Heinemann Introduces The Fountas & Pinnell Benchmark .
Heinemann introduces theFountas & Pinnell BenchmarkAssessment SystemTeachers’ Most Reliable Resource for:At thePark Placing Students on the Fountas and PinnellA–Z Text Gradient Assessing and Understanding Students’Reading Performance Connecting Assessment to Instruction.ARW 24E3Bedtime forNickThis boyRead to is telling all thefind outhingst whathe says he can do ats and Pinthe parkhe cannel l Bendo. Pochm arkint unde with his dad.Ass ess mer eachnt Sys temword as1youFou ntaby Steve OreatÞd.illustranoskited byRen King MorenoA V A I L A B L E J U LY 2 0 0 7GRW 215E 23Nick wentRead to to bed but somfind out how his ething wasmissingmom tries and Pin, and hed to henel l Bencould nolp himchm arkt go tofind ouAss ess mesleep.t whatnt Sys temwas mi1ssing.T he ElectionbyFou ntaRoy W. S orrelsRRW 212E 23Jill wasrunwhen she ning for class pregave her campa sident. Readtoign spees and Pinch in the find out whatnel l Benhappenchm arkauditoriAss ess meedum.nt SysFou ntatem 2YRW 190E 20The Internationin orbital Spaceabin the fut ove Earth. Re Station is a giganad to leaure.rn abou tic laborator yt the ISSbes and Pinand ho ing assemblenel l Benw it madchm arky be useAss ess mednt Sys temFou nta2
A NEW Benchmark in Assessment—Assessment Linked to InstructionIn 1996, Irene Fountas and Gay Su Pinnell revolutionized classroom teaching with theirsystematic approach to small-group reading instruction as described in their groundbreakingtext, Guided Reading. Over the years Fountas and Pinnell have brought their systematic,critical sensibility to all areas of classroom practice through publications like Guiding Readersand Writers and Teaching for Comprehending and Fluency. Teachers worldwide recognizein these publications the authors’ deep understanding of classroom realities and their respectfor the challenges facing teachers.With the all-new Fountas & Pinnell Benchmark Assessment System,the authors respond to the demands teachers and administratorshave expressed over the years. Specifically, Fountas and Pinnell: Recognized the need for a comprehensive assessment systemthat is intimately and gracefully linked to classroom instruction Recognized the absence of a reliable and specific system formatching students’ instructional and independent reading abilitiesto the comprehensive Fountas and Pinnell A–Z text gradient Recognized that existing systems for assessing reading lackedthe kind of detailed and quantifiable assessment of readingcomprehension that is crucial to truly understanding children Recognized that this essential piece was missing from theirsystematic support for literacy instruction.Developed by the authors in response to these demands, theFountas & Pinnell Benchmark Assessment System is every bit asrevolutionary as Guided Reading was in 1996 and reflectsthe same exquisite quality and attention to critical aspects ofteaching and learning. Specific features of the Fountas & PinnellBenchmark Assessment System enable you to: Determine your students’ independent and instructionalreading levels Group students for reading instruction Select texts that will be productive for a student’s instruction Assess the outcomes of teaching Assess a new student’s reading level for independentreading and instruction Identify students who need intervention and extra help Document student progress across a school year andacross grade levels Create class profiles Inform parent conferences.Text GradientFountas & PinnellGrade LevelLEVELSGOALSABCDEFBenchmark GSystem 1Levels A–N HIJKL LMMN NOPQRBenchmarkSystem 2SLevels L–ZTUVWXYZKindergartenGrade OneGrade TwoGrade ThreeGrade FourGrade FiveGrade SixGrades Seven,Eight
