All scoring sheets are found at the end of this packet ...

All scoring sheets are found at the end of this packet. The first two pages are the scoring summary, where you can outline all of the scores at the end of the assessment. The remaining pages are the instructor manual and should be used to take data throughout the assessment.

Phonological Awareness: Complete the entire assessment for all grade levels to make sure there are no unexpected holes in Phonological Awareness ability. Use the answer key to make sure that you ask all of the questions. You can say what's listed below verbatim.

Today we are going to be working through a number of reading and spelling tasks. Some of these things may be simple and some of these things may be difficult because you have never seen them before. Just do your best.

Task 1: For our first task, I am going to tell you a sentence and I want you to mark an X in each box for every word that you hear. For example, if I said "The dog is big" you would have 4 Xs, one for each word (demonstrate if necessary). Are you ready?

1. I saw the dog at the park. 2. We will go to grandma's on Sunday night.

Task 2: Now, I am going to tell you two words and I want you to tell me if the words are the same or different. Are you ready?

1. Team/teen- are these words the same or different? (You can show the student where to mark if they orally provide the response.)

2. Whiff/with are these words the same or different? (You can show the student where to mark if they orally provide the response.)

Task 3: Now, I am going to tell you two words and I want you to tell me if the words rhyme or not. Are you ready?

1. Do team and green rhyme? 2. Do pig and big rhyme?

Task 4: Now, I am going to tell you a word and I want you to tell me a word that rhymes with my word. Are you ready? (Ideally students should provide oral responses. However, if you are in a classroom or small group written responses are acceptable).

1. Tell me a word that rhymes with "far." 2. Tell me a word that rhyme with "night."

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Phonological Awareness Script Continued

Task 5: I am going to tell you a word in small parts and I want you to blend the parts together and tell me what word I was thinking of.

1. What word do these syllables make/sun/ /shine/? (Sunshine) 2. What word do these syllables make /fan/ /tas/ /tic/? (Fantastic) Turn student page. Task 6: I am going to tell you a word and I want you to mark an X in the box for each syllable you hear. For example, if I said the word cupcake you would have two Xs one for each syllable (demonstrate if necessary). Are you ready?

1. Reptile (2) 2. Alligator (4) Task 7: I am going to tell you a word in small parts and I want you to blend the parts together and tell me what word I was thinking of. (You can scribe each word for your students.) 1. What word do these sounds make /ch/ /i/ /p/? (chip) 2. What word do these sounds make /s/ /u/ /n/ /d/ /ay/? (Sunday) Task 8: Now, I am going to tell you a word and I want you to mark an X in the box for each sound you hear. For example, if I said the word cat you would have three Xs, one for each sound (demonstrate if necessary). Are you ready? 1. Goat (3) 2. Trouble (5) Turn student page. Task 9: I am going to tell you two words. The words will be similar with only one sound that is different. I want you to tell me which sound is different. For example, if I changed "cat" to "bat", you would mark the first box. The first sound is the only sound that changed (use unifix cubes or a visual if necessary to show them what you mean). 1. Chap/Nap (first) 2. Tip/Tin (last) 3. Snap/Slap (second) Task 10: Now I am going to tell you a word and have you change one sound in the word. For example, if I changed the /b/ in the word "bat" to /s/ we would get "sat". (Oral responses are preferred. You can scribe for your students.) 1. Change the /a/ in sat to /i/. (sit) 2. Change the /t/ in trip to /d/. (drip)

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Sound-Symbol Knowledge: Ask the student to tell you each letter and all the sounds they know for each of the patterns. All sounds get points for each of the sounds they make. For example, the letter C will get a point for correct identification of the /k/ and /s/ sound. G will get a point for the correct identification the /g/ and /j/ sound. All vowels will get a point for the long and short sound (e.g., /a/ in apple and /a/ in acorn). These vowel sounds have been color coded to help with scoring. This entire section must be done in a one-toone setting, and all answers should be provided orally. This section should also be completed in chunks. If a student misses every phonogram in one task, please disregard the remaining tasks and move on to decoding.

Task 1. Tell me all of the sounds you know that these letters make. If a letter makes more than one sound, please tell me all of the sounds that you know.

Task 2: Please circle all of your vowels.

When the student is asked to circle the vowels they get 1 point for each correctly identified. You will also want to calculate any miscues (circling any letters that are not a vowel).

Task 3: Digraphs are two letters, that when they are put together, only make one sound, and trigraphs are three letters than make one sound when put together. I want you to tell me what sound these digraphs/trigraphs make.

Task 4: Ask the student when we use ck, dge, and tch: at the end of a word touching a short vowel (this can be written or provided orally).

Task 5: Ask the student what sounds the welded sounds make.

Task 6: Ask the student what sounds the R-controlled phonograms make.

Task 7: Circle the letter pattern above that is the most common way to make the /r/ sound (er is the most common sound for /r/).

Task 8: Ask the student to tell you what sound the vowel teams make. Vowel teams are when we have two vowels, or a vowel and a w, working together to make one sound. Some of them can say more than one thing, so please tell me all of the sounds you know that these vowel teams can make.

Task 9: Ask the student to tell you all of the sounds that the patterns make.

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Task 10: Decoding - Have the student mark the vowel or vowel pattern in each of the words. If the student is not yet comfortable with this practice allow them to go ahead and read the words without marking them. For this next part I would like you to go through each of the words and mark the vowels. We are going to work through one section at a time, so please stop once you have reached the line. Let the student mark their vowels. Now, that you have found all of the vowels, we will go back and read the words out loud. These are all silly nonsense words, which means they aren't real. They are all phonetically regular, which means that you can sound them out. Please start here (point to the first word) and work your way across. Keep reading all of the words until you have reached the line.

Repeat this process for each section. Each section moves onto a higher level. Do not allow this section to cause unnecessary frustration for a student. If they miss 6 words in any section (between the lines) you can discontinue the decoding section.

Tasks 11 & 12: Syllable Division - Have the student divide each of the words into syllables. If the student is not yet comfortable with this practice, allow them to go ahead and read the words without marking. For this section we will be working on multisyllable words. Before we read, I want you to go through and divide the words. Let them divide. (Section 11) Now that all of the words are divided, I want you to read them to me out loud. Just like the last section, these words are all nonsense words. Start at the top and do your best. (Section 12) Now that the words are divided, I want you to read them to me out loud. Unlike the last section, these are all real words. Start at the top and do your best.

If the student is frustrating out on task 11, you may elect to omit task 12.

Task 13: Single Syllable Spelling- Because these words are nonsense words, they can be difficult to spell. You will want to tell the students which syllable type each word belongs to ahead of time. Repeat if necessary. For this section we are going to work on spelling. These words are all going to be nonsense words, but I will tell you which syllable type we are working on to help you. We are going to start at the top, and work our way across the page. The words in this first section are all going to be closed syllables. Are you ready?

Do not allow this section to cause unnecessary frustration for a student. If they miss all of the words in multiple sections (between the lines on the instructor manual) you can discontinue the spelling section.

Task 14: Multi-Syllable Spelling ? This section mirrors section 13, but you are using multi-syllable real words. The same frustration rules apply. For this section we will be spelling multi-syllable words. You may use a scoop spelling strategy to help you.

Task 15: Advanced Spelling ? This section mirrors section 15, but focuses on our advanced concepts.

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