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14 hours ago
Topic:
Reading The Entire Text

ms.g loves to read
ms.g loves to read
Posts: 1
Now I am confused. I am working with Purple Level T. The schedule for a 45 min Lesson Framework seems to give reading only 20 to 25 minutes over the 2 day lesson. I don't think my students can read the whole #83 two-way book in that time alloted. I work with 7th and 8th graders whose fluency and vocabulary approaches their peersm byt their Reading Comprehension is low.
19 hours ago
Topic:
Can they use the book?

FPUser70232
FPUser70232
Posts: 3
After reading, can the student go back and use the book to answer the comprehension questions? This is for K-3rd grade.
Thanks,
Keri
19 hours ago
Topic:
Same Error Twice or more

FPUser70232
FPUser70232
Posts: 3
1. Do you mark the same error each time? For example, if they say "his" and it says "her" and they keep saying "his." Is it marked as an error each time?
19 hours ago
Topic:
F&P Assessment and the mistake "do not" for don't

FPUser70232
FPUser70232
Posts: 3
How many mistakes are counted for saying "do not" instead of the word "don't."
20 hours ago
Topic:
Guided Reading 2nd edition

Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 497
Lisa K wrote:
As I am reading through the Guiding Reading text, there are several references to forms, etc. that are pictured in the book, that say "found also in Online Resources". I have looked for the Responsive Teaching During Oral Reading Form as well as the Planning for Guided Reading Lessons and Taking Observational Notes forms, but have found neither in Online Resources. Are the forms available online?

Thanks,
Lisa



Yes. You should have a product code for your Professional Learning Tool, the Guided Reading edition 2 book. Go to the Online Resources, register using that code, and you will find the resources from the book under the PLT tab.

Best wishes for success!
Debbie
20 hours ago
Topic:
Where to begin using the Literacy Continuum...

Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 497
Marcy Good wrote:
Hello,
Our district is brand new to F&P Benchmark Assessment. Now that I have completed all the assessments where do I begin using the LIteracy Continuum. Thank you!


I suggest reading the sections in the Assessment Guide and/or viewing the Professional Development videos related to using the assessments to guide instruction. It is the analysis of the assessments that is most important. What behaviors did you observe, which strategic actions are used or neglected? Which levels were instructional? Form small groups and begin instruction, starting at the instructional level, using behaviors in the Literacy Continuum that you notice are needed. This is much too involved to answer on the Discussion Board. There are webinars and professional books available to help guide you in your learning under Extend your Expertise.
Your district should provide the professional development you need. Ask your leaders for guidance.

Best wishes for success!
Debbie
20 hours ago
Topic:
Assessment and Autism

Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 497
MFink wrote:
What kinds of IEP accommodations would you recommend? I wrote the IEP and I’m a total loss. The F&P benavhmarking system penalizes them for their deficits directly related to their disability. What modifications would you suggest I add to assessment or to their IEPs. I see that this is a question that lots of people have based on the forum. With students on the spectrum making up a significant portion of students with IEPs I feel that they deserve a fair assessment and an IEP that reflects ways to make the playing field more fair but I haven’t seen any suggestions for how to do that on the forum.


Look in the Continuum for the behaviors you think your student can achieve. Write those as goals in your IEP. On the assessment score for those behaviors/goals without noting the score.

If a child cannot share their thinking or articulate their understanding then do not ask them to do that. I am not sure what your student can do or what you mean is penalizing them. If they cannot articulate understanding of what they read, it is not the assessment that is penalizing them. Why would you ask them to tell you about the text if they cannot? Your IEP should list that they will only read the text orally (but will not articulate understanding using the comprehension conversation).

How do you know when they understand? Put that in your IEP and list that as the assessment for understanding. You are correct, the Benchmark Assessment Systems were not developed for students with special needs. I do not have experience with your student and his or her needs so I cannot be very specific. What behaviors can you observe, notice, and teach? Those are the behaviors to assess and report along their continuum of literacy learning. If you can provide more specifics about how you are teaching this child, what this child can do, then I might be able to provide more specifics.

I'll keep trying to help!
Debbie
1 days ago
Topic:
Guided Reading 2nd edition

Lisa K
Lisa K
Posts: 1
As I am reading through the Guiding Reading text, there are several references to forms, etc. that are pictured in the book, that say "found also in Online Resources". I have looked for the Responsive Teaching During Oral Reading Form as well as the Planning for Guided Reading Lessons and Taking Observational Notes forms, but have found neither in Online Resources. Are the forms available online?

