PHONICS Literacy First Phonics Assessment Form A
Literacy First Phonics AssessmentForm APHONICSName DateSection ILetter Names and Sounds1.Consonant SoundsDirections: Show the student consonant letters in lower case. Ask the student to say the sound each letter makes.Scoring: If the student cannot say the sound for more than four consecutive letters,ask the student to look at all letters and tell any sounds they know. If the student cannot tell the sound for at least the first 18/21 letters, go to items2a and 2b. If the student knows at least the first 18 sounds, skip items 2a and 2b and goto 3. Either the “soft” or “hard” sound of c or g counts as a correct answer.bmjwpcMastery:rhy18/21sfztdvgnlkqxDate of Mastery:Literacy First Process u Professional Development Institute, Inc. u 425-745-30293109 150th Place S.E. u Mill Creek, WA 98012Copyright 2007 All rights reserved. u Rev10071
PHONICS2a.Literacy First Phonics Assessment (continued)Form AConsonant Names—Lower CaseDirections: If the student does not know the sounds for at least 16/21 letters (item 1),ask the student to name the letter.bmjwpcMastery:2b.rhy18/21sfztgnvqxdlkDate of Mastery:Consonant Names—Upper CaseDirections: Ask the student to name the following letters. Record responses the same as lower case letter section above.BMRSTGNJWYZVQXPCMastery:H18/21FDLKDate of Mastery:The order in which the consonants are listed is determined by frequency of occurrence in writtenEnglish, visually distinct, and distinct in articulation. This sequence is suggested in Words TheirWay by D.R. Bear, M. Invernizzi, S. Templeton, F. Johnston; Upper Saddle River, New Jersey:Prentice Hall, 1996.Literacy First Process u Professional Development Institute, Inc. u 425-745-30293109 150th Place S.E. u Mill Creek, WA 98012Copyright 2007 All rights reserved. u Rev10072
PHONICS3a.Literacy First Phonics Assessment (continued)Form AVowel Sounds—ShortDirections: Ask the student to say the short sounds for the following letters.aiMastery:3b.4/5ueDate of Mastery:Vowel Sounds—LongDirections: Ask the student to say the long sounds for the following letters.aiMastery:3c.oo4/5ueDate of Mastery:Vowel NameDirections: Ask the student to say the name of the following letters.aiMastery:o4/5ueDate of Mastery:The order in which the vowel sounds are listed is the recommended order in which to teach thesounds, based on high utility and sound variations.Literacy First Process u Professional Development Institute, Inc. u 425-745-30293109 150th Place S.E. u Mill Creek, WA 98012Copyright 2007 All rights reserved. u Rev10073
Literacy First Phonics AssessmentForm APHONICSName DateSection IIReading and Phonetic DecodingIn this section, the student will be asked to read both real and pseudo words. Tell the student he or she will be asked to read sets of real, and then “silly” or “madeup” words. Tell the student not to make pseudo words sound like real words he or she has seenbefore, or think about the meaning, since there is none.4.CVC Words—Short VowelDirections: Have the student read across the real words first. If the student cannot read real words, do not go on to pseudo words.fitnotset(real words)hep fim rud(pseudo words)Mastery:bagrutcafmog4/5 real and 4/5 pseudoDate of Mastery:Literacy First Process u Professional Development Institute, Inc. u 425-745-30293109 150th Place S.E. u Mill Creek, WA 98012Copyright 2007 All rights reserved. u Rev10074
