CORE Phonics Surveys
[Pages:12]CORPEhonicsSurveys
SKILL ASSESSED
Phonics
K-12
Language
? English ? Spanish
Grouping
Individual
ApproximateTesting Time
10-15 Minutes
Materials
? Pencil ? Lined Paper ? English RecordForm(pp.44-48) ? EnglishStudentMaterial
(pp.49-52) ? SpanishRecordForm(pp. 53-58) ? SpanisShtudenMt aterial
(pp.59-62)
Source
Consortium OnReading Excellenc(eCORE)
b WH A T The COREPhonics Survey and the CORESpanish PhonicsSurveyassess the phonicsandphonics-relatedskills that have a high rate of application in beginningreading. Eachsurvey presents a numbeor f lists of letters and wordsfor the student to identify or decode. Pseudowords,or made-upwords, are included since the student mustuse decodingskills to correctly pronounce these words and cannot have memorizedthem.
The COREPhonics Surveys can be used as screening measures, and also as outcomemeasures, providing data about growthand masteryat the endof an instructional period. As diagnostics, they can indicate whetheror not a student needsinstruction in selected phonics concepts, or if further assessmentis needed. Theymay also be usedto track progressfromearlier skills to gradelevel mastery. The COREPhonicsSurveys are not meantto replace screening and progress monitoring tests such as those from AIMSweobr DIBELSo,r other CBMtests that mayalready be in place but can be used to augmentsuch tests.
b WH Y A student's ability to use knowledgeof sound/letter correspondences(phonics) to decodewordsdetermines, in large measure,his or her ability to read individual words.Adetailed assessmentof a student's phonicsskills points to areas in whichthe student is likely to benefit mostfromsystematic, explicit phonics instruction. Also, knowingthe skills that the student doespossess will help in selecting readingtasks that offer the mosteffective reinforcementof those skills.
CONTINUED
CORE PHONICS SURVEYS ~ 41
I~ H O WInstructions for administering each part of the survey are included on the RecordForm.Students read from the Student Material on the pages that follow the RecordForm.To focusthe student's attention on the part of the test beinggiven, cover the other parrs with a piece of paper. TheRecordFormshows the samematerial that appears on the Student Material, in a reducedsize, so that youmayeasily record the student's responses.
Followingadministration, score eachof the test parts, andtransfer the results to the first pageof the RecordFormunderSkills SummaryR. etest parts not yet mastered according to schedules found on the Typesand Frequencyof Effective Assessment Systemschart, page 7, or the AssessmentSequencefor Primary GradeStudents or AssessmentSequencefor UpperGradeStudents charts, pages12 and 13, or your school or district assessment plan. Beawareof the student's behaviorduringtesting. If the student is tiring or makingmanyconsecutive errors, discontinue testing at that time.
)'WHEN
Fall
Winter
Spring
Parts A & B Parts C-E
Parts A-D
If indicated
Part E
Parts F-K
X
X
Part L
X
Grade2
Parts A-K
If indicated
Part L
X
X
Grades 3 and up
Parts A-L
If indicated
-
42 ~ CORE PHONICS SURVEYS
CORE'sTeaching ReadingSourcebook, SecondEdition
b WHATIT MEANSThis test is a mastery test. Itis expectedthat students will ultimately get all items correct. Score each list completedby student as shownbelow.
COREPhonics Survey--English, Mastery
(Letter Names/ Sounds)
(15 Item)
Benchmark
83(all)
14+
(24 Item) 21+
Strategic :
65-82
10-13
15-20
Intensive
0-64
0-9
O- 14
COREPhonics Survel--Spanish, Mastery
(Letter Names/ Sounds)
(5
Item)
(10 Item)
Benchmark
73(all)
4+
9+
(24 Item) 21+
Strateg|/:
58-72
3
6-8
15-20
IntensiVe
0-57
0-2
0-5
0-14
b WH A T ' S N E X T ? Students who score at Strategic or Intensivelevels will benefit fromtargeted andintensified instruction and extensive practice in the phonics concepts indicated. Ananalysis of individual errors can give morespecific information about phonic elements that need instruction. Additionally, the COREPhonemSeegmentationTest or other tests of phonemeawareness can be administered to isolate phoneme awarenessas an underlyingfactor. Olderstruggling readers who score at Intensivelevels will needbasic phonicsinstruction, possibly including instruction in phonemicawarenessand sound/spellingcorrespondences.Studentsat all levels need repeated opportunities to developautomaticity throughpractice in reading wordsin isolation and in appropriately decodabletext.
Modelessons for explicit instruction in introducing and practicing sound/spellings, blending, and reading and writing wordscan be foundin the TeachingReadingSourcebook.
CORE PHONICS SURVEYS ~ 43
CORPEhonicSsurve---Rec0rFd0rr
Name
Grade
Date,
SKILLS SUMMARY
AlphabetSkills and Letter Sounds
~/26 ~/26 ~/21 ~/5 ~/5
A.
Letter namesmuppercase
B. Letter namesmlowercase
C. Consonantsounds
D. Long vowel sounds
Short vowel sounds
Readingand DecodingSkills
/15
E.
Short vowels in CVCwords
~!~ S
F.
Consonantblends with short vowels
~!~ s G. Short vowels, digraphs, and-tch trigraph
____/15
H. R-controlled vowels
____/15
I.
Long vowel spellings
~_/1 s J. Variant vowels
~/15
K.
Low frequency vowel and consonant spellings
~/24
L.
Multisyllabic words
Skills to review:
Skills to teach:
COREPhonics Survey--Record Form, Page 1
44
Copyright? 1999, 2008 by COREP.ermission granted to reproduce for classroomuse.