Thanks,
Lisa
1 days ago
Topic:
Where to begin using the Literacy Continuum...

Marcy Good
Marcy Good
Posts: 1
Hello,
Our district is brand new to F&P Benchmark Assessment. Now that I have completed all the assessments where do I begin using the LIteracy Continuum. Thank you!
1 days ago
Topic:
Assessment and Autism

MFink
MFink
Posts: 2
MFink
MFink
Posts: 2
Topic: Assessment and Autism
What kinds of IEP accommodations would you recommend? I wrote the IEP and I’m a total loss. The F&P benavhmarking system penalizes them for their deficits directly related to their disability. What modifications would you suggest I add to assessment or to their IEPs. I see that this is a question that lots of people have based on the forum. With students on the spectrum making up a significant portion of students with IEPs I feel that they deserve a fair assessment and an IEP that reflects ways to make the playing field more fair but I haven’t seen any suggestions for how to do that on the forum.
1 days ago
Topic:
Error and substitutions

Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 497
Karen Joy wrote:
Thanks for getting back to me. But unfortunately I am still confused. So if there is a word in a text that a student tries 3 times to solve and still gets it incorrect, it counts as three separate errors?


I'm sorry. No, those are attempts at the same word, not 3 different errors. The one word in the text is still being attempted 3 different times so only 1 error. The word in the text is what counts for substitutions. But if the word is missed again in the text at another time it is another error. The coding and scoring at-a-glance in your System Guide and Online Resources show examples that may help clarify this.
Debbie
1 days ago
Topic:
Error and substitutions

Karen Joy
Karen Joy
Posts: 3
Thanks for getting back to me. But unfortunately I am still confused. So if there is a word in a text that a student tries 3 times to solve and still gets it incorrect, it counts as three separate errors?
1 days ago
Topic:
Error and substitutions

Karen Joy
Karen Joy
Posts: 3
Debbie Magoulick, Fountas & Pinnell Consultant wrote:
Karen Joy wrote:
We have been using the LLI system in in our AIS/Reading lab classes. Recently a teacher asked about something that was in the system teacher editions. It contradicted what she was following from the Marie Clay book in regards to substitutions. For example: species: the student said, speckles, spices, specials. Each time an error was recorded so that makes 3 error for that one word. In the Marie Clay book it reads this way: (Page 60 An Observation Survey of Early Literacy Achievement 2013 edition) word is house: student reads it as here, h---, home. It is to be recorded as one error. We have begun our assessment period and this is critical to finding the correct level for a student in regards to his/her accuracy on the reading record. Can you clarify so I can let my teachers know? Thanks so much. Karen



The directions are the same in Fountas and Pinnell and Marie Clay's work. Each word in the text counts as a running word and are the only words that can be substituted to count as an error. Each time a student substitutes a word it counts as one error. In your first example the only word that was in the text was 'species' so only one error is counted. The 3 attempts can be analyzed separately as attempts at searching for and using or neglecting different sources of information, but only the last word is scored as an error. This follows Marie Clay's directions. Each time the word 'species' is used in the running words of the text and substituted counts as a different error. (see Coding and Scoring At-a-Glance for multiple substitutions)

Best wishes for success!
Debbie
1 days ago
Topic:
Error and substitutions

Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 497
Karen Joy wrote:
We have been using the LLI system in in our AIS/Reading lab classes. Recently a teacher asked about something that was in the system teacher editions. It contradicted what she was following from the Marie Clay book in regards to substitutions. For example: species: the student said, speckles, spices, specials. Each time an error was recorded so that makes 3 error for that one word. In the Marie Clay book it reads this way: (Page 60 An Observation Survey of Early Literacy Achievement 2013 edition) word is house: student reads it as here, h---, home. It is to be recorded as one error. We have begun our assessment period and this is critical to finding the correct level for a student in regards to his/her accuracy on the reading record. Can you clarify so I can let my teachers know? Thanks so much. Karen



The directions are the same in Fountas and Pinnell and Marie Clay's work. Each word in the text counts as a running word and are the only words that can be substituted to count as an error. Each time a student substitutes a word it counts as one error. In your first example the only word that was in the text was 'species' so only one error is counted. The 3 attempts can be analyzed separately as attempts at searching for and using or neglecting different sources of information, but only the last word is scored as an error. This follows Marie Clay's directions. Each time the word 'species' is used in the running words of the text and substituted counts as a different error. (see Coding and Scoring At-a-Glance for multiple substitutions)

