BAS1 2ndEdAppendixCOptAssess

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j Appendix C: Suggested Criteria for the Use

of Optional Assessments
The following are reasonable criteria for use in observing riculum standards and the type of instruction offered stu-
change over time in literacy competencies. They show learn- dents. You may adjust these criteria to fit your district deci-
ing progressing across areas, but development of concepts sions. Revisions or updates to this document can be found at
and understandings will depend on the school or district cur- www.fountasandpinnell.com.
Optional Literacy Assessment Criteria—Kindergarten
Optional Description Beginning 1st Interval 2nd Interval End of Year

Assessment of Year Assessment Assessment (May–June)
(Aug.–Sept.) (Nov.–Dec.) (Feb.–Mar.)
LETTER LEARNING
Letter Children say the names of upper and 1 = 6+ 1 = 21+ 1 = 31+ 1 = 52

Recognition lower case letters.
2=5 2 = 20 2 = 30 2 = 52
Individual Notice: score, speed, comparison upper
3=3 3 = 12 3 = 18–29 3 = 26–51
Score = 52 and lower scores, letter confusions,
sounds known (instead of letter name), 4=0 4 = <12 4 = <18 4 = <26
knowledge of first letter of name.
EARLY LITERACY CONCEPTS
Early Literacy Children demonstrate that they can 1 = 3+ 1 = 6+ 1 = 9+ 1 = 10

Behaviors use conventions related to print.
2=2 2=5 2=8 2 = 10
Individual Notice: speed, automaticity, evidence
3=1 3=4 3 = 6–7 3=9
Score = 10 of left to right directionality, ability to
distinguish letter and word features. 4=0 4 = <4 4 = <6 4 = <9
HIGH-FREQUENCY WORDS
Reading High- Children read 25 high-frequency 1 = 1+ 1 = 6+ 1 = 16+ 1 = 20+

Frequency words.
2=0 2=5 2 = 15 2 = 20
Words: 25 Notice: speed, word substitutions
words 3=0 3 = 3–4 3 = 10–14 3 = 15–24
(similar visual features), good
Individual attempts, letter/sound relationships 4=0 4 = <3 4 = <10 4 = <15
Score = 25 the reader controls.
Key
Exceeds Expectations
Meets Expectations
Approaches Expectations: Needs Short-Term Intervention
Does Not Meet Expectations: Needs Intensive Intervention
182 Fountas & Pinnell Benchmark Assessment System 1

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Optional Literacy Assessment Criteria—Kindergarten, continued

PHONOLOGICAL/PHONEMIC AWARENESS
One- and Children say a word and clap or tap a 1 = 1+ 1 = 9+ 1 = 10 1 = 10

Two-Syllable finger for each syllable, then identify
2=0 2=8 2 = 10 2 = 10
Words: Clap the number of syllables in the word.
Syllables 3=0 3 = 4–7 3 = 6–9 3=9
Notice: accuracy and quickness of
Score = 10 response; ease of the task; number of 4=0 4 = <4 4 = <6 4 = <9
syllables they can easily identify.
Phonological Children identify pictures with the 1 = 1+ 1 = 4+ 1 = 7+ 1=8

Awareness: same initial sound as a spoken word.
2=0 2=4 2=6 2=8
Initial Sounds Notice: score (sounds matched cor-
3=0 3 = 2–3 3 = 4–5 3=7
Individual rectly); ability to orally produce initial
Score = 8 sound. 4=0 4 = <2 4 = <4 4 = <7
Phonological Children hear and say the individual 1 = 1+ 1 = 6+ 1 = 9+ 1 = 10

Awareness: sounds in a word and then blend the
2=0 2=5 2=8 2 = 10
Blending sounds to say the word.
Words 3=0 3 = 3–4 3 = 5–7 3 = 8–9
Notice: ability to listen and understand
Individual task; ability to orally blend sounds. 4=0 4 = <3 4 = <5 4 = <8
Score = 10
Phonological Children say a word and then say the 1 = 1+ 1 = 6+ 1 = 9+ 1 = 10

Awareness: individual sounds separately but in
2=0 2=5 2=8 2 = 10
Segmenting sequence.
Words 3=0 3 = 3–4 3 = 6–7 3 = 7–9
Individual task; ability to orally separate and say 4=0 4 = <3 4 = <6 4 = <7
Score = 10 sounds in sequence.
section 9
Phonological Children match words that sound alike 1 = 1+ 1 = 6+ 1 = 9+ 1 = 10
Awareness: in the ending part (rime).
2=0 2=5 2=8 2 = 10
Rhyming Notice: ability to identify and say
3=0 3 = 3–4 3 = 6–7 3 = 8–9
Individual labels of objects; ability to listen for Appendix, Glossary, Index
Score = 10 and match sound patterns, speed. 4=0 4 = <3 4 = <6 4 = <8
Key
Meets Expectations
Fountas & Pinnell Benchmark Assessment System 1 183


PHONICS
Writing Children say words slowly and write 1 = 1+ 1 = 6+ 1 = 16+ 1 = 20+

