Phonemic Awareness Screener Assessment

Phonemic Awareness Screener AssessmentAssessment Directions for Phonemic Awareness Screener:Literacy Resources, Inc. created this Phonemic Awareness Screener Assessment to assess a child’s progresswith phonemic awareness, and determine if Phonemic Awareness should be part of an intervention for a student in2nd grade and above. Each phonemic awareness skill that is assessed is part of the daily phonemic awarenesslessons written by Dr. Michael Heggerty, founder of Literacy Resources, Inc.Phonemic Awareness is auditory, and should be assessed in this way. Students are not expected to read or writeany of the words in assessment; the teacher says the words or sounds aloud and the student responds orally. Aphoneme is the smallest unit of sound. Students are asked to respond with the sounds the letters make, not theletter name. As the assessment administrator, you will be providing students with letter sounds, not letter names.Assessment Administration Guidelines:The assessment is meant to inform your instruction. This screening assessment can be used to determine if achild needs intervention for phonemic awareness to address a decoding concern, and it can also be used tomonitor student progress or show student growth.The assessment should be given one-on-one and students provide their responses orally. Skills 10 and 11 assessa students’ knowledge of letter names and sounds. This is the only part of the assessment where students will beseeing letters in print. Teachers can use the student pages provided on pages 6 &7. When identifying lettersounds, students are expected to provide multiple sounds for some letters. An optional picture assessment isincluded on pages 8 & 9 for teachers to use, if needed. Teachers can extend the Letter Naming component of theassessment to include recognizing vowel teams, advanced vowels, and r-controlled vowels, to gain additionalinformation about the students’ understanding of phonemes. (See page 10)There is a section on the assessment for teachers to include comments and an evaluation of the student’sstrengths and areas of need. This can be especially helpful when planning intervention activities to help a childmaster a skill. Students who receive a score below 80% (8 correct out of 10) on a section of the assessmentshould be considered for a phonemic awareness intervention, if the teacher also notices that the child is strugglingto decode or encode words in print. A phonemic awareness intervention can include the skill lessons in theprimary (yellow book) edition of Dr. Michael Heggerty’s Phonemic Awareness curriculum: The Skills That TheyNeed to Help Them Succeed. A teacher or interventionist would plan the phonemic awareness interventionactivities based on a students’ area(s) of need.Please contact Literacy Resources, Inc. with any questions or comments about the assessments or curriculum:alisa@literacyresourcesinc.com. Literacy Resources, Inc. 20151

Phonemic Awareness Screener AssessmentStudent NameDate of AssessmentScreening Assessment for Phonemic Awareness SkillsTeacher Administration Directions: In this assessment, the teacher says the words aloud and students respond orally.Students are not expected to read the words in print. Teacher records “x” if the student responds correctly; if the studentresponds incorrectly, record the response on the line. Answers are provided for teacher reference.Phonemic Awareness Skills AssessmentSkill 1: Onset Fluency: Identifying Initial Sounds in WordsResultsTeacher Administration Directions: Teacher says the word aloud. Students identify the beginning sound in words. Answers listed below eachword.3. get1. mad5. dig/g//m/2. rock4. hot/r/7. chain/d/6. ship/h/9. whale/ch/8. these/sh//th//wh/10. plug/pl/ or /p/# Correct/10Skill 2: Identifying Final Sounds in WordsTeacher Administration Directions: Teacher says the word aloud. Students identify the final sound in words. Answers listed below each word.1. cup3. seal/p/5. bike/l/2. kite6. wish/b/9. cliff/d//k/4. grab/t/7. sand8. dream/sh//f/10. grass/m//s/# Correct/10Skill 3: Identifying Medial Sounds in WordsTeacher Administration Directions: Teacher says the word aloud. Students identify the vowel sound in the word. Students should distinguishbetween short and long vowel sounds.1. căb3. nŭt/ă/5. fox/ŭ/2. gĕt4. bĭg/ĕ/7. feet/ŏ//ē/6. made/ĭ/8. rope/ā/9. light# Correct/ī/10. cube/ō//ū//10Skill 4: Blending Phonemes into WordsTeacher Administration Directions: Teacher says individual phonemes & student blends phonemes into the whole word. The correct responseis listed below the student response line.1. f-r-ō-zfroze2. s-t-ă-m-pstamp3. sh-ĕ-l-fshelf4. g-ǒ-tgot5. s-p-or-tsport7. d-ŭ-s-kdusk8. p-l-ā-tplate6. b-ĕ-n-tbent9. t-r-ĭ-ptrip10. m-ŭ-s-tmust# Correct/10 Literacy Resources, Inc. 20152