The Fountas & PinnellBenchmark Assessment SystemEngaging and Informative Benchmark Books 58 newly created high-quality books have been written expressly for the purposesof literacy assessment along the Fountas and Pinnell text gradient A–Z. Each book was developed under the careful direction and supervision of Fountas andPinnell according to their strict leveling protocols. To further ensure proper leveling, Fountas and Pinnell asked a team of experiencedclassroom teachers to vet each book, and Heinemann conducted a formal field studyof the leveling that involved a broad spectrum of students across the U.S.Sensitive and Reliable Assessment Data Recording Forms guide teachers through an assessment protocol that reveals a wealthof information about the reader, including the reader’s accuracy and self-corrections,comprehension, and fluency. An innovative Comprehension Conversation is part of the assessment protocol atevery level and provides details about a reader’s thinking within and beyond the text atlevels A–K; and within, beyond, and about the text at levels J–Z. Optional assessments allow teachers to gather further details when necessary to moreprecisely pinpoint a reader’s needs.Linked to Teaching to Inform Instructional Decision Making The Fountas & Pinnell Benchmark Assessment System includes a copy of Fountas andPinnell’s A Continuum of Literacy Learning. This tool helps teachers link the resultsof the assessment to their teaching to ensure students’ growth as learners.PLUS Practical Technology Resources User-friendly CDs and the new F&P Calculator/Stopwatch provide teachers with timesaving options for printing out forms, managing student data, and calculating scores. The Professional Development DVD presents video models of teachers implementingthe assessment, opportunities for coding and scoring practice, and data-analysisdiscussions.1 800 225 5800www.FountasAndPinnellBenchmarkAssessment.com
58 Benchmark BooksThe 58 newly created Benchmark Books are thecenterpiece of the Fountas & Pinnell BenchmarkAssessment System. These books, written expresslyfor assessment, provide the material for the student’soral and silent reading from which the teacher canobserve many dimensions of reading behavior.They each reflect the specific characteristics of thedesignated level as outlined in Leveled Books, K–8:Matching Texts to Readers for Effective Teaching(Fountas and Pinnell, 2006).Variety of fictionVariety of nonfictionThe fiction and nonfiction books were all writtenand edited under the leadership of Fountas andPinnell to conform to the designated Fountas andPinnell level. Realistic fiction Simple factual texts Simple animal fantasy Biography Historical fiction Informational textson science and socialstudies topicsFountas & Pinnell Benchmark Assessment System 1Levels A–NDog St o r ie s28 books (14 fiction and 14 nonfiction)by Donna Laillustrathamted byDianePatersonEach book, written by the highest quality authors and illustrators, is 16 pages.LevelingSurpris lAnimaSensesiaby IndKRW 266E 28essm entSyst emand PinnRubyell BencmFr o B i r dt taonn DobeckrupinskiseNarya K1byillustrateABest FriendsAt the ParkBMy Little DogPlayingCSocksShoppingDThe Nice Little HouseOur Teacher, Mr. BrownEThe Loose ToothThe ZooFAnna’s New GlassesFrom Nest to BirdGBedtime for NickBubblesHThe Sleepover PartyTrucksIThe Best CatAll About KoalasJOur New NeighborsMore Than a PetMretty Lod bOu rNew Nei gh boEdwin’s HaircutrsKse layreen shd th take cas anes tograsand she docksatth stit whst wi find oua netoakes Readm1msteBird e nest. s.t Syhersm enMot gs in th by birdAs seseghm arkher r new baBe ncne llof heRWnt Syste m165E 18Fo untas anKoalas1Cipriano Dby JeriThe Big SnowRW 129E 14GFou ntaby Lucinda Georgeillustrated by Betsy DayBESystem 1RW 224E 24Bubbles areall differen filled with airt kinds ofliks andbubb e balloPin nelonles anl Bend ho s. Read tochm arkw theAss essy are find outaboume ntmadetSys tem.RW 152E 16RW 55J6My Lit tle DogThis girl has alittle dog. Readto find out alldog likes to dothe things herwith her. Pointlittleunder each wordas you read.BenchmFountas