search navigation

HomeAssessment

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

BAS - when to tell the student an unknown word Messages in this topic - RSS

Ms. Teacher
Ms. Teacher
Posts: 1


3/26/2014
Ms. Teacher
Ms. Teacher
Posts: 1
We are unclear as to what to do when doing the running record part of the benchmark assessment. When a student comes to a word, doesn't know it, some teachers are saying to wait 3 seconds and then tell the student the word. Others are saying that the teacher should tell the student to try, or "use your strategies". What is suggested? If a student comes to a word that he doesn't know, and doesn't do anything, can you tell the student the word then? How long should you wait? What if the student makes multiple attempts for the word, still doesn't get it, and knows he didn't read the correct word? Also, what if a student miscues, and continues reading. Some teachers are saying as soon as the student miscues, you give the word. Please clarify - we feel we are getting unreliable results, especially in the early levels.
0 link
User Carrie
User Carrie
Posts: 72


3/27/2014
User Carrie
User Carrie
Posts: 72
In the training I received from one of the OSU trainers...she said to write the code A for appeal (when they want you to tell) and you reply: you try and wait. I guess I never asked how long to wait. I like the one: use your strategies.... and then if they begin to sound out...I write what they are saying as they are "working the word."
edited by User 560595 on 3/27/2014
0 link
Kathy Northcutt, Fountas & Pinnell Consultant
Kathy Northcutt, Fountas & Pinnell Consultant
Administrator
Posts: 150


3/29/2014
The protocol for taking reading records/running records is in the Assessment Guide that came with your BAS system. In answer to your question, if a child balks at a word, you wait 3 seconds and tell the child the word. Each "Told" is an error every time, unless the word is a proper noun in which case the error is counted only the first time.

If a student miscues on a word, the administrator is not to intervene and tell the child the correct word. There are only 2 times that the administrator can intervene in the reading record:
1. If the child balks (stops or continues to ineffectively work on a word but can't go on) the administrator gives the child a "Told" and counts it as an error.
2. If the child "Appeals" to the administrator, you can give a "Told" right away or you can turn it back to the child and say "You try it." If the child says the correct word, it is not an error. However, you absolutely can not tell the child to try something unless the child Appeals. Then you need to use the correct words, "You try it." You can not prompt the child to use strategies, etc.

You will not tell a child a word if he/she miscues. The running record will not be valid unless the protocol is strictly followed. There is also a Tutorial DVD that came with your Benchmark Assessment System. It has video clips that explains coding, scoring, and analyzing reading/running records. You might find it helpful to view the video with your colleagues.
Kathy Northcutt, Consultant
0 link
RH
RH
Posts: 1


1/10/2019
RH
RH
Posts: 1
Could you please reference a page number in the instruction manual that addresses this?
0 link
Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 630


1/11/2019
RH wrote:
Could you please reference a page number in the instruction manual that addresses this?


The Coding and Scoring At-A-Glance page provides directions for giving a Told. It is found on the back inside cover and p. 22 in your Assessment Guide (BAS 1 3rd ed) Specific directions for each coding standard can be found in the Professional Development videos in the Online Resources.

Best wishes as you assess students!
Debbie
0 link
Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 630


3/20/2019
Tam wrote:
Debbie Magoulick, Fountas & Pinnell Consultant wrote:
RH wrote:
Could you please reference a page number in the instruction manual that addresses this?


The Coding and Scoring At-A-Glance page provides directions for giving a Told. It is found on the back inside cover and p. 22 in your Assessment Guide (BAS 1 3rd ed) Specific directions for each coding standard can be found in the Professional Development videos in the Online Resources.

Best wishes as you assess students!
Debbie



Which edition do you have? If you didn't find it in the pages referenced in the original message you may have a different edition.
Debbie
0 link
Tam
Tam
Posts: 6


3/20/2019
Tam
Tam
Posts: 6
Debbie Magoulick, Fountas & Pinnell Consultant wrote:
Tam wrote:
Debbie Magoulick, Fountas & Pinnell Consultant wrote:
RH wrote:
Could you please reference a page number in the instruction manual that addresses this?


The Coding and Scoring At-A-Glance page provides directions for giving a Told. It is found on the back inside cover and p. 22 in your Assessment Guide (BAS 1 3rd ed) Specific directions for each coding standard can be found in the Professional Development videos in the Online Resources.




Best wishes as you assess students!
Debbie



Which edition do you have? If you didn't find it in the pages referenced in the original message you may have a different edition.
Debbie




Debbie,
If a student is actively processing a word- do we go ahead and tell the word within 3 seconds?
Or
Do we wait until the student stops processing- wait three seconds (silence) and then tell the student the word?
Thanks!
0 link
Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 630


3/20/2019
Tam wrote:
Debbie Magoulick, Fountas & Pinnell Consultant wrote:
Tam wrote:
Debbie Magoulick, Fountas & Pinnell Consultant wrote:
RH wrote:
Could you please reference a page number in the instruction manual that addresses this?


The Coding and Scoring At-A-Glance page provides directions for giving a Told. It is found on the back inside cover and p. 22 in your Assessment Guide (BAS 1 3rd ed) Specific directions for each coding standard can be found in the Professional Development videos in the Online Resources.




Best wishes as you assess students!
Debbie



Which edition do you have? If you didn't find it in the pages referenced in the original message you may have a different edition.
Debbie




Debbie,
If a student is actively processing a word- do we go ahead and tell the word within 3 seconds?
Or
Do we wait until the student stops processing- wait three seconds (silence) and then tell the student the word?
Thanks!



Sorry I must have missed this comment earlier. If it is taking too long to solve then it is not efficient processing, but there is no exact time for giving the Told. The 3 second "rule of thumb" came from Marie Clay's work. She just said "about 3 seconds" so there is no hard fast set amount of time for waiting or giving the Told. The information you are gathering is that the student needs to be more fluent and flexible in solving. Your analysis will provide more information as to whether this is a pattern or only happened once, if there is a pattern of the types of words attempted, a pattern of attempting to solve using one or more sources of information, and so on. So if you feel enough time has lapsed to give you some information then give the Told to keep the assessment moving on so you will be time efficient in administering the assessment.

Keep the analysis in mind as you go!
Debbie
0 link





Powered by Jitbit Forum 8.3.8.0 © 2006-2013 Jitbit Software