“

Benchmark
Assessment
System
Toolkit
 Table of Content

BAS Protocol………………………………………………….. 1
Assessment at a Glance…………………………………….. 5
Guidelines…………………………………………………….. 6
Where to Start……………………………………………….... 7
Scoring at a Glance………………………………………….. 10
Coding…………………………………………………………. 11
Comprehension Rubrics……………………………………... 13
Finding Instructional Level…………………………………… 16
Fluency………………………………………………………… 18
Level Expectations…………………………………………….20
Forms………………………………………………………….. 22
Illuminate Entry……………………………………………….. 24
 Fountas & Pinnell Reading
Benchmark Assessment System (BAS)
Procedures Grades TK-2

PURPOSE:
The BAS is a standards based assessment tool to assist the classroom teacher in the diagnosis
and prescription of individual student needs as they relate to reading instruction. The
assessment is to be administered by the credentialed teacher with primary responsibility for a
student’s reading instruction.

TEST ADMINISTRATION:
The BAS will be used as a district benchmark assessment at three identified cut points during
the school year. The window for assessing begins the first day of each trimester and ends on
the identified reporting date. The BAS is the English Language Arts District Benchmark
Assessment for grades TK-2. This assessment is a tool for guiding instruction and to ensure
that all students are being monitored for reading progress and receiving challenging
instruction to meet their needs.

The Benchmark Assessment is administered as a one-on-one, student-teacher assessment.

For consistency and standardization districtwide, the following assessment procedures

should be followed by all administrators, teachers, Intervention TOSAs, and Ed Specialists:
● The assessment system is not a curriculum to teach prior to assessing students, as it will
skew the data. The assessment texts are strictly to assess students at a given level to
determine reading strategies and skills that are in place and guide teacher instruction.
● Use of the Second Edition revised recording forms provided by the VUSD Print Shop
● Use of the book introduction that is provided on the recording form and/or the bottom
of the assessment text, without alteration in any way.
● As a classroom teacher using the assessment results to inform instruction, it is vital to
assess for an independent, instructional, and hard level.
● Alternate between nonfiction and fiction assessment texts as a student moves up or
down in levels to determine independent, instructional and hard levels. The fiction and
non-fiction texts are equivalent at each level. Both genres should NOT be used as an
alternative text at the same level in order to advance students.
● Use the Revised Third Edition Comprehension Rubric (attached) in place of the Second
Edition scoring key provided in the assessment kit. Comprehension is a critical
component for student reading success, and careful consideration of the rubric
descriptors should take place before advancing a student to a higher level.

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 ● When a student’s assessment has met the grade level trimester expectation, continue
to assess the student reading level up to one year ahead. Assessment Administrator
may choose to continue assessing to the maximum level of instruction.

Where to Start Word Test

Each TK-2 student will be assessed at his/her reading ability level as determined by
administering the Where to Start Word Test and/or scores provided from the previous school
year. The Where to Start Word test is only a tool to assist in determining a level to start
assessing students. The intention is NOT a list of words for instruction. The instructions and
recording form for these tools are included in this document.

Scoring and Analysis

The established guidelines for scoring should be followed with each assessment using the total
errors and self-corrections to determine the accuracy score. Students scoring below 90%
accuracy on level A-K or below 95% accuracy on levels L-Z should be taken into consideration
when continuing the assessment and/or scored as their hard level. Independent, Instructional
and hard level of reading should be determined by the combination of accuracy and
comprehension scores and using the Key for Determining Independent, Instructional, and Hard
Levels (attached).

The purpose of the comprehension portion of the assessment is to gain behavioral evidence
of the student’s understanding of the text. The comprehension portion of the assessment is
meant to be conducted as a conversation and a student’s thinking about the text. Be careful to
not ask leading questions. The comprehension conversation should be scored using the Rubric
for Scoring the Comprehension Conversation in Levels A-K and L-Z (Third Edition attached)
using the descriptors for within, beyond and about the text for each level. In Levels L-Z
students are asked to articulate the “deeper message” of the text. These are ideas that reach
beyond the text to a greater, global message.

Fluency is another component of the assessment that assists teachers in determining a

student’s classroom instruction. Fluency can be scored using the SIX Dimensions of Fluency
Rubric (Third Edition attached).
Use of the Fluency Score: Remember that on an instructional-level text, it is appropriate that
the reader may slow down to problem solve and then speed up again. Typically, a reader
demonstrates fluency and phrasing (score of 3) on easier texts. On more challenging texts,
the same reader may slow down for problem solving but become more fluent on easier
stretches of the text (score of 2). On texts that are too hard for the reader, the process breaks
down so that it sounds dysfluent most of the time (score of 1).

2
Your diagnoses of a reader’s fluency, viewed in conjunction with accuracy and comprehension
scores should inform your instruction. Think about the reading as a whole, and make a
judgement as to the extent it was fluent and phrased.