Picture the sounds they hear.
2=0 2=5 2 = 15 2 = 20
Names Notice: score, speed, specific
3=0 3 = 3–4 3 = 9–14 3 = 9–19
Group phonemes accurately represented,
Score = 25 substitutions. 4=0 4 = <3 4 = <9 4 = <9
Phonograms– Children read words with simple 1 = 1+ 1 = 4+ 1 = 7+ 1 = 9+

List 1 phonogram patterns.
2=0 2=3 2=6 2=8
Individual Notice: score, speed, and evidence of
3=0 3 = 1–2 3 = 2–5 3 = 5–7
Score = 20 knowing patterns even in incorrect
attempts. 4=0 4 = <1 4 = <2 4 = <5
WRITING (SPELLING)
Word Writing Children write all of the words they can 1 = 1+ 1 = 6+ 1 = 11+ 1 = 16+
Individual within a designated time limit (maxi-
2=1 2=5 2 = 10 2 = 15
mum 10 minutes; stop when the child
Score = # of 3=0 3 = 3–4 3 = 7–9 3 = 13–14
can write no more).
accurately
spelled words Notice: evidence of knowledge of 4=0 4 = <3 4 = <7 4 = <13
word connections, phonograms,
spelling patterns, word endings; ability
to hear sounds and represent them
with letters; known high-frequency
words; speech of letter formation.
VOCABULARY
Concept Prompted by a picture card, children 1 = 3+ 1 = 7+ 1 = 9+ 1 = 11

Words say the related concept words. Tasks:
2=2 2=6 2=8 2 = 10
Number (1) tell number of dots; (2) Match dots
and numerals; (3) Match dots and num- 3=1 3 = 3–4 3 = 6–7 3 = 8–9
Score = 12 for
ber words; or (4) Match all. 4=1 4 = <3 4 = <7 4 = <8
each task
Notice: extent to which child has devel-
oped concept of number, ability to rec-
ognize and use number words, score.
Key
Meets Expectations


VOCABULARY, continued
Concept Prompted by a picture card, children 1 = 1+ 1 = 5+ 1 = 7+ 1=8

Words say the related concept word. Tasks:
2=0 2=4 2=6 2=7
Color: (1) say the color word for each card;
(2) Match color cards and words with 3=0 3 = 2–3 3 = 4–5 3 = 5–6
Identifying
Colors by appropriate color crayon. [Remember 4=0 4 = <2 4 = <4 4 = <5
Name that many children have some form of
color blindness.
Notice: ease with which children can
identify and/or match colors.
Concept Prompted by a picture card, children 1 = 1+ 1 = 2+ 1 = 3+ 1 = 5+

Words say the related concept word. Task:
2=0 2=2 2=2 2=4
Color: Read the word cards and match with
colors. [Remember that many children 3=0 3=1 3=1 3 = 2–3
Reading Color
Words have some form of color blindness.] 4=0 4 = <1 4 = <1 4 = <2
Individual or Notice: color words children can
Group match to the right color.
Score = 8
Vocabulary Children use context to correctly iden- Level A Level B Level C

in Context; tify the meaning of 3 words selected
1 = NA 1 = 7–9 1 = 7–9 1 = 7–9
Levels A – C from a Benchmark Assessment Book at
their instructional or independent level. 2 = NA 2 = 5–6 2 = 5–6 2 = 5–6
Score: 9 on
rubric Notice: number of words known or 3 = NA 3 = 2–4 3 = 2–4 3 = 2–4
almost known; ability to use context; 4 = NA 4 = <2 4 = <2 4 = <2
ability to articulate meaning.
section 9
Rubric:
0) Did not respond or said “I don’t know.
1) Made a response that is in some
way related to the meaning of the Appendix, Glossary, Index
word (any definition).
1) Responded with a definition that is
approximately the meaning of the
word (same definition as used in the
text). Key
2) Responded with a full definition of Exceeds Expectations
the word (precise definition used in
the text). Meets Expectations

j
Optional Literacy Assessment Criteria—Grade 1

LETTER LEARNING
Letter Children say the names of upper and 1 = 52 1 = 52 1 = 52 1 = 52

Recognition lower case letters.
2 = 52 2 = 52 2 = 52 2 = 52
Individual Notice: score, speed, comparison
3 = 26–51 3 = 44–51 3 = 44–51 3 = <52
Score = 52 upper and lower scores, letter confu-
sions, sounds known (instead of letter 4 = <26 4 = <44 4 = <44 4 = <52
name), knowledge of first letter of
name.
EARLY LITERACY CONCEPTS
Early Literacy Children demonstrate that they can 1 = 10 1 = 10 1 = 10 1 = 10

Behaviors use conventions related to print.
2 = 10 2 = 10 2 = 10 2 = 10
Individual Notice: speed, automaticity, evidence
3 = 7–0 3 = <10 3 = <10 3 = <10
Score = 10 of left to right directionality, ability to
distinguish letter and word features. 4 = <7 4 = <10 4 = <10 4 = <10
HIGH-FREQUENCY WORDS
Reading High Children read 100 high-frequency 1 = 26+ 1 = 51+ 1 = 76+ 1 = 100
Frequency words.
2 = 25 2 = 50 2 = 75 2 = 100
Words 3 = 15–24 3 = 25–49 3 = 50–74 3 = 75–99
Individual attempts, letter/sound relationships 4 = <15 4 = <25 4 = <50 4 = <75
PHONOLOGICAL/PHONEMIC AWARENESS
One- and Children say the names of pictures and 1 = 10 1 = 10 1 = 10 1 = 10

