Many people wonder about analyzing omissions while taking a reading record for Benchmark Assessment System 1 and 2.
Q: Should omissions be analyzed? What if a student omits headings?
A: Omissions and insertions are generally not analyzed as they are usually related to structure. Skipping headings means each word in a heading is an error but is not really related to structure. Rather, it is missing a line of print. Instead of analyzing, simply make a note on the reading record that will remind you that this child needs help with learning to read headings.
For more examples of reading records we encourage you to visit samples at:
http://www.heinemann.com/fountasandpinnell/casestudies_bas1.aspx
Case study student reading records are now available for the Benchmark Assessment Systems (BAS) 1 and 2, 2nd Edition. The Benchmark Assessment case studies are provided in the Assessment Guide for BAS 1, 2nd Edition beginning on page 61 (the "Monitoring Progress and Case Studies" tab), and BAS 2 (2nd Edition) beginning on page 59. These case studies examine several students in grades 1 through 7, as well as the reading progress monitoring records of individual students at different points in time.
Here are the available case studies; the student records and progress monitoring forms can be downloaded at: http://www.heinemann.com/fountasandpinnell/casestudies_bas1.aspx
Grade 1 Case Studies (BAS 1)
- Jared - Has experienced difficulty attending to print and writing his name in kindergarten
- Selena - An English Language Learner (ELL) who recently moved to a new school
- Wyatt - Has advanced scores on the Benchmark Assessment and Where-to-Start Word Test
- Kendra - A reader at three different points in time
Grade 2 Case Studies (BAS 1)
- Anson - Has limited English proficiency and a mixed-language home environment
- Heath - Started experiencing reading difficulties in first grade
- Jacob - Identified as having a learning disability and has received classroom instruction and supplemental reading support
- Sharla - Has a strong grasp of high-frequency words, two-syllable words, and letter-sound relationships
Grade 3 Case Study (BAS 2)
- Cynthia - A Khmer-speaking ELL student who is on grade level for the middle of third grade
Grade 4 Case Studies (BAS 2)
- Francesco - Has strong accuracy/comprehension and the ability to self-correct effectively, but a slighly below-average reading rate
- Peti - A fourth grade student who recently moved to the United States and has been learning English for 15 months
Grade 5 Case Studies (BAS 2)
- Forest - Has strong fluency scores and an excellent reading rate but has demonstrated difficulty comprehending nonfiction texts
- Hannah - Learning disabled, receives comprehension support from a special education teacher, and has been on an Individualized Education Plan (IEP) since grade 3
- Orlando - Bilingual with limited exposure to English outside of the classroom
- Henry - A reader at three different points in time
Grade 7 Case Study (BAS 2)
- Tanicia - Demonstrates strong accuracy/comprehension and the ability to self-correct effectively, but has a slighly below-average reading rate
As back-to-school season approaches we thought it would be helpful to share some information for teachers who are just starting to use Leveled Literacy Intervention. There are, of course, many different options for evaluating and assessing student reading levels and proficiency, but using guided reading running/reading records is essential for placing students at the correct instructional level within LLI. In order to identify the appropriate placement level for students in the Leveled Literacy Intervention system, you will need to use a text reading assessment. We recommend the Benchmark Assessment System as it directly correlates with Leveled Literacy Intervention; however, you may also use other leveled books to conduct running/reading records. The criteria below can serve as a guideline in determining students' reading levels and ultimately their placement in LLI.
Fountas & Pinnell Criteria for Instructional Level Reading
At levels A-K:
90-94% accuracy with excellent or satisfactory comprehension or 95-100% accuracy with limited comprehension.
At levels L-Z:
95-97% accuracy with excellent or satisfactory comprehension or 98-100% accuracy with limited comprehension.
Fountas & Pinnell Criteria for Independent Level Reading
At levels A-K:
95-100% accuracy with excellent or satisfactory comprehension.
At levels L-Z:
98-100% accuracy with excellent or satisfactory comprehension.
Fountas & Pinnell Criteria for Hard Level Reading
At levels A-K:
Below 90% accuracy with any comprehension score.
At levels L-Z:
Below 95% accuracy with any comprehension score.