Grade Level Expectations

VUSD has adopted the Fountas and Pinnell Instructional Level Expectations for Reading
(attached) for determining the grade level expectations for each trimester.

English Language Learners

Apply the same standards as with native English speakers. Observation during the assessment
will be key in determining proficiency. ELL’s will almost always understand more than they can
explain in English. However, do not make assumptions and give a higher comprehension score
than is demonstrated.

Resources for Administering

Included in this procedural information related to the assessment are:
1. Assessment at a Glance,
2. Guidelines for Standardizing the Comprehension Conversation,
3. Where to Start Word Test Procedures and Individual Record Sheets,
4. Scoring and Analysis at-a-Glance with the Key for determining
Independent/Instructional/Hard Levels included,
5. Coding Errors and Self-Corrections in Oral Reading,
6. Rubric for Scoring the Comprehension Conversation in Levels A-K and L-Z,
7. Grid for Determining Independent/Instructional/Hard Levels,
8. Finding an Instructional Level When the Numbers Don’t Line Up Perfectly
9. Six Dimensions of Assessing Fluency and Rubric,
10.Instructional Level Expectations for Reading(all Third Editions attached).
11. Class Summary Form
12.Student Summary Form
13.Instructions for Fountas and Pinnell Data Entry to Illuminate

Reporting Data
● Reporting exact student data is critical in ensuring baseline data and to support school
and district needs related to English Language Arts, as well as provide targeted
instruction to the students.

3
 ● Report student progress in Illuminate, including students with No Instructional Level
(below Level A). Use the No Instructional Level drop down ONLY for students below A.
If you have a student with NO Instructional Level but do have an Independent and Hard
level, the Independent level will be reported as the Instructional level. In this situation,
refer to the Second Edition Assessment Guide page 45 and use Figure 3.8: Finding an
Instructional Level When the Numbers Don’t Line Up Perfectly. Students who have
remained at the same instructional level for two trimesters (ie; have not made
growth in the form of advancing to the next reading level), should be entered as the
same instructional level as previous trimester.
● Teachers will report the instructional level accuracy percentage, fluency score, and the
comprehension scores for each of the strategic action components (within, beyond and
about) on Illuminate. Instructions for data entry is attached.

Monitoring Progress
Sites are responsible for recording progress using the provided student folders for Longitudinal
Record of Reading Progress. The student’s Trimester Benchmark instructional level should be
plotted and distributed to the following school year’s teacher. Additional folders are available
through the VUSD Print Shop.

For each TK-2 student, ALL the third trimester BAS assessment reading records should be
filed in the folder and passed to the assigned teacher for the following year. In addition, for
any at risk students, each trimester BAS assessment reading record should be filed in the
folder and passed to the assigned teacher for the next year.

Optional summary forms are included in this packet: Student Summary Form and Class
Summary Form. These may be utilized by classroom teachers, Intervention TOSAs or ED
Specialists for records of progress.

ASSESSMENT MAINTENANCE:
The Benchmark Assessment Systems (BAS) are barcoded and assigned to TK-2 teachers during
their assessment training in the name of the school site. If a teacher relocates to a VUSD site,
the BAS kit stays at the site they are leaving and the new site will assign a kit from their site
and/or order a replacement kit through the Curriculum Department. Replacement materials
that are lost or damaged for existing kits are the responsibility of the site.

PRINTING MATERIALS:
All site office secretaries/clerks have access to the BAS documents for printing. Those that
have a BAS Second Edition Kit 1 or 2 will need to order recording sheets (running records)

4
labeled BAS Second Edition Updated. Those that have the BAS Third Edition will use the online
resources to upload recording sheets (running records) to PRISMA (printing system).

REFERRED TO ATTACHED DOCUMENTS: All referred to attached documents can be located on

the TOSA web sites. Go to VUSD web page>For staff>Curriculum Support>TOSA Portal>Choose
Grade>Click on TOSA Website Login. Username and password for each page is VUSD+the
grade
(ex: Kinder=VUSDk, first grade=VUSD 1, etc.)

Revised 8/2/18

5
 Benchmark
Resources Assessment System 1
THIRD EDITION

© 2017, 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
Assessment at-a-Glance
Preparation Materials

XX
Benchmark Books

XX
Recording Forms

XX
Student Writing Materials

XX
F&P Calculator/Stopwatch

XX
Assessment Summary Form

Administration 1. Record student information on the Recording Form.

2. Read the title and the introduction to the student.

3. Start the timer (Start Time) on the calculator. *

4. Have the student start reading orally.

5. Code the reading behavior on the form.

6. Stop the timer (End Time) on the calculator and record the time on the form. *

7. Enter number of running words (RW), errors (#Errors), and self-corrections

(#SC) on the calculator.

8. Make brief notes about fluency and/or circle a fluency rating.

9. Have a conversation with the student about the text. Use prompts as needed
and score each area.

10. Press buttons (Accur. %, SC, WPM) to obtain and record scores.

11. Repeat the process until you have determined independent, instructional, and
hard text levels.

12. Record the results on the Assessment Summary Form.

* Only if calculating rate, recommended at Level J and above.

