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Guided Reading Assessment (excerpt only) Messages in this topic - RSS

Frances
Frances
Posts: 1


1/16/2018
Frances
Frances
Posts: 1
Please confirm proper steps for administering an assessment when a child is asked only to read an excerpt:


Step 1. teacher provides gist, child reads excerpt while teacher records reading behaviors
Step 2. teacher begins comprehension conversation directly after the excerpt is read by child

vs.

Step 1. teacher provides gist, child reads excerpt while teacher records reading behaviors
Step 2. teacher provides time for child to read entire book
Step 3. child finishes reading entire book and teacher begins the comprehension conversation

Please provide any additional information to help understand why a teacher is only assessing an excerpt and why the child is not reading the entire book in the guided reading section of F&P Classroom

Thank you.
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Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 747


1/16/2018
Frances wrote:
Please confirm proper steps for administering an assessment when a child is asked only to read an excerpt:


Step 1. teacher provides gist, child reads excerpt while teacher records reading behaviors
Step 2. teacher begins comprehension conversation directly after the excerpt is read by child

vs.

Step 1. teacher provides gist, child reads excerpt while teacher records reading behaviors
Step 2. teacher provides time for child to read entire book
Step 3. child finishes reading entire book and teacher begins the comprehension conversation

Please provide any additional information to help understand why a teacher is only assessing an excerpt and why the child is not reading the entire book in the guided reading section of F&P Classroom

Thank you.


The reading record following a guided reading lesson is part of the ongoing progress monitoring to determine if the student is learning what is being taught and to confirm the teaching decisions being made. This text has been introduced, read, and discussed in the guided reading group. The next day (or second reading) the teacher selects one child to take a reading/running record for progress monitoring. Once the students are reading longer texts a sampling of 150-200 words is sufficient to gather evidence of thinking during the oral reading then have a conversation to expand your evidence of what the child is thinking while reading. You already have evidence during the first reading, this is providing more information to add to your data (data-informed teaching is another term for responsive reading as described in Guided Reading, p.367-368.)


During the interval assessment (Benchmark Assessment) the procedure for older students is to listen to the oral reading of a sampling of 150-200 or so words then the student finishes reading the entire text silently before engaging in a conversation because this text has not been seen before.


I hope this clarifies the assessment for you. The two types of assessment are discussed in the Aug. 28, 2017 blog http://blog.fountasandpinnell.com/post/the-power-and-purpose-of-assessment which might be helpful.
Best wishes for success!
Debbie
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