PHONICS5.Literacy First Phonics Assessment (continued)Form AOnset and Rime—Short VowelThis activity is specifically designed to test the student’s ability to use onset andrime as a decoding strategy.Directions: Have the student make and read as many word combinations as possible,manipulating the rimes at, in, ob, ug, et (that the teacher has cut out) and placingthem next to the letters b, m, r, s, t on the student answer form. Tell the student some combinations will make “silly” words. If the student is unfamiliar with the test format, use practice examples on theanswer form.Scoring: Record the total number of words read correctly for each rime (real or pseudo).atbinobugetmrstMastery:20/25Date of Mastery:Literacy First Process u Professional Development Institute, Inc. u 425-745-30293109 150th Place S.E. u Mill Creek, WA 98012Copyright 2007 All rights reserved. u Rev10075
PHONICSLiteracy First Phonics Assessment (continued)Form ARimes to use with Number 5, Section IICut out all 5 rimes and have student manipulate on the answer form in orderto make the various onset and rime combinations.atinugobetPractice:Cut out the rime below. Have the student practice making words on #5 ofthe answer form. Tell the student to put “op” after the letter b and havethem read the word they made (bop), then move the “op” to the letter m andhave them read the word (mop). Have the student continue making wordswith r/s/t.opLiteracy First Process u Professional Development Institute, Inc. u 425-745-30293109 150th Place S.E. u Mill Creek, WA 98012Copyright 2007 All rights reserved. u Rev10076
PHONICS6.Literacy First Phonics Assessment (continued)Form ACVCV—Long Vowel (silent e)Directions: Have the student read across the real words first. If the student cannot read real words, do not have the student read decubecakesotezipemaberebe4/5 real and 4/5 pseudoDate of Mastery:High Frequency Words—List A (First 100 words)Approximately first grade difficultyDirections: See the list for words and directions.Mastery:8.95/100Date of Mastery:Endings—Not testedLiteracy First Process u Professional Development Institute, Inc. u 425-745-30293109 150th Place S.E. u Mill Creek, WA 98012Copyright 2007 All rights reserved. u Rev10077
Literacy First Phonics AssessmentForm APHONICSName DateSection IIIReading and Phonetic DecodingIn this section, the student will be asked to read both real and pseudo words. Tell the student he or she will be asked to read sets of “silly” or “made-up” words. Tell the student not to make the pseudo words sound like real words.Directions (for all of the following items, except the High Frequency Wordschecklist): Have the student read across the real words first. If the student cannot read real words, do not go on to pseudo words.9.Consonant Digraphs—Beginning (wh, ch, th, sh, udwhidshevthuzphum4/5 real and 4/5 pseudoDate of Mastery:Literacy First Process u Professional Development Institute, Inc. u 425-745-30293109 150th Place S.E. u Mill Creek, WA 98012Copyright 2007 All rights reserved. u Rev10078
PHONICS10.Literacy First Phonics Assessment (continued)Form AConsonant Digraphs—Endings (short vowels: sh, ch, ck, ng, ry:4/5 real and 4/5 pseudoboch(pseudo)11.Consonant Blends—Beginning (short vowel)trot(real)spom(pseudo)Mastery:12.Date of Mastery:cribplugflagsnapglepcriztrozslad4/5 real and 4/5 pseudoDate of Mastery:Consonant Blends—Endings (short vowel: nd, nt, mp, st, ry:4/5 real and 4/5 pseudozint(pseudo)Date of Mastery:Literacy First Process u Professional Development Institute, Inc. u 425-745-30293109 150th Place S.E. u Mill Creek, WA 98012Copyright 2007 All rights reserved. u Rev10079
PHONICSLiteracy First Phonics Assessment (continued)Form A13.Letter Sound Variations—Not tested14.Vowel Digraphs—Long Vowel (ee, ai, oa, ie, 4/5 real and 4/5 pseudobaip(pseudo)15.Date of Mastery:High Frequency Words—List B (Second 100 words)Approximately first grade difficultyDirections: See the list for words and directions.Mastery:16.95/100Date of Mastery:Vowel Digraphs (oo, ew, ui, pstookblawplew4/5 real and 4/5 pseudoDate of Mastery:Literacy First Process u Professional Development Institute, Inc. u 425-745-30293109 150th Place S.E. u Mill Creek, WA 98012Copyright 2007 All rights reserved. u Rev100710