Two- Syllable sort them in two columns.
2 = 10 2 = 10 2 = 10 2 = 10
Words: Clap Notice: speed, accuracy, need to clap
Syllables 3 = 8–9 3 = <10 3 = <10 3 = <10
more than once before responding.
Individual 4 = <8 4 = <10 4 = <10 4 = <10
Score = 10
Key
Meets Expectations

Optional Literacy Assessment Criteria—Grade 1, continued

PHONOLOGICAL/PHONEMIC AWARENESS, continued
Phonological Children identify pictures with the 1=8 1=8 1=8 1=8
Awareness: same initial sound as a spoken word.
2=8 2=8 2=8 2=8
Initial Sounds Notice: score (sounds matched cor-
3 = 6–7 3 = <8 3 = <8 3 = <8
Individual rectly); ability to orally produce initial
Score = 8 sound. 4 = <6 4 = <8 4 = <8 4 = <8
Phonological Children hear and say the individual 1 = 10 1 = 10 1 = 10 1 = 10

Awareness: sounds in a word and then blend the
2 = 10 2 = 10 2 = 10 2 = 10
Blending sounds to say the word.
Words 3=9 3 = <10 3 = <10 3 = <10
4 = <9 4 = <10 4 = <10 4 = <10
Individual task; ability to orally blend sounds.
Score = 10
Phonological Children say a word and then say the 1 = 10 1 = 10 1 = 10 1 = 10

Awareness: individual sounds separately but in
2 = 10 2 = 10 2 = 10 2 = 10
Segmenting sequence.
Words 3 = 8–9 3 = <10 3 = <10 3 = <10
Individual task; ability to orally separate and say 4 = <8 4 = <10 4 = <10 4 = <10
Score = 10 sounds in sequence.
Phonological Children match words that sound alike 1 = 10 1 = 10 1 = 10 1 = 10

Awareness: in the ending part (rime).
2 = 10 2 = 10 2 = 10 2 = 10
Rhyming Notice: ability to identify and say
3 = 8–9 3 = <10 3 = <10 3 = <10
Individual labels of objects; ability to listen for
Score = 10 and match sound patterns, speed. 4 = <8 4 = <10 4 = <10 4 = <10
PHONICS
section 9
Writing Children say words slowly and write 1 = 21+ 1 = 25 1 = 25 1 = 25
Picture the sounds they hear.
2 = 20 2 = 25 2 = 25 2 = 25
Names Notice: score, speed. [Words do not
3 = 11–19 3 = 20–24 3 = <25 3 = <25
Group have to be correctly spelled to score Appendix, Glossary, Index
Score = 25 phoneme representation.] 4 = <11 4 = <19 4 = <25 4 = <25
Key
Meets Expectations


PHONICS, continued
Phonograms– Children read words with simple 1 = 9+ 1 = 16+ 1 = 20 1 = 20

List 1 phonogram patterns (CVC words with
2=8 2 = 15 2 = 20 2 = 20
Individual short vowels).
3 = 5–7 3 = 10–14 3 = 15–19 3 = <20
Score = 20 Notice: score, substitutions, and
speed. 4 = <5 4 = <10 4 = <14 4 = <20
Phonograms– Children read words with digraphs and 1 = 1+ 1 = 6+ 1 = 13+ 1 = 20

List 2 short vowels in phonogram patterns.
2=0 2=5 2 = 12 2 = 20
3=0 3 = 3–4 3 = 10–11 3 = 20
attempt. 4=0 4 = <3 4 = <10 4 = <20
Phonograms– Children read words with long vowels 1 = 1+ 1 = 6+ 1 = 13+ 1 = 20

List 3 and silent e in phonogram pattern.
2=0 2=5 2 = 12 2 = 18
3=0 3 = 3–4 3 = 10–11 3 = 15–17
attempt. 4=0 4=3 4 = <10 4 = <15
Phonograms– Children read words with a variety of 1 = 1+ 1 = 6+ 1 = 13+ 1 = 20

2=0 2=5 2 = 12 2 = 18
3=0 3 = 3–4 3 = 10–11 3 = 15–17
attempt. 4=0 4=3 4 = <10 4 = <15
Consonant Children read words, marking the con- 1=0 1 = 6+ 1 = 9+ 1 = 11+

Blends sonant blends, or words with two or
2=0 2=5 2=8 2 = 10
Individual three consonant sounds together.
3=0 3 = 3–4 3 = 5–7 3 = 7–9
Score = 14 Notice: ability to use consonant blends
to attempt word; number of words 4=0 4 = <3 4 = <5 4 = <7
with consonant blends child can read;
awareness of consonant blends as
shown in incorrect attempts.
Key
Meets Expectations


