Professional Documents
Culture Documents
Definitions
Phonics: the relationship between sounds and their spellings; the phoneme-
grapheme (sound-letter) relationship
Word attack: methods used by a reader to analyze words; these skills include
phonics, structural analysis, onset and rime, and use of sight words.
Onset: the consonant or consonants that come just before the vowel
Phonics Assessments
• Running Records
The Name Test
Objectives
1.01 The student is able to identify, by sight and sound,
words beginning with chr, sch, and squ.
Pre-Test Post-Test
Question # Obj. Item Answer Obj. Item Answer
1 1.01 1 C 1.03 1 B
2 1.01 2 D 1.03 2 A
3 1.01 3 A 1.03 3 C
4 1.02 4 D 1.02 4 A
5 1.02 5 D 1.02 5 D
6 1.02 6 A 1.02 6 D
7 1.03 7 C 1.01 7 A
8 1.03 8 A 1.01 8 D
9 1.03 9 B 1.01 9 C
Elementary School: Advanced Phonics - Goal 1
Pre-Test
DIRECTIONS: Read each example. Choose the correct answer.
1. The consonant blend in Christmas is. . 7. The silent letter in bridge is. . .
. A. g.
A. ch. B. r.
B. stm. C. d.
C. chr. D. b.
D. st.
8. The silent letter in ghost is. . .
2. The consonant blend in school is. . . A. h.
A. sc. B. g.
B. ch. C. t.
C. str. D. o.
D. sch.
9. The silent letter in fudge is. . .
3. The consonant blend in squat is. . . A. f.
A. squ. B. d.
B. sq. C. u.
C. qu. D. g.
D. uat.
1. The silent letter in fudge is. . . 8. The consonant blend in school is. . .
A. f. A. sc.
B. d. B. ch.
C. u. C. str.
D. g. D. sch.
Objectives
2.01 The student is able to identify by sight and sound the
words in which the vowel diphthongs au and aw occur.
Pre-Test Post-Test
# Objective Item Answer Objective Item Answer
1 2.01 1 A 2.04 1 A
2 2.02 2 A 2.03 2 D
3 2.03 3 B 2.02 3 B
4 2.04 4 D 2.01 4 B
5 2.01 5 C 2.04 5 B
6 2.02 6 D 2.03 6 A
7 2.03 7 A 2.02 7 D
8 2.04 8 B 2.01 8 C
9 2.01 9 B 2.04 9 D
10 2.02 10 B 2.03 10 B
11 2.03 11 D 2.02 11 A
12 2.04 12 A 2.01 12 A
Elementary School: Advanced Phonics - Goal 2
Pre-Test
DIRECTIONS: Read each example. Choose the correct answer.
1. Which word has the same vowel 7. Which word has the same vowel
sound as hawk? sound as Troy?
A. sauce A. coin
B. sure B. move
C. happy C. dance
D. bat D. done
2. Which word has the same vowel 8. Which word has the same vowel
sound as how? sound as blue?
A. house A. made
B. pool B. chew
C. best C. frog
D. snow D. rock
3. Which word has the same vowel 9. Which word has the same vowel
sound as boil? sound as saw?
A. care A. stir
B. toy B. taught
C. look C. club
D. fun D. grow
4. Which word has the same vowel 10. Which word has the same vowel
sound as crew? sound as clown?
A. sing A. line
B. ball B. mouse
C. flag C. clap
D. true D. end
5. Which word has the same vowel 11. Which word has the same vowel
sound as cause? sound as noise?
A. roll A. pick
B. now B. soon
C. straw C. new
D. bone D. boy
6. Which word has the same vowel 12. Which word has the same vowel
sound as pound? sound as clue?
A. street A. stew
B. boy B. stop
C. word C. clean
D. brown D. hut
Elementary School: Advanced Phonics - Goal 2
Post-Test
DIRECTIONS: Read each example. Choose the correct answer.
1. Which word has the same vowel 7. Which word has the same vowel
sound as clue? sound as pound?
A. stew A. street
B. stop B. boy
C. clean C. word
D. hut D. brown
2. Which word has the same vowel 8. Which word has the same vowel
sound as noise? sound as cause?
