Benchmark Assessment System
Fountas and Pinnell
Why?
District Literacy Focus: Knowing our
Readers
Criterion 3
Research Based
Pairs with available resources and materials
Goals for our Work Together
Becoming lead learners in how to administer and score the
assessment
Meeting periodically for learning and discussion of assessment
and instruction in conjunction with other Foutnas and Pinnell
resources and reading routines (leveled library, intervention
library, etc)
Administering the assessment to (at minimum) a subgroup of
students fall, winter and spring
What Does it Do?
Determine what independent, guided reading, and
instructional level each student is reading at
F & P Leveled Text Gradient (Fountas & Pinnell,
2010).
Analyze and document student reading behaviors such
as accuracy level, fluency, oral reading behaviors, and
comprehension to guide instruction.
Guide teachers and students in selecting books that will
scaffold their learning process.
Identify the students who need intervention.
Monitor student and class reading progress over time.
Assessment Measures
Reading Accuracy Level
Comprehension
Fluency
Assessment Overview
Administered in a running record format
BAS should be given three times per year to effectively track
progress and guide instruction
Fiction and nonfiction books are leveled alphabetically using the
F&P text gradient
Determine each childs reading level:
Levels A-N Grades K-2
Levels L-Z Grades 3-8
Assessment Format
Part 1- Oral reading
- Student reads text aloud
- Teacher records students errors, self
corrections, accuracy and fluency
Timed for Levels J and above
Part 2- Comprehension
-Teacher asks student questions orally and
rates their response
Not Timed
Part 3- Writing about
Reading (Optional)
-Teacher rates student responses using a
scale of 0-3
Optional
Only administer to a sub group of students
Instructional Level Expectations
Administering Benchmark
Assessments
Assessment Procedures
Administering the Benchmark Assessment
Scoring, Analyzing and Interpreting
Quick Word Placement Assessment
Coding and Scoring Errors
Coding Overview
Keep it simple
Tutorials
Coding- Consolidation #3
Sample Assessment Conferences
Sample #1- Get a Horse!
Introduction & Comprehension (2)
Instructional Implications (Analysis)
Individual
Conferring, books selection
Small group and Guided groups
Instructional level text, mini lesson on specific strategy
Whole Group
Interactive read aloud
Writing about Reading
Goal Setting
Classroom library
Sharing Materials
Elementary
Primary
Amber
Amy K.
Rita
Keith
Cindy
Glenn
Terre
Becky
John D.
Julia A.
Aime N.
Ricki
Robin
Krista
Kim
Carol
Michelle S.
Elizabeth
Robb
Tom
Brenda
Rayna
Next Steps
Possible Meeting Dates
Future Learning Ideas
Problem Solving Administration
Designing lessons
Intervention Resources
Small Group/guided instruction