WORD STRUCTURE
Grade 1 Word Children read 30 words, which include 1 = 1+ 1 = 6+ 1 = 16+ 1 = 21+

Features Test a variety of features.
2=0 2=5 2 = 15 2 = 20
Individual Notice: words read correctly, evidence
3=0 3 = 2–4 3 = 10–14 3 = 15–19
Score = 30 of understanding word features in
incorrect attempts. 4=0 4 = <2 4 = 10 4 = <15
Compound Children read simple compound words 1=0 1 = 4+ 1 = 10+ 1 = 13+

Words and identify the two words put
2=0 2=3 2=9 2 = 12
Individual together.
3=0 3 = 1–2 3 = 5–8 3 = 8–11
Score = 38 Notice: score, evidence in attempts
that the child notices parts of words. 4=0 4 = <1 4 = <8 4 = <8
WRITING
Individual write within a designated time limit
2 = 20 2 = 30 2 = 40 2 = 50
(maximum 10 minutes; stop when the
Score = # of 3 = 10–19 3 = 20–30 3 = 30–39 3 = 40–49
child can write no more).
accurately
spelled words Notice: evidence of knowledge of word 4 = <10 4 = <20 4 = <30 4 = <40
connections, phonograms, spelling pat-
terns, word endings; ability to hear
sounds and represent with letters;
known high-frequency words; speed.
VOCABULARY
Concept Prompted by a picture card, children 1 = 10+ 1 = 12 1 = 12 1 = 12

Words: say the related concept words. Tasks:
2 = 10 2 = 12 2 = 12 2 = 12
section 9
Number (1) tell number of dots; (2) match dots
and numerals; (3) match dots and 3 = 4–9 3 = 8–11 3 = <12 3 = <12
Score = 12
for each task number words; or (4) match all. 4 = <4 4 = <8 4 = <12 4 = <12
Notice: extent to which child has devel-
oped concept of number, ability to rec- Appendix, Glossary, Index
ognize and use number words, score.
Key
Meets Expectations


Concept Prompted by a picture card, children say 1 = 11+ 1 = 11+ 1 = 12+ 1 = 13+
Words: Color the related concept word. Tasks: (1) say
2 = 10 2 = 10 2 = 11 2 = 12
Individual or the color word for each card; (2) match
color cards and words with appropriate 3 = 5–9 3 = 7–9 3 = 8–10 3 = 9–11
Group
color crayon; or (3) read the word cards. 4 = <5 4 = <7 4 = <8 4 = <9
Score = 25
[Remember that many children have
some form of color blindness.]
Notice: speed.
Concept Children read concept words and sort 1 = 1+ 1 = 4+ 1 = 5+ 1 = 6+

Words: Time them into appropriate categories.
2=0 2=3 2=4 2=5
Score = 24 [Alternatively, they select words from a
larger group of words.] They tell how 3=0 3 = 1–2 3 = 1–3 3 = 2–4
they are alike. 4=0 4 = <1 4 = <1 4 = <2
Notice: score evidence of connections.
Concept Children read concept words. 1 = 1+ 1 = 4+ 1 = 5+ 1 = 6+

Words: Color [Alternatively, they select words from a
2=0 2=3 2=4 2=5
Score = 25 larger group of words.] They tell how
they are alike. 3=0 3 = 1–2 3 = 2–3 3 = 3–4
Notice: score, evidence of connections. 4=0 4 = <1 4 = <2 4 = <3
Concept Children read concept words. 1 = 9+ 1 = 11+ 1 = 13+ 1 = 16

Words: [Alternatively, they select words from a
2=8 2 = 10 2 = 12 2 = 16
Calendar larger group of words.] They tell how
they are alike. 3 = 5–7 3 = 6–9 3 = 9–11 3 = 12–15
Score = 16
Notice: score, evidence of connections. 4 = <5 4 = <6 4=<9 4 = <12

2=4 2=6 2=8 2 = 10
Motion larger group of words.] They tell how
they are alike. 3 = 2–3 3 = 4–5 3 = 7–8 3 = 8–9
Score = 20
Notice: score, evidence of connections. 4 = <2 4 = <4 4 = <7 4 = <8
Key
Meets Expectations


Concept Children read concept word. 1 = 5+ 1 = 7+ 1 = 9+ 1 = 11+

2=4 2=6 2=8 2 = 10
Weather larger group of words.] They tell how
they are alike. 3 = 2–3 3 = 4–5 3 = 7–8 3 = 8–9
Score = 21

2=2 2=4 2=6 2=8
Transportation larger group of words.] They tell how
they are alike. 3=1 3 = 2–3 3 = 4–5 3 = 6–7
Score = 24

Words: Action [Alternatively, they select words from a
2=4 2=6 2=8 2 = 10
Words (Verbs) larger group of words.] They tell how
they are alike. 3 = 2–3 3 = 4–5 3 = 5–7 3 = 7–9
Score = 12

2=2 2=6 2 = 10 2 = 12
Describing larger group of words.] They tell how
Words they are alike. 3=1 3 = 3–5 3 = 6–9 3 = 8–11
(Adjectives) Notice: score, evidence of 4 = <1 4 = <3 4 = <6 4 = <8
Score = 15 understanding.
section 9
2=0 2=2 2=4 2=6
Describing larger group of words.] They tell how
Words they are alike. 3=0 3=1 3=3 3 = 4–5
(Adverbs) Notice: score, evidence of 4=0 4 = <1 4 = <2 4 = <4
Score = 12 understanding. Appendix, Glossary, Index
Key
Meets Expectations



Words: [Alternatively, they select words from a 2 = 16
2 = 10 2 = 12 2 = 14
Number larger group of words.] They tell how
they are alike. 3 = 6–9 3 = 8–11 3 = 10–13 3 = 12–15
Score = 25
Notice: score, evidence of 4 = >6 4 = <8 4 = <10 4 = <12
understanding.