Fountas & Pinnell Benchmark Assessment System 1, Third Edition 6

Guidelines for Standardizing Administration of the Comprehension Conversation

© 2017, 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
Before
• Be sure you have read the text and thought about the • Familiarize yourself with the Rubrics for Scoring the
information in the book. If you know the text well, it will Comprehension Conversation.
be easier to facilitate the comprehension conversation.
(The text characteristics listed in Appendix A for each • Explain to students beforehand that you are going to be
Benchmark Assessment book will help here.) meeting with each one of them to listen to them read so
that you will be able to help them as readers. Explain that
• Read the key understandings and prompts prior to the you will ask them to read a short book and then you want
assessment so you are familiar with them. You do not need them to share their thinking about what they read.
to use every prompt with each student.

During
• Use an encouraging tone when inviting the reader to • You should paraphrase a prompt only once. Doing so
talk more. multiple times may lead or confuse the student.

• Remember to give wait time, especially with English • Although one paraphrasing of a prompt or question is
language learners, rather than jumping in to ask the allowed to help the student understand the question,
question again or leading the student to an answer. avoid asking a question in a way that “gives” the
answer. A “leading question” might be: “And how do
• Be concise in the language of your prompts. This helps these adaptations help this animal?” Also, be careful not
you avoid leading questions. to change the intention of the prompt or question. For
• When the student has indicated some knowledge of an example, a question like “what do you think the writer’s
answer but uses only one or two words in a superficial message is?” will elicit a different response from “what
way, you can say: “Say more about that.” Or, “talk more do you think the writer’s message is about camels and the
about that.” But use these only once. desert?” (The writer’s message may be a bigger idea such
as appreciating nature or understanding how animals are
• If the student is simply parroting sentences from the text adapted to survive.)
(or reading them), it does show that she knows where to
find evidence; however, the student needs to be able to • Avoid directing the student to a particular part of the book
articulate understandings independently. Say, “Can you say to answer a question unless prompted to ask the student
that in your own words?” to examine an illustration or graphic. For example, “You
can try the glossary if you don’t know the meaning.”
• Avoid repeating what the student says.
• Allow the student to look back in the text if she initiates
• Be careful not to answer questions yourself. For example, it. If the student starts to read the book again, stop her by
“Is that why the boy was sad?” Or, “That must be why he saying, “Can you talk about that in your own words?”
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 1, Third Edition

7
 Benchmark
Getting Started Assessment System 1
THIRD EDITION

Where-to-Start Word Test

Description Students read a leveled word list.

You Need u The Where-to-Start Word List

XX
The Where-to-Start Chart to determine the level at which to start Benchmark
Assessment

XX
Where-to-Start Individual Record form

Why Use It If you do not have or are not confident about reading performance information about a
child, this quick assessment will give you a broad notion of the level at which to begin
Benchmark Assessment.

How to Use It u Ask the student to read the list for the level below his/her grade level (e.g.,
kindergarteners and first graders should begin with the Beginning list, second graders
with List 1, fourth graders with List 3, etc.).

XX
“I want you to read some words. When you come to a hard word, try it. If you cannot
read it, go on to the next word. I’ll be making notes while you read. Start here.”

XX
Place a card under the first word in the appropriate word list. Have the child move the
card down the list as he reads. If the student spends too much time on a word (more
than 5 seconds), say “Read the next one.”

XX
As the student reads, score and record word reading on a copy of the list:

1. Check each word read accurately, including correct guesses, self-corrected readings,
and accepted local variations in pronunciation.
© 2017, 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.

2. Write incorrect responses next to each word. If word not attempted, leave the
space blank.
3. Score as errors words that the student
• cannot read
• substitutes with another word or other sounds
• says several different ways and is uncertain of the correct pronunciation
• reads incompletely (bed instead of beds) or adds sounds to (plays instead of play)

4. 
Do not prompt, coach, or ask the student to repeat a word (unless you could not hear it).
5. 
Record the number of words read accurately at the bottom of each list.

If the child reads 19 to 20 words on a list correctly, then go to the next list. If a child reads
fewer than 19 words correctly, then stop and begin the text reading at the appropriate level
shown on the chart below.

