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Guidelines for AdministeringPrimary Phonics Assessment
The Primary Phonics Assessment is quick screener that teachers canuse as a preliminary indicator of what phonic and structuralelements the student does/doesn’t know. Phonic and structuralelements are tested in the context of a word, so caution should be used in interpreting results as a student may recognize a word bysight but may be unable to decode other words with that element.
Who to Test?
Administer this test to students who know most of their letter sound correspondences and are readingmid 1st through 3rd grade.
Materials • Student Record Form
• Student Copy of words
• Class Record Form
TestingProcedure
• Give the student a copy of the words to read.
• Begin testing with first item. Ask the student toread the words across the page.
• Record student responses (see next section) onrecord form.
• You may discontinue testing if the student misses 5items in a row.
• Note: If the student is unable to read at least 5 of the first 10 words correctly, discontinue andadminister Beginning Phonics Assessment.
• Class results can be summarized on class record form.
Scoring • If student reads the word correctly, record +.
• If the student is unable to decode a word within 3 seconds, record NR for no response (you may tell thestudent the word).
• If student misidentifies a word, write what the student said.
• Leave blank any untested items.
Student Name: Date
Examiner Name: Grade
Primary Phonics AssessmentStudent Record Form
# Item Response 1 th - bath 2 er - hunter 3 ing - testing 4 sh - shop 5a ed- handed 5b ed - licked 5c ed - missed 6 wh - when 7 qu - quiz 8 ol - fold 9 y - sunny 10 est - fastest 11 oa - loan 12 ar - cart 13a vce - fine 13b vce - hope 13c vce - cane 14 ea - neat 15 oo - hoop 16 le - candle 17 ee - meet 18 ai - pain 19 ch - lunch 20 or - port 21 ay - pray 22 ou - proud 23 ir - thirst 24 ur - curb 25a vce + taped 25b vce + hoping 25c vce + timer 26 kn - knock 27 oi - boil 28 oy - enjoy
# Item Response 29 ew - stew 30 ph - graph 31 wr - wrap 32 au - haunt 33 aw - hawk 34 con - confuse 35 ment - payment 36 de – demand 37 al - sandal 38 ful - handful 39 dis - distant 40 able - enjoyable 41 less - useless 42 ness - darkness 43 pro - protect 44 tion - invention 45 ist - artist 46 ible - sensible 47 age - package 48 sion - mission 49 ence - silence 50 ish - selfish 51 pre - predict 52 ex - expand 53 over - overtime 54 ion - million 55 com - compare 56 ture - venture 57 ive - detective 58 ac - accuse 59 ous - joyous 60 ic - panic 61 ward - forward 62 ize - realize
Student Copy
1-4 bath hunter testing shop
5-6 handed licked missed when
7-10 quiz fold sunny fastest
11-13 loan cart fine hope
13-16 cane neat hoop candle
17-20 meet pain lunch port
21-24 pray proud thirst curb
25-26 taped hoping timer knock
27-30 boil enjoy stew graph
31-34 wrap haunt hawk confuse
35-38 payment demand sandal handful
39-42 distant enjoyable useless darkness
43-46 protect invention artist sensible
47-50 package mission silence selfish
51-54 predict expand overtime million
55-58 compare venture detective accuse
59-62 joyous panic forward realize
Primary Phonics AssessmentClass Record Form
Item - word Students
1 th - bath 2 er - hunter 3 ing - testing 4 sh - shop 5a 5b 5c
ed - handed ed - licked ed - missed
6 wh - when 7 qu - quiz 8 ol - fold 9 y - sunny 10 est - fastest 11 oa - loan 12 ar - cart 13a 13b 13c
vce - fine vce - hope vce - cane
14 ea - neat 15 oo - hoop 16 le - candle 17 ee - meet 18 ai - pain 19 ch - lunch 20 or - port 21 ay - pray 22 ou - proud 23 ir - thirst 24 ur - curb 25a 25b 25c
vce + taped vce + hoping vce + timer
26 kn - knock 27 oi - boil 28 oy - enjoy 29 ew - stew 30 ph - graph 31 wr - wrap 32 au - haunt 33 aw - hawk
Item - word Students
34 con - confuse 35 ment - payment 36 de – demand 37 al - sandal 38 ful - handful 39 dis - distant 40 able - enjoyable 41 less - useless 42 ness - darkness 43 pro - protect 44 tion - invention 45 ist - artist 46 ible - sensible 47 age - package 48 sion - mission 49 ence - silence 50 ish - selfish 51 pre - predict 52 ex - expand 53 over - overtime 54 ion - million 55 com - compare 56 ture - venture 57 ive - detective 58 ac - accuse 59 ous - joyous 60 ic - panic 61 ward - forward 62 ize - realize
Guidelines for Administering Beginning Phonics Assessment
The Beginning Phonics Assessment is quick screener that teacherscan use as a preliminary indicator of student’s mastery of letter-sound correspondences, upper case letters, and regular word types.