2=0 2=2 2=4 2=6
Ordinal larger group of words.] They tell how
they are alike. 3=0 3=1 3 = 2–3 3 = 4–5
Score = 20
Notice: score, evidence of 4=0 4 = <1 4 = <2 4 = <4
understanding.
Synonyms I Children locate words that mean the 1 = 1+ 1 = 6+ 1 = 11+ 1 = 13+

Score = 15 same or about the same as words read
2=0 2=5 2 = 10 2 = 12
by the teacher.
3=0 3 = 3–4 3 = 6–9 3 = 8–11
Notice: number of pairs children can
identify; understanding of the concept 4=0 4 = <3 4 = <6 4 = <8
of synonym; known synonym pairs.
Antonyms 1 Children read and identify words that 1 = 1+ 1 = 6+ 1 = 11+ 1 = 15

Score = 15 mean the opposite or almost the
2=0 2=5 2 = 10 2 = 15
opposite as words read by the
teacher. 3=0 3 = 3–4 3 = 7–9 3 = 9–11
Notice: score, evidence of the 4=0 4 = <3 4 = <7 4 = <9
concept.
Key
Meets Expectations


Vocabulary in Children use context to correctly iden- Level C Level F Level H Level J
Context: tify the meaning of 3 words selected
1 = 7–9 1 = 9–12 1 = 13–15 1 = 13–15
Levels C, F, from a Benchmark Assessment Book at
H, J their instructional or independent level. 2 = 5–6 2 = 7–8 2 = 9–11 2 = 9–11
Score = 12 Notice: number of words known or 3 = 2–4 3 = 2–6 3 = 4–8 3 = 4–8
on rubric almost known; ability to use context; 4 = <2 4 = <2 4 = <4 4 = <4
Rubric:
2) Did not respond or said “I don’t
know.
3) Made a response that is in
some way related to the mean-
ing of the word (any definition).
3) Responded with a definition that
is approximately the meaning of
the word (same definition as
used in the text).
4) Responded with a full definition
of the word (precise definition
used in the text).
section 9
Appendix, Glossary, Index
Key
Meets Expectations

j
Optional Literacy Assessment Criteria —Grade 2

HIGH FREQUENCY WORDS
Reading High- Children read 100 high-frequency 1 = 100 1 = 100 1 = 100 1 = 100
Frequency words.
2 = 100 2 = 100 2 = 100 2 = 100
Words: 100 Notice: speed, word substitutions (simi-
Words 3 = <100 3 = <100 3 = <100 3 = <100
lar visual features), good attempts, letter/
Individual sound relationships the reader controls. 4 = <100 4 = <100 4 = <100 4 = <100
Score = 100
Reading High- Children read 200 high-frequency 1 = 101+ 1 = 150+ 1 = 175+ 1 = 200
Frequency words.
2 = 100 2 = 125 2 = 150 2 = 175+
Words 3 = 75 3 = 100–124 3 = 149 3 = 150–174
Individual attempts, letter/sound relationships 4 = 50 4 = <124 4 = <125 4 = <174
PHONICS
Individual write within a designated time limit
2 = 50 2 = 60 2 = 70 2 = 80
(maximum 10 minutes; stop when the
Score = 3 = 40–49 3 = 50–59 3 = 60–69 3 = 70–79
child can write no more).
number of
accurately Notice: evidence of knowledge of word 4 = <40 4 = <50 4 = <60 4 = <70
spelled words connections, phonograms, spelling pat-
(Time will create terns, word endings; ability to hear
an upper limit sounds and represent with letters;
known high-frequency words; speed.
Phonograms– Children read words with simple 1 = 20 1 = 20 1 = 20 1 = 20

List 1 phonogram patterns (CVC words with
2 = 20 2 = 20 2 = 20 2 = 20
Individual short vowels).
3 = <20 3 = <20 3 = <20 3 = <20
Score = 20 Notice: score, substitutions, and speed.
4 = <20 4 = <20 4 = <20 4 = <20
Phonograms– Children read words with digraphs and 1 = 20 1 = 20 1 = 20 1 = 20
List 2 short vowels in phonogram patterns.
2 = 20 2 = 20 2 = 20 2 = 20
3 = <20 3 = <20 3 = <20 3 = <20
attempt. 4 = <20 4 = <20 4 = <20 4 = <20
Key
Meets Expectations

