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FPUser162723
FPUser162723
Posts: 2


5/28/2020
FPUser162723
FPUser162723
Posts: 2
I understand the reasoning behind a cold read, but what if students have not be exposed to certain topics. We come from a small rural conservative area. Some students are not familiar with ideas such as homelessness, aquariums, big cities, elections, etc. If students are not familiar with a topic in an assessment booklet can we talk a bit about it before the first read?
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Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 747


5/28/2020
FPUser162723 wrote:
I understand the reasoning behind a cold read, but what if students have not be exposed to certain topics. We come from a small rural conservative area. Some students are not familiar with ideas such as homelessness, aquariums, big cities, elections, etc. If students are not familiar with a topic in an assessment booklet can we talk a bit about it before the first read?



You are right, not every text is the best selection for every student. This is one reason for 2 choices of texts at each level; try to select the one that will be a good match for your observation. Making connections, inferring, synthesizing, predicting all depend on prior experiences. This is why the analysis is the most critical part of making a decision for placement in an instructional level. The section 3 in the Assessment Guide called "Summarizing, Analyzing, and Interpreting Results" has great information with regards to making placement recommendations especially in situations you mention. "Looking Beyond the Numbers" and the analysis of the student's reading with the text selected is very important and can impact your decisions, as this section describes.

You must consider the content knowledge described in the Literacy Continuum expectations for each level. In the primary levels it is part of the characteristics for selecting texts to include those with familiar themes and content. As the student moves along the gradient of difficulty, knowledge of content as a characteristic in selecting texts shifts. Always refer to the Literacy Continuum for the levels used in the assessment conference.

However in response to your question, to keep the fidelity of the BAS instrument, you may NOT talk about the book's content prior to reading. You must use the standard introduction for maintaining the validity and reliability of the assessment. This assessment is to help you set goals for instruction in all aspects of the literacy framework. If you see that your students do not have the background knowledge found in the assessment, that is giving you information about selections of texts for IRA, SR, IR, and GR lessons in your classroom.

Once you begin Guided Reading instruction you will use Running Records to monitor the progress of your students continuously throughout the year. These books are selected with the students in mind based on the goals selected from the Literacy Continuum. http://fpblog.fountasandpinnell.com/the-power-and-purpose-of-assessment helps explain the two types of assessment using Reading/Running Records.

Best wishes!
Debbie
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