Teacher Resource m Assessment Tool CORE Phonics Survey — Record Form Name_ S crade_ 27 Grae pate_O1| Bt |p ‘SKILLS SUMMARY Alphabet Skills 226 Letter names - uppercase 2b 26 Letter names - lowercase 2323 Consonant sounds Sus Long vowel sounds Gis Short vowel sounds Reading and Decoding Skills Giro Short vowels in CVC words, Sito Short vowels, digraphs, and ch trigraph {s20 ‘Consonant blends with short vowels 0 Long vowel spelings Gio Variant vowels and diphthongs Sito rand controlled vowels Mutisyllabic words Spelling Skills Sis Initial consonants 4s Final consonants 2 ‘CVC words Ais Long vowel spelings Skills to review: Sounds Short vowels oacak lol Skills to teach: i a j Var oat vowels a Clipitiaongsréd Teacher Resource m Assessment Tool CORE Phonics Survey — Record Form x Hudet Wnabe +0 Now G., Multisyllabic words On femoris tee setae ronda th ngs real and pnuovods n MST, 3 previous items. Say to the student: Now / want you to read down the fist column of words. Each of the 1 4UrS + real words in this column has two syllables. Point to the first column. If the student can read at least 3 out Column. of 8 of the words in this column, say: Now | want you to read some made-p words. Do not try to make . them sound like real words. Point to the second column. Repeat the same procedure for the third column. NOTE: The following made-up words can be pronounced in two ways: sunop (su-nop or sun-op); wopam (we-pam or wop-am); pti (pote or pote; znd (use o zur} and zubo (abo oF 2ub-) Lis Closedclosed quibrap VAE} Closed silente prubkine YA 13 Open or closed wopam 8 Open or closed yodu 3 Silent @ 2uride 3 Consonant + fe motkle 3 Controlled pharbid 3 Vowel team loymaud Spelling Give the student a pencil and a sheet of lined paper. Wite 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. Gis fit map Pen kid hand Bt hunt Lister sch ofthe nor an i at ond or Sie nets C. Tell the student: Listen to each of the words | read and write the whole word. 2s Faye var SRB ont utd 4 5 coin float ‘steep drive ‘spoon Koun foot — S4epe— dlirve Zréd Teacher Resource @ Assessment Tool CORE Phonics Survey — Record Form 4, Letter Names - Uppercase Say to the student: Can you tel! me the names of these letters? Ifthe student cannot name three or more ‘consecutive leters, say: Look at all ofthe letters and tell me which ones you do know. D AN 8 X Zo 4 LOH T Y € © 0 M R P Ww Qos « vio 8 fF avi 2, Letter Names - Lowercase Say to the student: Can you tell me the names of these letters? Ifthe student cannot name three or more consecutive letters, say: Look at all ofthe letters and tell me which ones you do know. 2126 kou og b f q vi 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. Ifit 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. d ' n s x z i 1 2 Dp oO) oe 2h i23 w g b f q v(0 sea Red 2082 réd Teacher Resource m Assessment Tool CORE Phonics Survey — Record Form 4. Vowel Sounds ‘Ask the student: Can you toll me the sounds of each letter? Ifthe 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. ° ie a = long sound s = short sound Record / on the first line for the 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. _S'55 Long vowel sounds (count the number of fs above) 418 Short vowel sounds (count the number of s's above) [/réd Teacher Resource m Assessment Tool CORE Phonics Survey — Record Form 5. Reading and Decodii 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 to read some made-up words. Do not try to ‘make them sound like real words. ‘A. Short vowels in CVC words 3s ip? cat let but hog > (real) 3 = fo) ‘ ( i ) do) 3s vop (nt dit kom @ (pseudo) B. Short vowels, digraphs, and -tch tigraph 2s when chop ting shut match (realy 215 heck” shom thax pitch chud (pseudo) €. Consonant blends with short vowels ep quit 2s stop tap (quit spell (rea) Zs stig (rab oral qued (pseudo) é OO S04 2s (ip)Sio.p fast an (real) 4s frep ast wunk kimp (pseudo) D. Long vowel spellings of Gis tape ty me GS tat =) Bis Gosjloc bine Geadoots vay soat (pseudo) E. rand /-controlled vowels 4s 10% horn chitp term cold (real) Ga G Dis Ger Gon), te yof chal (psoudo) F. Variant vowels and diphthongs hock Ais few down ty hawk ain (real) neo = © & om are yow 2oe bv wok9) 5