search navigation

HomeAssessment

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

Hard Level Messages in this topic - RSS

Lisa.T
Lisa.T
Posts: 1


6 days ago
Lisa.T
Lisa.T
Posts: 1
Do you have to continue to look for the hard level if there is an instructional level? What is the purpose of the hard level. We are a new school using this assessment from doing DRA's for so long. We want to do this correctly but it seems like it is taking over 40 mins for one child just to get to a hard level.This is only 3rd grade. imagine the upper grades.

Also, why do we NOT read the first page to a level A book like other running records do to see if students hold on to the pattern and know one to one correspondence? How are my Kinder students going to be able to read this unless my teachers teach into the assessment and having them recognize the sight words used in the A book? Is that something we want to do. Teach student how to pass this assessment?
0 link
Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 630


4 days ago
Lisa.T wrote:
Do you have to continue to look for the hard level if there is an instructional level? What is the purpose of the hard level. We are a new school using this assessment from doing DRA's for so long. We want to do this correctly but it seems like it is taking over 40 mins for one child just to get to a hard level.This is only 3rd grade. imagine the upper grades.

Also, why do we NOT read the first page to a level A book like other running records do to see if students hold on to the pattern and know one to one correspondence? How are my Kinder students going to be able to read this unless my teachers teach into the assessment and having them recognize the sight words used in the A book? Is that something we want to do. Teach student how to pass this assessment?



The reason for finding three levels of difficulty is explained in the Assessment Guide on page 2 and in section 2 under Finding a Place to Start through the directons for Introducing the text, and in Section 3 on p.43 (also on p. 36 toward the end of section 2-BAS 1 3e). It is only by finding when the reading gets hard that you can confirm you have the highest instructional level. If the assessment is taking too long look at the suggestions in Section 2 for making the assessment conferences more efficient. The texts were field tested to show that they should take about 10 minutes or less per text for the coding and conversation, less for lower grade levels. Longer time could signal that students are not reading fluently or that the conversation is too long. Note on p. 37 the paragraph that states "Of course, when a child reads fluently the assessment goes faster. ...After about level E, children should read fluently all the time unless the text is clearly too hard."


The Level A text was written with level A characteristics specifically for the assessment so it is not necessary to read the first page. The Observation Survey used a trade book that was not written specifically for the text reading assessment so the first page was read. DRA followed that pattern. It is true that there is not a perfect text to use for every level A assessment using the words every child around the world will know and be able to use to SM. That is why the analysis is so important in making placement decisions. See Section 3 of the Assessment Guide for making these decisions, especially the section "Looking Beyond the Numbers." You are looking at the behaviors analyzed for placing students in the best group for instruciton and setting instructional goals. The Literacy Continuum is the guide for this placement. That is also why it is suggested that Kinder not be assessed for the first time until Nov-Dec. The teacher is teaching for level A-B behaviors through IRA, SR, PWS minilessons, and guiding reading texts in those levels in small group as appropriate. Then assess students to confirm placement and move as needed to establish guided reading groups. Guided Reading: Responsive Teaching Across the Grades provides more details about this teaching.

Hopefully these conversations will lead your school to become more efficient with the assessment. The first year often takes longer but it gets better!

Best wishes!
Debbie
0 link





Powered by Jitbit Forum 8.3.8.0 © 2006-2013 Jitbit Software