18. It identifies texts that will be productive for a student’s instruction. It allows teachers to set individual goals, group goals and/or whole class goals.
19.
20. SST’s or EA’s may give you time to assess with them helping with the rest of the class.
42. If you have recorded an easy or independent level text for the reader, then continue the assessment with increasingly more difficult books (higher levels). You want to find the Benchmark Instructional Level.
49. You want to find the Benchmark Instructional Level. This is the level the student can read with 95% - 97% accuracy and EXCELLENT or SATISFACTORY comprehension.
58. The teacher reads the standardized introduction to the reader. (Tested to give the reader a start on the book and to ensure that each child tested would begin with the same introductory material.)
61. Enter the number of Running Words (RW) (found on the front cover of the text) into the Fountas and Pinnell calculator. RW (Running Words) is the exact number of words that the child reads orally. It does not include the title of the book, legends under the pictures, subtitles, or speech bubbles. If the number of errors is slightly higher than the RW, then the teacher decides whether to have the student continue the book or not.
62. Coding Oral Reading – start the timer. The child begins to read aloud until te end of the text or the stopping point. Starting at Level L, a black square marks the stopping point where the students continues to read silently. As the student reads on (after L), you can use the time to record comments and summarize the reading behavior you have observed.
63. Total the ERRORS and SELF-CORRECTIONS (remember, self-corrections are NOT errors).
64. Figure out the ACCURACY score. Enter the number of errors and self corrections on the calculator. Tap the accuracy button to get a percentage of words read accurately.
67. In Levels A and B we want children to point to the words as they are learning to match one spoken word with one printed word. WE are looking for directionality (left to right). WE should be making notes on how they matched speech to the printed word.
79. Leave the text closed and in from of the student once the conversation begins. It is totally acceptable for the students to search back into the text for answers to prompts and questions if they initiate the action.
81. Don’t accept reading from the text, ask the child to give their answer in their own words.
82. Place a check mark next to the key understandings in the left column as evidence occurs in the conversation. You are not looking for word to word repetition. You are looking for an indication that the student understands the key ideas.
83. Any insight or additional information the students offers during the conversation can be jotted down as additional understandings.
84. If the student does not mention some of the key understandings on his own, use the prompts. Do not judge the students responses lower because you have to prompt for thinking. Prompted responses are just as correct as spontaneous ones. Many students are not accustomed to spontaneously talking about their understandings of the text. Avoid leading the student to the answer. Just use the prompt in a conversation and move on.
91. The student’s eyes should take over the process of matching words to print.EASY TEXT<br />A-K95 – 100% accuracy with excellent or satisfactory comprehension<br />L-N98 – 100% accuracy with excellent or satisfactory comprehension<br />INSTRUCTIONAL TEXT<br />A-K90 – 94% accuracy with excellent or satisfactory comprehension<br />95-97% accuracy with limited comprehension<br />L-N95 – 97% accuracy with excellent or satisfactory comprehension<br />98-100% accuracy with limited comprehension<br />HARD TEXT<br />A-Kbelow 90% accuracy with any comprehension<br />90-94% accuracy with limited comprehension is also hard<br />L-Nbelow 95 % accuracy with any comprehension<br />95-97% accuracy with limited comprehension is also hard.<br />