This hour-long conversation, led by Irene Fountas and Gay Su Pinnell, takes a deep dive in to the Benchmark Assessment Systems with practical tips you can put into action in your classroom today.
Download the Sistema de evaluación de la lectura, Grados K–2, ©2019 (Niveles A–N) sampler to learn more about this one-on-one, comprehensive assessment for Spanish-speaking students. Based on the Fountas & Pinnell Benchmark Assessment System, Third Edition (BAS) and specially reconstructed for Spanish in collaboration with bilingual literacy experts, SEL enables teachers in bilingual, dual language, and immersion classrooms to identify students’ reading levels (A–N) with accuracy and reliability.
The SEL sampler includes a comprehensive look at the assessment system including a case study and two sample assessment books.
This information sheet shows you how you can effectively use the Online Data Management System to efficiently manage data obtained through assessments to inform instruction.
Hear from Fountas and Pinnell-trained Consultant, Chrisie Moritz, as she provides a first look at the enhanced comprehension conversation portion of the Fountas & Pinnell Benchmark Assessment Systems, 3rd Edition. This refined comprehension conversation accounts for more rigorous administration, analysis, and scoring.
Chrisie provides a brief overview of the changes to the comprehension conversation and introduces you to the new scoring key and rubrics for scoring.
In the first in this live webinar series, recorded 11/18/2017, literacy leaders Irene C. Fountas and Gay Su Pinnell discuss the importance of working with parents and caregivers in order to for students to lead a well-rounded literate life.
A correction was made to page 9 in BAS 2, Second Edition Assessment Guide has been made.
This is a correction to page 44 in your Benchmark Assessment System 1, 3e Assessment Guide book. Corrections were made to the figure 3.2b.
This document is the full report of the Field Study of Reliability and Validity done on SEL. Field testing was conducted with 284 students enrolled in a socioeconomically, ethnically, and linguistically diverse group of seven schools from five geographic regions across the U.S. Determinations of each school’s socioeconomic status were made using federal guidelines for categorizing low-, middle-, and high SES schools. Students thus represented a cross-section of the major regions of the U.S., diverse socioeconomic levels and language backgrounds, and participated in programs for Spanish literacy instruction.
In the first webinar of the 2017/2018 school year Irene Fountas and Gay Su Pinnell explore the power and purpose of assessment within a coherent literacy system.