AlphabSetkillsandLetterSounds
P A R T A Letternames--uppercase Sayto the student: Canyou tell methe namesof these letters? If the student cannotnamethree or moreconsecutiveletters, say: Lookat all of the letters andtell mewhichonesyoudoknow.
DANSXZ J L H T Y E C 0 MR P W KUG B F Q V I ____/26
P A R T B Letter names--lowercase Sayto the student: Canyoutell methe namesof these letters? If the student cannotnamethree or moreconsecutiveletters, say: Lookat all of the letters andtell mewhichonesyoudoknow.
m/26
da n
sx
z
j
Ih
t
y
e
c
o rn
r
p
w
ku g
b
f
q
v
i
P A FI T C Consonanst ounds
Sayto the student: Lookat these letters. Canyoutell methe soundeachletter makes?Besure to ask if he or she knowsof anothersoundfor the letters g and c. If the soundgiven is correct, do not markthe RecordForm.If it is incorrect, write the soundthe student gives aboveeachletter. If no soundis given, circle the letter. If the student cannotsay the soundfor three or moreconsecutive letters, say: Lookat all of the letters andtell mewhichsoundsyoudoknow.
d
I ,n
sx
z
j
ty
p
c
h rn
r
kw
g
b
f
q
v
___/21
CORPEhonicsSurvey--RecordForm,Page2
Copyrigh?t 19992,008by COREP.ermissiongrantedto reproducefor classroomuse.
45
PARTD Vowel sounds
Askthe student:Canyoutell methe soundsof eachletter? If the studentnametshe letter, countit as the longvoweslound.Thenask: Canyoutell meanothersoundfor the letter? Thestudent should namethe short vowelsound.
e__
i.__
a__
I = longsound s = shortsound
Record"1" onthe first line for the longsound(letter namea)nd"s" for the shortsoundonthe second line. If the studenmt akeasnerror, recordthe errorovertheletter.
______/5 Longvowelsounds(count the numbeor f I's above)
Shortvowelsounds(count the numbeorf s's above)
ReadinagndDecoding
For Parts E throughKstudents mustread both real andpseudoword(smade-upwords). For the real wordlines, tell the student:I wantyotuo readeachline of wordsaloud.If the studentcannot read twoor moreof the real wordsin eachline, donot administerthe line of pseudowordgso; to the next set of items. Beforeaskingthe studentto read the line of pseudowordssa,y: NowI want youto readsomemade-upwords.Donot try to makethemsoundlike real words.Wheunsingthis
assessment as a specific skills test or screening measure, do not discontinue testing if a student does not do well on one of the items in Parts F through K. Instead, moveto the next item and
continue testing.
PART E Shortvowelsin CVCwords
/5 ___/5
sip
mat let
rut fit
bat
_____/5
nop sut dit
bun hog (real)
hot
set
(real)
pem fap
(pseudo)
PART
Consonabnltendswith shortvowels
~/5
stop trap quit
spell plan (real)
~/5
silk fast sank lump held (real)
__/5
nask dilt
qued cang dran (pseudo)
COREPhonics Survey--Record Form, Page 3
46
Copyright?1999,2008by COREP. ermission granted to reproduce for classroom use.
PART
Shorvtowelsd,igraphasn, d-tchtrigraph
_____/5 ___~/5
/5
when chop thin
shut
dodge rash
ring
then
chid shorn dath
phid
wick match futch
(real) (real) (pseudo)
PART R-controllveodwels
/5
harm dirt
form
fern
surf
(real)
/5
worn pert
bark
turn
bird
(real)
/5
nerm sirt
gorf
murd carn
(pseudo)
PART Longvoweslpellings
/5
tape key
toe
paid feet
(real)
15
leap boat tie
ray
blow
(real)
/5
Ioe
hine
beap faim
soat
(pseudo)
/15
PART
Varianvt owels
~__/5
few
/5
cue
______/5
voot
down loud few
moon cook fout
hawk haunt zoy
coin toy bawk
(real) (real) (pseudo)
PART K Lowfrequencvyowealndconsonasnptellings
~./15
/5
kneel cent
type
ghost wrist
15
giant sweat gnat
bomb sigh
/5
bice knod dimb tigh
wrep
(real) (real) (pseudo)
COREPhonics Survey--Record Form, Page 4
Copyright?1999,2008 by COREP. ermissiongranted to reproduce for classroomuse.
"
47
PA R T L Multisyllabicwords
Toadminister, say to the student: I wantyouto readalouddownthe)qrst columnof words.Eachof the real wordsin this columnhas twosyllables. Point to the first column.If the studentcan read at least five out of eight of the wordsin this column,point to ~the second,columannd say: NowI wantyouto readaloudthe next columnofwords.If the student can read at least five of the words in the second column,point to the third columnand say: NowI wantyouto read somemade-up words.Donot try to makethemsoundlike real words.
_~__/3
Closed-closed
unless
~/3
Closed-silent e
competes
._._._/3
Open/closed-other
depend
~__/3
Openor closed
zero
____.J3 Silent e
locate
_~_.__/3 Consonant-le
stable
~_.__/3 r-Controlled
further
~/3
Vowel team
railways
~/24
consent admire radishes menu inhaled dimple bordered roaring
timbut rompete podated* gromu* pentate morkle darber fauntoon
* 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, dueto the rules for adding-ed.)
COREPhonics Survey--Record Form, Page 5 Copyright? 1999, 2008by COREP. ermissiongranted to reproduce for classroomuse.
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