Reading Assessment Checklist Behaviors To Notice, Teach .

Reading Assessment Checklist – Behaviors to Notice, Teach and SupportBehaviors to Notice, Teach and Support – Level G(Fountas and Pinnell) - DRA – 12 – ECLAS - 4Adapted from The Continuum of Literacy Learning Grades K-8 Fountas and PinnellBehaviors to Notice, Teachand SupportThinking Within the TextSolving Words - Recognizes mostwords quickly and easilyRemoves the endings from base wordsto solve new wordsUses letter clusters (blends anddiagraphs) to solve wordsUses left-to-right letter/sound analysisto read a wordUses sounds related to vowels andconsonants to solve wordsTales apart many new words such ascompound words, to solve themQuickly and automatically recognizes 75or more high frequency wordsConnects words that mean the same oralmost the same, to derive meaningfrom the textUses content and pictures to derivemeaning of unfamiliar vocabularySearching for and UsingInformationNotices and uses labels for picturesProcesses texts with split dialogue andsome pronounsUses all sources of information to solvenew wordsUses simple organizational features(titles and headings)Notices and uses readers’ tools such astable of contents where applicableSearches for specific facts ininformational textsMonitoring and CorrectingSelf-corrects close to the point of errorRe-reads the sentence or phrase to selfcorrect or confirmUses relationships between sounds andletters, and letter clusters to monitor accuracyUses known words to monitor and self-correctRealizes when more information is needed tounderstand textSummarizing - Remembers information tohelp understand the end of the storyRecalls and re-tells important informationfrom factual textsUnderstands and talks about a simplesequence or events in the storyProvides and oral summary of a text withappropriate details in sequenceFollows and discusses multiple events in astoryMaintaining Fluency - Demonstratesphrased, fluent oral readingReflects language grammar and meaningthrough phrasing and expressionReflects punctuation through appropriatepausing and intonation while reading orallyName:DateDateDateDateThinking Beyond the TextDateDateDateDatePredicting - Makes predictions usinglanguage structureMakes predictions based on knowledge ofcharacters or genrePredicts the ending of a story based onreading beginning & middle of the storyMakes predictions based on priorknowledge and experiencesMakes predictions based on informationgained through readingSupports predictions with evidence fromthe text or prior knowledgeMaking Connections - Makes connectionsbetween similar texts/topicsMakes and discusses connections betweentexts and reader’s experiencesRecognizes and applies attributes ofrecurring characters where applicableSynthesizingIdentifies new information in text/picturesRelates content of the text to what isalready knownAcquires and reports new information fromtextInterprets and talks about characters’’motivations and feelingsInferring - Infers causes for characters’feelings or motivesJustifies inferences with evidence from thetextShows empathy for characters and caninfer their feelings or motivationsInfers causes and effects as implied in thetextUses and interprets information frompictures without depending on pictures toconstruct meaningAnalyzing/Critiquing - Recognizewhether a text is fiction or non-fictionIdentifies characteristics of genres - realisticfiction, fantasy, factual, plays, traditionalliteratureNotices writer’s specific use of words to conveymeaning – shouted, criedUnderstands that a story has a beginning , aseries of events, and endRecognizes and discusses how print layout orfeatures are used to convey meaningUnderstands how writers use interestingcharacters and eventsDemonstrates appropriate stress onwords in a sentence5