Where-to-Start Chart

Number
Beginning List List 1 List 2 List 3 List 4
Correct
0–5 A A E I M

6–10 A B F J M

11–15 A C G K N

16–18 B D H L N

19–20 Go to List 1 Go to List 2 Go to List 3 Go to List 4 N

8 Fountas & Pinnell Benchmark Assessment System 1, Third Edition

 Benchmark
Getting Started Assessment System 1
THIRD EDITION

Where-to-Start Word Test—Individual Record

Name ______________________________ Date

Beginning List 1 List 2

me jump want
I here friend

can little puppy

to went basket

my has could

we girl dark

in will down

like have road

it ball plant

up make away

mom play morning

the was three

and bike cool

he with drop
look they grass
© 2017, 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.

is this when

see bed first

come feet train

get one queen

at said scream

/20 /20 /20

1 9 Fountas & Pinnell Benchmark Assessment System 1, Third Edition1

 Benchmark
Getting Started Assessment System 1
THIRD EDITION

Where-to-Start Word Test—Individual Record

Name ______________________________ Date

List 3 List 4

plate silence

year serious

noise nature

under station

twisted graceful

giant heavy

knives against

what excuse

around traffic

because reward

forest plastic

once ocean

scramble perform

again delicious
careful pebble

© 2017, 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
breakfast understood

batter destiny

suddenly future

badge anger

village honey
/20 /20

Fountas & Pinnell Benchmark Assessment System 1, Third Edition 10 2

 Benchmark
Resources Assessment System 1
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 Comprehension Score

Levels Proficient
Approaching
Limited Proficiency
Not Levels Approaching Not
Proficiency Proficient Proficient Limited Proficiency
A–K L–Z Proficiency Proficient
(5–6) (4) (3) (0–2) (8–9) (6–7) (4–5) (0–3)

95-100% Independent Independent Instructional Hard 98-100% Independent Independent Instructional Hard
Accuracy Score

Accuracy Score

90-94% Instructional Instructional Hard Hard 95-97% Instructional Instructional Hard Hard

Below 90% Hard Hard Hard Hard Below 95% Hard Hard Hard Hard

11 Fountas & Pinnell Benchmark Assessment System 1, Third Edition

 Benchmark
Resources Assessment System 1
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

What the
Behavior How to Code Example How to Score
Reader Does

Accurate Reading Reads words Place check (✓) no mark or ✓ No error

correctly above word or Kate
do not mark.

Substitution Gives an incorrect Write the her Substitution, 1 error

response substituted word Kate’s not corrected
above the word.
Substitution, self- No error;
corrected (SC) 1 SC

Multiple Makes several Write each of the little|some|him Multiple 1 error for each
Substitutions attempts at a word substitutions in his substitutions, incorrect word in
sequence above not corrected text
the word.
touch|teeth|SC Multiple No error; 1 SC
tooth substitutions,
self-corrected (SC)

to|touch|teeth Multiple 1 error for each

tooth misreadings of the incorrect word in
same word not text
corrected

Kathy|Kelly Multiple 1 error first time

Kate misreadings of missed; no errors
names and proper after that
nouns

It’s Do not Misreading 1 error each time

It is Don’t contractions
(reads contraction
as two words
or two words as
contraction)

Self-correction Corrects a previous Write the error over teeth|SC No error; 1 SC

error the word, followed tooth
by SC.

Insertion Adds a word that is Write in the loose 1 error per word
not in the text inserted word using inserted
a carat (^).

Omission Gives no response to Place a dash (–) — Skipping a word 1 error per word
a word above the word. Very

Skipping a line 1 error per word

Repetition Reads the same Write R above the R No error

word again word.

Coding system developed by Marie Clay as part of the Running Record system in An Observation Survey of Early Literacy Achievement, Revised Third Edition, 2013. Heinemann.

1 12 Fountas & Pinnell Benchmark Assessment System 1, Third Edition

 Benchmark
Resources Assessment System 1
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 (continued)

What the
Behavior How to Code Example How to Score
Reader Does

Repeated Reads the same Write R above the R2 R3 No error

Repetitions word more than word for the first
once repetition and then
write a number
for the additional
repetitions.

Rereading Returns to the Write R with an No error

beginning of arrow back to R
sentence or phrase the place where
to read again rereading began.

Rereads and self- Write R with an No error; 1 SC

corrects arrow back to
the place where tooth to come|SC R
rereading began tooth to fall
and SC at point of
self-correction

Appeal Verbally asks for Write A above the A Follow up with No error
help word. very “You try it.”

“You Try It” The child appeals, Write Y after the A “You try it” No error
the teacher word. very Y followed by correct
responds with word
“You try it.”

“You try it” followed 1 error

by omission,
incorrect word, or
Told

A A
Told Child doesn’t Write T after the 1 error
attempt word even word or the Y. very Y T very T
after “You try it.”

Spelling Aloud Child spells the Write the letters in B-U-T Spelling followed No error
word by saying the all capital letters. But by correct word
names of letters
Spelling followed 1 error
by incorrect word

Sounding Out Child makes the Write the letters n-o-t “Sounding out” No error; no SC
sounds associated in lowercase with not followed by correct
with the letters in hyphens between word
the word them.
l-o-s lose “Sounding out” 1 error
loose followed by
incorrect word

f- | SC Sounding the first No error; 1 SC

come letter incorrectly
and then saying
the word correctly

Coding system developed by Marie Clay as part of the Running Record system in An Observation Survey of Early Literacy Achievement, Revised Third Edition, 2013. Heinemann.

