• Second through Fifth Grade Testing


    The second through fifth grade students are given two tests. The first test is a computerized reading test.  Any student scoring below the 40th percentile on this reading test will be given a Fountas and Pinnell Benchmark Assessment. The following is a description of this test:

    Fountas and Pinnell Benchmark Assessment:  This test is administered one to one with a district reading specialist.  It looks at a student’s oral reading and ability to retell a story and answer comprehension questions.  While the student is reading aloud, the reading specialist records any oral reading miscues (insertions, omissions, substitutions, repetitions, mispronunciations, etc.).  After reading the selection, the child summarizes the story and answers questions about what he/she just read.  These questions note if the child is able to understand the main idea, note important details, sequence events, understand cause and effect relationships, and infer. When assessing a student, the reading specialist is looking for the student's Instructional reading level.
    Every student has three reading levels:
    1. Independent Reading Level:  The Independent readinig level is the level at which a student can read with understanding and ease, without assistance.  The reader has 98-100% word recognition with excellent or satisfactory comprehension.  Material at a student's Independent level is appropriate for homework assignments, recreational reading, and independent class work.  
    2. Instructional Reading Level: The Instructional reading level is the level at which a student can read with the teacher's assistance. The Reader has 95-97% word recognition with excellent or satisfactory comprehension. At this level we see how processing and problem - solving can be done.  We see what strategies the reader has in place etc. This is the level the student should be placed for reading class.  
    3. Frustration Reading Level:  The Frustration reading level is the level at which a student is unable to function adequately because the reading material is too difficult. This is where effective processing breaks down. At this level word recognition is below 95% and comprehension may be limited. Students should never read at this level.  Little can be learned and the experience can lead to negative attitudes.