Who to Test?
Administer this test to beginning students who arestill learning letter-sound correspondences.
Materials • Student Record Form • Student Copy • Class Record Form
Testingand
Scoring Procedure
• Test each section. You may discontinue testing in asection if the student misses 5 items in a row. Go on to the next section.
• Class results can be summarized on class record form.
Letter-sound correspondences: • Point to each letter and ask, “What sound does this
letter make?” • If student identifies sound, write +. • If the student does not identify the item within 5
seconds, tell the student the answer and write NR for no response.
• If the student says the letter name, write LN andask if they know what sound it makes. If the studentself-corrects and says the sound, add + next to LN.
• If student misidentifies the sound, write 0 and record what student said.
Capitals: • Point to each letter and ask, “What sound does this
letter make?” • Follow procedure above for scoring. Regular words: • Point to each word and say, “Read this word.” • If student reads word correctly, write +. • If student misidentifies word, write what student
said. • If the student sounds out the word first, then says
the word, record SO+. • If the student does not identify the word within 5
seconds, tell the student the word and write NR for no response.
Student Name: Date
Examiner Name: Grade
Primary Phonics AssessmentStudent Record Form
Sounds (What sound?) Capitals (What sound?) # Item Response # Item Response 1 a 27 D 2 m 28 A 3 t 29 R 4 s 30 N 5 i 31 G 6 f 32 B 7 d 33 E 8 r 34 M 9 o 35 H 10 g 11 l Regular Words (What word?)
12 h 36 it 13 u 37 am 14 c 38 mad 15 b 39 cat 16 n 40 him 17 k 41 tag 18 e 42 must 19 v 43 hand 20 p 44 flag 21 y 45 drop 22 j 46 skin 23 x 47 stamp 24 w 48 strap 25 q 49 split 26 z 50 skunk
Capitals
D
Student
A
Copy
R
N G B
E M H
Regular Words
it am mad cat
him tag must hand
flag drop skin stamp
strap split skunk
Beginning Phonics AssessmentClass Record Form
Sounds Students
1 a 2 m 3 t 4 s 5 i 6 f 7 d 8 r 9 o 10 g 11 l 12 h 13 u 14 c 15 b 16 n 17 k 18 e 19 v 20 p 21 y 22 j 23 x 24 w 25 q 26 z
Capitals Students
27 D 28 A 29 R 30 N 31 G 32 B 33 E 34 M 35 H
Words 36 it 37 am 38 mad 39 cat 40 him 41 tag 42 must 43 hand 44 flag 45 drop 46 skin 47 stamp 48 strap 49 split 50 skunk
Phonics Mini-Lesson Plan
Phase 1 Phase 2 Phase 3 New item: oo New item: oo New item: oo
Practice in Isolation Review: Review: Review:
er, ea, ing, sh, ar ea, wh, ar, er, sh wh, ea, ar, er, th Partially Prompted
Prompted Word List Word List Unprompted Word List cool pool fool
Practice in shoot shoot wheat Words Lists soon spoon stoop
bean cloak roast cart least shun mood moon moose quit shack tenth tool hoop smooth
Designing Practice in Isolation • Introduce one new item in isolation • Practice with 5-8 other mastered combinations
Designing Words Lists • Approximately 8-10 words daily • In Phase 1, the first 2-3 words should
contain new letter combination. • In Phases 2 & 3, the first 1-2 words should
contain the new combination. • One-half to one-third of the list should
contain new combination.
