Phonemic Awareness Screener Assessment Assessment Directions for Phonemic Awareness Screener: Literacy Resources, in, created this Phonemic Awareness Soreerer Assessment to assess a childs progress wih phonemic awareness, and determine i Phonemic Awareness shouldbe pat of an intervention fora student in 2 grade and above. Each phonemic awareness skil that is assessed is pat ofthe diy phonemic awareness lessons writen by Dr. Michael Heggerty, founder o Literacy Resources, Inc. Phonemic Awareness is audiory, and should be assessed in this way. Studenis are not expected to read or write any ofthe words in assessment; the teacher says the words or sounds aloud and the student responds oraly. A phoneme is the smallest unit of sound. Students are asked to respond with the sounds the letters make, not the letter name, As the assessment administrator, you will be providing students with letier sounds, not letter names. Assessment Administration Guidelines: ‘The assessment is meant to inform your instrucfon. This soeening assessment canbe used to determine ifa child needs intervention for phonemic awareness to address a decoding concem, andi can also be used to ‘monitor student progress or show student growth. ‘The assessment should be gven one-on-one ard students provide ther responses oral. Skils 10 and 11 assess a students knowledge of eter names and sounds, Thisis the oni par ofthe assessment where students willbe seeing letersi pint. Teachers can use the student pages provided on pages 6 &7. When identifying ter sounds, students are expected to provide multiple sounds for some eters. An optoral picture assessment is included on pages 8 & 9 for teachers to use, i needed. Teachers can extend the Letter Naming component of the assessment o include recognizing vowel teams advanced vowels, and r-conrolled vowel, to gain addtional information about the student’ understanding of phonemes. (See page 10) ‘There is a section on the assessment for teachers to include comments and an evaluation of the student's sirengths and areas of need. This can be especialy helpful when lanning intervention activites to hela cid master sil, Students who receive a score below 80% (@ cored out of 10) ona section of the assessment shouldbe considered for a phonemic awareness intervention, i the teacher aso notices thatthe child is strugging to decode or encode words in print. A phonemic awareness intention can incude the skllessons inthe ‘tia (yelow book) edition of Dr. Michael Heggetys Phonemic Awareness curculum: The Skils That They "Need io Help Them Succeed. A teacher or interventionist woud pan the phonemic awareness intervetion activites based on a students area(s) of need. Please contact Literacy Resources, Inc. wih any questions or comments about the assessments or curiculum: aisa@lteracyresouroasine. com. eieracy Rescues, ne. 015Phonemic Awareness Screener Assessment ‘Student Name. Date of Assessment Screening Assessment for Phonemic Awareness Skills “Teacher Administration Diections: In this assessment, the teacher says the words aloud and students respond oral. ‘Students are nat expectedto read the words in print. Teacher records “xi the student responds correctly; fhe student responds incoredly, recor! the response onthe line. Answers are provided fr teacher reference. Phonemic Awareness Skills Assessment Results ‘SK 1: Onset Fluency: Identifying Initial Sounds in Words “oasherAdririseaton Dreeton: Teaser say he word aleus. Sudons erty be baging stun in erde, Angers ses blow each wor t.mad__ 3. gat 5. dig, 7. chain 9, whale. i iw ia ia 4. hot__ 6. stip. 8 these 10. plug_ W cy Ly nie Cored 10 ‘Skill 2: Identifying Final Sounds in Words “Teacher Adriristaon Drectons: Teacher say he word lous. Sudens ident the nal soins in wore. Arswirs sted below each word 4. op 3. seal i 7. sand, 9. olff__ mi wf bike wT % 2 kite__ 4.qab___ 6, wish__ 8. dream_— 10. grass_ @ Ww aw mw ® # Conect 10 ‘Skil 3: Identifying Medial Sounds in Words ‘Teacher Adriniseaon