Observation Checklist: Phonological Awareness
Teacher’s Name:Time:Date:Grade Level:Observation Checklist: Phonological AwarenessContentObserved( )Discriminating words or soundsRhymingBlending syllablesBlending phonemesIsolating initial soundsIsolating medial soundsIsolating final soundsSegmenting words in sentencesSegmenting syllables in wordsSegmenting phonemes in wordsDeleting or substituting syllables/phonemes in wordsLessons/ActivitiesWhole group instruction/practiceTeacher-led same-ability small group instruction/practiceCenter or mixed-ability small group practicePartner workIndependent workMaterials UsedOral languageManipulativesPicturesConnected to print?Other:Total Time Spent on Phonological Awareness
Teacher’s Name:Time:Date:Grade Level:Observation Checklist: Phonics/Decoding/Word StudyContentObserved( )Matching letters to sounds accuratelyMatching letters to sounds fluentlyProducing sounds for digraphs/letter combinations (“ee”, “sh”, “oo”)Blending/spelling sounds in simple wordsDecoding/spelling words with consonant blends (“tr”, “sl”)Reading/spelling one-syllable words fluentlyReading/spelling words with common word parts (“all”, “igh”, “ble”)Reading/spelling compounds, contractions, possessivesReading/spelling multisyllabic wordsUsing word meaning and context to confirm decodingUsing word structure to recognize words (prefixes, suffixes)Reading/spelling irregular words accurately and fluentlyLessons/ActivitiesWhole group instruction/practiceTeacher-led same-ability small group instruction/practiceCenter or mixed-ability small group practicePartner workIndependent workReading activitiesSpelling activitiesMaterials UsedLetter tiles, letter cards, plastic letters, otherWord cards, families, otherWord wallDecodable textOther:Total Time Spent on Phonics/Decoding/Word Study
Teacher’s Name:Time:Date:Grade Level:Observation Checklist: FluencyContentNaming letters accurately and fluentlyReading sounds accurately and fluentlyBlending and reading individual words accurately and fluentlyReading common phrases accurately and fluentlyReading connected text accurately and fluentlyPurposefully focusing on increasing fluency toward grade-level goalReading attending to punctuation, expression, intonation, etc.Self-correcting word-recognition errorsLessons/ActivitiesWhole group instruction/practiceTeacher-led same-ability small group instruction/practiceCenter or mixed-ability small group practiceChoral readingEcho readingPartner readingIndependent readingTimed readingReader’s theatreMaterials UsedLetter tiles, letter cards, or plastic lettersWord wall or word cardsPhrase cards/pagesDecodable text, leveled text, otherTaped readings or computer-assisted readingsOther:Total Time Spent on FluencyObserved( )
Teacher’s Name:Time:Date:Grade Level:Observation Checklist: VocabularyContentObserved( )Naming and using basic conceptsIdentifying and sorting pictures of words into categories, sets, or groupsCategorizing words hierarchicallyUsing semantic maps/organizers to show word relationshipsLearning new vocabulary across variety of contextsReviewing new and previously-learned vocabularyUsing new/previously-learned vocabulary (in oral and written language) andacross contextsUnderstanding common synonyms and antonymsUsing word structure and use in sentence to infer word meaningIdentifying multiple-meaning wordsUsing dictionary to infer word meaningLessons/ActivitiesWhole group instruction/practiceTeacher-led same-ability small group instruction/practiceCenter or mixed-ability small group practicePartner workIndependent work/readingTeacher read aloudMaterials UsedOral languagePictures, models, demonstrations, otherGraphic organizersDictionariesNarrative textInformational textOther:Total Time Spent on Vocabulary
Teacher’s Name:Time:Date:Grade Level:Observation Checklist: ComprehensionContentObserved( )Making predictions about textConfirming predictions based on information from textAnswering/asking questions about stories & relates to personal experienceAnswering/asking questions about characters, setting, events in storyAnswering/asking higher-level questions (if, why, how, inferential)Retelling story including important information (e.g., characters)Sequencing events from story or passageTelling the main idea of a story or informational textSummarizing most important information from story or passageAnalyzing characters’ actions, motives, feelings, etc.Identifying and discussing theme of textDrawing conclusions based on contentMonitoring comprehensionConnecting text to personal experience, prior knowledge, other textsDistinguishing main idea/details, facts/opinions, cause/effectUsing charts, tables, diagrams, or maps to learn about topicFollowing multiple-step written instructionsLessons/ActivitiesWhole group instruction/practiceTeacher-led same-ability small group instruction/practiceCenter or mixed-ability small group practicePartner workIndependent workMaterials UsedOral language (e.g., discussions)Think-aloudGraphic organizer(s)Narrative textInformational textOther:Total Time Spent on Comprehension
Observation Checklist: Phonological Awareness Content Observed ( ) Discriminating words or sounds Rhyming Blending syllables Blending phonemes Isolating initial sounds Isolating medial sounds Isolating final sounds Segmenting words in sentences Segmenting syllables in words Segmenting phonemes in words
Assessment of Phonological Awareness: The Phonological Awareness Screening Test (PAST) The Equipped for Reading Success program provides three ways to evaluate phonological awareness skills, two informal and one formal. 1) The simplest way to evaluate phonological awareness is to note the level at which a student is working in the program.
Assessment of Phonological Awareness: The Phonological Awareness Screening Test (PAST) It is a rather simple matter to assess phonological awareness. The Equipped for Reading Success program provides three ways to evaluate these skills, two informal and one formal. 1) The simplest way to evaluate phonological awareness is to take note of the .
Assessment of Phonological Awareness: The Phonological Awareness Screening Test (PAST) The Equipped for Reading Success program provides three ways to evaluate phonological awareness skills, two informal and one formal. 1) The simplest way to evaluate phonological awareness is to note the level at which a student is working in the program.
D The purposes for assessing phonological awareness skills are to identifying students at risk of reading acquisition challenges and to monitor students’ progress of phonological awareness who participate in explicit phonological awareness instruction. D Teachers may carry out informal assessment of students’ phonological
Phonological Awareness Assessment Pack, Secondary Contents _ The Hertfordshire Specific Learning Difficulties Phonological Awareness Pack Page 3 What is phonological awareness? It is an awareness of the sound structure of language. Can you hear the difference between birdsong and a dog barking? .
A phonological awareness screener is an informal assessment that enables a teacher to identify missing phonological awareness skills that may impair a student’s ability to master phonemic awareness, a critical skill for reading and
phonological awareness is a valid predictor for the identification of children at risk for reading problems. In a recent study, Vloedgraven and Verhoeven (2007) found that rhyming performance; and the skills of phoneme identification, blending and segmentation are vital aspects of phonological awareness.
Araling Panlipunan . ang ikalawang sangay ng heograpiya – ang heograpiyang pantao na tumutukoy sa pag-aaral ng wika, lahi, relihiyon, at pangkat-etnolingguwistiko sa iba’t ibang bahagi ng daigdig. Ang mga paksa na nakapaloob sa modyul na ito ay sistematikong inayos upang mas madaling maunawaan ang daloy ng iyong pag-aaral. May mga angkop na gawaing inihanda para sa iyo upang maging .
