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1 days ago
Topic:
High Frequency Word Lists and Benchmark Assessment

Helenann Steensen, Fountas & Pinnell Consultant
Helenann Steensen, Fountas & Pinnell Consultant
Posts: 296
Katie D wrote:
F&P publishes a list of 25 high frequency words for the end of the kindergarten year. The end of year benchmark books at the kindergarten level include far more high frequency words than appear on this list. Why is that? Does this undermine the legitimacy of the 25-word list? How does this set students up for success?

These words appear in books A-D and are not included in the high frequency word list for kindergarten.
Little
Of
What
Then
Said
Out
She
Under
Was
By
With (decodable)
Went (decodable)
edited by Katie D on 7/19/2017


Our goal is to teach children how to learn words. This is why a basic high frequency word list is provided. The known high frequency words give a foundation of support that enable children to solve other unknown or partially known words as they read. It is our role, as teachers, to teach, prompt and support reading behaviors required to gain understanding during the reading process.


Once children learn how to learn words, they often begin to independently add new words to their known list. The more often they come in contact with these new words to make meaning during their daily reading, the sooner they will add them to their personal list of known words.


As text levels increase, children apply these same strategies to content words which helps them read for meaning at higher and higher levels.



Best wishes as you work with your students.
1 days ago
Topic:
Moving target?

Helenann Steensen, Fountas & Pinnell Consultant
Helenann Steensen, Fountas & Pinnell Consultant
Posts: 296
Katie D wrote:
I am a kindergarten teacher. I was recently informed that the end of year expectation for kindergarten is levels D or E. The expectation last year was D; previously the expectation was C. What is the rationale for this change? What are the implications of this change for children who do not have access to preschool or academic experiences prior to kindergarten?


Here are two links that clarify the text gradient Instructional level expectations. This lists the Quaterly Expectations: http://www.fountasandpinnell.com/resourcelibrary/id/334 and this white paper: The F&P Text Level Gradient Revision to Recommended Grade-Level Goals explains why the change was made in 2012: ihttp://www.fountasandpinnell.com/resourcelibrary/id/278 As you will see, the change was made due to research conducted across the nation.


This document states: Achievement in literacy is trending upward! Children are entering kindergarten with more literacy awareness; they are responding to literacy-rich kindergarten curricula; they are learning fast and acquiring more experience in reading and writing. Earlier and higher levels of reading are the result, and that is good news. Expectations are higher and teaching is shifting. Recommended entry-, mid-, and exit-level goals, as well as intervention goals, must change.


...it does not mean that a child reading at level C at the end of kindergarten is necessarily at risk. It does mean that we want to work toward the goal of independent reading at level C to assure a solid foundation for entry to grade 1.


We hope you will continue to engage in professional conversations in your school/district on text levels, student behaviors, and evidence of learning from e Continuum of Literacy Learning to determine reasonable grade-level expectations for your school.


Although 2012 was the last change made to the Instructional Expectations Chart, Fountas and Pinnell state, "The Instructional Level Expectations for Reading chart is intended to provide general guidelines for grade level goals, which should be adjusted based on school/ district requirements and professional teacher judgment. "


They further state: If you change your goals, take a look at teaching practice and determine whether it needs to change.


I hope this helps answer your question.
1 days ago
Topic:
High Frequency Word Lists and Benchmark Assessment

Katie D
Katie D
Posts: 2
F&P publishes a list of 25 high frequency words for the end of the kindergarten year. The end of year benchmark books at the kindergarten level include far more high frequency words than appear on this list. Why is that? Does this undermine the legitimacy of the 25-word list? How does this set students up for success?

These words appear in books A-D and are not included in the high frequency word list for kindergarten.

Little
Of
What
Then
Said
Out
She
Under
Was
By
With (decodable)
Went (decodable)
edited by Katie D on 7/19/2017
1 days ago
Topic:
Moving target?

Katie D
Katie D
Posts: 2
Katie D
Katie D
Posts: 2
Topic: Moving target?
I am a kindergarten teacher. I was recently informed that the end of year expectation for kindergarten is levels D or E. The expectation last year was D; previously the expectation was C. What is the rationale for this change? What are the implications of this change for children who do not have access to preschool or academic experiences prior to kindergarten?
1 days ago
Topic:
My 1st grader is having trouble.

Helenann Steensen, Fountas & Pinnell Consultant
Helenann Steensen, Fountas & Pinnell Consultant
Posts: 296
ShanTaylorElfe wrote:
My son is in first grade and will be going to first grade again because he is having a hard time with the questions, and can't get off level C. I never learned this way growing up where the answers were already there and you had to match it. I don't think its a right or fair way to test kids on what they know, but since this is how it is , how can I help my son? please can someone help me?