Optional Literacy Assessment Criteria —Grade 2, continued

PHONICS, continued
Phonograms– Children read words with long vowels 1 = 19+ 1 = 20 1 = 20 1 = 20

List 3 and silent e in phonogram pattern.
2 = 18 2 = 20 2 = 20 2 = 20
3 = 15–17 3 = <20 3 = <20 3 = <20
attempt. 4 = <15 4 = <20 4 = <20 4 = <20
Phonograms– Children read words with a variety of 1 = 19+ 1 = 20 1 = 20 1 = 20

2 = 18 2 = 20 2 = 20 2 = 20
3 = 15–17 3 = <20 3 = <20 3 = <20
attempt. 4 = <15 4 = <20 4 = <20 4 = <20
Consonant Children read words, marking the con- 1 = 11+ 1 = 13+ 1 = 14 1 = 14

Blends sonant blends, or words with two or
2 = 10 2 = 12 2 = 14 2 = 14
Individual three consonant sounds together.
3 = 7–9 3 = 9–11 3 = <14 3 = <14
Score = 14 Notice: ability to use consonant blends
to attempt word; number of words 4 = <7 4 = <9 4 = <14 4 = <14
with consonant blends child can read;
awareness of consonant blends as
shown in incorrect attempts.
Vowel Children read words with vowels that 1 = 8+ 1 = 13+ 1 = 19+ 1 = 23

Clusters: appear together and represent one
2=8 2 = 12 2 = 18 2 = 22
List 1 sound (simple vowel clusters (ee, ea,
ai, oo). 3 = 5–7 3 = 9–11 3 = 15–17 3 = 18–21
Individual
Score = 23 Notice: score, knowledge of vowel 4 = <5 4 = <9 4 = <15 4 = <18
clusters shown in attempts, vowel
clusters the reader controls.
section 9
2=6 2 = 10 2 = 15 2 = 18
List 2 sound (a greater variety of vowel clus-
ters including combinations with w). 3 = 3–5 3 = 7–9 3 = 12–14 3 = 15–17
Individual Appendix, Glossary, Index
Score = 20 Notice: score, knowledge of vowel 4 = <3 4 = <7 4 = <12 4 = <15
clusters shown in attempts, vowel
Key
Meets Expectations


PHONICS, continued

2=2 2=5 2 = 10 2 = 12
List 3 sound (vowel clusters with r ).
3=1 3 = 3–4 3 = 7–9 3 = 9–11
Individual Notice: score, knowledge of vowel
Score = 14 clusters shown in attempts, vowel 4 = <1 4 = <3 4 = <7 4 = <9
WORD STRUCTURE
Suffixes Children read words with suffixes that 1 = 3+ 1 = 6+ 1 = 11+ 1 = 13+

Individual change the part of speech.
2=2 2=5 2 = 10 2 = 12
Score = 10 Notice: score, particular suffixes rec-
3=1 3 = 3–4 3 = 7–9 3 = 9–10
ognized (even in incorrect attempts),
speed. 4 = <1 4 = <3 4 = <7 4 = <9
VOCABULARY

Words: Time [Alternatively, they select words from a
2=5 2 = 10 2 = 15 2 = 20
they are alike. 3 = 2–4 3 = 7–9 3 = 9–14 3 = 17–19
Notice: speed, evidence of connections. 4 = <2 4 = <7 4 = <9 4 = <17

Words: Color [Alternatively, they select words from a
2=5 2 = 12 2 = 18 2 = 22
they are alike. 3 = 3–4 3 = 8–11 3 = 12–17 3 = 16–21
Concept Children read concept words. 1 = 16 1 = 16 1 = 16 1 = 16

2 = 16 2 = 16 2 = 16 2 = 16
Calendar larger group of words.] They tell how
they are alike. 3 = 10–15 3 = <16 3 = <16 3 = <16
Score = 16
Key
Meets Expectations



2 = 10 2 = 12 2 = 18 2 = 20
Motion larger group of words.] They tell how
they are alike. 3 = 8–9 3 = 9–11 3 = 12–17 3 = 17–19
Score = 20

2 = 10 2 = 14 2 = 21 2 = 21
Weather larger group of words.] They tell how
they are alike. 3 = 6–9 3 = 9–13 3 = 13–17 3 = 18–20
Score = 21
Concept Children read concept words and sort 1 = 9+ 1 = 18+ 1 = 21 1 = 24

Words: them into appropriate categories.
2=8 2 = 17 2 = 20 2 = 24
Transportation [Alternatively, they select words from a
larger group of words.] They tell how 3 = 1–7 3 = 10–16 3 = 12–19 3 = 18–23
Score = 24
they are alike. 4 = <1 4 = <10 4 = <12 4 = <18
Notice: score, evidence of connections.
Concept Children read concept words and sort 1 = 11+ 1 = 12 1 = 12 1 = 12

Words: Action them into appropriate categories.
2 = 10 2 = 11 2 = 12 2 = 12
Words (Verbs) [Alternatively, they select words from a
larger group of words.] They tell how 3 = 7–9 3 = 9–10 3 = <12 3 = 12
Score = 12
they are alike. 4 = <7 4 = <10 4 = <12 4 = <12
Concept Children read concept words and sort 1 = 13+ 1 = 15 1 = 15 1 = 15

