Fountas and Pinnell wiki
Follow the live link to Fountas & Pinnell.
Fountas and Pinnell Systems 1 & 2 purchasing information and to order more folders.
Wondering how to enhance students comprehnsion WITHIN, ABOUT, and BEYOND the text after you have assessed your students? Open the following link to see what reading strategies to use when students struggle with the three comprehension aspects: about, within, and beyond text.
Fountas and Pinnell Benchmark Assessment System
It is very important to remeber that the Fountas and Pinnell Benchmark Assessment System is a standardized assessment. Knowing that it is a standardized assessment, that means there are some things we all must do to ensure consistency across the division and grades:
1 . We need to ensure we are all assessing during the dates outlined for each grade during both the fall and the spring assessment periods. This allows for consistency throughout the division and and allows validity in the data collected. We use Fountas and Pinnell as the chosen assessment instrument that provides data on student growth, it is a valid and reliable assessment tool.
2. We need to ensure that we are following the plan outlined in the assessment. This means that as assessors, we should be alternating between fiction and nofiction selections as the student progresses through the levels.
3. Grade 3, 4, and 5 teachers must all be conducting their own assessments.
4. It is important to remember that we need to review the student’s file prior to the assessment to ensure we are assessing a text that has not been read. In order to gain a fair assesssment, the reading must be “cold”. This means that the child has not seen the text before.
5. Review the student’s file to see how their individual growth has progressed. If you notice there is little (or no) movement, then plan for additional support for this student. What is your response to intervention? Individual goal setting for these cases are important, decide what instruction you now need to provide for that child so growth will be evident.
6. To help the transition between teachers, it is a wise idea to ensure that record forms are included in the F&P folders. The assessing teacher needs to be able to know what texts the student read in previous assessments.
7. Remember the comprehension conversation should resemble (as close as possible) a conversation and not resemble a series of questions/answers to be checked off. Prompts are just that, prompts. It is crucial that as an assessor you know the Key Understandings for Within, About, and Beyond the text compresnsion sections. Do not paraphrase what a student is telling you, you can encourage them to ‘tell you more’ . Paraphrasing are your words and ideas, not the students.
8. If you have any questions, or need help, please do not hesitate to contact the Literacy Coaches. We are stronger together.