First, let me congratulate you on being an advocate for your son. You have asked a very important as well as complicated question. There are many behaviors a reader needs to gain as we process text. It goes beyond simply recalling words or asking questions.

Reading is a systematic process that requires the reader to ask questions internally as he/she reads. The reader must think within the text: problem solving what is literally 'right there' on the page. Readers must think beyond the text: bringing meaning based on what they know about the world, other texts, and their own to experiences to their understanding of the text. Finally, readers must think about the text: analyzing and thinking critically about what they have read. Here is a link to help gather more information regarding the systems of strategic actions required as we read: http://blog.fountasandpinnell.com/post/what-are-the-systems-of-strategic-actions

Here is another resource teachers use as they teach reading at each gradient text level: http://www.fountasandpinnell.com/continuum/
It outlines the behaviors required to process text at each level.


Talking about text and how it relates to the world around us is one of the best ways to learn to think more about text as we read. I am not sure what reading behaviors your first grade son is using effectively and which behaviors he struggles with. I would suggest that you ask the teacher to be more specific and perhaps give examples of the reading behaviors your son currently uses and what he needs to work on. He should be reading at least one book at his level to you. To increase his understanding, you should be reading and talking about a book that you read to him. The teacher could provide you with some good discussion questions to ask in both cases.


We wish you and your son the very best on your reading journey!
2 days ago
Topic:
My 1st grader is having trouble.

ShanTaylorElfe
ShanTaylorElfe
Posts: 1
My son is in first grade and will be going to first grade again because he is having a hard time with the questions, and can't get off level C. I never learned this way growing up where the answers were already there and you had to match it. I don't think its a right or fair way to test kids on what they know, but since this is how it is , how can I help my son? please can someone help me?
3 days ago
Topic:
Assessment Procedures

Helenann Steensen, Fountas & Pinnell Consultant
Helenann Steensen, Fountas & Pinnell Consultant
Posts: 296
FPUser41782 wrote:
My district is overhauling our reading program. We will continue to use F&P for assessment purposes.
I am curious to see how other schools operate regarding assessment -

1. How many times per year are students formally assessed for reading level?

2. Who administers these assessments (reading teacher or classroom teacher, or is it a shared responsibility)?

3. How long does the process take (can a classroom get all records done in a matter of days? Weeks?)

Any input is welcomed and appreciated! Thank you!


1) Fountas and Pinnell suggest using the formal assessment no more than three to four times per year. Most schools assess three times per year. In between assessment, informal running records should be taken to make sure the student is taking on new learning. 2) The assessment should be administered by the teacher who is teaching reading to the student. In most cases, that will be the classroom teacher. 3) The assessment will take between 20 and 30 minutes per student, depending how high the child is reading and the number of books he/she reads. You will want to determine the Independent, Instructional, and Hard levels to inform your teaching. In a classroom of 22 students, you will probably take about two weeks to assess all your students.

I hope this helps. Best wishes in the coming year.
3 days ago
Topic:
Grade 2 Continuum Interactive Read Aloud

Helenann Steensen, Fountas & Pinnell Consultant
Helenann Steensen, Fountas & Pinnell Consultant
Posts: 296
stephanie117 wrote:
Looking at the goals for 2nd grade interactive read aloud and I am wondering if there is a scope and sequence for these goals? Also are there are questioning prompts to use with these goals. Thank you for your assistance.


There is no scope and sequence or statement of which goals should come first in the second grade list of Behaviors to Notice, Teach and Support. The most recent Continuum will indicate which behaviors are new to your grade level by bulleting them in red. Some teachers have found it valuable to turn the listed behaviors for your grade level or gradient text level into questions. There are also two prompting guides available which give the facilitative language you might use to teach, prompt and reinforce behaviors. I have linked them here: http://www.heinemann.com/products/e09278.aspx

Thank you for a great question. I hope this helps. Best wishes as you work with your students.
4 days ago
Topic:
Assessment Procedures

FPUser2616
FPUser2616
Posts: 4
FPUser2616 wrote:
FPUser41782 wrote:
My district is overhauling our reading program. We will continue to use F&P for assessment purposes.
I am curious to see how other schools operate regarding assessment -

1. How many times per year are students formally assessed for reading level? Our district assesses students 3 times per year.