Phonics Mini-Lesson Plan
Practice in Isolation
Phase 1 New item:
Review:
Phase 2 New item:
Review:
Phase 3 New item:
Review:
Prompted Word List Partially Prompted
Word List Unprompted Word List
Practice in Words Lists
Designing Practice in Isolation • Introduce one new item in isolation • Practice with 5-8 other mastered combinations
Designing Words Lists • Approximately 8-10 words daily • In Phase 1, the first 2-3 words should contain new letter
combination. • In Phases 2 & 3, the first 1-2 words should contain the
new combination. • One-half to one-third of the list should contain new
combination.
Phonics Mini-Lesson Plan
Practice in Isolation
Phase 1 New item:
Review:
Phase 2 New item:
Review:
Phase 3 New item:
Review:
Prompted Word List Partially Prompted
Word List Unprompted Word List
Practice in Words Lists
Designing Practice in Isolation • Introduce one new item in isolation • Practice with 5-8 other mastered combinations
Designing Words Lists • Approximately 8-10 words daily • In Phase 1, the first 2-3 words should contain new letter
combination. • In Phases 2 & 3, the first 1-2 words should contain the
new combination. • One-half to one-third of the list should contain new
combination.
2005 Hasbrouck & Tindal Oral Reading Fluency Data Jan Hasbrouck and Gerald Tindal completed an extensive study
of oral reading fluency in 2004. The results of their study are
published in a technical report entitled, "Oral Reading Fluency:
90 Years of Measurement," which is available on the University
of Oregon's website, brt.uoregon.edu/tech_reports.htm.
The table below shows the mean oral reading fluency of students in
grades 1 through 8 as determined by Hasbrouck and Tindal's data.
You can use the information in this table to draw conclusions and make
decisions about the oral reading fluency of your students. Students
scoring below the 50th percentile using the average score of two
unpracticed readings from grade-level materials need a fluency-
building program. In addition, teachers can use the table to set the
long-term fluency goals for their struggling readers.
Note that there is a difference between monitoring and placement.
Monitoring with an assessment tool such as Reading Fluency Monitor can help you identify students who need to improve their fluency and
monitor their progress over time.
Placement is the process of selecting an appropriate level of reading
material and setting a reading rate goal within the context of a fluency-
building program, such as READ NATURALLY. To place students in READ
NATURALLY, use the READ NATURALLY placement table.
Grade Percentile Fall
WCPM*
Winter
WCPM*
Spring
WCPM*
90 81 111
75 47 82
1 50 23 53
25 12 28
10 6 15
90 106 125 142
75 79 100 117
2 50 51 72 89
25 25 42 61
10 11 18 31
Grade Percentile Fall
WCPM*
Winter
WCPM*
Spring
WCPM*
90 128 146 162
75 99 120 137
3 50 71 92 107
25 44 62 78
10 21 36 48
90 145 166 180
75 119 139 152
4 50 94 112 123
25 68 87 98
10 45 61 72
90 166 182 194
75 139 156 168
5 50 110 127 139
25 85 99 109
10 61 74 83
90 177 195 204
75 153 167 177
6 50 127 140 150
25 98 111 122
10 68 82 93
90 180 192 202
75 156 165 177
7 50 128 136 150
25 102 109 123
10 79 88 98
90 185 199 199
75 161 173 177
8 50 133 146 151
25 106 115 124
10 77 84 97
*WCPM = Words Correct Per Minute
Vocabulary Strategies
Vocabulary definitions from Microsoft Word Thesaurus
o Wit - apt, clever, often humorous association of words or ideas; humor o Wisdom – knowledge and experience needed to make sensible decisions and
judgments; accumulation knowledge of life or an activity that has been gained through experience (good judgment)
o Miser – someone who hoards money, hates spending it, and as a result, though rich, lives as if he or she were poor; someone who is mean and ungenerous, or selfish and greedy
o Humble – modest and unassuming in attitude and behavior; relatively low in rank and without pretensions (poor, subservient, modest, meek)
o Justice – fairness or reasonableness in way people are treated or decisions are made; legal system or act of applying or upholding the law (fairness)
Sample Vocabulary Log
Word (part of speech) Definition Synonym Use in a sentence Antonym
Wit (n) humorous use of words or ideas The use of his wit when writing made the class laugh.