and PinnellThe Best CatBen’s family andthe other familienew neighbors.sIn the note their on the street got a note fromtheir surprisenew neighborstheirhorses. Readinvited themto find out whatto seekind of horsesFountas and Pinnellthey were.Benchm ark Assessmark Assessm entSystem 1photogby Candice Ransomillustrated by Diane Palmiscianoent System 1r N ic kBe dt im e foguezTheLoose ToothDobeckby MaryannAt the ParkRodriExploring CavesTr uc ksIn this story,each animal wenthouse!” Readinto a little houseto find out whathappened when and said, “What a nice littleFountas and Pinnellall the animals went in.Benchm ark AssessmenttinalesThe Life of a Monarch ButterflyAboutAllChrised.11The Thing About NathanNSyst emBubbbyGiants of the SeaMichael Shannonillustrated byJohn Bendall-BrunelloMd PinDiane:All notes to youart thableedsare inL ase tAprPleyelhasread1/4makeil wasinch ble low boxes. Pleing a booe adogOn cov writletterase macolk aboedtolarerut aonwrithervisike surepledogalle aasesides.blefavoboobriwhoriteonallE 28k aborescuedautallngutgirhorillustraGol, Julil comFoun tasden Boya tion of a man. Shepletelyand Pinn. Readwit Reed. sShedogtedwanell Bencto hin. the decided tofindfrahma rkoutmeauthorwhaAsse ssme. t happentontSurprising Animal Sensesith ZorfassThe Nice Lit tle Dog Stories illustratbyed Judby CapucineMazilleHousebyLFNonfictionRW 267alwaysdo notsenses e animalsanimalhow somses. Butfind oute five senple hav work. Read tos and peosesr.Animal people’s senand hea1emSystwork like taste, smell,ntch,Asse ssmesee, touhma rkFoun tasFictionPlayingShoppinnoskiby Steve OtÞenoRen King Morillustrated byHRW 1881IRW 213E 23essm entSyst emkd this booia. ReaAustral ut their babies.calledaboa country they eat andtt live inals thalive, whaare anim how koalas1Koalasutnt Syst emn all aboAsse ssmeto learhma rkFoun tasand PinnARW 241E3E 20toant jobs. Readand they do import jobs they do.kinds of trucksand theThere are manykinds of trucksthe differentfind out aboutSystem 1Fountas and PinnellBenchm ark AssessmERW 198E 21Kate had a loose tooth, and she tried lots of things to make it comeout. Read to find out what happened to Kate’s loose tooth.Fountas and Pinnell Benchmark Assessment System 1entdad.park with hisas you read.he can do at theall the thingsunder each wordThis boy is tellinghe can do. Pointwhat he saysRead to find outent System 1Fountas and PinnellBenchm ark Assessmell BencC1GRW 2151E 23not go to sleep., and he could.ing was missing find out what was missingbed but somethhimNick went totried to helphow his momRead to find outent System 1Fountas and PinnellBenchm ark AssessmIRW 263E 28A boy named Spencer went to a farm to pick out a cat, but he had troublefinding the best cat. Read to find out if Spencer found the best cat for him.Fountas and Pinnell Benchmark Assessment System 1BRW 56E7In this book, a girl is playing with lots of different things. Read about all thethings she likes to play with. Point under each word as you read.Fountas and Pinnell Benchmark Assessment System 1RW 96E 11gby Sarah Anrapheddrewsby Ken OÕDonoghuA boy ishelpingto seewhat the his mother shoboy getps for his for food in theand Pinnmom andmarell Bencwhat she ket. Readhma rkAsse ssmegets fornt SysthimFoun tasem 1.e
Fountas & PinnellBubblesA to ZBenchmark Assessment Systemby Christina RodriguezEach book is clearly labeled:1 Level2 Book Introduction3 Running Words for theReading Record4 Number of ErrorsISBN-13: 978-0-325-01169-1ISBN-10: 0-325-01169-95 Total Running Wordswww.heinemann.com16 GenreG3RW 152E 16426GBubbles are filled with air like balloons. Read to find out aboutall different kinds of bubbles and how they are made.NonfictionFountas and Pinnell Benchmark Assessment System 15Total Running Words 152Fountas and Pinnell Benchmark Assessment System 1Fountas & Pinnell Benchmark Assessment System 2Levels L–Z30 books (15 fiction and 15 nonfiction)by KatharineHerengerEach