avoid directing the student to a particular part of the book
to answer a question unless prompted to ask the student
to examine an illustration or graphic. For example, “You
can try the glossary if you don’t know the meaning.”
• Allow the child to look back in the text if she initiates it. If
the child starts to read the book again, stop her by saying,
“Can you talk about that in your own words.”
© 2017, 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
Guidelines for Standardizing Administration of the Comprehension Conversation
Benchmark
Assessment System 1
Recording Form Part One: Oral Reading
THIRD EDITION
The Loose Tooth • Level E • Fiction
Student
Grade
Teacher
School
Place the book in front of the student. Read the title and introduction.
Introduction: Kate had a loose tooth and she tried lots of things to
make it come out. Read to find out what happened
to Kate’s loose tooth.
Date
Summary of Scores:
Accuracy
Comprehension
Self-correction
Writing About
Reading
Fluency
Sources of Information Used
Page Text
2
The Loose Tooth Level E, RW: 198, E: 21 E SC
Kate
had
Her
tooth
Kate
But
© 2017, 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
4
a
was
played
it
“Don’t
not
SC
M S V M S V
tooth.
very
with
did
her
come
loose.
tooth.
out.
play
with
your
said
Kate’s
“Eat
your
“I
want
to
come
said
loose
E
tooth,”
mom.
breakfast.”
my
tooth
out,”
Kate.
Subtotal
Fountas & Pinnell Benchmark Assessment System 1, Third Edition
1
Recording Form Part One: Oral Reading (continued)
The Loose Tooth • Level E
Sources of Information Used
Page Text
“Your
will
6
said
it
did
her
not
Kate
brushed
after
breakfast.
She
to
7
out,”
wiggled
But
SC
M S V M S V
tooth
fall
Kate
E
wanted
come
Mom.
tooth.
fall
her
her
out.
teeth
tooth
out.
She
wanted
out
now.
She
brushed
and
brushed.
She
brushed
her
loose
But
it
did
it
not
to
come
fall
tooth.
out.
Subtotal
2
Fountas & Pinnell Benchmark Assessment System 1, Third Edition
© 2017, 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
5
E SC
Recording Form Part One: Oral Reading (continued)
The Loose Tooth • Level E
Sources of Information Used
Page Text
8
E SC
Kate
went
She
played
with
at
9
© 2017, 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
10
play
Kate’s
Kate
played
with
her
school.
with
your
tooth,”
teacher.
tooth
lunch.
She
wiggled
it
and
wiggled
it.
“Don’t
“I
M S V M S V
tooth
said
said
SC
school.
“Don’t
at
11
her
to
E
wiggle
your
tooth,”
Ben.
want
to
eat
my
lunch.”
Subtotal
Fountas & Pinnell Benchmark Assessment System 1, Third Edition
3
Recording Form Part One: Oral Reading (continued)
The Loose Tooth • Level E
Sources of Information Used
Page Text
13
Kate
went
Her
brother
his
Kate
played
with
her
is
said
14
played
tooth.
to
eat,”
Mom.
and
have
soup.”
Kate
had
She
said,
“Now
I
M S V M S V
blocks.
time
“Come
some
SC
home.
with
“It
E
want
I
some
want
a
big,
soup.
an
big
apple.
apple.”
Subtotal
4
Fountas & Pinnell Benchmark Assessment System 1, Third Edition
© 2017, 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
12
E SC
Recording Form Part One: Oral Reading (continued)
The Loose Tooth • Level E
Sources of Information Used
Page Text
15
16
E SC
Kate
took
bite
of
“Look,
“Look
a
her
Mom!”
at
big,
E
SC
M S V M S V
big
apple.
Kate
my
said.
now!”
tooth
Subtotal
Total
© 2017, 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
Accuracy
Rate
Errors
21 or
more
19-20
17-18
15-16
13-14
11-12
9-10
7-8
5-6
3-4
1-2
0
%
Below
90%
90%
91%
92%
93%
94%
95%
96%
97%
98%
99%
100%
Self-Correction
Ratio
Fluency Score
(E 1 SC) 4 SC 5 1:
0
1
2
3
Fluency Scoring Key
0 Reads primarily word-by-word with occasional but infrequent or inappropriate phrasing;
no smooth or expressive interpretation, irregular pausing, and no attention to author’s
meaning or punctuation; no stress or inappropriate stress, and slow rate.
1 Reads primarily in two-word phrases with some three- and four-word groups and some
word-by-word reading; almost no smooth, expressive interpretation or pausing guided
by author’s meaning and punctuation; almost no stress or inappropriate stress, with
slow rate most of the time.
2 Reads primarily in three- or four-word phrase groups; some smooth, expressive
interpretation and pausing guided by author’s meaning and punctuation; mostly
appropriate stress and rate with some slowdowns.
3 Reads primarily in larger, meaningful phrases or word groups; mostly smooth,
expressive interpretation and pausing guided by author’s meaning and punctuation;
appropriate stress and rate with only a few slowdowns.
Fountas & Pinnell Benchmark Assessment System 1, Third Edition
5
Recording Form Part Two: Comprehension Conversation
The Loose Tooth • Level E
Beginning with the first prompt, have a conversation with the student.
Note the key understandings the student expresses. Use the prompts to
give you information about the student’s understanding. Score for evidence
of all understandings expressed—with or without a prompt. For scoring
details, see the rubric in the Assessment Guide. Circle the number in the
score column that reflects the level of understanding demonstrated.
Key Understandings
Comprehension Scoring Key
3 Student demonstrates proficiency in understanding the text.
2 Student is approaching proficiency in understanding the text.
1 Student demonstrates limited proficiency in understanding the text.
0 Student’s comprehension is not proficient.
Prompts
Score
Within the Text
Kate has a loose tooth. She wants it to come out and is doing
everything she can to make it come out. She wiggles it, plays
with it, and brushes it.
Tell the important things that happen in
the story.
In the end, she eats an apple and her tooth falls out.
Is there anything else?
0
1
2
3
0
1
2
3
Note any additional understandings:
In the beginning, Kate is frustrated that her loose tooth won’t
fall out. In the end she is happy when it finally falls out.
Talk about how Kate feels about her tooth
at the beginning of the story and at the end
of the story.
Kate’s mom isn’t worried because she knows the tooth will fall
out on its own.
What do you think Kate’s mom is thinking?
Sample response: I had to wait in line to go on a ride at
the park. I waited and waited, but finally I got to go on it.
I waited and I was happy when it happened, just like Kate.
(Accept logical responses that make a connection between
the student’s personal experiences and the content.)
Tell about a time when you had to wait
for something to happen. How was it like
this story?
Note any additional understandings:
Guide to Total Score, Levels A-K
5–6 Proficient
Total Score:
/6
4 Approaching Proficiency
3 Limited Proficiency
0–2 Not Proficient
6
Fountas & Pinnell Benchmark Assessment System 1, Third Edition
© 2017, 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
Beyond and About the Text
Recording Form Part Three: Writing About Reading (optional)
The Loose Tooth • Level E
Read the writing/drawing prompt below to the student. Specify the amount of time for
the student to complete the task. (See the Assessment Guide for more information.)
Writing About Reading Scoring Key
3 Reflects excellent understanding of the text.
2 Reflects partial understanding of the text.
1 Reflects very limited understanding of the text.
Student
0 Reflects no understanding of the text.
Write about how Kate tries to get her tooth to come out. You can
draw a picture to go with your writing.
© 2017, 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
Fountas & Pinnell Benchmark Assessment System 1, Third Edition
7