Fountas & Pinnell Benchmark Assessment System 1, Third Edition 13 2

 Benchmark
Rubric for Scoring the Comprehension Conversation in Levels A–K Assessment System 1
THIRD EDITION

© 2017, 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
Use this rubric in conjunction with the recording form for each book in order to determine a student’s comprehension score.
For further details regarding the behaviors in this rubric, see The Fountas & Pinnell Literacy Continuum (Fountas & Pinnell, Heinemann 2017).

Score Within the Text Beyond and About the Text

For Fiction For Fiction and Nonfiction
• Levels A-D: Communicates all the important events in the story. • Levels A-D: Consistently makes inferences about meaning based on the
Levels E-K: Communicates most of the important events in the story, illustrations and/or text and provides evidence.
including the problem, solution, and characters. Levels E-K: Consistently makes inferences about meaning based on the text
Proficient

For Nonfiction and illustrations (including setting and characters for fiction) and provides
evidence.
3

• Levels A-D: Communicates all the important ideas and information

explicitly stated in the text. • Consistently makes connections between the content and personal
experiences or other texts.
Levels E-K: Communicates most of the important ideas and information
explicitly stated in the text, including steps in a process or events in order
when appropriate.

No teaching is needed to help the student think within the text at this level. No teaching is needed to help the student think beyond and about the text at this level.

For Fiction For Fiction and Nonfiction

• Levels A-D: Communicates many of the important events in the story. • Levels A-D: Makes some inferences about meaning based on the illustrations
and/or
Approaching Proficiency

Levels E-K: Communicates many of the important events in the story,

including the problem, solution, and characters. text and provides evidence.
For Nonfiction Levels E-K: Makes some inferences about meaning based on the text and
illustrations (including setting and characters for fiction) and provides
• Levels A-D: Communicates many of the important ideas and much of evidence.
2

the information explicitly stated in the text.

• Makes some connections between the content and personal experiences or
Levels E-K: Communicates many of the important ideas and much of the other texts.
information explicitly stated in the text, including steps in a process or
events in order when appropriate.

Some teaching is needed to help the student think within the text at this level. Some teaching is needed to help the student think beyond and about the text at this level.

For Fiction For Fiction and Nonfiction

• Levels A-D: Communicates a few of the important events in the story. • Levels A-D: Makes a few inferences about meaning based on the illustrations
Levels E-K: Communicates a few of the important events in the story, and/or text and provides some evidence.
including the problem, solution, and characters. Levels E-K: Makes a few inferences about meaning based on the text and
Limited Proficiency

For Nonfiction illustrations (including setting and characters for fiction) and provides some
evidence.
• Levels A-D: Communicates a few of the important ideas and information
explicitly stated in the text. • Makes a few connections between the content and personal experiences
1

or other texts.
Levels E-K: Communicates a few of the important ideas and information
explicitly stated in the text, including steps in a process or events in order
when appropriate.

Intensive teaching is needed to help the student think within the text at this Intensive teaching is needed to help the student think beyond and about the text
level. Teaching will be successful only if accuracy meets the criterion and the at this level. Teaching will be successful only if accuracy meets the criterion and the
score for thinking beyond and about the text is at least a 2. score for thinking within the text is at least a 2.

For Fiction For Fiction and Nonfiction

• Does not communicate the important events in the story. • Levels A-D: Does not make inferences about meaning based on the
illustrations and/or text.
For Nonfiction
Not Proficient

Levels E-K: Does not make inferences about meaning based on the text and
• Does not communicate the important ideas and information explicitly illustrations.
stated in the text.
0

• Does not make connections between the content and personal experiences or
other texts.

Teaching will be successful only if accuracy meets the criterion and the score for Teaching will be successful only if accuracy meets the criterion and the score for
thinking beyond and about the text is a 3. thinking within the text is a 3.

Fountas & Pinnell Benchmark Assessment System 1, Third Edition 14

 Benchmark
Rubric for Scoring the Comprehension Conversation in Levels L–Z Assessment System 1
THIRD EDITION
© 2017, 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.

Use this rubric in conjunction with the recording form for each book in order to determine a student’s comprehension score.
For further details regarding the behaviors in this rubric, see The Fountas & Pinnell Literacy Continuum (Fountas & Pinnell, Heinemann 2017).