2 = 12 2 = 14 2 = 15 2 = 15
section 9
Describing [Alternatively, they select words from a
Words larger group of words.] They tell how 3 = 8–11 3 = 10–13 3 = <15 3 = <15
(Adjectives) they are alike. 4 = <8 4 = <10 4 = <15 4 = <15
Score = 15 Notice: score, evidence of connections.
Key
Meets Expectations


Concept Children read concept words and sort 1 = 7+ 1 = 9+ 1 = 11+ 1 = 12

2=6 2=8 2 = 10 2 = 12
Describing [Alternatively, they select words from a
Words larger group of words.] They tell how 3 = 4–5 3 = 5–7 3 = 7–9 3 = 9–11
(Adverbs) they are alike. 4 = <4 4 = <5 4 = <7 4 = <9
Score = 12 Notice: score, evidence of connections.
Concept Children read concept words and sort 1 = 17+ 1 = 19+ 1 = 23+ 1 = 25
2 = 16 2 = 18 2 = 22 2 = 25
Number [Alternatively, they select words from a
Score = 25
they are alike. 4 = <14 4 = <12 4 = <15 4 = <23
Concept Children read concept words and sort 1 = 7+ 1 = 9+ 1 = 11+ 1 = 13+

2=6 2=8 2 = 10 2 = 12
Ordinal [Alternatively, they select words from a
Score = 20
they are alike. 4=3 4 = <4 4 = <7 4 = <9
Compound Children read simple compound words 1 = 21+ 1 = 27+ 1 = 33+ 1 = 38

Words and identify the two words that have
2 = 20 2 = 26 2 = 32 2 = 38
Individual been put together.
3 = 14–19 3 = 20–25 3 = 22–31 3 = 32–37
Score = 38 Notice: score, evidence in attempts
that the reader notices parts of words. 4 = <14 4 = <20 4 = <22 4 = <32
Grade 2 Children read 30 words, which include 1 = 16+ 1 = 21+ 1 = 25+ 1 = 31+
Word a variety of features.
2 = 15 2 = 20 2 = 24 2 = 30
Features Test Notice: words read correctly, evidence
3 = 12–14 3 = 15–19 3 = 20–23 3 = 25–29
Individual of understanding word features in
incorrect attempts. 4 = <12 4 = <15 4 = <20 4 = <25
Score = 30
Key
Meets Expectations


Synonyms 1 Children locate words that mean the 1 = 13+ 1 = 15 1 = 15 1 = 15

Score = 15 same or abut the same as words read
2 = 12 2 = 15 2 = 15 2 = 15
by the teacher.
3 = 8–11 3 = 10–14 3 = <15 3 = <15
identify; understanding of the concept 4 = <8 4 = <10 4 = <15 4 = <15
Synonyms 2 Children locate words that mean the 1 = 11+ 1 = 12+ 1 = 13+ 1 = 15
Score = 15 same or abut the same as words read
2 = 10 2 = 11 2 = 12 2 = 14
by the teacher.
3 = 7–9 3 = 9–10 3 = 10–11 3 = 13
identify; understanding of the concept 4 = <7 4 = <9 4 = <10 4 = <13
Antonyms 1 Children read and identify words that 1 = 13+ 1 = 15 1 = 15 1 = 15

2 = 12 2 = 15 2 = 15 2 = 15
opposite.
3 = 8–11 3 = 10–14 3 = <15 3 = <15
Notice: score number of pairs children
can identify as opposites. 4 = <8 4 = <10 4 = <15 4 = <15
Antonyms 2 Children read and identify words that 1 = 11+ 1 = 12+ 1 = 13+ 1 = 15
2 = 10 2 = 11 2 = 12 2 = 14
opposite.
3 = 7–9 3 = 8–10 3 = 9–11 3 = 11–13
Notice: score number of pairs children
can identify as opposites. 4 = <7 4 = <8 4 = <9 4 = <11
section 9
Key
Meets Expectations


Vocabulary Children use context to correctly iden- Level I Level K Level L Level M
in Context: tify the meaning of 3 words selected
1 = 12–15 1 = 12–15 1 = 12–15 1 = 12–15
Levels I, K, from a benchmark book at their
L, M instructional level or independent level. 2 = 9–11 2 = 9–11 2 = 9–11 2 = 9–11
Score: 12 on Notice: number of words known or 3 = 4–8 3 = 4–8 3 = 4–8 3 = 4–8
rubric almost known; ability to use context; 4 = <4 4 = <4 4 = <4 4 = <4
Rubric:
4) Did not respond or said “I don’t
know.
5) Made a response that is in
some way related to the mean-
ing of the word (any definition).
6) Responded with a definition that
is approximately the meaning of
the word (same definition as
used in the text).
6) Responded with a full definition
of the word (precise definition
used in the text).
Key
Meets Expectations

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B1_Section 8_9_Higher.