book, written by the highest quality authors and illustrators, is 4 pages.LevelFictionNonfictionakesEarthqugere Herenrinby KathaLErnie LearnsHang On, Baby MonkeyMSaving UpCity HawksNVanessa’s ButterflyDogs at WorkOThe New GirlSnake MythsPPlenty of PetsAnimal InstinctsQA Secret HomeNot Too Cold for a Polar BearRThe ElectionFishing SmartsSCould Be WorseAmazing Animal AdaptationsTGet a Horse!Why Do Wolves Howl?OURW 222E 24sess ment Syst em2hqusure eart.s to meastudy way have learnedntists who t scientistsare scieout whaogists2Seismol ses. Read to findSyst emssme ntrk Assetheir cauBenc hmaakes andoldoo CNot T olar BearPaoltonforty CFoun tasand Pinnellitby KUto finReadment.vironir encold.2t to the ve theSys temrviadapme ntals subearsAss essPolar sting animchm arkinterenel l BenQRW 242E 26sm entt howtheseee WorsCould ShBaron FearFou nta2Sys temd ous andCanyon MysteryTsunamis: Mighty Ocean WavesObituary: Coretta Scott King 1927–2006XA Weighty DecisionSaying GoodbyeZSurviving the BlitzBy Sarah WolbachAThe Train at the Top of the WorldSRW 223E 24Animals intheythe raibeadap have to n forestt to thehelprely ontheir environ m survi adaptations andve. RementsPin nelad to s—ways.l Benfindthechm arkout ho y lookAss essorw theme ntse an waysSys temimals2In this essay,Sarah writesto the editorproposal. Readof the newspato find out theper to make aproblem shewants to solve.Xent System 2RW 219Read toE 24em 22LRW 198E 21very hard to loseBrody was tryinged.what happenRead to find outFountas and PinnellBenchm ark AssessmE 23weight so hecould win at wrestlito find outnt ways. Readin many differeblind peopleimportant jobs.Guide dogs helpthey do manytrained and howhow they are2Fountas and PinnellBenchm ark Assessmng.MRW 206E 10The Internetis a network ofRW 207networabout its historyand how it works. ks for communication. ReadEto learn 22Fountas and Pinnellent SystemBenchm ark AssessmPale Maleapartm is a red-tailedent building in hawk. He madNew Yorkeaand PinnCity. Rea nest on the ledgell Bencd to findehma rkAsse ssmeout wha of annt Systt happenemFoun tasent System 22YA baby monkey is born andhangs on to hishow the othermother’s back.monkeys helpRead to find outthe mother carefor her newborn monkey.Benchm ark AssessmentLFountas and PinnellSystem 2RW 215em 21 800 225 5800eent System 2XNRW 215awksby Maryann Dobeckby Moira GlassfindellCit y Hby George Capaccioem 2a job.Saying GoodbyTsunamis:Mighty Ocean Wavesaby Joanna KorbBenchm ark AssessmE 23find outhim. Read toErnie to obeyto train his puppy to teach Ernie.Brett was tryingtryingms Brett hadabout the probleent System 2Fountasark Assessmand Pinnell BenchmLongoThe International Space Stationby Monkey Ernie LearnsFountas and PinnellTibet.mby Donna Lathaby George CapaccioVand Pinn2onWeighty DecisiDogs at WorkE 22AmazingAdap Animaltationsby D.M.The InterneteThe Internet:Getting ConnectedRW 209Foun tasSyst emFou ntaby Donna Lathamt Syst emssme ntPinng to findwas tryidad, whowith his .dadd in a van2Ray live Ray helped hisSyst emssme ntrk Asseout howBenc hmaFoun tasA Call for ChangeYneat fiveBowdishThe Beijing-LhaRead tosalearn abo Railroad runs throughut its prothe moublemsand Pinnand itsntainsell Bencbeauty.of Chinahma rkandAsseE 25How I Spent My Summer VacationHang On, Basess menZRW 229Earthquakesanby Luka BermRW 225E 24tem 2VbySFou ntaWA Call for ChangT he Train at the Topof theWorldPeoplemyths tell storiepeops,le tel or mythsl and,s andlearn about snPin nelakaboul Bent one es. Readchm arktoof theAss esstruths find oume ntbyt abLy.SysouRW 217E 23VRW 217E 23RW 214Ari Afrizal survived a tsunami in 2004. Read to learn about these powerfuland treacherous waves.E 23Luis is grieving about the deathfeelings of griefofand how he coped his best friend. Read to learnabout Luis’with them.Fountas and PinnellBenchm ark Assessment System 2Fountas and Pinnell Benchmark Assessment System 2www.FountasAndPinnellBenchmarkAssessment.comed.
