CORE Phonics Surveys
COREPhonicsSurveysSKILLASSESSEDPhonicsK-12Language English SpanishGroupingIndividualApproximateTesting Time10-15 MinutesMaterials Pencilb W H A T The COREPhonics Survey and the CORESpanishPhonicsSurveyassess the phonics and phonics-related skills thathave a high rate of application in beginningreading. Eachsurveypresents a numberof lists of letters and wordsfor the student toidentify or decode. Pseudowords,or made-upwords, are includedsince the student must use decodingskills to correctly pronouncethese words and cannot have memorizedthem.The COREPhonics Surveys can be used as screening measures,and also as outcomemeasures, providing data about growth andmasteryat the end of an instructional period. As diagnostics, theycan indicate whetheror not a student needs instruction in selected phonics concepts, or if further assessmentis needed. Theymayalso be usedto track progressfromearlier skills to gradelevel mastery. The COREPhonicsSurveys are not meantto replace screening and progress monitoring tests such as those from AIMSweborDIBELS,or other CBMtests that mayalready be in place but canbe used to augmentsuch tests. Lined Paper English RecordForm(pp.44-48) English StudentMaterial(pp.49-52) SpanishRecordForm(pp. 53-58) SpanishStudentMaterial(pp.59-62)SourceConsortium OnReadingb WH Y A student’s ability to use knowledgeof sound/lettercorrespondences(phonics) to decodewords determines, in largemeasure,his or her ability to read individual words.Adetailedassessmentof a student’s phonicsskills points to areas in whichthestudent is likely to benefit mostfromsystematic, explicit phonicsinstruction. Also, knowingthe skills that the student does possesswill help in selecting readingtasks that offer the mosteffectivereinforcementof those skills.Excellence(CORE)CONTINUEDCORE PHONICS SURVEYS 41
I H O WInstructions for administering each part of thesurvey are included on the RecordForm.Students read from theStudent Material on the pages that follow the RecordForm. Tofocus the student’s attention on the part of the test beinggiven,cover the other parrs with a piece of paper. TheRecordFormshowsthe samematerial that appears on the Student Material, in areducedsize, so that youmayeasily record the student’s responses.Followingadministration, score each of the test parts, and transfer the results to the first pageof the RecordFormunderSkillsSummary.Retest parts not yet mastered according to schedulesfound on the Types and Frequencyof Effective AssessmentSystemschart, page 7, or the AssessmentSequencefor PrimaryGrade Students or AssessmentSequencefor UpperGrade Studentscharts, pages 12 and 13, or your school or district assessmentplan. Beawareof the student’s behaviorduring testing. If the student is tiring or makingmanyconsecutive errors, discontinuetesting at that time.)’WHENFallWinterSpringParts A & BParts C-EParts A-DIf indicatedPart EParts F-KXPart LXXGrade2Parts A-KIf indicatedPart LXGrades 3 and upParts A-L-42 CORE PHONICS SURVEYSIf indicatedX
b WHATIT MEANSThis test is a mastery test.Itisexpectedthat students will ultimately get all items correct. Scoreeach list completedby student as dEditionCOREPhonics Survey--English, Mastery(Letter Names/Sounds)(15 Item)(24 Item)Benchmark83(all)14 21 Strategic65-8210-1315-200-640-9O- 14:IntensiveCOREPhonics Survel--Spanish,Mastery(Letter Names/(5 Item)Sounds)(10 Item)(24 Item)Benchmark73(all)4 9 21 Strateg /:58-7236-815-20IntensiVe0-570-20-50-14b WH A T ’ S N E X T ? Students who score at Strategicor Intensive levels will benefit fromtargeted and intensifiedinstruction and extensive practice in the phonics conceptsindicated. Ananalysis of individual errors can give morespecificinformation about phonic elements that need instruction.Additionally, the COREPhonemeSegmentationTest or other testsof phonemeawareness can be administered to isolate phonemeawarenessas an underlying factor. Older struggling readers whoscore at Intensive levels will needbasic phonicsinstruction,possibly including instruction in phonemicawarenessandsound/spelling correspondences.Students at all levels needrepeated opportunities to develop automaticity through practicein reading wordsin isolation and in appropriately decodabletext.Modellessons for explicit instruction in introducing and practicing sound/spellings, blending, and reading and writing words canbe found in the TeachingReadingSourcebook.CORE PHONICS SURVEYS 43
UMMARYAlphabetSkills and Letter Sounds /26A.Letter namesmuppercase /26 /21B.Letter namesmlowercaseC. /5D.Consonant soundsLong vowel sounds /5Short vowel soundsReading and DecodingSkillsE.F.Short vowels in CVCwordsG.H.Short vowels, digraphs, and -tch trigraphI.Long vowel spellings /1 s /15J.K.Variant vowelsLow frequency vowel and consonant spellings /24L.Multisyllabic words/15 ! S ! s/15/15Consonantblends with short vowelsR-controlled vowelsSkills to review:Skills to teach:COREPhonics Survey--Record Form, Page 144Copyright 1999, 2008 by CORE.Permission granted to reproduce for classroom use.