A. pick A. roll
B. soon B. now
C. new C. straw
D. boy D. bone
3. Which word has the same vowel 9. Which word has the same vowel
sound as clown? sound as crew?
A. line A. sing
B. mouse B. ball
C. clap C. flag
D. end D. true
4. Which word has the same vowel 10. Which word has the same vowel
sound as saw? sound as boil?
A. stir A. care
B. taught B. toy
C. club C. look
D. grow D. fun
5. Which word has the same vowel 11. Which word has the same vowel
sound as blue? sound as how?
A. made A. house
B. chew B. pool
C. frog C. best
D. rock D. snow
6. Which word has the same vowel 12. Which word has the same vowel
sound as Troy? sound as hawk?
A. coin A. sauce
B. move B. sure
C. dance C. happy
D. done D. bat
The Starpoint Phonics Assessment (SPA)
Materials
Reproduce the twenty rows of nonsense words on flashcards or index cards, with all Row
1 words on one card, all Row 2 words on the next card etc. You will also need a copy of
the SPA analysis grid for each student to be assessed. A tape recorder should be used to
record the assessment.
Procedure
Assess each student individually. Using a cassette record may facilitate the process.
Beginning with the first flashcard, say to the student, “Please read the words on each card
as I hold them up. The words are all nonsense words. That means that they are not real
words. Just pronounce them the way you think they would sound. For instance, the first
word is runk. Go ahead and try to say the other words as I hold them up.”
Using the SPA analysis grid form, indicate whether the child said the word
correctly. Incorrect pronunciations should be written phonetically. Using the taped
session, review the miscues and indicate the phonics skill that is lacking. There should
be at least one box marked for each miscue. If none of the categories fit, make a notation
in the examiner’s notes section of the skill you believe the student may need to learn
(e.g., cvc rule, hard g sound etc.). Finally, tall the number of miscues in each column. If
a child has two or more miscues in a category, explicit instruction of this skill may be
required.
Williams, S.G., Cooter, K.S., & Cooter, R.B. (2003). The Starpoint phonics quick test.
Unpublished manuscript.
SPA Nonsense Words
Materials
You will need to reproduce cards with the following word groups on each:
You will also need copies of the R/C Word Attack Survey.
Procedure
Individually assess each child. Tell the child they are going to be reading some make-
believe words and may sound funny but he/she should pronounce the word they way it
should sound. As the child works his/her way through they words, note any
mispronunciations on the Word Attack Survey form. Determine areas of phonic
knowledge the student may be having difficulty with based on repeated miscues. It is
recommended that instructional decisions be based on a pattern of errors repeated over
time. Thus, you will need to hear the child read more than once before deciding which
areas should be addressed in the curriculum.
Reutzel, D.R. & Cooter, R.B. (2003). Strategies for reading assessment and instruction.
Columbus, Ohio: Merrill Prent ice Hall.
Reutzel/Cooter Word Attack Survey Form
Student name:
Date:
F. Schwa sound
K. Ph (F sound)
M. Syllabication Rules (besides 51-54, there are many other syllabication examples
throughout the WAS)
Comments:
Pseudo-words Assessments (Grades 1-8)
Materials
The assessment copy for each grade level is included. Each word needs to be printed on
a separate sheet of paper (as a list) or on index cards (individually) so that the student will
be able to read them.
Procedure
Assess the students individually. Tell the student that he/she is going to be reading
nonsense words, but he/she should pronounce them how it would sound if it was a real
word. On the assessment copy, note the phonetic spelling of any mispronounced word.
med meep
kot dut
swip pog
dree nack
bick shu
shub fet
doy han
cho stip
flate kip
lin det
sime bote
nug juck
skib bry
Students name:
Date:
Comments:
Pseudowords: Multisyllabic (Teacher Copy) Grades 2-4
granbit
kiblate
chotsimly
perdeetish
straypole
sheefoaming
umchaw
moyjecklot
imbretnig
norlean
medgran
trunshad
thiderfet
dimpsod
lopetjat
Student’s Name:
Date:
Comments:
Pseudowords: Multisyllabic (Teacher Copy) Grades 4-8
wratbeling
dawsnite
pramminciling
whetsplitter
gincule
cringale
slatrungle
trayfrall
spreansplit
goanbate
streegran
glammertickly
grantellean
aipcid
Student’s Name:
Date:
Comments:
Assessing Phonics via Running Records
Procedure
Listening to a student read aloud is one of the ways to monitor the reading process. It is
an imperfect assessment strategy, however, because oral reading ability differs somewhat
from silent reading. Nevertheless, oral reading is suggestive of skills the student may be
using. The goal in this instance is to use running records as a mean for identifying
phonics-related miscue patterns.