2. Who administers these assessments (reading teacher or classroom teacher, or is it a shared responsibility)? In the fall classroom teachers, Reading Recovery teachers, Title I teachers, and the Literacy Coach work together to get all students assessed.

3. How long does the process take (can a classroom get all records done in a matter of days? Weeks?) It generally takes 2-3 weeks to get all our 1st - 3rd graders assessed in our school of 320 students.

Any input is welcomed and appreciated! Thank you!

edited by FPUser2616 on 7/16/2017
6 days ago
Topic:
Assessment Procedures

Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 171
FPUser41782 wrote:
My district is overhauling our reading program. We will continue to use F&P for assessment purposes.
I am curious to see how other schools operate regarding assessment -

1. How many times per year are students formally assessed for reading level?

2. Who administers these assessments (reading teacher or classroom teacher, or is it a shared responsibility)?

3. How long does the process take (can a classroom get all records done in a matter of days? Weeks?)

Any input is welcomed and appreciated! Thank you!


Just wanted to check in to make sure you know we at Fountas and Pinnell are not ignoring your questions but are leaving the post for schools to respond as you requested. If you want me to respond with the suggestions from the Assessment Guide I can.
Debbie
9 days ago
Topic:
Grade 2 Continuum Interactive Read Aloud

FPUser43081
FPUser43081
Posts: 1
Thanks for response debbie. I appreciated.

https://clipartpig.com/christmas-stocking-thank-you-clipart-167
edited by FPUser43081 on 7/11/2017
9 days ago
Topic:
Assessment Procedures

FPUser41782
FPUser41782
Posts: 1
My district is overhauling our reading program. We will continue to use F&P for assessment purposes.
I am curious to see how other schools operate regarding assessment -

1. How many times per year are students formally assessed for reading level?

2. Who administers these assessments (reading teacher or classroom teacher, or is it a shared responsibility)?

3. How long does the process take (can a classroom get all records done in a matter of days? Weeks?)

Any input is welcomed and appreciated! Thank you!
15 days ago
Topic:
Inventory Lists

Helenann Steensen, Fountas & Pinnell Consultant
Helenann Steensen, Fountas & Pinnell Consultant
Posts: 296
MonicaR wrote:
Hello All!

We would like to inventory our kits to ensure we are starting the year off with complete sets. Are there concise inventory lists anywhere? Also, where can I find a list of titles for each lesson?

Thank you!


You will find a list of components for the 2nd Edition Leveled Literacy Intervention here: http://www.fountasandpinnell.com/lli/llicomponents
You will find a list of titles for each lesson toward the back of each LLI Program Guide. It lists the title and the level of the text for each lesson.
For any materials you are missing, you can order them here: http://www.fountasandpinnell.com/shared/resources/FPFullOrderForm-JUNE-30-17.pdf
Best wishes as you inventory your materials.
15 days ago
Topic:
Inventory Lists

MonicaR
MonicaR
Posts: 1
MonicaR
MonicaR
Posts: 1
Topic: Inventory Lists
Hello All!

We would like to inventory our kits to ensure we are starting the year off with complete sets. Are there concise inventory lists anywhere? Also, where can I find a list of titles for each lesson?

Thank you!
20 days ago
Topic:
what assessments would you give child in 4th grade

Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 171
mrsmed1 wrote:
Im assessing a younger student than I'm used to and a little confused which assessments would I give a fourth grader. I understand the running record, fluency, but all the additional tests have me questioning myself - grapho-phonic says k-2 so I'm not sure what others I shouldn't do?

I am not sure what you are asking. You do not have to use all of the Optional Assessments, they are for more specific diagnostic information. Then you would only use the assessment that you need more information on. In the Appendix of the Assessment Guide or the General Resources online you should find a list of criteria for using the Optional Assessments that may help answer your question.
If this chart does not help answer your question please give me more information about why you need to use more than the Text Reading.

Best wishes for success!
Debbie
21 days ago
Topic:
what assessments would you give child in 4th grade

mrsmed1
mrsmed1
Posts: 1
Im assessing a younger student than I'm used to and a little confused which assessments would I give a fourth grader. I understand the running record, fluency, but all the additional tests have me questioning myself - grapho-phonic says k-2 so I'm not sure what others I shouldn't do?
24 days ago
Topic:
Please change the continuum

Helenann Steensen, Fountas & Pinnell Consultant
Helenann Steensen, Fountas & Pinnell Consultant
Posts: 296
Firstgrade216 wrote:
As a primary teacher with over 20 years teaching experience I am urging you to change your grade level expectations for growth. Schools are using these guidelines to base instruction for kids that may not be debelopmentally ready. My suggestions is to change the continuum to look like this K-2 : FNP levels aa-M.
This makes more sense to me because yes we will have students on the far end of the spectrum in first grade but for some we won't see that for second grade. This in turn will help eliminate the need for interventions at the primary grades. We are pushing some kids too hard and it's turning them off to school and reading. If this continuum changes it's allowing growth at the pace of the children.


