Name Abi SKILLS SUMARY [rr CORE Phonics Survey. — Record For (iAipibabeeS Miisanm Getter SOnRAE TA a. Letter Recognition — uppercase (/26) ras lowercase (/26) C. Consonant sounds (/23) 1B, Long vowel soune [Re D. Short vowel sounds (/5) E. Short vowels in CVC words (/15) K. Low frequency vowel and consonant spellings (/15) [-L.Multisylabic __Teacher/Grado_PART D Vowel Ask the student: Can you rell me the sounds ofeach Ieter? the suident names the letser, count it as the long vowel sound. Then ask: Clan you tell me another sound for phe letter? The student should name the short yowel sound, ai e poe ao I= fong sound = short sound Record*I” oh the first ine for the long sound (letter name) ands“ for the short sound on the second line. Ifthe student makes an error, record the error over the letter, ——/5 Long vowel sounds (count the number of I's above) ——/5 _Stiort vowel sounds (count the number of s's above) Reading and Decoding For Parts B through K students must read both real and pseudowords (made-ip words). For the seal word lines tell the student: wine you ro read each line of words aloud. If the student cannot read two oF more of the teal words in each line, do not administer the line of paeudowords; go to she next set of items. Before asking the student to read the line of pseudowords, say: Now I want Jou 0 read some made-up words. Do not try to make them sound like real words. When using this assesement as a specific skills test or screening measure, do not discontinue testing ifa student does not do well on one of the items in Parts F through K. Instead, move to the next item and continue testing, PART E Short vowels in CVC words sip mat let bun = hog (real) wh fit bat hot Set real) nop sut_ ditt fap (pseudo) PART F Consonant blends with short vowels stop trap quit = spéll_—plan «(realy pik fast lump held (rea nask — aiie opt of yf (pseudo) (CORK Phonic SurvoyRecotd For, Page 3 on pane eprdce for cacom dans 6 (Copyrighc ©1999, 2008 by CORE. esPART G Short vowels, digraphs, and-tch trigraph when chop i ee 25 hid... shom ns PART H_ R-controlfed vowels bs harm — dirt Ls worn py Bs yh A a 15 PART | ‘Long vowel spellings thin ring dath form bark Soff e shut ‘then pa fem tum ryt wick ~_ (real) match (real) futch’ (pseudo) sit (real) bird (real) om (pseudo) 35 tape key opp feot (real) on tpt tem, By 3s foe hie atta fe (pseudo) Abas PART J Variant vowels Sis few down» moon hawk a (rea) 3s cue - Ios cook bush. (real) 2s voot few ‘voy oh (pseudo) Vas PART K Low frequency vowel and consonant spellings 3's bel cent ys ons CORE Phones Survey—Revond Form, Page 4 ye ghost Js pe So to jhe (pseudo) Copysgie ©1999, 2008 by CORE Pexnision (avd pods fox doom st 0) (rea (real) arPART L. ‘Multisyllabic words ‘To adminite, say to the soudent: J want you fo read aloud down the frst column of word. Each oft she real words in tht column as nwo sabes, Point.to the first column. Ifthe student can read at least five out of eight of the words in this column, point to the second column and say: Now Z swans you to read aloud the next column of words, Ve the student can read at least five of the words in the scoond coluron, point to che third column and say: Now want you to read some made-up swords, Do not try to make thern sound like real words, 3 Closed-closed unless ogfsont ow ' 3 Cosed-silent ¢ compétes aGieite e-royfpate 3 Openiclosedother depend races ¢-podited* —=J3 — Openorclosed zero menu + y -gromu* 8 Sllente Ioef iahgh c-penthe —J3 — Consonant-le stable Sire Lmoykle —~—/3 Controlled further bopdfed = L~Glarber ——/3 * Vowel teatn railways rept { fauntocn, 2a * The first syllable of these words can be either open or a closed (long or short vowel scund, respectively); the second syllable of podated can be either a closed (short vowel sound) or a silent -¢ (long vowel sound) syllable, due to the rules for adding -ed,) CORE Photics Surney—Record Fon, Page 5 2 (Copysight ©1999, 2008 by CORE, Reomiion granted wo produce br elamworm was