Best wishes for success!
Debbie
1 days ago
Topic:
Error and substitutions

Karen Joy
Karen Joy
Posts: 3
We have been using the LLI system in in our AIS/Reading lab classes. Recently a teacher asked about something that was in the system teacher editions. It contradicted what she was following from the Marie Clay book in regards to substitutions. For example: species: the student said, speckles, spices, specials. Each time an error was recorded so that makes 3 error for that one word. In the Marie Clay book it reads this way: (Page 60 An Observation Survey of Early Literacy Achievement 2013 edition) word is house: student reads it as here, h---, home. It is to be recorded as one error. We have begun our assessment period and this is critical to finding the correct level for a student in regards to his/her accuracy on the reading record. Can you clarify so I can let my teachers know? Thanks so much. Karen
1 days ago
Topic:
Assessment and Autism

Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 497
MFink wrote:
I work specifically with students in special education. While I see the value of guided reading for all my students I’m struggling to accept the low scores on anything other than the within the text questions. It seems unfair to assess my students on the spectrum on their ability to relate stories to their own lives or their ability to take on the perspective of a given author. These deficits are directly related to their disability. Any one have any ideas about a more fair way to assess them that isn’t penalizing them for their disability or pushing them to levels they should not be on?


When you are working with students following an IEP you need to use the modifications stated in the IEP for instructions and assessment. The comprehension conversations are not designed to punish anyone but to provide information about how well the student understood what was read, and make decisions about where the instruction needs to go next (using the Literacy Continuum goals). If the IEP selects the goals that are appropriate for a student then teach to and assess those goals.
Best wishes for success!
Debbie
1 days ago
Topic:
comprehension

Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 497
rechellea wrote:
Thanks Debbie for responding; however, perhaps my question was unclear. For clarity, my question is: when administering the benchmark, AFTER the student has completed a cold-read and the running record has been taken, can the student reread the text silently before the comprehension assessment? It’s my understanding that they are allowed to use their book (if student initiated) during the comprehension section. So would it be permissible to silently reread the book before engaging in the comprehension section?


No. The directions are that the child stops the oral reading at the black square and finishes reading silently before you engage in the conversation. These assessments are used to determine what the child can do without instruction to help guide our placement for instruction. Rereading the text to improve comprehension is an instructional procedure.

Thanks for clarifying your question. I hope I have clarified the response.

Debbie
1 days ago
Topic:
Scoring Within, Beyond, and About the Text

Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 497
Elle116 wrote:
Debbie Magoulick, Fountas & Pinnell Consultant wrote:
Elle116 wrote:
While the student is reading and they get a word wrong, can they be given the word?


No, do not give a Told just because the student has substituted a word. The directions for coding and scoring Reading Records can be found in your System Guides (BAS or LLI) and in the Online Resources. The Tutorial videos in the Online Resources explain the standards for giving Tolds with clear examples.

Even in lessons you would provide instruction through prompting rather than a Told for most words.

Best wishes for success.
Debbie



Thank you Debbie

Please help me and tell me on which page that is stated in the Systems Guide. Thank you


Which system do you have? -Debbie
1 days ago
Topic:
Scoring Within, Beyond, and About the Text

Elle116
Elle116
Posts: 3
Debbie Magoulick, Fountas & Pinnell Consultant wrote:
Elle116 wrote:
While the student is reading and they get a word wrong, can they be given the word?


No, do not give a Told just because the student has substituted a word. The directions for coding and scoring Reading Records can be found in your System Guides (BAS or LLI) and in the Online Resources. The Tutorial videos in the Online Resources explain the standards for giving Tolds with clear examples.

Even in lessons you would provide instruction through prompting rather than a Told for most words.

Best wishes for success.
Debbie



Thank you Debbie
Please help me and tell me on which page that is stated in the Systems Guide. Thank you
1 days ago
Topic:
Scoring Within, Beyond, and About the Text

Elle116
Elle116
Posts: 3
Debbie Magoulick, Fountas & Pinnell Consultant wrote:
Elle116 wrote:
While the student is reading and they get a word wrong, can they be given the word?


No, do not give a Told just because the student has substituted a word. The directions for coding and scoring Reading Records can be found in your System Guides (BAS or LLI) and in the Online Resources. The Tutorial videos in the Online Resources explain the standards for giving Tolds with clear examples.

Even in lessons you would provide instruction through prompting rather than a Told for most words.

Best wishes for success.
Debbie




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