AlphabetSkillsandLetterSoundsP A R T A Letternames--uppercaseSayto the student: Canyou tell methe namesof these letters? If the student cannotnamethree ormoreconsecutiveletters, say: Lookat all of the letters andtell mewhichonesyou do know.DANSXZJLHTYEC0MRPWKUGBFQVI/26P A R T B Letter names--lowercaseSayto the student: Canyou tell methe namesof these letters? If the student cannotnamethree ormoreconsecutiveletters, say: Lookat all of the letters andtell mewhichonesyou do know.dansxzjIhtyecornrpwkugbfqvim/26P A FI T C ConsonantsoundsSayto the student: Lookat these letters. Canyou tell methe soundeachletter makes?Besure to askif he or she knowsof anothersoundfor the letters g and c. If the soundgiven is correct, do notmarkthe RecordForm.If it is incorrect, write the soundthe student gives aboveeach letter. If nosoundis given, circle the letter. If the student cannot say the soundfor three or moreconsecutiveletters, say: Lookat all of the letters andtell mewhichsoundsyou do RecordForm,Page 2Copyright 1999,2008by CORE.Permissiongrantedto reproducefor classroomuse.45
PARTD Vowel soundsAskthe student:Canyoutell methe soundsof eachletter? If the studentnamesthe letter, countitas the long vowelsound.Thenask: Canyoutell meanothersoundfor the letter? Thestudentshould namethe short vowelsound.ei.I longsoundas shortsoundRecord"1" on the first line for the longsound(letter name)and"s" for the short soundon the secondline. If the studentmakesanerror, recordthe error overthe letter./5Longvowelsounds(count the numberof I’s above)Short vowelsounds(count the numberof s’s above)ReadingandDecodingFor Parts E throughK students mustread both real and pseudowords(made-upwords). For thereal wordlines, tell the student: I wantyouto readeachline of wordsaloud.If the studentcannotread twoor moreof the real wordsin eachline, do not administerthe line of pseudowords;go tothe next set of items. Beforeaskingthe student to read the line of pseudowords,say: NowI wantyouto readsomemade-upwords.Donot try to makethemsoundlike real words.Whenusing thisassessment as a specific skills test or screening measure, do not discontinue testing if a studentdoes not do well on one of the items in Parts F through K. Instead, moveto the next item andcontinue testing.PART EShortvowelsin th shortvowels /5stoptrapquitspellplan(real) (pseudo)COREPhonics Survey--Record Form, Page 346Copyright 1999,2008by CORE.Permission granted to reproduce for classroom use.