qxp 1/4/10 8:17 AM Page 182

j Appendix C: Suggested Criteria for the Use

Optional Literacy Assessment Criteria—Kindergarten

Optional Description Beginning 1st Interval 2nd Interval End of Year

Letter Children say the names of upper and 1 = 6+ 1 = 21+ 1 = 31+ 1 = 52

EARLY LITERACY CONCEPTS

Early Literacy Children demonstrate that they can 1 = 3+ 1 = 6+ 1 = 9+ 1 = 10

Reading High- Children read 25 high-frequency 1 = 1+ 1 = 6+ 1 = 16+ 1 = 20+

182 Fountas & Pinnell Benchmark Assessment System 1

Optional Literacy Assessment Criteria—Kindergarten, continued

Optional Description Beginning 1st Interval 2nd Interval End of Year

One- and Children say a word and clap or tap a 1 = 1+ 1 = 9+ 1 = 10 1 = 10

Phonological Children identify pictures with the 1 = 1+ 1 = 4+ 1 = 7+ 1=8

Phonological Children hear and say the individual 1 = 1+ 1 = 6+ 1 = 9+ 1 = 10

Phonological Children say a word and then say the 1 = 1+ 1 = 6+ 1 = 9+ 1 = 10

Fountas & Pinnell Benchmark Assessment System 1 183

Optional Literacy Assessment Criteria—Kindergarten, continued

Optional Description Beginning 1st Interval 2nd Interval End of Year

Writing Children say words slowly and write 1 = 1+ 1 = 6+ 1 = 16+ 1 = 20+

Phonograms– Children read words with simple 1 = 1+ 1 = 4+ 1 = 7+ 1 = 9+

Concept Prompted by a picture card, children 1 = 3+ 1 = 7+ 1 = 9+ 1 = 11

184 Fountas & Pinnell Benchmark Assessment System 1

Optional Literacy Assessment Criteria—Kindergarten, continued

Optional Description Beginning 1st Interval 2nd Interval End of Year

Concept Prompted by a picture card, children 1 = 1+ 1 = 5+ 1 = 7+ 1=8

Concept Prompted by a picture card, children 1 = 1+ 1 = 2+ 1 = 3+ 1 = 5+

Vocabulary Children use context to correctly iden- Level A Level B Level C

Fountas & Pinnell Benchmark Assessment System 1 185

Optional Description Beginning 1st Interval 2nd Interval End of Year

Letter Children say the names of upper and 1 = 52 1 = 52 1 = 52 1 = 52

EARLY LITERACY CONCEPTS

Early Literacy Children demonstrate that they can 1 = 10 1 = 10 1 = 10 1 = 10

One- and Children say the names of pictures and 1 = 10 1 = 10 1 = 10 1 = 10

186 Fountas & Pinnell Benchmark Assessment System 1

Optional Literacy Assessment Criteria—Grade 1, continued

Optional Description Beginning 1st Interval 2nd Interval End of Year

PHONOLOGICAL/PHONEMIC AWARENESS, continued

Phonological Children hear and say the individual 1 = 10 1 = 10 1 = 10 1 = 10

Phonological Children say a word and then say the 1 = 10 1 = 10 1 = 10 1 = 10

Phonological Children match words that sound alike 1 = 10 1 = 10 1 = 10 1 = 10

Fountas & Pinnell Benchmark Assessment System 1 187

Optional Literacy Assessment Criteria—Grade 1, continued

Optional Description Beginning 1st Interval 2nd Interval End of Year

Phonograms– Children read words with simple 1 = 9+ 1 = 16+ 1 = 20 1 = 20

Phonograms– Children read words with digraphs and 1 = 1+ 1 = 6+ 1 = 13+ 1 = 20

Phonograms– Children read words with long vowels 1 = 1+ 1 = 6+ 1 = 13+ 1 = 20

Phonograms– Children read words with a variety of 1 = 1+ 1 = 6+ 1 = 13+ 1 = 20

Consonant Children read words, marking the con- 1=0 1 = 6+ 1 = 9+ 1 = 11+

188 Fountas & Pinnell Benchmark Assessment System 1

Optional Literacy Assessment Criteria—Grade 1, continued

Optional Description Beginning 1st Interval 2nd Interval End of Year

Grade 1 Word Children read 30 words, which include 1 = 1+ 1 = 6+ 1 = 16+ 1 = 21+

Compound Children read simple compound words 1=0 1 = 4+ 1 = 10+ 1 = 13+

Concept Prompted by a picture card, children 1 = 10+ 1 = 12 1 = 12 1 = 12

Fountas & Pinnell Benchmark Assessment System 1 189

Optional Literacy Assessment Criteria—Grade 1, continued

Optional Description Beginning 1st Interval 2nd Interval End of Year

Concept Children read concept words and sort 1 = 1+ 1 = 4+ 1 = 5+ 1 = 6+

Concept Children read concept words. 1 = 1+ 1 = 4+ 1 = 5+ 1 = 6+

Concept Children read concept words. 1 = 9+ 1 = 11+ 1 = 13+ 1 = 16

Concept Children read concept words. 1 = 5+ 1 = 7+ 1 = 9+ 1 = 11+

190 Fountas & Pinnell Benchmark Assessment System 1