Fountas & Pinnell
Benchmark Assessment System
Training
2014
Why Are We Doing This?
 We need to go deeper in comprehension with our
students. These Running Records are more insightful
into the students’ thinking.
 Standardizing TLA and making sure that everyone is on
the same page is paramount to quality reading
instruction.
 District wants fidelity and consistency in TLA and linking
results to drive guided reading instruction.
Let’s Take A Look at the
Benchmark Assessment System
 Each level has a fiction and a non-fiction text.
 Administer 3 times per year: Fall, Winter, Spring.
 Administration of assessment will determine
independent AND instructional levels.
 Writing component will not be administered the first
year.
 Assessment includes 3 components: accuracy, fluency,
and a comprehension conversation with each student.
 Kits will be distributed to schools with a 2-3 teachers to
1 kit ratio.
 Students will be assessed past a 44.
 Schools should use the MNPS Correlation Chart to align
with F&P lettered levels.
Let’s Take a Closer Look!
Inside the Benchmark Assessment
System Box
 Leveled Text – Fiction and Non-Fiction for each level
 Assessment Guide for Teachers
 The Continuum of Literacy Learning by levels
 Assessment Forms
 Optional Assessments: Student Forms
 Calculator/Stopwatch – apps also available
 Student Folders – Set of 30
 Recording Forms
 PD DVD & Assessment Forms CD-ROM
Oral Reading
 Students choose which text they would like to read.
 Make sure you have all materials prepared and on hand.
 Students should read text ONLY once! Multiple readings of
the same text skews standardization.
 Read introduction as stated on the form. DO NOT DEVIATE.
Deviation skews standardization.
 Teacher MAY NOT prompt student during TLA. This skews
standardization.
 Teachers may choose to use the F&P calculator which comes
with each kit to determine Accuracy Rate and SelfCorrections.
 Some texts (Levels K-Z) allow students to read a portion of
the text aloud and complete the reading of the text silently.
Students should read entire text either silently or aloud for
comprehension.
Calculating the Running Record
Errors
 RW – E ÷ RW = Accuracy
 (E + SC) ÷ SC = 1: ___
 Self Correction – degree of
monitoring or checking on
understanding. Reconcile
text as meaningful and
coherent.
MSV
 M = Meaning/Pictures
 Does it make
sense?
 S = Structure/Syntax
 Can you say it that
way?
 V = Visual/No pictures
 Does it look right?
Coding, Scoring, & Analysis
 Consolidation #3 Tutorial
 Use record form for My Loose Tooth
 Let’s take a look and discuss:
 Coding of the TLA
 Scoring of the TLA
 Analysis of the TLA
Assessing Fluency
 Levels A-B: No Fluency Key/students may use finger to
track.
 Levels C-Z: 4-point Fluency Key is provided. Teachers
should make a note if student uses finger for tracking.
 Levels J-Z: Optional Reading Rate will not be assessed.
 Phonetic variations that DO NOT interfere greatly with
comprehension or fluency should be judged based on
teacher knowledge of student, i.e. EL students.
Comprehension Conversation
 Immediately follows oral reading.
 Teacher is familiar with the text.
 Teacher invites student to talk about text.
 Teacher rates student response by identifying key
understandings students should have gained from:
 within the text
 beyond the text
 about the text
 Prompts are available to help teachers elicit key
understandings from readers. Scoring should not be
lowered because a student needed a prompt.
 The student may look back in the book to answer ONLY if
the action is initiated by student.
 Key understandings communicated by the child in the
conversation are noted by a checkmark next to that key
understanding.
Practice Conversation
Determining a Student’s Level
 Students read texts to determine 3 levels:
 Independent (Easy) Reading Level
 Instructional Reading Level
 Frustrational (Hard) Reading Level
Determining Independent (Easy)
Level
Levels A-K
 Student reads at 95100% accuracy with
excellent or satisfactory
comprehension.
Levels L-Z
 Student reads at 98100% accuracy with
excellent or satisfactory
comprehension.
Next Step: Move to a higher level text and repeat until
student reads at instructional level.
Determining Instructional Level
Levels A-K
Levels L-Z
 Student reads at 90-94%
accuracy with excellent
or satisfactory
comprehension
o Student reads at 95-97%
accuracy with excellent
or satisfactory
comprehension
OR
OR
 Student reads at 95100% accuracy with
limited comprehension
 Student reads at 98100% accuracy with
limited comprehension
Next Step: Move to a higher level text and repeat until
student reads at frustrational (hard) level.
Determining Frustrational (Hard)
Level
Levels A-K
 Student reads below
90% accuracy with
any score on
comprehension.
Levels L-Z
 Student reads below 95%
accuracy with any score
on comprehension.
Next Step: Move to a lower level text and repeat until
student reads at instructional level.
Finding a Place to Start
 Former records
 Data Warehouse
 Where-to-Start Word Test
 Using the Instructional Expectations Chart
 For the fall benchmark, consider giving the assessment
one level BELOW the student’s current level to ensure a
successful first read
 New system will TAKE TIME – plan accordingly by
scheduling assessments throughout the window
 Informal Running Records should be given throughout
the semester between formal assessments
Entering Data
 New summary forms provided in the kit: Tri-annual
summary form.
 The class record form provided in the kit may be helpful
with grouping.
 Teacher will still submit grid to Coach.
 District will still use EXCEL Spreadsheets to track TLA
data.
 Data should be reported and analyzed by teacher and
grade level to plan for future instruction.
Next Steps:
Using the Information to Guide
Instruction
 Each kit includes The Continuum of Literacy Learning –
use this text to determine reading behaviors at each
level.
 Teachers may want to use lesson planning templates to
plan daily guided reading instruction.
 Take anecdotal notes during guided reading lessons to
use to plan future instruction.
 Take informal (“on the fly”) running records often.
Teacher Reflections
 Teacher Reflection Tutorial
 Positives about the new reading assessment
 Concerns about the new reading assessment