Materials
Make a copy of the passage the student will be reading. Use a miscue grid/running record
system. Make copies of the Phonic Analysis Form for Oral Reading Miscues to help
determine the phonics needs for each student.
Procedure
Listen to the student read passage(s) you have prepared that are at his instructional reading level
(about 95-97% word call accuracy). Record any miscues using the grid system to begin to look for
patterns of recurring phonics problems. Pay careful attention to word call errors, attempted decoding
and self-corrections. To identify recurring patterns of phonics miscues, use the Phonic Analysis Form.
Reutzel, D.R., & Cooter, R.B. (2000). Balanced reading strategies and practices: Assessing and assisting
readers with special needs. Columbus, Ohio: Merrill Prentice Hall.
Phonic Analysis Form
• Letter-Sound Cards
• Have children sort small objects into a correct box according to the initial
consonant sounds. For younger children, use just two different consonant
sounds. For example, you could include these items: bear, bat, bubbles, cat,
car, clock. The children would sort them into a box labeled “B” and a box
labeled “C.”
• Use words and names that are part of students’ visual environment to
reinforce letter-sound associations.
• Make a chart with columns for each phonic sound that has been reviewed
and have the students identify words within their reading literature or
classroom texts that contain specific sound patterns. Once students
recognize a word containing the selected sound pattern, he or she may write
the word under the appropriate column. (This can be done as guided learning
on the board with the whole class, or it can be done independently to assess
individual progress.)
• Have children recite or create their own tongue twisters using words that
begin with the same sound. For example, Peter Piper picked a peck of
pickled peppers. This tongue twister reinforces the /p/ phoneme.
1) The C Rule: The letter c is an irregular consonant letter that has no phoneme of its
own. Therefore, it assumes two other phonemes found in different words: /k/ and /s/.
In general, when the letter c is followed by a, o, or u, it will assume the /k/ sound.
2) The G Rule: G is irregular and has a soft g and hard g sound. When g is followed by
the letters e, i, or y, it assumes a soft g or /j/ sound. If g is followed by the letters a, o,
or u, then it represents the hard sound.
3) The CVC Generalization: When a vowel comes between two consonants, it usually
has a short vowel sound. Examples include: sat, ran, let, and pen.
4) Vowel Digraphs: When two vowels come together in a word, usually the first vowel
is long and the second is silent. This frequently occurs with the oa, ee, and ay letter
combinations.
5) The VCE (Final E) Generalization: When two vowels appear in a word separated by a
consonant and the final one is an e at the end of the word, the first vowel is generally
long and the final e is silent. Examples include: cape, rope, and kite.
7) The R-Controlled Vowels: Vowels that appear before the letter r are usually neither
long nor short, but tend to be overpowered or “swallowed up” by the /r/ sound.
Examples include person, player, neighborhood, and herself.
Reutzel, D.R., & Cooter, R.B. (2003). Strategies for reading assessment and instruction:
Helping every child succeed. Columbus, Ohio: Merrill Prentice Hall.
Letter Sound Cards
Purpose
Letter sound cards are intended as prompts to help students remember individual and
combination (i.e., digraphs and blends) letter sounds tha t have been introduced during
mini- lessons or other teachable moments.
Materials
You will need to have a word bank for each child (a shoe box, index card holder, recipe
box), alphabetic divider cards to separate words, index cards, and colored markers.
Procedure
Provide students with their own word cards on which you or they have written a key
letter sound or sounds on one side and a word that uses that sound on the other.
Whenever possible, it is best to use nouns or other words that can be depicted with a
picture, so that, for emergent readers, a drawing can be added to the side having the word.
Reutzel, D.R., & Cooter, R.B. (2003). Strategies for reading assessment and instruction:
Helping every child succeed. Columbus, Ohio: Merrill Prentice Hall.
Phonics Generalizations Songs or Chants
Vowel Pairs