Score Within the Text Beyond the Text About the Text
For Fiction For Fiction and Nonfiction For Fiction and Nonfiction
• Levels L-N: Communicates most of the important events in the • Consistently makes inferences • Identifies the genre of the text by noting
story, including the problem, solution, and characters. about meaning based on the text many of the characteristics of the genre as
• Levels O-Z: Communicates the important ideas and events in the and illustrations (including setting, they appear in the book.
form of a well-organized summary that includes the key story characters, themes, writer’s purpose), • Demonstrates the ability to think analytically
and provides evidence.
Proficient

elements (setting, characters, problem, resolution). about the text by using academic language
For Nonfiction • Demonstrates clear understanding of the to describe many of its significant features
3

• Levels L-N: Communicates most of the important ideas and deeper messages of the text. (structure or organization, craft elements as
information explicitly stated in the text, including steps in a • Consistently makes connections between appropriate, graphics).
process or events in order when appropriate. the content and personal experiences or • States an opinion about aspects of the
• Levels O-Z: Communicates the important ideas and information other texts. text (e.g., writer’s craft) and justifies it with
explicitly stated in the text in the form of a well-organized summary. evidence from the text.

No teaching is needed to help the student think within the text at this No teaching is needed to help the student No teaching is needed to help the student think
level. think beyond the text at this level. about the text at this level.

For Fiction For Fiction and Nonfiction For Fiction and Nonfiction
• Levels L-N: Communicates many of the important events in the • Often makes inferences about meaning • Identifies the genre of the text by noting
story, including the problem, solution, and characters. based on the text and illustrations some of the characteristics of the genre as
• Levels O-Z: Communicates most of the important ideas and events (including setting, characters, themes, they appear in the book.
Approaching Proficiency

in the form of a well-organized summary that includes most of the writer’s purpose), and provides evidence. • Demonstrates the ability to think analytically
key story elements (setting, characters, problem, resolution). • Demonstrates satisfactory about the text by using academic language
For Nonfiction understanding of most of the deeper to describe some of its significant features
• Levels L-N: Communicates many of the important ideas and messages of the text. (structure or organization, craft elements as
2

information explicitly stated in the text, including steps in a • Makes some connections between the appropriate, graphics).
process or events in order when appropriate. content and personal experiences or • States an opinion about aspects of the text
• Levels O-Z: Communicates most of the important ideas and other texts. (e.g., writer’s craft) that is partially justified
information explicitly stated in the text in the form of a well- with evidence from the text.
organized summary.
Some teaching is needed to help the student think within the text at this Some teaching is needed to help the student Some teaching is needed to help the student
level. think beyond the text at this level. think about the text at this level.

For Fiction For Fiction and Nonfiction For Fiction and Nonfiction
• Levels L-N: Communicates a few of the important events in the story, • Makes some inferences about meaning • Identifies the genre of the text, but does not
including the problem, solution, and characters. based on the text and illustrations note any of the characteristics of the genre as
• Levels O-Z: Communicates some of the important ideas and events (including setting, characters, themes, they appear in the book.
including some of the key story elements (setting, characters, problem, writer’s purpose), and provides some • Demonstrates the ability to think analytically
resolution), but does not provide a well-organized summary. evidence. about the text by using academic language
• Demonstrates limited understanding of to describe one of its significant features
Limited Proficiency

For Nonfiction
• Levels L-N: Communicates a few of the important ideas and some of the deeper messages of the text. (structure or organization, craft elements as
information explicitly stated in the text, including steps in a • Makes a few connections between the appropriate, graphics).
process or events in order when appropriate. content and personal experiences or • States an opinion about aspects of the text
1

• Levels O-Z: Communicates some of the important ideas and other texts. (e.g., writer’s craft) but does not justify it with
information explicitly stated in the text, but does not provide evidence from the text.
a well-organized summary (or provides a list of information,
mentioning some essential facts but leaving out others).
Intensive teaching is needed to help the student think within the text at Intensive teaching is needed to help the Intensive teaching is needed to help the student
this level. Teaching will be successful only if accuracy meets the criterion student think beyond the text at this level. think about the text at this level. Teaching will be
and the scores for thinking beyond and about the text total at least 3. Teaching will be successful only if accuracy successful only if accuracy meets the criterion
meets the criterion and the scores for thinking and the scores for thinking within and beyond
within and about the text total at least 3. the text total at least 3.

For Fiction For Fiction and Nonfiction For Fiction and Nonfiction
• Levels L-N: Does not communicate the important events in the story. • Does not make inferences about • Does not identify the genre of the text or note
• Levels O-Z: Does not communicate the important ideas or meaning based on the text and any of the characteristics of the genre as they
events in an organized way (or provides a retelling with many illustrations. appear in the book.
unimportant details) leaving out most of the key story elements • Unable to demonstrate understanding of • Does not demonstrate the ability to think
(setting, characters, problem, resolution). the deeper messages of the text. analytically about the text.
Not Proficient

For Nonfiction • Does not make connections between • Does not state an opinion about aspects of the
• Levels L-N: Does not communicate the important ideas and the content and personal experiences or text (e.g., writer’s craft).
0

information explicitly stated in the text. other texts.

• Levels O-Z: Does not communicate the important ideas or
information explicitly stated in the text in an organized way.
(There may be a lot of talk and repetition.)
Teaching will be successful only if accuracy meets the criterion and the Teaching will be successful only if accuracy Teaching will be successful only if accuracy
scores for thinking beyond and about the text total at least 4. meets the criterion and the scores for thinking meets the criterion and the scores for thinking
within and about the text total at least 4. within and beyond the text total at least 4.

