Multiple-Choice & Written Comprehension Assessments for F&P Benchmark Assessment System Kit 1, Level A-N


It's been six months in the making, but the multiple-choice assessments that correspond to the Fountas & Pinnell (F&P) Benchmark Assessment System (BAS) Kit 1 are now complete. (Assessments for Kit 2 were completed about 6 months ago, and are for sale here). Kit 1 is a green box if you have the 1st edition and a white-ish with green lettering box if you have the 2nd edition.  It doesn't matter if you have the 1st edition or the 2nd edition, the fiction and nonfiction book titles are the same. Kit 1 titles are listed below.


 I have created a multiple-choice assessment for every book in the kit, in addition to a corresponding answer key, question-objective correlation and an easy scoring guide per assessment.  I have created an additional (optional) Written Comprehension Assessment for each title, levels F-N.  These are written comprehension assessments match the same format as the written comprehension assessments in mCLASS. Answer keys and scoring rubric provided for each assessment.  Take a look at some assessment samples below.




PLEASE NOTE: These assessments will only be of use to you if you currenly use or have access to the Fountas and Pinnell Benchmark Assessment System, sold separately here

As a reading teacher, I created these assessments, as yet another way to get comprehension information out of students.  Some students, no matter what age they are, have difficulty speaking orally, and some students don't test well when an oral retelling is the only option for demonstrating comprehension.  Use these assessments as your own discretion. As stated in the directions, teachers may read test questions to children in the lower levels. As student's become better readers, they may become more capable at reading the test questions on their own, but that is up to you.  Once you purchase the product, it is yours. There are no "rules" for administration and scoring, only suggestions and recommendations for administration and scoring.  You know your kids best!

You'll want to be sure and click on, and download the Preview File.  Not only does it include directions for administration and scoring, it includes two actual assessments on the last six pages of the preview. I encourage you to print the preview and try using these assessments with some of your students before purchasing.  If you have any questions, you may ask them on the Q&A tab of my TpT store, www.hellojenjones.com



PK1 Conference and Blogger Fiesta

I'm so excited to be headed back to California next week (my home state...SBHS Class of '86!!!)) to hang out with some incredible teachers and bloggers. The conference will be held at the Hyatt Regency in Santa Clara.  On January 16th, a Blogger Fiesta will be held the night before the conference with amazing opportunities to win lots of prizes and a raffle. Many of us will also be presenting on Saturday and/or Sunday, so I'm excited to attend some of their sessions and hear what they have to say.  I will also be presenting on Sunday afternoon.  My session is titled, Teaching Critical Thinking with Our Youngest Learners.  I look forward to seeing and meeting everyone!  Here are the bloggers participating in the Friday night Blogger Fiesta.

Blogger Fiesta Announcement courtesy of Sarah's First Grade Snippets

In addition for the chance to win $60 worth of amazing products from these bloggers (as in $60 worth of products on a CD)...there will also be a raffle of already made (yep, stuff already printed and laminated) stuff, that you could win as well.

If you haven't yet signed up to attend the PK1 (Pre-K, K & 1) Conference next weekend in Santa Clara, California, it's not too late. Click on the picture below to go to the conference website and register.

If you see me, say hello, and let's chat! It's not that often that teachers from the blogosphere get to meet up and visit in the real world, so this is a rare opportunity and I will be soaking it all up.

If Book Characters Made New Year's Resolutions: Book Response with Chatterpix App

click on the image to view the Chatterbox

In keeping with one on my New Year's resolutions...to blog more often, I figured I better get this one up before it's almost January 2nd, and especially because this lesson is in the spirit on New Years.  Happy New Year by the way! 2014 was an incredible year for me, as I hope it was for you, and I cannot wait to see what 2015 has in store.  I don't know about you, but I have a pretty good feeling about it! ;-) But, if you're feeling stuck, use 2015 to get unstuck. Make a change and move forward in the direction of your dreams. 