Reading Assessment Checklist – Behaviors to Notice, Teach and SupportBehaviors to Notice, Teach and Support – Level H(Fountas and Pinnell) - DRA – 14 – ECLAS – 4Adapted from The Continuum of Literacy Learning Grades K-8 Fountas and PinnellBehaviors to Notice, Teach andSupportThinking Within the TextSolving Words - Uses letter-sound relationships tosolve more complex wordsDemonstrates flexible ways to solve words – taking itapart, using meaning)Demonstrates competent active word-solving whilereading at an appropriate paceUses sounds related to vowels and consonants tosolve wordsRecognizes and uses word parts – onset and rimes,consonant clusters to solve words while readingMakes connections between words by letter soundsor spelling patternsTakes apart many new words such as compoundwords, to solve themQuickly and automatically recognizes 100 or morehigh frequency words within continuous textConnects words that mean the same or almost thesame, to derive meaning from the textUses context and pictures to derive meaning ofunfamiliar vocabularySearching for and Using InformationNotices and uses labels for picturesUses some simple graphics, labeled pictures, that addinformation to the textProcesses texts with split dialogue and somepronounsUses a table of contents to locate information in thetextNotices, searches for and discusses information thatis important to understandingMonitoring and CorrectingSelf-corrects close to the point of errorRe-reads to problem solve self-correct or confirmUses multiple sources of information to monitor andself-correct using language structure and letter-soundinformationUses known words to monitor and self-correctRealizes when more information is needed tounderstand textSummarizingRemembers information to help understand the endof the storyIdentifies and understands a set of related ideas in atextUnderstands and talks about a simple sequence orevents in the storyAfter reading provides an oral summary of a text withappropriate detailsSummarizes narratives with multiple events in a storyName:DateDateDateDateThinking Beyond the TextDateDateDateDatePredicting - Makes predictions based onlanguage structureMakes predictions based on knowledge ofcharacters or genreMakes predictions based on prior knowledgeand information gained through readingUses understanding of text structure to makepredictionsSupports predictions with evidence from thetext or prior knowledgeMaking Connections - Makes connectionsbetween text and other texts readMakes and discusses connections betweentexts and reader’s experiences, before, duringand after readingRecognizes and applies attributes of recurringcharacters where applicableMakes connections between characters andevents based on prior knowledgeSynthesizing - Differentiates between what isknown and new informationIdentifies new information and incorporates itinto present understandingsDemonstrates learning new content fromreadingInferring - Shows empathy for charactersand can infer their feelings or motivationsJustifies interferences with evidence from thetextInfers causes and effects as implied in the textInterprets information from pictures withoutdepending on pictures to construct meaningAnalyzing/Critiquing - Recognizes whethera text is fiction or non-fictionIdentifies characteristics of genres - realisticfiction, fantasy, factual, playsNotices writer’s specific use of words to conveymeaning – shouted, criedIdentifies parts of a story- beginning , a seriesof events, and an endRecognizes and discusses how print layout orfeatures are used to convey meaningUnderstands how writers use interestingcharacters and eventsAgrees or disagrees with the ideas in the textMaintaining Fluency - Demonstrates phrased,fluent oral readingReflects language syntax and meaning throughphrasing and expressionDemonstrates awareness of the function of the fullrange of punctuationDemonstrates appropriate stress on words in asentenceUses multiple sources of information (languagestructure, meaning) to support fluency and phrasing6