Drecton: Teacher sae he ward lau. Sudens dently the vowel sound ithe wor, Sens shoul Setnguth tehaon shor ardiong owe suns 4. cb 3. nit__ 5 fox 7. feet__ light __ aw a m7 w 7 # Comect 2 git 4. bg__ 6. made B. rope. 10. cube © w HO. ‘Skill 4: Blending Phonemes into Words “Teacher Adinsraton Drctins: Tact says indidual phonemes & stufont lends ptonemes no ho whole ward. The cect response is inad below he student espense ne. 1. fro2 4.954 T.diek 9.trip oe oo rr ‘ 2stamp. S.sport Bprat 10. mist stamp ‘spat Pale mist 3cheHt 6.bent sel tat # Correct i} (citracy Reso, nc. 2015Phonemic Awareness Screener Assessment ‘Skil §: Segmenting Words into Phonemes TeacrerAgministaten Dvcins. Teacher sy woe word tude sogners te wre phones, The coeetesporse sas ‘ko eet apr re 4. fun, 4. ten 7. left. a. fen ee ett sep erie 2. cage 5. fox 8 nd 10. foat oe fox fad Hot # 3. lid 6. bump. ia temp 10 ‘Skill 6: Rhyme Production “Teacher Adrian Dench: Tl eo vr Bat hes he werd. “Norn wos cane acted t.pot 3. bug 5. nest Jeane 8 fine scores 2. rack 4. hill 6. snow. 8. seed 10. moon, i} ‘Skill 7: Substituting Phonemes in Words “TeacherAdriiaton Devon: Teacher sys tb werd. Sto ropoat tho wer. Teacher says “Chango tho oY nthe word it (P= elo sos) ‘Word [Change to | Student Response | Correct Response 4. yan bo) pan 4. hot ‘yf got 2 un i) sun 3. bed W led 4. hil Inv il 5._ ight Int might 6. those hl nose 8. tech hl beach 9. game hy came ‘#Comect 410. mon bs) soon no eiracy Rescues, ne 2015,Phonemic Awareness Screener Assessment ‘Skill 8: Adding Phonemes ‘Teacher Adrinistaion Droctons: Teacher says te ire. Sudonsrpeatthe rime, Teacher says, “Add atthe bapiring and he wort i” Rime Add Pi ‘Student Response Correct Response i oud Ind mud 2. -ine ffl fine 3. -eed Is! seed 4, = air hi hair 5. = ook Nw lock 6 ing Kd king 7. -ump Wy jump 8. - out Ish shout 9. -aw ‘el raw #Conect 10, - 295 ig) guess: M0 ‘Skill: Deleting Phonemes in Words “Teacher Adnnstaion Deedtons: Teachur says the word. Sudan epeal he word. Teacher says, “Wihout the wordia? ("= 83) lotr sounds) Word Without /") ‘Student Response Correct Response 1 tn A in 2. peach ‘pt each 3._ joke fil oak 4 cup ie wp 5._mall Imi all 6. chair Ich! air 7. bend Io end 8._ wrote teh oat 9. sat ‘st at Corect 10. far Al are 10 (Citracy Recourse. 2018Phonemic Awareness Screener Assessment. ‘Skill 10: Identifying Letter Names ‘Teacher Administaton Drecions: Use he Sudo Page found on page 6 of tis assessnen, Point each leer and say, “What ees (hs? Teacher cls tho ltrs blow hal ae ncorecl and eco toe inhe clue, ‘Uppercase Leto cA H S VR P U TN EBM L G J ox F ZWtIak Yo oD Lowercase alts ondyh rplemtk j fgzwi x | #Conec qevasub __ ise ‘Skill 11; Identifying Letter Sounds “Teacher Adminisvaten Drectons: Vie each caret sound the student provides onthe ine, Use the incuged assessment panes wih ices for ach ltr o asst suns wih dentin the mullet sounds, fund on ages 7-8. eobLsioruljpdow wb PE me co x zwkhgteqgm a L h #Comect, yeu-- shl oeh_ the whl mo Overall Results: Ater the assessment has been given, the teacher deities areas of stengh and need foreach chil & records findings her. ‘Areas of Seth: ‘Areas of Need & Plan for Intervention: eieracyResourons, ne. 2015,Phonemic Awareness Screener Assessment ‘Student Page for Skill 10: Letter Identification: Uppercase Letters C AH § V RP U TNE B MLG J X F ZW I QkK Y 0 D Letter Identification: Lowercase Letters o ndyhroptle mt ik j fg zwi x qecvasiu bPhonemic Awareness Screener Assessment Optional Picture Assessment for Multiple Letter Sounds cs ©: iQ: wy: Blophont Zagle ladybug oe a e e | 8 md imbrella clbe dog r u u d Seropue bananas ° v b Jump n c s Be : en zebra watermelon guitar x z kid g (itoranyResauens, n. 2015Ehoneinis Suresser Sooner AREERPhonemic Auareness Screener Assessment ‘Additional Assessment fo dentiying Advanced Vowels and R-Controlled Vowels ‘Ack suenis opie the sound} hese vowel ieams make ee ea oa ay ie oi ai ue 00 ow oy 2a 2d er aw ar or ir ou au ur nee ene he 2