Recording FormBecause what we choose to record is an indication ofwhat we value, each book is accompanied by aneasy-to-use Recording Form that captures the factorsresearch shows most contribute to reading successfor students: accuracy, fluency, and comprehension.AccuracyRateTeachers use the form to record:M MR 789 456 123MCM C1 0 7%98%99%100%Self-CorrectionRatio(E SC) SC 1: Accuracy Rate Self-Correction RatioMore Than a Pett Level J NonfictionErrors 28 orFluency Score0123Scoring Key Fluency Score0Primarily wordby word; does notreflect meaninginappropriate stresful syntax; no stress; monotone voices on words or; no phrasing; slowPrimarily in two.word phrases withsome three- orby word; somefour-word grouawkward representapings and sometion of syntax; almosome inappropriatewordst no stress onstress; mostly monwords and/orotone voice; slow2 Primarily inalmost all of thethree- or four-wordtime.phrase groups withpreservation ofsome smaller grouauthor’s syntax;littlepingor no expressivs,stress on words;e interpretation;combination ofmostly appropriaslow reading andte3 Primarily ingood pace.large, meaningfulphrase groups;appropriate strespreservations on words in almost all reading; smoo of author’s syntax;interpretation; apprth delivery withopriate pace withsome expressivonly a few slowedowns.1 Oral Reading Rate Comprehension Score fictiont Level J NonMore Than a PetStudentTeacherPart One: OralGradeMRM M MC21 654 987 C3 d the titlethe student. Reamin. 9 56 123M Reading RateEnd TimeStart Time DateSchoolTotal TimeTotal Seconds(263 60) TotaReadingStart TimeMR 84C1 0min.sec.min.min.sec.l Seconds sec.Words Per Minute.and introductionservicefeel better andin front ofdogs help peoplePlace the bookpeople. Therapywhat they do.mation Usedpets. They can helpkinds of dogs andSources of Inforthantwoeemorthesbeutabocansto find outIntroduction: DogSCdo things. ReadEdogs help peopleE SCS VM S V MLevel J, RW: 263More Than a PetPageM 7MCa Pett Level J Nonfictionsec.1 0: Oral Readingan yo neDo yo u kn owdo g?tpewh o ha s aTextE SCce do gs gotoily.in yo ur famESCM S V MS Vec ial sch ool wh ereod pe ts.Do gs are goare tra ine dlp the ir owne rs.ll Portsmouth,sh e ca n’t seewe ll.am e to liv ewi th Lil ye wa s a pupp y.SubtotalNH: Heinemannbe photocopied. This page mayLil y we re traine d tog ether. This page maybe photocopieal an d Lil yd.1NH: Heinemannhe r all thetim e.on to Ro yal’s ha rne ssem 1ark Assessment Systl or on thetra in.BenchmFountas & Pinnellll Portsmouth,Gay Su Pinneed s he lpes su re it’ssaf eGay Su PinneC. Fountas andis a se rvi cedo gelp s Lil y, hisow ne r.for Lil y towa lk.M MR 789 456 123MCM C1 0 End TimeHave the student4min.finish reading thesec.book silently.C. Fountas and 2008 by Irenen pe ts.are mo re thaSo me do gsec ial job s.spdoof do gsTw o kin dsl be tte rfeeleke pe opDo gs tha t magsDo.gsrap y doare ca lle d thedo gs .cervica lle d setha t wo rk areSources of Information Usedha ve a do gMa yb e yo u3Recording FormcontinuedSubtotal 2008 by Irene2TotalsFountas & PinnellBenchmark Assessment System 1
Following the reading of each book, students areinvited to engage in a Comprehension Conversationabout the text. Each recording form is provided withkey understandings and prompts for all three kinds ofthinking that students engage in as they process text.The Comprehension Conversation that completes theassessment protocol provides prompts to elicit keyunderstandings for all three kinds of thinking:For further information on a student’s comprehensionof the text, an optional writing/drawing promptappears with each Recording Form. Additionalsummary pages will assist teachers in documentingthe progress of individual students and theentire class. Thinking Within the Textgetting the literal meaning by processingwords and stated ideasMore Than a Pet Level J NonfictionStudentRecording Form Thinking Beyond the Textgetting the implied meaning andsynthesizing informationWrite about thrDateee ways dogshelp people. You can draw apicture to gowit h your writing. Thinking About the Textresponding to the author’s craft, level Jand abovePart Two: CompMore Than a Pett Level J Nonfictionrehension Conversation continuedKey UnderstandingsAbout the TextRecording Formfiction Level J None any additionalersationd.out Ret pagContinued on nexn about therapyn about servWhat did you learWhat else did youof dogs?12ading (optional)writing/drawingprompt on thenext page to thestudent to completstudent. Specifye the task. (Seethe amountAssessment Guide for more information.)3dogs?