Phonics Assessment Materials
Units of Study in Phonics Kindergarten Assessments
If you choose to administer the assessments from the Units of Study in Phonics, please use the schedule in A Guide to Phonics Units of Study K-1 beginning on page 85. Materials can be found on pages 86-105 of A Guide to Phonics Units of Study K-1, on the Heinemann online resources, and in the resource box.
BAS Kindergarten Assessments
See your grade level Assessment Expectations to determine which assessment is expected to be administered at a specific time of year.
The following assessments are found in the Fountas and Pinnell Benchmark Assessment System 1, Edition 3 Assessment Forms book and in the online resources on fountasandpinnell.com. Below are the specific pages to reference for directions when administering and scoring each assessment. There are additional assessments in this resource that are not listed below, which you may wish to use at any time with select students to gather more information.
The following assessments are found in the Fountas and Pinnell Benchmark Assessment System 1, Edition 3 Assessment Forms book and in the online resources on fountasandpinnell.com. Below are the specific pages to reference for directions when administering and scoring each assessment. There are additional assessments in this resource that are not listed below, which you may wish to use at any time with select students to gather more information.
See pages 183-186 for specific information. The document below also provides directions for conducting this assessment with a specific text, Hiding, found in the Orange LLI kit (Level B, #39). Please see your CTL to borrow a copy of this text if you are interested in using it. You can also use any B or C level book from BAS System 1 or another guided reading book at this level.
| Early Literacy Behaviors: Additional Book-Specific Directions |
See pages 178-182 for specific information.
See pages 213-215 for specific information. A combined recording sheet for all Phonological Awareness tasks can be found on page 216.
See pages 208-210. A combined recording sheet for all Phonological Awareness tasks can be found on page 216.
NEW SCORING INFORMATION: 2018
We had received conflicting information about how to score the Initial Sounds Fluency Assessment last year and sought out clarification as we head into the new year. Please see the Fountas and Pinnell response below about how to score. The bottom line: give one point if they can match OR produce, or do both.
"Students are given the opportunity to show an understanding of the initial sounds by matching the picture with the other pictures then to orally produce the sounds already heard. Both are actually matching tasks to identify the pictures with the same initial sound as a spoken word, two ways of knowing. The child is given credit for knowing the 8 initial sounds but the teacher has knowledge of varying processes to guide instruction. The knowledge of the initial sound is the same.
The complex processing systems provide similar outcomes but the paths may differ. The child "knows" the initial sound thus receives credit. There is no need to give double credit for each sound. This is similar to Marie Clay's Letter Identification task. The teacher may ask the child to give the name, sound, or a word that starts with each letter but credit is given for "knowing" the letter in any of those ways. There are only 26 letters to know. In this PA task there are only 8 sounds to know."
We had received conflicting information about how to score the Initial Sounds Fluency Assessment last year and sought out clarification as we head into the new year. Please see the Fountas and Pinnell response below about how to score. The bottom line: give one point if they can match OR produce, or do both.
"Students are given the opportunity to show an understanding of the initial sounds by matching the picture with the other pictures then to orally produce the sounds already heard. Both are actually matching tasks to identify the pictures with the same initial sound as a spoken word, two ways of knowing. The child is given credit for knowing the 8 initial sounds but the teacher has knowledge of varying processes to guide instruction. The knowledge of the initial sound is the same.
The complex processing systems provide similar outcomes but the paths may differ. The child "knows" the initial sound thus receives credit. There is no need to give double credit for each sound. This is similar to Marie Clay's Letter Identification task. The teacher may ask the child to give the name, sound, or a word that starts with each letter but credit is given for "knowing" the letter in any of those ways. There are only 26 letters to know. In this PA task there are only 8 sounds to know."
See pages 187-190 for specific information.
See pages 191-194 for specific information.
Phonics Assessment Expectations/TestWiz (Updated and Corrected for 2018-2019)
| Kindergarten Phonics Assessment Expectations 2018-2019 |
Class Summary Forms (Updated 2018-2019)
| Letter Recognition Class Summary Sheet |
| Phonics Assessment Class Summary_Sept |
| Phonics Assessment Class Summary_Jan |
| Phonics Assessment Class Summary_June |