PHONICS17.Literacy First Phonics Assessment (continued)Form AVowel Diphthongs (oi, oy, ou, y:4/5 real and 4/5 pseudotoit(pseudo)18.R- or L-Controlled (er, ar, ir, or, astery:4/5 real and 4/5 pseudobalt(pseudo)19.Date of Mastery:Date of Mastery:Other Beginnings—Not testedLiteracy First Process u Professional Development Institute, Inc. u 425-745-30293109 150th Place S.E. u Mill Creek, WA 98012Copyright 2007 All rights reserved. u Rev100711
PHONICSLiteracy First Phonics Assessment (continued)Form A20a. Multisyllabic Words—Closed SyllablesTo pronounce these words correctly, both syllables need to be pronounced usingshort vowel sounds and would be broken after the first consonant (except quibratwhich could be broken as quib/rat, or qui/brat, either being correct if both vowels arepronounced as short vowels. If the student mispronounces the word, ask him orher to tell you another way to pronounce the ccommentrabbitquibratnicnotzullitdactim4/5 real and 4/5 pseudoDate of Mastery:20b. Multisyllabic Words—Open SyllablesTo pronounce these words correctly, both syllables need to be pronounced usinglong vowel sounds, i.e., me/side, not mes/ide, with the exception of “taper” (thesecond syllable is r-controlled) and “bugle”(the second syllable is a consonant-lesyllable). The words are divided into syllables after the first vowel. If the studentmispronounces the word, ask him or her to tell you another way to pronounce lophotobugleplifraylutainmasidezelow4/5 real and 4/5 pseudoDate of Mastery:High Frequency Words—List C (300 words)Approximately second grade difficultyDirections: See the list for words and directions.Mastery:285/300Date of Mastery:Literacy First Process u Professional Development Institute, Inc. u 425-745-30293109 150th Place S.E. u Mill Creek, WA 98012Copyright 2007 All rights reserved. u Rev100712
Literacy First Phonics Assessment - Form APHONICS1. / 2a.Section I: Letter Names and Soundsbmjwp2b.rstgnchfdlkBMRSTGNJWYZVQXPC3a. / 3b. / 3c.aiyzHFovDuqxLKeLiteracy First Process u Professional Development Institute, Inc. u 425-745-30293109 150th Place S.E. u Mill Creek, WA 98012Copyright 2007 All rights reserved. u Rev100713
Literacy First Phonics Assessment - Form APHONICS4.Section II: Reading and Phonetic upe7.rtbitesotemadecubecakezipemaberebeHigh Frequency Words—List ALiteracy First Process u Professional Development Institute, Inc. u 425-745-30293109 150th Place S.E. u Mill Creek, WA 98012Copyright 2007 All rights reserved. u Rev100714
Literacy First Phonics Assessment - Form APHONICS9.Section III: Reading and Phonetic uzmithtrozfompphumzocksladbistLiteracy First Process u Professional Development Institute, Inc. u 425-745-30293109 150th Place S.E. u Mill Creek, WA 98012Copyright 2007 All rights reserved. u Rev100715
PHONICSLiteracy First Phonics Assessment - Form A14.Section III: Reading and Phonetic Decoding High Frequency Words—List toitfuipfowstookmoyblawfoumplewgloitLiteracy First Process u Professional Development Institute, Inc. u 425-745-30293109 150th Place S.E. u Mill Creek, WA 98012Copyright 2007 All rights reserved. u Rev100716
PHONICS18.Literacy First Phonics Assessment - Form ASection III: Reading and Phonetic Decoding mment b.21.hortnarszerchsaltmirbHigh Frequency Words—List CLiteracy First Process u Professional Development Institute, Inc. u 425-745-30293109 150th Place S.E. u Mill Creek, WA 98012Copyright 2007 All rights reserved. u Rev100717
