réd Teacher Resource @ Assessment Tool CORE Phonics Survey — Record Form Name) onde 2" owe cfr ‘SKILLS SUMMARY Alphabet Skills 2626 Letter names - uppercase 26 Letter names - lowercase 2223 ‘Consonant sounds. Sis Long vowel sounds Sis ‘Short vowel sounds Reading and Decoding Skills LOv10 Short vowels in CVC words Fito Short vowels, digraphs, and -tch trigraph 20) 20 Consonant blends with short vowels 1/10 Long vowel spelings \Or10 Variant vowels and diphthongs 19/10 ‘rand Foontrolled vowels, 22124 Mutisyllabic words Spelling Skills Sis Initial consonants Sis Final consonants Ss ‘CVC words sis Long vowel spelings Skills to review: Silent @ controled ¢ Skills to teach: ¥” Crade 1 ng SHUUS - Ady Curd SUttixesréd Teacher Resource @ Assessment Tool CORE Phonics Survey — Record Form G. Multisyltable words: ‘Administer this item ifthe student is able to read most of the single-syllable real and pseudowords in the previous items. Say to the student: Now / want you to read down the first column of words. Each of the real words in this column has two syllables. Point to the frst colurnn. If the student can read at least 3 out of 8 of the words in his column, say: Now / want you to read some made-up words. Do not try to make them sound lke real words. Point to the second column. Repeat the same procedure forthe third column, NOTE: The following made-up words can be pronounced in two ways: sunop (su-nop or sun-op); wopam (wo-pam or wop-am); potfe (po-tfe or pot fe); zuride (zu-ride or zur-ide); and zubo (zu-bo or zub-o). 33 Closed-closed kidnap puignad quibrap 33 Closed silent © ‘compete slifnate prubkine Bis Open or closed depend sunop wopam Bis (Open or closed 7070 zubo yodu Silent locate (patite > 2uride Consonant + le stable grickle morkle R-Controlled further tirper (phar Vowel team outlaw doipnoe loymaud 6. Spoting Give the student a pencil and a sheet of lined paper. Write the student's responses over the words. ‘A.Toll the student: Liston fo each of the words | read and write the first sound you hear. Sis fit map pen kid hand B. Toll the student: Listen to each ofthe words I read and write the last sound you hear. Sis rub fled leg sal loss C. Tell the student: Listen to each of the words | read and write the whole word. Ss fork yam sip shop tub Sis coin float steep rive spoon a a .réd Teacher Resource m Assessment Tool CORE Phonics Survey — Record Form 1, Letter Names - Uppercase ‘Say to the student: Can you tell me the names of these letters? If the student cannot name three or more consecutive letters, say: Look at all of the lettars and tell me which ones you do know. Lore kK u G B F Q@ vit 2. Letter Names - Lowercase Say to the student: Can you tell me the names of these letters? I the student cannot name three or more consecutive laters, say: Look at al ofthe letters and tell me which ones you do know. Qe k« ui 9 b tf qv i 3. Consonant Sounds ‘Say to the student: Look at these letters. Can you tell me the sound each letter makes? If the sound given is correct, do not mark the Record Form. ft is incorrect, write the sound the student gives above each letter. If no sound is given, circle the letter. If the student cannot say the sound for three or more consecutive letters, ‘say: Look at all of the letters and tell me which sounds you do know. qt nos ex 2 j toy op oe ho om Fr 2223 woo ob f qiov( sehasicRed 02 rec Teacher Resource m Assessment Tool CORE Phonics Survey — Record Form 4. Vowel Sounds ‘Ask the student: Can you tell me the sounds of each letter? If the student names the letter, count it as the long vowel sound. Then ask: Can you tell me the other sound for the letter? The student should name the short vowel sound. e i long sound s = short sound Record / on the first line forthe long sound (letter name) and s for the short sound on the second line. Ifthe student makes an error, record the error over the letter. S55 Long vowel sounds (count the number of fs above) S15 Short vowel sounds (count the number of s's above)réd Teacher Resource ™ Assessment Tool CORE Phonics Survey - Record Form 5. Reading and Decoding For items A through G, students must read both real and pseudowords (made-up words). For the first line of real words, tell the student: / want you to read these words. If the student cannot read two or more of the real words, do not administer the line of pseudowords. Go to the next set of items. Before asking the student to read the line of pseudowords, say: Now, ! want you fo read some made-up words. Do not try to ‘make them sound ike real words. ‘A. Short vowels in CVC words Sis sip cat let Sis vop fur ait B. Short vowels, digraphs, and -fch trigraph Sis when chop ring 4is hock shom thax €. Consonant blends with short vowels Sis stop trap uit Sis stig brab ‘qued Sis clip fast sank Sis ‘rep, nast wank D. Long vowel spellings Ss tape key tute Sis loo bine joad E. rand -eontrolled vowels Sis bark orn chirp Sis ferm ‘alt ort F._ Variant vowels and diphthongs Sis few down toy Sis voot row fout but spell snop kimp aid vay term murd hawk hog lez match chud plan ‘ran held jelt cold chal coin bawk (real) (pseudo) (real) (pseudo) (real) (pseudo) (real) (pseudo) (real) (pseudo) (real) (pseudo) (real) (pseudo)Nm tub tr she eid lene PK f QE BIB Cor Yay cof Ci