thinshutwick(real) 15PARTVariantvowels /5/5/5PART K 5biceknoddimbtighwrep(pseudo) ./15COREPhonics Survey--Record Form, Page 4Copyright 1999,2008 by CORE.Permission granted to reproduce for classroom use."47
PA R T L MultisyllabicwordsTo administer, say to the student: I want you to read aloud downthe)qrst columnof words. Eachofthe real wordsin this columnhas two syllables. Point to the first column.If the studentcan read atleast five out of eight of the wordsin this column,point to the second,columnand say: NowIwantyouto read aloud the next columnofwords.If the student can read at least five of the wordsin the second column, point to the third columnand say: NowI wantyouto read somemade-upwords.Donot try to makethemsoundlike real words. /3Closed-closedunlessconsenttimbut /3Closed-silent ecompetesadmirerompete. . . /3Open/closed-otherdependradishespodated* /3Openor closedzeromenugromu*.J3Silent elocateinhaledpentate . /3Consonant-lestabledimplemorkle . /3r-Controlledfurtherbordereddarber /3Vowel teamrailwaysroaringfauntoon /24* Thefirst syllable of these wordscan be either openor a closed (long or short vowelsound,respectively); the secondsyllable of podatedcan be either a closed (short vowelsound)or a silent-e (long vowelsound)syllable, due to the rules for adding-ed.)COREPhonics Survey--Record Form, Page 5Copyright 1999, 2008by CORE.Permission granted to reproduce for classroom use.
COREPhonicsSurvey StudentMaterialAlphabetandLetterSoundsPART ADANSXZJLHTYEC0MRPWKUGBFsxQVIPART Bdantyeckugbzj0fIhmWPqvPART CdItynspkwgeiabxzhmfqjvPART Do uCOREPhonics SurveymStudentMaterial, Page 1Copyright 1999,2008 by CORE.Permission granted to reproduce for classroom use.49
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ngfauntoonCOREPhonics Survey Student Material, Page 4Copyright 1999, 2008by CORE.Permission granted to reproduce for classroom use.
b W H A T The CORE Phonics Survey and the CORE Spanish Phonics Survey assess the phonics and phonics-related skills that have a high rate of application in beginning reading. Each survey presents a number of lists of letters and words for the student to identify or decode. Pseudowords, or made-up words, are included
Phonics instruction is designed for beginners in the primary grades and for children having difficulty learning to read. In teaching phonics explicitly and systematically, several different instructional approaches have been used. These include synthetic phonics, analytic phonics, embedded phonics, analogy phonics, onset-rime phonics,
Blend Phonics for First Grade, its accompanying reader, Blend Phonics Lessons and Stories, and Blend Phonics Timed Fluency Drills. The section below “On Teaching Phonics” was largely taken from Florence Akin’s 1913 all time phonics classic, Word Mastery: Phonics for the Fi
What Is Phonics? 2 What Is the Purpose for Teaching Phonics? 3 How Are Phonemic Awareness and Phonics Connected? 4 SECTION 2: OVERVIEW Key Learning Goals 5 Building Blocks for Teaching Children to Read 6 Alphabetic Principle Graphic Organizer 7 SECTION 3: PRESENTATION What Are Two Elements of Phonics? 8 What Is Phonics Instruction? 10
Access Forms & Surveys The Forms & Surveys Workspace is where you create and manage forms and surveys. Each Site, Subsite, Channel and Section Workspace has a Forms & Surveys Workspace. You can access Forms & Surveys two different ways, through the Tools tab and by clicking Forms & Surveys in Common Tools. Access the Site Workspace Forms & Surveys
to-use phonics folder and a phonics exercise book with lines. Keep all the paper-based core resources that belong to the learner in his or her phonics folder which can then be used routinely for personal ‘revisit and review’. Use the phonics exercise book as a working notebook for any addition
Explorers Phonics Teacher’s Notes introduction Explorers Phonics Readers are part of the Macmillan English Explorers reading scheme. The books are designed to run alongside and complement the existing ‘core’ readers. Explorers Phonics Readers are ideal for introducing and teaching phonics in context, in a structured, developmental manner.
a synthetic phonics group with two analytic phonics groups and found an advantage for the synthetic phonics group, but this group had received training at a faster pace than the others, and 5 of the 13 whole classes involved had been allocated by the researchers to receive synthetic phonics according to their perceived greater need.
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