Reading Assessment Checklist – Behaviors to Notice, Teach and SupportBehaviors to Notice, Teach and Support – Level I(Fountas and Pinnell) - DRA – 16 – ECLAS – 5Adapted from The Continuum of Literacy Learning Grades K-8 Fountas and PinnellBehaviors to Notice, Teach andSupportThinking Within the TextSolving Words - Uses letter-sound relationships tosolve complex wordsDemonstrates flexile ways to solve words – taking itapart, using meaning)Demonstrates competent active word-solving whilereading at an appropriate paceUses sounds related to vowels and consonants tosolve wordsRecognizes and uses word parts – onset and rimes,consonant clusters to solve words while readingMakes connections between words by letters, soundsor spelling patternsTakes apart many new words such as compoundwords, to solve themQuickly and automatically recognizes 150 or morehigh frequency words within continuous textConnects words that mean the same or almost thesame, to derive meaning from the textUses context and pictures to derive meaning ofunfamiliar vocabularySearching for and Using InformationUses multiple sources of information to solve wordsNotices and uses graphics, such as labels andcaptions for pictures, and diagramsProcesses texts with split dialogue assigned tospeakersUses a table of contents, index, glossary to locateinformation in the textNotices, searches for and discusses information thatis important to understandingMonitoring and CorrectingSelf-corrects close to the point of errorUses multiple sources of information to monitor andself-correct using language structure and lettersound informationUses known words to monitor and self-correctRealizes when more information is needed tounderstand textSummarizing - Summarizes narratives with multipleevents in a storyUnderstands problem and solution in a storyUnderstands and talks about a set of related ideas orevents in the storyAfter reading provides an oral summary of a textwith appropriate detailsRemembers information or a series if events to helpunderstand the end of the storyMaintaining Fluency - Demonstrates phrased,fluent oral readingDemonstrates awareness of the function of the fullrange of punctuationDemonstrates appropriate stress on words in asentenceUses multiple sources of information (languagestructure, meaning) to support fluency and phrasingQuickly and automatically solves most words in thetextReads independently at an appropriate rateName:DateDateDateDateThinking Beyond the TextDateDateDateDatePredictingMakes predictions based on language structureMakes predictions based on knowledge ofcharacters or genrePredicts the solution to the problemMakes predictions based on prior knowledgeand information gained through readingUses understanding of text structure to makepredictionsSupports predictions with evidence from thetext or prior knowledgeSearches for and uses information to confirm ordisconfirm predictionsMaking Connections - Makes connectionsbetween characters and events based on priorknowledgeRecognizes and applies attributes of recurringcharacters where applicableMakes and discusses connections between textsand reader’s experiences, before, during andafter readingSynthesizing - Differentiates between what isknown and new informationExpresses changes in ideas after reading a textDemonstrates learning new content fromreadingInferring - Infers causes and effects as impliedin the textShows empathy for characters and can infertheir feelings or motivationsJustifies interferences with evidence from thetextAnalyzing/CritiquingRecognize whether a text is fiction or non-fictionIdentifies characteristics of genres - realisticfiction, fantasy, factual, playsIdentifies a point in the story where theproblem is resolvedNotices descriptive and figurative languageRecognizes and discusses how print layout orfeatures are used to convey meaningNotices specific writing techniques such asquestion/answerNotices a writer’s styleAgrees or disagrees with the ideas in the text7

Reading Assessment Checklist – Behaviors to Notice, Teach and SupportReading Assessment – Level J (Fountas and Pinnell) - DRA – 18 - NYC ECLAS – 5Adapted from The Continuum of Literacy Learning Grades K-8 Fountas and PinnellBehaviors to Notice, Teach andSupportThinking Within the TextSolving WordsUses multiple sources of information to solvenew wordsUses multiple strategies to figure out newwords while focusing on meaningAnalyzes words from left to right, usingknowledge of sound/letter relationshipsUses known words and word parts to figure outnew wordsReads fluently, slowing down to figure out newwords and then resuming fluencyFlexibly uses meaning, syntax and visualinformation to monitor readingSearching for and Uses Information:Processes text with varied dialogueNotices and uses graphics such as labels,simple diagrams and captionsUses readers tools such as table of contents,index and glossary to locate informationProcesses long sentences with 10 or morewordsUses chapter titles to predict contentMonitoring and CorrectingSelf-corrects errors that cause loss of meaningRe-reads when necessary to search formeaning and self-correctsUses multiple sources of information to monitorand self-correctSummarizingReports episodes in the text in sequenceIdentifies important ideas in a text and reportsthem in an organized wayFollows and remembers events in the story tounderstand the endingUnderstands the problem of a story and it’ssolutionMaintaining FluencyDemonstrates phrased, fluent oral reading withappropriate stress on wordsDemonstrates awareness of the function ofpunctuationUse multiple sources of information to supportfluencyQuickly and automatically solves most words inthe textReads silently at a good rateName:DateDateDateDateThinking Beyond the TextDateDateDateDatePredictingMakes predictions about the solution to theproblem in the storyUses text structure to predict the outcome ofa narrativeSearches for, and uses information toconfirm or disconfirm predictionsJustifies predictions using evidenceMakes predictions about the character basedon traits revealed by the writerMaking ConnectionsUses background knowledge to understandtext before, during and after readingMakes connections between the text andother texts readSpecifies the nature of connections – topic,content, writer, genreSynthesizingDemonstrates learning new content fromreadingDifferentiates between known and newinformationInferringInfers cause and effect by reading aboutcharacters and eventsDemonstrates understanding of charactersusing evidence from the textInfers characters feelings through readingtheir dialogueInfers causes of problems or outcomes infiction and non-fictionAnalyzing/CritiquingNotices aspects of genresNotices aspects of a writer’s style afterreading several books by the same authorNotices use of descriptive languageAgrees or disagrees with ideas in the textHypothesizes how characters might havebehaved differently8