PHONICSLiteracy First Phonics AssessmentForm AStudent SummaryName Date1. Consonant SoundsbmjwpcMastery: 18/21rstgnyzvqxhfdmjwpcMastery: 18/21rstgnyzvqxhfdBMRSTJWYZVCMastery: 18/21HFiMastery: 4/5okDGNLKQXDate of Mastery:3a. Vowel Sounds—ShortalDate of Mastery:2b. Consonant Names—Upper CasePkDate of Mastery:2a. Consonant Names—Lower CaseblueDate of Mastery:Literacy First Process u Professional Development Institute, Inc. u 425-745-30293109 150th Place S.E. u Mill Creek, WA 98012Copyright 2007 All rights reserved. u Rev100718
PHONICSLiteracy First Phonics Assessment - Form A (continued)Student Summary for3b. Vowel Sounds—LongaiMastery: 4/53c. Vowel NameaiMastery: 4/5oueoueDate of Mastery:Date of Mastery:4. CVC Words—Short Vowelfitnotsetbagruthepfimrudcafmog(real words)(pseudo words)Mastery: 4/5 Real and 4/5 Pseudo5. Onset and Rime—Short VowelbatinDate of Mastery:obugetmrstMastery: 20/25Date of Mastery:Literacy First Process u Professional Development Institute, Inc. u 425-745-30293109 150th Place S.E. u Mill Creek, WA 98012Copyright 2007 All rights reserved. u Rev100719
PHONICSLiteracy First Phonics Assessment - Form A (continued)Student Summary for6. CVCV—Long Vowel (silent seudo)Mastery: 4/5 Real and 4/5 PseudoDate of Mastery:7. High Frequency Words—List A (First 100 words)Approximately first grade difficulty (mid-first)Mastery: 95/100Date of Mastery:8. Endings—Not tested9. Consonant Digraphs—Beginning (wh, ch, th, sh, l)(pseudo)Mastery: 4/5 Real and 4/5 PseudoDate of Mastery:10. Consonant Digraphs—Endings (short vowels: sh, ch, ck, ng, pseudo)Mastery: 4/5 Real and 4/5 PseudoDate of Mastery:Literacy First Process u Professional Development Institute, Inc. u 425-745-30293109 150th Place S.E. u Mill Creek, WA 98012Copyright 2007 All rights reserved. u Rev100720
PHONICSLiteracy First Phonics Assessment - Form A (continued)Student Summary for11. Consonant Blends—Beginning (short l)(pseudo)Mastery: 4/5 Real and 4/5 PseudoDate of Mastery:12. Consonant Blends—Endings (short vowel: nd, nt, mp, st, pseudo)Mastery: 4/5 Real and 4/5 PseudoDate of Mastery:13. Letter Sound Variations—Not tested14. Vowel Digraphs—Long Vowel (ee, ai, oa, ie, udo)Mastery: 4/5 Real and 4/5 PseudoDate of Mastery:Literacy First Process u Professional Development Institute, Inc. u 425-745-30293109 150th Place S.E. u Mill Creek, WA 98012Copyright 2007 All rights reserved. u Rev100721
PHONICSLiteracy First Phonics Assessment - Form A (continued)Student Summary for15. High Frequency Words—List B (Second 100 words)Approximately first grade difficulty (mid-first)Mastery: 95/100Date of Mastery:16. Vowel Digraphs (oo, ew, ui, seudo)Mastery: 4/5 Real and 4/5 PseudoDate of Mastery:17. Vowel Diphthongs (oi, oy, ou, seudo)Mastery: 4/5 Real and 4/5 PseudoDate of Mastery:18. R- or L-Controlled (er, ar, ir, or, al)(pseudo)Mastery: 4/5 Real and 4/5 PseudoDate of Mastery:Literacy First Process u Professional Development Institute, Inc. u 425-745-30293109 150th Place S.E. u Mill Creek, WA 98012Copyright 2007 All rights reserved. u Rev100722
PHONICSLiteracy First Phonics Assessment - Form A (continued)Student Summary for19. Other Beginnings—Not tested20a. Multisyllabic Words—Closed ratnicnotzullitdactim(real)(pseudo)Mastery: 4/5 Real and 4/5 PseudoDate of Mastery:20b. Multisyllabic Words—Open Syllablesdecidetapersilophotobugle /5soboplifraylutainmasidezelow /5(real)(pseudo)Mastery: 4/5 Real and 4/5 PseudoDate of Mastery:21. High Frequency Words—List C (300 words)Approximately second grade difficultyMastery: 95/100Date of Mastery:Literacy First Process u Professional Development Institute, Inc. u 425-745-30293109 150th Place S.E. u Mill Creek, WA 98012Copyright 2007 All rights reserved. u Rev100723