15 Fountas & Pinnell Benchmark Assessment System 1, Third Edition

16
17
18
 Benchmark
Assessing Fluency and Phrasing Assessment System 1
THIRD EDITION

Six Dimensions Fluency Rubric

Description Use this form to observe and record a student’s oral reading of a Benchmark Assessment book
or other
leveled texts.

You Need u A Benchmark Assessment or other book at an appropriate level

u The Six Dimensions Fluency Rubric
Why Use It The fluency assessment helps you notice and think about the dimensions of oral reading that a
student controls and needs to develop.

How to Use It u Administer this assessment individually.

u Have the student read aloud the selected text.
u Consider rate, phrasing, pausing, intonation, and stress as separate dimensions and rate each
of them from 0 to 3 on the rubric.

u Then rate integration, your overall impression of the student’s orchestration of all the
elements in the reading.

What to Notice u Dimensions of fluency the reader is demonstrating and those neglected
© 2017, 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.

19 Fountas & Pinnell Benchmark Assessment System 1, Third Edition

 Benchmark
Assessing Fluency and Phrasing Assessment System 1
THIRD EDITION

Student _________________________________________ Date ______________________________

Six Dimensions Fluency Rubric

1. Pausing Pausing refers to the way the reader’s voice is guided by punctuation (for example, short breath at a comma; full stop with voice
going down at periods and up at question marks; full stop at dashes).
0 1 2 3
Almost no pausing to reflect Some pausing to reflect the Most of the reading evidences Almost all the reading is
punctuation or meaning of punctuation and meaning of appropriate pausing to reflect characterized by pausing
the text the text the punctuation and meaning to reflect punctuation and
Needs intensive teaching and/ Needs explicit teaching, of the text. meaning of the text.
or text not appropriate prompting, and reinforcing Needs some prompting and Teaching not needed
reinforcing

2. Phrasing Phrasing refers to the way readers put words together in groups to represent the meaningful units of language. Sometimes
phrases are cued by punctuation such as commas, but often they are not. Phrased reading sounds like oral language, though more
formal.
0 1 2 3
No evidence of appropriate Some evidence of appropriate Much of the reading evidences Almost all the reading is
phrasing during the reading phrasing during the reading appropriate phrasing. appropriately phrased.
Needs intensive teaching and/ Needs explicit teaching, Needs some prompting and Teaching not needed
or text not appropriate prompting, and reinforcing reinforcing

3. Stress Stress refers to the emphasis readers place on particular words (louder tone) to reflect the meaning as speakers would do in oral
language.
0 1 2 3
Almost no stress on Some stress on appropriate Most of the reading evidences Almost all of the reading is
appropriate words to reflect words to reflect the meaning stress on appropriate words to characterized by stress on
the meaning of the text of the text reflect the meaning of the text. appropriate words to reflect
Needs intensive teaching and/ Needs explicit teaching, Needs some prompting and the meaning of the text.
or text not appropriate prompting, and reinforcing reinforcing Teaching not needed

© 2017, 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
4. Intonation Intonation refers to the way the reader varies the voice in tone, pitch, and volume to reflect the meaning of the text—
sometimes called expression.
0 1 2 3
Almost no variation in voice Some evidence of variation in Most of the reading evidences Almost all of the reading
or tone (pitch) to reflect the voice or tone (pitch) to reflect variation in voice or tone evidences variation in voice
meaning of the text the meaning of the text (pitch) to reflect the meaning or tone (pitch) to reflect the
Needs intensive teaching and/ Needs explicit teaching, of the text. meaning of the text.
or text not appropriate prompting, and reinforcing Needs some prompting and Teaching not needed
reinforcing

5. Rate Rate refers to the pace at which a reader moves through the text—not too fast and not too slow. The reader moves along steadily
with few slow-downs, stops, or pauses to solve words. If the reader has only a few short pauses for word solving and picks up the pace
again, look at the overall rate.

0 1 2 3
Almost no evidence of Some evidence of appropriate Most of the reading evidences Almost all of the reading
appropriate rate during the rate during the reading appropriate rate. evidences appropriate rate.
reading Needs explicit teaching, Needs some prompting and Teaching not needed
Needs intensive teaching and/ prompting, and reinforcing reinforcing
or text not appropriate

6. Integration Integration involves the way a reader consistently and evenly orchestrates rate, phrasing, pausing, intonation, and stress.

0 1 2 3
Almost none of the reading is Some of the reading is fluent. Most of the reading is fluent. Almost all of the reading is
fluent. Needs explicit teaching, Needs some prompting and fluent.
Needs intensive teaching and/ prompting, and reinforcing reinforcing Teaching not needed
or text not appropriate

Guiding Principles for Rating Try to focus on one aspect at a time but give your overall impression.

