Skip to main content
search navigation

HomeAssessment

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

When students stop reading to discuss during BAS Messages in this topic - RSS

Earlyreader2
Earlyreader2
Posts: 3


12/7/2021
Earlyreader2
Earlyreader2
Posts: 3
There are times when giving a BAS assessment (level J and higher) when a student will stop to make connections or predictions. Sometimes, a student will do this multiple times throughout the text. Should the teacher stop the timer when the student makes a diversion from text reading and start it once the student is reading again? Stopping to connect to the text is a useful reading strategy, yet the wpm is impacted.
Similarly, when reading a non-fiction book, students will stop to read and analyze the captions or sidebars. Should the teacher stop the timer since these words are not included in the reading record itself?
Thank you for any feedback!
0 link
Helenann Steensen, Fountas & Pinnell Consultant
Helenann Steensen, Fountas & Pinnell Consultant
Posts: 1007


12/8/2021
Earlyreader2 wrote:
There are times when giving a BAS assessment (level J and higher) when a student will stop to make connections or predictions. Sometimes, a student will do this multiple times throughout the text. Should the teacher stop the timer when the student makes a diversion from text reading and start it once the student is reading again? Stopping to connect to the text is a useful reading strategy, yet the wpm is impacted.
Similarly, when reading a non-fiction book, students will stop to read and analyze the captions or sidebars. Should the teacher stop the timer since these words are not included in the reading record itself?
Thank you for any feedback!


I have heard Fountas and Pinnell state that we should make a note at the top of the reading record to indicate any reasons for a slower reading rate. Making verbal connections or predictions or interruptions multiple times during the early reading levels could become a habit which might impact understanding of the text. This is not a suggested strategic action behavior at any of the levels (even though it might reveal involvement with the text as well as what they are thinking). From the Benchmark Assessment Guide, edition 3, page 38: “ Rate is important because it is one indicator of the reader’s ability to process text with ease.” With multiple interruptions and verbalizations, we might question if the processing is being completed with ‘ease’. During the assessment, the teacher might ask the child to wait until the end for discussion (since their comments could be considered an appeal for a verbal or nonverbal response from the teacher). How to think about text as we read may be a strategy to address in guided reading.

We absolutely want students to read the sidebars. This is why a range is provided in the suggested wpm reading rate expectations chart. Since fidelity of administration impacts reliability of testing results, we would not want to stop the timer at any point during the assessment. Please refer to page 38 of the Benchmark Assessment Guide edition 3 which provides more things to consider under the heading: Calculating Reading Rate. (This is an approximate page for older editions.)

Best Wishes,
Helenann

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





Powered by Jitbit Forum 8.3.8.0 © 2006-2013 Jitbit Software