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

Student Copy

Sounds

a m t s i

f d r o g

l h u c b

n k e v p

y j x w q

z

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