Literacy First Phonics Assessment - Form AStudent Summary - ShortPHONICSNameSection I - Letter Names and Sounds1. Consonant Soundsbpm rstgnw yzvqxcjhfdlkMastery 18/21Date of Mastery(If mastered, go to item 3)3a. Vowel Sounds - ShortaioueMastery 4/5Date of Mastery2a. Consonant Names-Lower 2b. Consonant Names-Upperbm rstgnBM RSTGNjw yzvqxJW YZVQXpchfdlkMastery 18/21Date of Mastery3b. Vowel Sounds - LongaioueMastery 4/5Date of MasteryPCH FMastery 18/21DLKDate of Masterya3c. Vowel NameioueMastery 4/5Date of MasterySection II - Reading and Phonetic Decoding4. CVC Words-Short Vowelfithepnotfimsetrudbagcafrutmog5. Onset & Rime-Short Vowel 6. CVCV Words-Long Vowel(silent sinsobsugsettattintobtugtetMastery 4/5 real 4/5 pseudo Mastery 20/25Date of MasteryDate of Mastery7. High Frequency Words - List A/1008. Endings - Not Testednotehupebitesotemade cubezipemaberebeMastery 4/5 real 4/5 pseudoDate of MasteryMastery 95/100Date of MasteryLiteracy First Process u Professional Development Institute, Inc. u 425-745-30293109 150th Place S.E. u Mill Creek, WA 98012Copyright 2007 All rights reserved. u Rev100724cake
Literacy First Phonics Assessment - Form AStudent Summary - Short (Continued)PHONICSSection III - Reading and Phonetic Decoding9. Consonant Digraphs - y 4/5 real and 4/5 pseudoDate of Masterytrotspomthudphum11. Consonant Blends - BeginningcribglepplugcrizflagtrozMastery 4/5 real and 4/5 pseudoDate of Masterysnapslad13. Letter Sound Variations15. High Frequency Words - List B/100Mastery 95/100Date of MasteryboytoitcoinfowcowmoyenjoyfoumMastery 4/5 real and 4/5 pseudoDate of MasterycouchgloitphotomasideMastery 4/5 real and 4/5 pseudoDate of tery 4/5 real and 4/5 pseudoDate of Masterysoftbist14. Vowel Digraphs - Long VowelpaidzayroadmeedplayloakMastery 4/5 real and 4/5 pseudoDate of Masterybookfaw16. Vowel Digraphs - Otherthawfuipchewstooksuitblawafterbalt18. R- or L-ControlledbarnhortchirpnarssportzerchMastery 4/5 real and 4/5 pseudoDate of Masterypieriesawplewsaltmirb20a. Multisyllabic Words - Closed Syllables20b. Multisyllabic Words - Open Syllablessilolutainlongmith12. Consonant Blends - EndingsnapkinsugnatNot TestedtaperplifraynickmishMastery 4/5 real and 4/5 pseudoDate of Mastery19. Other BeginningsdecidesobomuchfengMastery 4/5 real and 4/5 pseudoDate of MasteryfeetbaipNot Tested17. Vowel Diphthongsrushboch10. Consonant Digraphs - Endingbuglezelowracketquibratpicnicnicnotcomment rabbitdactimzullitMastery 4/5 real and 4/5 pseudoDate of Mastery21. High Frequency Words - List/300Mastery 285/300Date of MasteryLiteracy First Process u Professional Development Institute, Inc. u 425-745-30293109 150th Place S.E. u Mill Creek, WA 98012Copyright 2007 All rights reserved. u Rev100725
them read the word they made (bop), then move the “op” to the letter m and have them read the word (mop). Have the student continue making words with r/s/t. at ug in ob et op Literacy First Phonics Assessment(continued) Form A
Traditionally, Literacy means the ability to read and write. But there seems to be various types of literacy. Such as audiovisual literacy, print literacy, computer literacy, media literacy, web literacy, technical literacy, functional literacy, library literacy and information literacy etc. Nominal and active literacy too focuses on
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
Part VII. LIteracy 509 Chapter 16. A Primer on Literacy Assessment 511 Language Disorders and Literacy Problems 512 Emergent Literacy 514 Emergent Literacy Skill Acquisition 516 Assessment of Emergent Literacy Skills 520 Assessment of Reading and Writing 528 Integrated Language and Literacy Skill Assessment 536 Chapter Summary 537
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
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
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.
