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

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Krystal1897
Krystal1897
Posts: 1


16 days ago
Krystal1897
Krystal1897
Posts: 1
My academic coach said that we are not allowed to give the words during an assessment of a pattern book(ex level A-C).
For example: “The cat can jump. The cat can play. The cat can run.” The student is missing the word “can” over and over. If you mark it as a error are you allowed to tell the student the word?
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Helenann Steensen, Fountas & Pinnell Consultant
Helenann Steensen, Fountas & Pinnell Consultant
Posts: 702


15 days ago
Krystal1897 wrote:
My academic coach said that we are not allowed to give the words during an assessment of a pattern book(ex level A-C).
For example: “The cat can jump. The cat can play. The cat can run.” The student is missing the word “can” over and over. If you mark it as a error are you allowed to tell the student the word?


Thank you for your question. The goal of the Benchmark Assessment is to observe what the reader can do on their own without support. This not only tells you the level of instruction but gives you explicit information about what strategic action behaviors need support and what behaviors are being used with efficiency. The protocol for giving a ‘told’ while taking a reading record is: the reader must first appeal before a word is provided. In other words they have to notice a mismatch! (Benchmark Assessment Guide 3rd Edition, page 22: Coding Errors and Self Corrections in Oral Reading)

There are verbal appeals, when the reader requests help or non verbal appeals such as the reader stopping at an unknown word. You are allowed in both cases to say, “Try it” to see if a gentle nudge will give you an idea if there is a part of the word the child’s eyes are focusing on or what strategies the child is attempting to use on his/her own. For example, their attempt might reveal that they are looking only at the beginning or ending or even middle of the word. This would indicate the next steps for your instruction (after the assessment is completed).

Missing the word “can” over and over will cause the text to be a hard level for this reader. But you will know where to go next to fill in the gaps in the reading process. The child needs to learn how to self monitor and then self correct. Please take a look at Looking Beyond the Numbers in Section 3 of the Benchmark Assessment Guide to support your analysis of the strategies used during the child’s reading of text. Next, the best resource to determine what to teach is The Literacy Continuum, which is included in the Benchmark Assessment System. It is something every teacher needs to always have at hand to support their teaching and is linked here: https://www.heinemann.com/products/e06078.aspx

We wish you success,

--
Helenann Steensen, Official Fountas & Pinnell Consultant, Heinemann
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