Please refer to this explanation by Fountas and Pinnell...
The Instructional Level Expectations for Reading chart is a thinking tool: a way to think about text levels on the F&P Text Level Gradient™. Across the year, teachers look carefully at where a student is and work to provide the necessary level of support. As a teacher, you need to have a vision for your students’ progress, and we know that this vision can be accomplished more successfully if teachers work with each other. An example of approximate expectations for a year of progress by grade level is shown in this chart. Expectations can help you and your colleagues meet readers’ needs and support them so that they make optimum progress. This chart is intended to provide general guidelines for grade level goals which should be adjusted based on school/district requirements and professional teacher judgment.


Proficient readers and writers display recognizable behaviors at every phase of literacy learning. When teachers notice, teach, and support these behaviors, they link assessment to responsive teaching. The Fountas & Pinnell Literacy Continuum identifies these behaviors which are described as a continua of learning across eight instructional contexts.


These materials are designed to help teachers determine the best instructional approaches and teaching points during differentiated instruction to make the optimum progress. Research indicates that early intervention is key. As stated earlier, the Level Expectations Reading Chart is a thinking tool and should be adjusted based on school/district requirements and professional teacher judgment.


We wish you the greatest success!
25 days ago
Topic:
Please change the continuum

Firstgrade216
Firstgrade216
Posts: 1
As a primary teacher with over 20 years teaching experience I am urging you to change your grade level expectations for growth. Schools are using these guidelines to base instruction for kids that may not be debelopmentally ready. My suggestions is to change the continuum to look like this K-2 : FNP levels aa-M.
This makes more sense to me because yes we will have students on the far end of the spectrum in first grade but for some we won't see that for second grade. This in turn will help eliminate the need for interventions at the primary grades. We are pushing some kids too hard and it's turning them off to school and reading. If this continuum changes it's allowing growth at the pace of the children.
27 days ago
Topic:
Online Postings of Assessment Forms

Helenann Steensen, Fountas & Pinnell Consultant
Helenann Steensen, Fountas & Pinnell Consultant
Posts: 296
TaraMa wrote:
Do the easily accessed online postings of assessment forms reduce the integrity of the assessment as parents/students can pre-read assessments and comprehension questions?
E.g. http://wsx.sdb.k12.wi.us/sites/TechIT/SMART/Reading%20Resources/Benchmark%20Assessment%20Systems/BAS_System_1_A_to_N%5B2%5D.pdf
http://vwstaffhb.pbworks.com/w/file/fetch/66218497/level_J_genre_F_size_R.pdf
https://www.heinemann.com/shared/productsupport/e02796/bas2es2newgirlrf.pdf
http://cs300x.wikispaces.com/file/view/Level+A-N+Fiction.pdf
and so on . . .


It is against copyright for any school/district or any outside entity to publicly post the recording forms online for the exact purpose you describe and because it is the intellectual property of Fountas and Pinnell.

We thank you for bringing this to our attention – it is often times that our educators using BAS are our best defense in locating these publicly posted forms. Our legal team will reach out to these schools and districts to have them taken down.

As for the recording form located in Product Updates on the Heinemann.com site, we will pull that down immediately, as these can be accessed in the Online Resources.

Thank you again for bringing this to our attention.
edited by Helenann Steensen, Fountas & Pinnell Consultant on 6/23/2017
28 days ago
Topic:
Online Postings of Assessment Forms

TaraMa
TaraMa
Posts: 1
Do the easily accessed online postings of assessment forms reduce the integrity of the assessment as parents/students can pre-read assessments and comprehension questions?
E.g. http://wsx.sdb.k12.wi.us/sites/TechIT/SMART/Reading%20Resources/Benchmark%20Assessment%20Systems/BAS_System_1_A_to_N%5B2%5D.pdf
http://vwstaffhb.pbworks.com/w/file/fetch/66218497/level_J_genre_F_size_R.pdf
https://www.heinemann.com/shared/productsupport/e02796/bas2es2newgirlrf.pdf
http://cs300x.wikispaces.com/file/view/Level+A-N+Fiction.pdf
and so on . . .




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