I want to share a fun, free, easy, high yield, high engagement, higher order New Year's Resolution activity with you...something that your any grader could do after reading a book or listening to a book.  This tech-infused book response activity features the free iTunes app, Chatterpix. Chatterpix can make anything talk.  

-it's free
-no account needed
-can be started and finished in 5 minutes
-make ANYTHING talk...a book character, fruit, a chair, whatever

It's this easy:
1. Take a picture
2. Draw a line for the mouth
3. Record your voice

This app works well when teaching the skill of Point of View (RL.6, RIT.6) because the voice creator must speak from the point of view of the object or person in the picture. 

Once the Chatterpix is done, it's saved in your Camera Roll.  I chose to upload it to YouTube, but you could upload it your class blog, or class Pinterest board...very similiar to the way Lake Myra Elementary uses Pinterest boards to showcase student technology projects.  

Here's one more I made for fun...using a banana on a fruit platter

The most ideal picture books to use with a book response activity like this are picture books with strong characters who learn a lesson by the end of the story.  For a student to articulate a character's New Year's Resolution, the reader must not only identify what the character learned or how the character changed, or came to realize what they learned, but the reader must put themselves in the shoes (or voice) of the book character to articulate a New Year's Resolution to reflects how they will act or behave different from now on.   

Books with strong characters are:
Amazing Grace
The Paperbag Princess
Where the Wild Things Are
Alexander and the Terrible, Horrible, No Good, Very Bad Day
Enemy Pie
The Recess Queen
Froggy books
Patricia Polacco books
William Steig books
Kevin Henkes books

Happy New Year!

Singing Zip-A-Dee-Doo-Dah to the tune of 12 Days of Christmas Giveaway Contest: Enter to Win!



Hi Friends...I was telling you about the 12 Days of Christmas Giveaway sponsored by Zippy over at ZipADeeDooDah Designs on my Hello Literacy Facebook page on Sunday...and here it is, Day #3. Here's what you could win today. $20 in TpT bucks and a $30 Starbucks card!!!



$5 TpT Gift Certificate to Hello Literacy



$5 TpT Gift Certificate to Love to Teach



$5 TpT Gift Certificate to Kindergarten Smorgasboard




$5 TpT Gift Certificate to ZipADeeDooDah Designs 

AND...

$30 Starbucks GC (emailed to the winner)

Enter for a chance to win everything by clicking on the image below.
Good luck!




Alphabet Fluency: Where It Fits into the Fluency Continuum & Why Alphabet Fluency is Essential


This Alphabet Fluency progress monitoring set is definitely a creation out of need.  I am fortunate to work and collaborate with a wonderful and very knowledge teacher here in Wake County, Stacy Bigham, she is the literacy coach at Salem Elementary.  We are in constant communication about our school's RTI needs...and this pack and the last Progress Monitoring Phonemic Awareness Interventions, were definitely created out a lack of appropriate progress monitoring tools out there. Being in North Carolina, we are bound to use the mCLASS and Reading3D systems for progress monitoring reading comprehension, phonics and phonemic awareness.  And formerly, we used Aimsweb to progress monitoring reading comprehension, phonics and phonemic awareness. However, I know there are a lot of lone RTI rangers out there making a go of RTI on your own or on your grade level, and good for you!  Stacy and I believe that there are foundational holes in some of these commercial systems that simply are not meeting the needs of our students, especially the students in need of the most basic and foundational interventions.  For example, if a student does not know Letter Names or Sounds, there is not a more foundational progress monitoring tool to use for phonics than Letter Name Fluency (LNF).  And if a student knows letter names and sounds in isolation but cannot be successful on the Nonsense Word Fluency (NWF) progress monitoring assessment, there is nothing in between to use.  In my opinion, there are are a whole host of incremental skills between letter name ID and Nonsense Word Fluency.  And this PM pack is the first set of progress monitoring assessments to use with any student, most likely a Kindergarten students, recieving an alphabet intervention.  