Reading Assessment Checklist – Behaviors to Notice, Teach and SupportReading Assessment – Level K/L (Fountas and Pinnell) - DRA – 20, 24 - NYC ECLAS – 6Adapted from The Continuum of Literacy Learning Grades K-8 Fountas and PinnellBehaviors to Notice, Teach andSupportThinking Within the TextSolving WordsUses multiple sources of information toprocess text smoothlyConnects words that mean the same oralmost the same to help understand textDemonstrates flexible ways to solve words –word parts, endings, prefixesSolves and understands content specificwords using graphics and tools from the textUnderstands longer descriptive wordsSearching for and Using Information:Uses multiple sources of information to solvenew wordsNotices and uses graphics such as labels,diagrams, maps, charts and captionsGoes beyond the text in discussions andinterpretationsSustains problem-solving and developmentof meaning through a longer text read overseveral daysUses chapter titles to predict contentProcesses longer sentences (over 15 words)Monitoring and CorrectingSelf-corrects errors that cause loss ofmeaningRe-reads when necessary to search formeaning and self-correctsSilently reads sections of the textSelf-corrects when errors detract frommeaningSummarizingReports episodes in the text in sequenceIdentifies important ideas in a text andreports them in an organized wayFollows and remembers events in the storyto understand the endingUnderstands the problem of a story and it’ssolutionSummarizes ideas from the text and howthey are relatedMaintaining FluencyDemonstrates phrased, fluent oral readingwith appropriate stress on wordsDemonstrates awareness of the function ofpunctuationUse multiple sources of information tosupport fluencyQuickly and automatically solves most wordsin the textReads silently at a good rateName:DateDateDateDateThinking Beyond the TextDateDateDateDatePredictingMakes predictions about the solution tothe problem in the storyUses text structure to predict the outcomeof a narrativeMakes a wide range of predictions basedon prior knowledge, content knowledgeand knowledge of textsSearches for, and uses information toconfirm or disconfirm predictionsJustifies predictions using evidenceMakes predictions about the characterbased on traits revealed by the writerMaking Connections - Uses backgroundknowledge to understand text before,during and after readingMakes connections between the text andother texts readSpecifies the nature of connections –topic, content, writer, genreSynthesizingDemonstrates learning new content fromreadingDifferentiates between known and newinformationInferringInfers cause and effect by reading aboutcharacters and eventsDemonstrates understanding of charactersusing evidence from the textInfers characters feelings through readingtheir dialogueInfers causes of problems or outcomes infiction and non-fictionAnalyzing/CritiquingNotices aspects of genresNotices aspects of a writer’s style afterreading several books by the same authorNotices use of descriptive languageAgrees or disagrees with ideas in the textHypothesizes how characters might havebehaved differentlySlows down reading to search for9

informationReading Assessment Checklist – Behaviors to Notice, Teach and SupportReading Assessment – Level M/N (Fountas and Pinnell) - DRA – 28, 30Adapted from The Continuum of Literacy Learning Grades K-8 Fountas and PinnellBehaviors to Notice, Teachand SupportThinking Within the TextSolving Words - Begins to notice newand interesting words, rec

Behaviors to Notice Teach and Support – Level A/B (Fountas and Pinnell) DRA 1/2- –- NYC ECLAS 2 Adapted from The Continuum of Literacy Learning Grades K-8 Fountas and Pinnell Behaviors to Notice, Teach and Support Name: Thinking Within the Text Date Date Date Date Thinking Beyond the Text Date Date Date