Phonemic Awareness Screener AssessmentSkill 5: Segmenting Words into PhonemesTeacher Administration Directions: Teacher says whole word & student segments the word into phonemes. The correct response is listedbelow the student response line.1. funf-u-n2. cage4. tenl-i-d9. grapel-e-f-t5. foxc-ā-j3. lid7. leftt-e-n8. findf-o-xg-r-ā-p10. floatf-ī-n-df-l-ō-t6. bump# Correct/10b-u-m-pSkill 6: Rhyme ProductionTeacher Administration Directions: Tell me a word that rhymes with the word I say.*Nonsense words can be accepted1. pot3. bug5. nest7. came 9. fine2. rack4. hill6. snow8. seed 10. moon# Correct/10Skill 7: Substituting Phonemes in WordsTeacher Administration Directions: Teacher says the word. Students repeat the word. Teacher says, “Change the /*/ to /*/ and the word is?(/*/ say letter sounds)Word1. van1. hot2. run3. bed4. hill5. night6. those8. teach9. game10. moonChange toStudent Response/p//g//s//l//ch//m//n//b//c//s/Correct Responsepangotsunledchillmightnosebeachcamesoon Literacy Resources, Inc. 2015# Correct/103

Phonemic Awareness Screener AssessmentSkill 8: Adding PhonemesTeacher Administration Directions: Teacher says the rime. Students repeat the rime. Teacher says, “Add /*/ at the beginning and the wordis?Rime1. - ud2. - ine3. - eed4. - air5. - ock6. - ing7. - ump8. - out9. - aw10. - essAdd /*/Student Response/m//f//s//h//l//k//j//sh//r//g/Correct Responsemudfineseedhairlockkingjumpshoutrawguess# Correct/10Skill 9: Deleting Phonemes in WordsTeacher Administration Directions: Teacher says the word. Students repeat the word. Teacher says, “Without /*/ , the word is?letter sounds)Word1. tin2. peach3. joke4. cup5. mall6. chair7. bend8. wrote9. sat10. farWithout /*/Student Response/t//p//j//c//m//ch//b//r//s//f/Correct Responseineachoakupallairendoatatare Literacy Resources, Inc. 2015(/*/ say# Correct/104

Phonemic Awareness Screener AssessmentSkill 10: Identifying Letter NamesTeacher Administration Directions: Use the Student Page found on page 6 of this assessment. Point to each letter and say, “What letter isthis?” Teacher circles the letters below that are incorrect and records score in the column.Uppercase Letters:CAHSVRPUTNJXFZWIQKYOmtEBMLGDLowercase Letters:ondyhqcvasrpublekjfgzwix# Correct/52Skill 11: Identifying Letter SoundsTeacher Administration Directions: Write each correct sound the student provides on the line. Use the includedassessment pages with pictures for each letter to assist students with identifying the multiple letter sounds, found onpages 7 – 9.elcxys rzshwchupdok g qthmvbawhjfnith# ******************************* *************************************Overall Results: After the assessment has been given, the teacher identifies areas of strength and need for each child & recordsfindings here.Areas of Strength:Areas of Need & Plan for Intervention: Literacy Resources, Inc. 20155

Phonemic Awareness Screener AssessmentStudent Page for Skill 10: Letter Identification: Uppercase LettersCTXYANFOH S V R P UE B M L G JZ W I Q KDLetter Identification: Lowercase Letterso nd y h r p l emxk j f g z w ic v a s u btq Literacy Resources, Inc. 20156

Phonemic Awareness Screener AssessmentStudent Page for Skill 11: Letter Sound Identificationelsrupdovbjntcxzmywashkfchgithq Literacy Resources, Inc. 2015hwh7

Phonemic Awareness Screener AssessmentOptional Picture Assessment for Multiple Letter iteguitarzw Literacy Resources, Inc. 2015kg8

Phonemic Awareness Screener llowgahsharkshychairchăppleaācornaīce creamchiliiiihappymysterycryy13thirteenth Literacy Resources, Inc. 2015yywhistlewh9

Phonemic Awareness Screener AssessmentAdditional Assessment for Identifying Advanced Vowels and R-Controlled VowelsAsk students to produce the sound(s) these vowel teams makeeeaiareaoaayieueoioyerirurooow2 sounds2 soundsawauouor Literacy Resources, Inc. 201510

Literacy Resources, Inc. created this Phonemic Awareness Screener Assessment to assess a child’s progress with phonemic awareness, and determine if Phonemic Awareness should be part of an intervention for a student in 2nd grade and above. Each phonemic awareness skill that is assessed is part of the daily phonemic awareness