Fountas & Pinnell Benchmark Assessment System 1, Third Edition 20

 INSTRUCTIONAL LEVEL EXPECTATIONS FOR READING

Beginning 1st Interval 2nd Interval

of Year of Year of Year End of Year
(Aug.–Sept.) (Nov.–Dec.) (Feb.–Mar.) (May–June)

C D E
Grade
K
B
A
C
B
D
C
KE Y
Below C
Exceeds Expectations
E G I K
Grade D F H J
1 C
Below C
E
Below E
G
Below G
I
Below I
Meets Expectations

Approaches Expectations:
K L M N Needs Short-Term Intervention
Grade J K L M
2 I
Below I
J
Below J
K
Below K
L
Below L
Does Not Meet Expectations:
Needs Intensive Intervention

N O P Q
Grade M N O P
3 L
Below L
M
Below M
N
Below N
O
Below O
The Instructional Level
Expectations for Reading
Q R S T chart is intended to provide
Grade P Q R S general guidelines for grade
4 O
Below O
P
Below P
Q
Below Q
R
Below R
level goals, which should be
adjusted based on school/
T U V W district requirements
Grade S T U V and professional teacher
judgment.
5 R
Below R
S
Below S
T
Below T
U
Below U
W X Y Z
Grade V W X Y
6 U
Below U
V
Below V
W
Below W
X
Below X
Z Z Z Z
Grades Y Y Z Z
7–8 X
Below X
X
Below X
Y
Below Y
Y
Below Y

© Fountas, Irene C. & Pinnell, Gay Su and Heinemann, Portsmouth NH, 2012.

10/26/16
21
 Benchmark
Resources Assessment System 1
THIRD EDITION

© 2017, 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.
F&P TEXT LEVEL GRADIENT™
FOUNTAS & PINNELL GRADE-LEVEL
LEVELS GOALS

Kindergarten

Benchmark
System 1
Grade One
Levels A−N

Grade Two

Grade Three

Grade Four

Benchmark
System 2
Levels L−Z Grade Five

Grade Six

Grade Seven−Eight
High School/Adult

The grade-level goals on the F&P Text Level Gradient™ are intended to
provide general guidelines, which should be adjusted based on
school/district requirements and professional teacher judgement.

© 2012 Irene C. Fountas and Gay Su Pinnell 9/9/16

Fountas & Pinnell Benchmark Assessment System 1, Third Edition 22

 Benchmark
Summary Form Assessment System 1
THIRD EDITION

Teacher Grade Year

School

Date

Class Record Form

Benchmark Benchmark Beyond/
Student Name Independent Instructional Accur. Fluency Within Notes
About
Level Level
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
© 2017, 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.

13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.

23 Fountas & Pinnell Benchmark Assessment System 1, Third Edition

 Benchmark
Summary Form Assessment System 1
THIRD EDITION

Student Grade Date

Teacher School

Assessment Summary Form

Benchmark Independent Level
Benchmark Instructional Level
Recommended Placement Level

List the titles read by the student from lowest to highest level.

Levels J–Z (optional)

Reading (optional)
Comprehension

Self-Correction

Writing About
System 1 or 2

Independent

Instructional
(check one)

(check one)

(check one)
Nonfiction

Levels C–Z
Accuracy
Fiction /

Fluency
Level
Title

Hard

Rate
© 2017, 2011, 2008 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann. This page may be photocopied.

*Key for Determining Independent/Instructional/Hard Levels

Comprehension Score Comprehension Score

Levels Proficient
Approaching
Limited Proficiency
Not Levels Approaching Not
Proficiency Proficient Proficient Limited Proficiency
A–K L–Z Proficiency Proficient
(5–6) (4) (3) (0–2) (8–9) (6–7) (4–5) (0–3)

95-100% Independent Independent Instructional Hard 98-100% Independent Independent Instructional Hard
Accuracy Score

Accuracy Score

90-94% Instructional Instructional Hard Hard 95-97% Instructional Instructional Hard Hard

Below 90% Hard Hard Hard Hard Below 95% Hard Hard Hard Hard

Behaviors and Understandings to Notice, Teach, and Support (See The Fountas & Pinnell Literacy Continuum)

24 Fountas & Pinnell Benchmark Assessment System 1, Third Edition

 FOUNTAS & PINNELL – Data Entry
Make entries into the Fountas & Pinnell assessment by first listing assessments, clearing all filters, and then selecting
only “Fountas & Pinnell” option under the “scope” section and, and clicking the “search” button:

The assessments for 2017-18 appear:

To make entries, select the appropriate test, and navigate to the “enter/edit” option under the “responses” tab:

Select the appropriate course & section if necessary, and click on the “submit” button:

25
Make the appropriate entries for the students listed to the left (all fields except “About” are required for every student):

“About” is required only for studens who are reading at Instructional Level “L” or higher

The plus sign adds an additional record for the same student. This is not typically necessary.

26