Remember, the term CBM stands for Curriculum Based Measurement. That means the progress monitoring assessment, the CBM, will be a measure of one skill that is already in the child's curriculum for that year of study.  CBMs are quick and easy to administer and are standardized to 1 minute in length.  CBMs also measure even the smallest increment of growth, unlike a running record.  

In addition, anytime you see brackets like this < > outside a letter like <m>,
 that means to say the letter name...
And, anytime you see brackets like this / / outside a letter like /m/,
 that means to say the letter sound.

Here are the alphabet skills/interventions you can progress monitor with this new pack:



Alphabet Recognition is not exactly what you might be thinking. Students do not look at the sheet and name or identify the names of the letters, symbols, or numbers they see.  This assessment is the most foundational alphabet skill of all, just knowing or not knowing that a letter is a part or not a part of the alphabet is what this assessment measures.  Many students come to us in Kindergarten having no Alphabet Awareness whatsoever. They see a B and say 8, they see a star and say G.  This progress monitoring assessment is for students needing the most foundational alphabet intervention of all...recognizing if a letter is part of the alphabet or not. When students "do" this assessment, they read across the rows from left to right, top to bottom and while pointing to each one, they simply say YES (it is a part of the alphabet) or NO (it's not a part of the alphabet.)  On this assessment students have one minute to tell you if each letter, number, or symbol is or isn't part of the alphabet.



Alphabet Sequencing is about filling in the missing letter.  This skill focuses more on BEFORE and AFTER letters but is an important foundational skill for sequencial processing. This skill is also foundational for the alphabet skills higher up in the sequencing ladder; visualizing letters when spelling, and alphabetizing words.  There are several intervention activities that help students recogntize letters in order and sort out the sequence of the alphabet including the Alphabet Arc.   On this assessment, students have one minute to say the missing letter in each letter series. 



This intervention is simply answering the following question, do students know the letter symbol that goes with the letter name? Jan Richardson is a firm believer that knowing letter names is important for emerging readers. She believes that if students can name at least 40 letter names, then they are ready for guided reading.  The first days of school should be all about learning the names of the letters in the alphabet.  Once a student can name them (LNF), they should learn how to write them.  This progress monitoring assessment measures growth in writing the letters of the alphabet. On this assessment, students have one minute to write as many letters from letter names given orally, as they can.




Being able to write the letters is just as important as being able to read the letters. Writing and reading have a very reciprocal relationship.  Writing is encoding sounds from the inside out, and reading is decoding sounds from the outside in. When students are learning to read, they are also learning to write.  And in this case, when I say writing, I specifically mean spelling.  Taking sounds and turning them into letters is a key skill for emerging readers.  It is not ok to provide interventions in reading letters without also focusing on writing letters...letter sound correspondence will be integral for progress in Alphabetic Knowledge.  Assesment Option #1 asks students to say as many letter names from letter sounds given in one minute. Assessment Option #2 asks students to write as many letter names from letters sounds given in one minute. 



First Sound Fluency is the least foundational alphabet skill in this pack.  In one minute, students must look at a set of pictures and first letter choices for that picture, and decide which letter is the first letter of the word that matches the picture.  This First Letter Fluency skill is least foundational in this series because once students identify what the picture is, say a duck, they must think, what sound do I hear at the beginning of duck, then they must say, I hear a /d/ at the beginning of duck, and then they must say to themselves, the letter I would expect to see at the beginning of duck is <d>, let me find it and circle it. Students have one minute to correctly circle as many first letters as they can. 



You can preview or purchase all my RTI: Progress Monitoring materials HERE


For a big picture of where Alphabet Fluency fits into the general fluency, 
see my Fluency Continuum.


I wish everyone a Happy Thanksgiving and I shut my laptop down because really, in the words of the best carpool buddy in the world, @alikscott17...
"SO MUCH TO BE THANKFUL FOR!"




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