are several sets of first grade phonics poems for students to read and color. Additional sets of phonics poems are planned for late year first grade students and sets of second grade phonics poems. Also in the process of being created are several early emergent readers. Permission is granted to make copies for classroom use only.
Learning Pathways in Literacy P a g e 2 Early Literacy Pathways 2 Learning Pathways in Literacy A comprehensive document on Early Literacy Development: From Foundational Communication to Advanced Thinking, Reading and Writing Why we created this document The Early Literacy Pathway was created to support educators, caregivers and
I. Literacy for the 21st Century 5 Literacy for the 21st Century / New Ways of Learning 6 What a Difference a Century Makes! 8 Why Media Literacy is Important 9 Questioning the Media 10 II. The CML MediaLit Kit 11A Framework for Learning and Teaching in a Media Age Media Literacy: From Theory to Practice to Implementation 12
One of the remarkable frameworks that sheds light upon new media literacy was developed by Chen et al. (2011), Based on two continuums: functional media literacy to critical media literacy; and consuming media literacy to prosuming media literacy, new dimensions of media
Rainbow Park Baptist Church Community Learning Center Decatur GA Adult Literacy . YMCA of Metro New Orleans Metairie LA Adult Literacy Youth Empowerment Project New Orleans LA Adult Literacy Literacy Volunteers of Greater Worcester Worcester MA Adult Literacy UTEC, Inc. Lowell MA Adult Literacy
1.4 Children's digital literacy: policy landscape 1.5 Digital literacy frameworks 1.6 Snapshot of UNICEF's work in the field of digital literacy 1.7 Key takeaways Part 2 Towards a holistic vision for digital literacy 2.1 Introduction 2.2 Digital literacy as part of the broader skills for learning 2.3 Towards a UNICEF definition of digital .
Keywords: Health literacy, Digital literacy, eHealth literacy, Self-rated health, Nursing students, HLQ, eHLQ, eHLA . self-reported capability to navigate and act in the health-care sector. In 2013, the World Health Organization (WHO) re-ported a positive correlation between self-rated health (SRH) and HL [25]. SRH is a reliable indicator of .
health literacy is complex and fluid. Research in this area has focused largely on 'functional health literacy', which reflects basic reading and writing skills [25, 26]. Two other dimensions of health literacy have received in-creasing attention in recent decades: interactive and crit-ical health literacy. Interactive health literacy refers to
at the local grocery store. You can have information out about the adult literacy program, family literacy program, daycare, Aboriginal Head Start program, Friendship Centre and any other organization that is involved in literacy. Talk to people about why literacy is important. Tell them about the literacy programs happening in your community.
Tool 1 Form a Team No appendix items Tool 2 Create a Health Literacy Improvement Plan Primary Care Health Literacy Assessment Plan-Do-Study-Act (PDSA) Directions and Examples Tool 3 Raise Awareness Health Literacy: Hidden Barriers and Practical Strategies Questions for Discussion Moderator's Guide Health Literacy Brief Assessment Quiz
