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This document discusses criteria for determining a reader's independent, instructional, and hard reading levels based on accuracy and comprehension. The independent level is where readers have high accuracy and good comprehension with little support. The instructional level provides more challenge as readers receive teacher support. The hard level provides strong instruction to help readers expand their strategies and process more challenging texts. Accuracy rates below certain thresholds indicate levels become harder.
This document discusses criteria for determining a reader's independent, instructional, and hard reading levels based on accuracy and comprehension. The independent level is where readers have high accuracy and good comprehension with little support. The instructional level provides more challenge as readers receive teacher support. The hard level provides strong instruction to help readers expand their strategies and process more challenging texts. Accuracy rates below certain thresholds indicate levels become harder.
This document discusses criteria for determining a reader's independent, instructional, and hard reading levels based on accuracy and comprehension. The independent level is where readers have high accuracy and good comprehension with little support. The instructional level provides more challenge as readers receive teacher support. The hard level provides strong instruction to help readers expand their strategies and process more challenging texts. Accuracy rates below certain thresholds indicate levels become harder.
prehension are the two important variables in determining the independent, instruc- tional, and hard reading levels. High accuracy and good comprehen- sion are essential criteria for independent reading, because readers receive very little support from you. The instructional level is a little more challenging, which is appropri- ate because readers will have your support. By providing strong instruction, you help readers effectively process more challenging texts and enable them to expand their sys- tems of strategies. (See www.fountasand pinnellbenchmarkassessmentsystem.com for Level Expectations Charts.)
Figure 4-4 Individual Progress Graph for Darrell (Fountas and
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Pinnell Benchmark Assessment System I) Analyzing Reading
Behaviors from falling further behind. In February, his teacher The accuracy rate is a good (but not the only) placed him in a small group receiving extra instruction indicator of the reader’s ability to process text effec- in developing independent reading strategies. With the tively. In general, children reading at Levels A–K extra help, Darrell scored within the average range at the end of the year. Figure 4-5 Fountas & Pinnell Benchmark Criteria In spite of their excellent progress in grade 1, both Sammy Fountas & Pinnell Benchmark Assessment Criteria for Levels A–K and Darrell remain vulnerable. Comprehension They should continue to grow as Accuracy Excellent Satisfactory Limited Unsatisfactory readers without additional support, 6–7 5 4 0–3 but if they miss school for signifi- cant amounts of time, encounter 95 – 100% Independent Independent Instructional Hard uneven instruction, experience life 90 – 94% Instructional Instructional Hard Hard changes, or change schools, their Below 90% Hard Hard Hard Hard progress could slow. They will need to be closely monitored using both Fountas & Pinnell Benchmark Assessment Criteria for Levels L–Z benchmark assessment and ongo- Comprehension ing systematic observation. Accuracy Excellent Satisfactory Limited Unsatisfactory Systematic assessment tells you 9–10 7–8 5–6 0–4 not only what children can read 98 – 100% Independent Independent Instructional Hard with understanding and fluency without teacher support (their 95 – 97% Instructional Instructional Hard Hard independent reading level) but also Below 95% Hard Hard Hard Hard their instructional level and hard