S: clever, funny A: boring, dry
Wisdom (n) Life experience used to make good decisions My grandfather shared his wisdom when I had to make some hard decisions.
S: knowledge; insight A: foolishness
Miser (n)
Scaffold the Vocabulary Log: o Students complete each entry with the teacher. o Students write words and definitions, then work with partners/groups to complete. o Students write word, definition, and sentence the first day. Review the word and
come up with synonyms and antonyms the second day. Variations
o Students draw pictures representing the word. o Students generate examples of the word.
Story Map
Title:
Problem
Important Events
Outcome / Reaction
Theme
Setting Characters
EXAMPLES OF INSTRUCTIONAL STRATEGIES LINKED TO APPROPRIATE LANGUAGE ACQUISITION STAGES
Silent/ Receptive Stage I
Early Production Stage II
Speech Emergence Stage III
Intermediate /Advanced Proficiency Stages IV & V
Use of visual aids and gestures
Engage students in charades and linguistic guessing games Conduct group discussions
Sponsor student panel discussions on the thematic topics*
Slow speech emphasizing key words Do role-playing activities Use skits for dramatic interaction
Have students identify a social issue and defend their position*
Do not force oral production Present open-ended sentences Have student fill out forms and applications*
Promote critical analysis and evaluation of pertinent issues
Write key words on the board with students copying them as they are presented Promote open dialogues Assign writing compositions
Assign writing tasks that involve writing, rewriting, editing, critiquing written examples*
Use pictures and manipulatives to help illustrate concepts
Conduct student interviews with the guidelines written out
Have students write descriptions of visuals and props
Encourage critical interpretation of stories, legends, and poetry*
Use multimedia language role models
Use charts, tables, graphs, and other conceptual visuals
Use music, TV, and radio with class activities
Have students design questions, directions, and activities for others to follow
Use interactive dialogue journals
Use newspaper ads and other mainstream materials to encourage language interaction*
Show filmstrips and videos with cooperative groups scripting the visuals Encourage appropriate story telling
Encourage choral readings Encourage partner and trio readings
Encourage solo readings with interactive comprehension checks*
Use Total Physical Response (TPR) techniques
*It is important to structure activities that are both age- and linguistically appropriate.
Northwest Regional Educational Laboratory (2003, May), adapted from the Oregon Department of Education publication The English Language Learners’ Program Guide (n.d.).
Alterable Variables Chart *Modified from Reading First Website
Alterable Components
Opportunities to Learn (Time &
Response)
Program Efficacy
Program Implementation
Grouping for Instruction
Coordination of
Instruction
Increase attendance and provide instruction daily
Evidence based effective program in place
Program taught with high level of fidelity
Placement in group is appropriate
Clarify instructional priorities
Specific Adjustments Intensity of Interventions
Increase individual responses within group
Increase individual responses outside group
Add 1:1 tutoring with high correct response rate
Preteach difficult components / skills
Supplement program with appropriate materials
Replace current program
Monitor implementation frequently
Provide coaching and ongoing support
Provide additional staff development
Reduce group size
Increase teacher-led instruction
Provide additional instruction
Establish clear communication across instructors
Provide complementary reading instruction across periods
Establish concurrent reading periods
Add another instructional period (double dose)
Implement specially designed program
Vary program/ lesson schedule / change teacher
Provide 1:1 instruction
Meet frequently to examine progress