/10Scoring Key0 Reflects no understanding of thetext.1 Reflects limited understandingof the text.2 Reflects partial understandingof the text.3 Reflects complete understandingof the text.ice dogs?learn about theTotal Score: 2008 by IreneWhat did you lear0/1ll Portsmouth,hree: Writing Abs of dogs that you/9ings:two kindsn abouttion did you learWhat new informaread this book?dogs when youto be sok dogs are ableWhy do you thinhelpful?ortantk dogs are so impWhy do you thinto people?0123be photocopied.8Fountas & PinnellBenchmark Assessment System 1NH: Heinemanntion).of new informa(gives examplesinto help peoplee they can learnausbecrtsmaDogs must be).people train themdifferent ways (ore things tocan do a lot morpets and they alsoDogs are goodhelp people.gs:al understandinNote any additionI didn’t know thatSubtotal Score:itional understandll Portsmouth,Gay Su PinnetBeyond the TexAdd 1 for any addScoreC. Fountas ands helppeople. Some dogs of dogs that helpmay not useThere are two kinds work. (May orer and some dogbettfeelplepeoand service.)the terms therapyexamplesways. (Gives 2-3in many differenttheir owners; theyDogs help peopleple up; they helppeoerowners).cherstheidogsuch as:get things forer is safe; theymake sure the owngs:al understandinNote any additionensionSatisfactory ComprehensionUnsatisfactory ComprehensionNH: Heinemann0–6Understandingstwo kindWhat were theread about?e.Fountas & Pinnellenchmark Assessment System 1ssment System 1Benchmark Asse61 800 225 58003be photocopieScoring Guide8-10 ExcellentCompreh7 2008 by IreneKey2. This page may0PromptsWithin the Textunderstandings:not respond ortext. Either doesrstanding of theReflects no unde.factstalks off the topicMentions a fewding of the text.rstanundeedlimitmation or ideasimportant infor1 Reflects verynot express thertantor ideas but doesimpodesIncluthe text.s.dingunderstanding ofrstanalpartiundects2 Reflects other keyideas but negleinformation anddes almost allof the text. Inclullent understanding3 Reflects exceideas.mation and mainimportant inforScoring Key1Gay Su PinneingsKey Understandent, noting thediscussion ofation with the studded to stimulateHave a conversPrompts as neeof alleUseences.evidressforexprethe students not express. Scober inthe student doe. Circle the numunderstandingswithout a promptonstrated.ressed—with ordemexpingingsandanderstunderstlevel of undthectsreflethatthe score columnk.learned in this booabout what youTeacher: Talk0C. Fountas andrehension ConvPart Two: CompScoreHow did the writer organize theinformationabout the dogsin this book?How does the writer help you findinformation in thebook about howdogshelp people?. This page mayMore Than a PetPromptshe writer told about one kind of dogthat helps peopleen about anotherandkind.u can look at thetitles to help youfind out about theferent kinds .com7
Optional AssessmentsVowel ClustersYou Nee d If the childrolshows good contof vowel hytrainwoodhairtierpoorsailrainFountas & Pinnellm2rk Assessment SysteBenchmaoeierealyooyebraidleansoapeer Fountas &ierPinneearourairoorll Benchmark Assesoarsment System 2trainseenspeak7goatsheetsroadf loat Early Literacy Behaviorsrdheatopied.oaowew High-Frequency Word List Phonological Awareness: Initial Sounds4Fountas & Pinnell Benchmark Assessment System 2 Phonological Awareness: Blending Words Phonological Awareness: Segmenting WordsVocabulary Assessments Phonological Awareness: Rhyming Concept Words—Number Phonics: Word Writing Concept Words—Color Phonics: Writing Picture Names Concept Words in Isolation Phonics: Phonograms Concept Words in Sentences Phonics: Consonant Blends Synonyms Phonics: Vowel Clusters Antonyms Word Structure: Suffixes Homophones Word Structure: Prefixes Homographs Word Structure: CompoundsVocabulary in Context: Children use context tocorrectly identify the meaning of three wordsfrom each leveled Benchmark book. Word Structure: One- and Two-Syllable Words Word Structure: Syllables in Longer Words Phonics/Word Structure:Grades 1–8 Features Word Readingd.of this section).neatmay be photocbe photocopied.eaoumainawsent one sounndividual RecosweetboatayaiAssessment—Ipeelann. This r and repreuded at the endbeanouth, NH: HeinemThis page may Letter Recognition: Uppercaseand Lowercase NamingsealPinnell PortsmNH: Heinemann.Phonics/Word StructurecareerRead the Words: List 1 yourC. Fountas andGay Sul Portsmouth,Gay Su PinnelWhere-to-Start Word TestboarairVowel Clusters WordList 1 2008 by IreneC. Fountas andReading Interviewpearlseal 2008 by IreneAssessments include:VowelClusterPhonicsls that appear1, 2 and 3 (inclu Children needto learn variousvowel combinawords. This knowtions that oftenledge will helpappear togetherthem build the“look” rather thanincapacity to remerelying only onmber how thethe sound. Knowvowel cluster willworksing several examhelp children narroples for eachw down the optiotwo or more possns when theyible spelling forHow to Useare consideringaword.Itu Begin by reviewing the list ofwords found onthat is most apprthe individualopriate for yourrecord. Selectgroup of childthe listcombinationsren. List 1 cont(ee, ea, ai, oa)ains simple vowethat children mayexperience groulhave learned inp, you may wansecond grade.t to begin withfind the tasksFor anList 2, going onvery easy.to List 3 if thechildrenu Have childrenread the list individually. RecordRecord by chectheir responseking the wordss on the Individuaread accuratelly and recordingu It is not necesubstitutions.ssary for the childto produce 100consider the princ% accuracy ofiple learned ifall vowel combinathere is a highprovide a lessotions;level of accuracy.n on every voweYou will not needl combination.quite a few comtoIf the childrenbinations, theyknow the princwill learn moreiple andfrom reading andwriting.Wh at to Notice u Number of words withvowel clustersthe child can readu Number of.words with vowel clusters for whicrepresentationh the child canof the cluster.provide accurateu Particular vowel clusters the childcontrols in reading. If the childrolshows good contof vowel clusterpourawfulwords with voweWh y Use ItList 3 If the childrolshows good contof vowel clusterVowelClusterChildren readu Vowel ClusterListsu Vowel ClustersList 2List 1Des crip tionPhonicsPhonics 2008 by Irene C. Fountas and Gay Su Pinnell Portsmouth, NH: Heinemann. This page may be photocopied.Fountas and Pinnell realize that individual school systems maychoose to assess specific aspects of children’s reading in moredetail so they’ve provided additional tools.All the optional assessmentscan be found in both theAssessment Forms Bookual Recordessment IndividVowel Clusters Assand the AssessmentForms CD–ROM. Level A–Z Fiction Level A–Z Nonfiction3
A Continuum:Teachers’ Link to InstructionWhere other assessment and benchmark systems leave you wondering “Now what?”Fountas and Pinnell have provided a link from assessment to instruction via provenclassroom practices such as guided reading and read aloud.Included in each Fountas & Pinnell Benchmark Assessment System is A Continuumof Literacy Learning: A Guide to Teaching (Fountas and Pinnell, 2007).This book contains seven continua. Each continuum focuses on an area of the languagearts curriculum. Six continua provide grade level expectations and are designed forplanning group instruction. The seventh, the Guided Reading continuum, is organizedby Fountas and Pinnell level from A to Z and correlates directly with the Fountas andPinnell Benchmark Assessment System levels.The continua provide