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Topics surrounding general assessment and the Fountas & Pinnell Benchmark Assessment Systems.

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Michaelaoh
Michaelaoh
Posts: 1


2/9/2018
Michaelaoh
Michaelaoh
Posts: 1
Just wondering in the 3rd edition BAS kit 1 goes from A-N and kit 2 L-Z. Hypothetically if a student in year 1 reads the level N from kit 1 and passes their comprehension do they start at L in kit 2, try the N in kit 2 or move on to level O in kit 2? Sorry for the variables theres a few different opinions on this topic.
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Helenann Steensen, Fountas & Pinnell Consultant
Helenann Steensen, Fountas & Pinnell Consultant
Posts: 537


2/9/2018
Michaelaoh wrote:
Just wondering in the 3rd edition BAS kit 1 goes from A-N and kit 2 L-Z. Hypothetically if a student in year 1 reads the level N from kit 1 and passes their comprehension do they start at L in kit 2, try the N in kit 2 or move on to level O in kit 2? Sorry for the variables theres a few different opinions on this topic.


Although you will see differences in Level L, M and N in System 1 and 2, these are not discrepancies. All of the books have evidence of text characteristics pertinent to the level as outlined in the Continuum. All support the use of the behaviors for each level as outlined in the Continuum. The books in System 2 may seem harder because they were developed for and field tested with older students. Therefore the topics are more sophisticated and complex requiring possibly more background knowledge. The illustrations become less dominant and provide less support in texts for older students. If the assessments are administered with a solid understanding of coding and scoring, an understanding of the rigor required in the comprehension conversation and are conducted by staff that has established consistent administration, you shouldn’t see much difference beyond expectations shifting for grade levels from one system to next.

Fountas and Pinnell encourage teachers to instruct children no more than one year above their current grade level due to the complexity of themes and content. They continuously state that there is much to be taught through exposure to a variety of genre, if teachers are following the text features and behaviors listed in the Literacy Continuum.

Therefore, if the child has completed Level N in System 1, you will need to determine what level in System 2 you will start with. It may be different for every child. At the same time, when moving up the text gradient, we need to consider whether this reader, is truly able, with minimum support, to proficiently read and understand almost all types of texts at that level using the listed text features and strategic action behaviors.

Thank you for a great question. We wish you success as you work with your students.

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Helenann Steensen, Official Fountas & Pinnell Consultant, Heinemann
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