If you are not confident on a student's reading performance, administer the Where-to-Start Word Test using the Where-to-Start Word List and Where-to-Start Chart to determine what level to begin the BAS.  Begin with the word list below the student's grade level (e.g., for a student in Grade 2, start with Word List 1).

The oral reading section assesses the student's accuracy, self-correction, fluency, and reading rate (level J and higher).

• Have the student read aloud the selected text while timing (level J and above).

• Code the student's reading behaviour on the Recording Form Part One: Oral Reading.  

• Calculate the student's oral reading accuracy and fluency.

The comprehension conversation section involves having a short, meaningful conversation with the student to assess their thinking within the text, beyond the text, and about the text.

• Use the conversation prompts to learn the student's understanding of the text. 

• Record the student's score on the Recording Form Part Two: Comprehension Conversation.

• Use the Rubric for Scoring the Comprehension Conversation to score the results.  There is one Rubric for Levels A-K and a second Rubric for Levels L-Z.

The goal of the Benchmark Assessment System is to determine the student's recommended reading level for instruction.

• Transfer the data from all sections of the Recording Form to the Summary Form.

• Determine the student's independent, instructional, and hard reading level to guide reading instruction moving forward.

• Refer to the Guide for Observation and Noting Reading Behaviours Resource to complete the Behaviours and Understandings to Notice, Teach, and Support section of the Summary Form.

• Consult The Fountas and Pinnell Literacy Continuum to determine where to go to next.