specific descriptions of the texts that studentsread, listen to, write, and perform. In addition, each continuum listsspecific behaviors and understandings that are required at eachlevel for students to demonstrate thinking within, beyond, andabout the text. These behaviors and understandings describewhat students will be expected to do in order to effectively readand understand the text.Level PGuided ReadingAt Level P.A Continuum of Literacy LearningGenre/FormGENRES:Level PShared and Performance ReadingGrades K–8(Levels A–Z)Behaviors and Understandings to Notice, Teach,####sound and connect to first letterSay word and predict first letter beforelocating itUse knowledgeof language syntax as a source ofon the accuracyinformation to checkof readingUse word by wordmatching to self-monitor/self-correctUse known words.to self-monitor andself-correct.Searching forand Using Information# Search for anduse informationin picturesSearch for information in the print# Reread to search for information# Search for informationin the print# Useoral language incombination withpointingmatching voice towordsMaintainingFluencyShow some evidence of putting wordstogether in twoword phrases whileor three threepointingSearch for and useinformation in picturesSearch for information in the print# Reread to search for information# Search for informationin the print# Useoral language incombination withon the page (indicapointing-matching voice to wordsted by crisp pointing)# Reread to search for information# Search for informationin the print##Adjusting####Slow down to problem solve words andresume readingLocate familiar, easywith momentumhigh frequency wordsword.by noticing anything about theSay word to hearfirst sound and connect to first letter# Sayword and predict first letter beforelocating it# Search for informationin the print# Reread to search for information# Search f
Total Running Words152 Fountas and Pinnell Benchmark Assessment System 1 Nonfiction Benchmark Assessment System Fountas & Pinnell A to Z Fountas and Pinnell Benchmark Assessment System 1 Bubbles are filled with air like balloons. Read to find out about RW152 all different kinds of bubbles
The Art of Teaching Reading by Lucy Calkins (Ch. 10) Guided Reading by Fountas and Pinnell Prompting Guide: A Tool For Literacy Teachers by Fountas and Pinnell Guiding Reading and Writers 3-6 by Fountas and Pinnell Continuum of Literacy Learning by Fountas and Pinnell On Solid Ground Strate
Fountas and Pinnell Benchmark Assessment Online Data Management System, Fountas and Pinnell Leveled Literacy Intervention Online Data Management System, & Fountas and Pinnell Classroom Online Data Management System PLEASE READ THIS PRIVACY POLICY CAREFU
The Fountas& Pinnell Irene C. Fountas Gay Su Pinnell A Tool for Assessment, Planning, and Teaching Continuum Literacy HEINEMANN Portsmouth, NH Expanded EDITION. CONTENTS Heinemann 361 Hanover Street Portsmouth, NH 03801-3912
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .
Recommended Reading for Fountas and Pinnell Guided Reading Compiled by RCS Media Specialists When connected to the internet, click on an underlined title to search the RHPL catalog. *Highly Recommended Titles Source: Follett Library Resources, Fountas and Pinnell Guided Reading
With more than 25 years of literacy leadership, the extensive work of Irene Fountas and Gay Su Pinnell has coalesced into Fountas & Pinnell Classroom —a first-of-its-kind, cohesive system for high-quality, classroom-based literacy instruction centered on a powerful principle: what we teach, we value; and what we value, we teach.
2.1 ASTM Standards: 2 E 178 Practice for Dealing with Outlying Observations E 867 Terminology Relating to Vehicle-Pavement Systems E 1364 Test Method for Measuring Road Roughness by Static Level Method F 457 Test Method for Speed and Distance Calibration of a Fifth Wheel Equipped with Either Analog or Digital Instrumentation 3. Terminology 3.1 Definitions: 3.1.1 aliasing—in the context of .
