vpvUV0ULbtLVIS eer TT hea eM Srebded badd dled GU ee Kooi Phonics & Word Analysis Reading High Frequency Words: 25 Words Description You Need Why Use It How to Use It What to Notice Children read 25 high frequency words. ‘The list of 25 high frequency words 25 High Frequency Words Assessment-Individual Record form 25 High Frequency Words Assessment-Class Record form ‘The assessments on pages 239-259 are designed to give you a range of assessment options depending on student ability. Each ofthe high frequency assessments includes a greater number of words that gradually increase in dificult level. You may choose to begin ‘with 25 words and move up through each one, or you can pick the list you think would be ‘most appropriate for your students. ‘This assessment will give you information about children’s general knowledge of easy high frequency words as well asthe particular words they know. The substitutions they make vil also reveal something about ther knowledge of ltter/sound relationships and spelling patterns ‘Administer this assessment individually. [Ask the child to read down the colurnns of 25 high frequency words. (On the Individual Record form, mark the child's corect responses as well as substitutions. Record the results of the assessment on the child's individual Record, Words the child can read corectly Words the child can read almost correctly Letter/sound relationships the child controls Fountas& Fnnell Benchmark Assessment System 1 Phories & Word AnalysisSees rae ees ee ne ee es a LUrt~—~—”—r—C—“‘=EUNOCTCWtrtrtrtrtrsSsStsS=sSC«CsSCi‘a clr; ts=uitiég Cl 2 > ° ° c ° D ES 7. 5 = € £ 2 © c Q E Q x o 3 6 © 5 3 3 = $ _ B 3 oS Tv g ° 5 2 3 c © + : = < a ° E > 5 = 5 5 # oO gs eu 3 2 9 = 2 2 = Phonics & Word Analysis Founts& nal Benchmark Assessment Stem 1 240\p a" \» = yp le lw ly l ly al Bonet rset Bvt Bes peo Ae == J TD Fost 8 Felecia Asessent Sem 1 25 High Frequency Words Assessment—Individual Record Name _ _ Grade Date Directions: Use the high frequency word list. Slide a card under each word and ask the child to read it. Check (¢) accurate responses and note substitutions. Calculate number of known words. Evaluate substitutions to determine features to which children are attending Word v "Substitution ‘mnie Wi linacen Wed Aa onememncmmere-socmmmamscnens * 1 ie 25 High Frequency Words Assessment—Class Record © I Names of Children ct <| 4 ce 1 54 no c I is ¢ I = cy you e and I he € L i eal = E ; a = a ve E 7 tke = t I | 0. l | it c I | do an l the & I ° cy ‘Total a aa m2 Fountas& Pinel Benchmark Assessment Sytem 1 (> 1a Phonics & wor anarysis Reading High Frequency Words: 50 Words Description children read lsts of high frequency words. High Frequency Word List 50 High Frequency Words Assessment~Individual Record 50 High Frequency Words Assessment—Class Record a ~ a a a Why Use It The assessments on pages 239-259 are designed to give you a range of assessment options ——— depending on student ably. Each ofthe high frequency assessments includes a greater number a - ‘of words that gradually increase in difficulty level. You may choase to begin with 25 words and . move up through each one, or you can pick the lst you think would be most appropriate for your > students ‘This assessment wil gve you information about children’s knowledge of high frequency words \y as well 2s the particular words they know. if many children miss the same words, twill help you decide which bigh frequency words to include in lessons and to attend to in reading and writing ‘Administer this assessment individually to achieve an inventory ofthe high frequency words each child knows and the words that will be productive to focus on in teaching. You can ‘sdminstr the assessment in one siting or have the student do a column of words ata time. ‘sk the child to read each word. Record the child's correct responses with a check n the column, and recotd substitutions if the child misteads the word, Ifthe child makes no response, say, "Ty it" Ifthe child still does not respond, leave the box blank. (fa child has dificuly with Cone out of three words, stop the assessment) What to Notice ® Number of high frequency words read accurately Specific known words » Words almost known Phonics & Word Analysis - ink Siva Gone bir Bsr Sirs Sr ponibinls Lo ly lo er L, > sinatra s OeSiseuy plow 9 Stuoy Phonics'& Word Analysis Read the words: all are as ball be boy by come day did eat for get girl got had has jump look man mom not now of or out play put ran read run sat saw say she sit then they this too us was went will yes ~~ Faurtas& Pel Benchmark Assessment System 1 PAVIA CEO OR IOR CORI EOE RCRD EERE OO OOr Phonics & Word Analysis 50 High Frequency Words Assessment—Individual Record — G Po name ——________ Gnade __ date 2 I Directions: Use the high frequency word lst Slide a card under each word and ask the child fo read it. Check (/) accurate [J __tesponses and note substitutions. Calculate number of known words. Evaluate substitutions to determine features to which I children are attending > - . I Word Vv Substitution Word ov Substitution ~ all 2 mom Po fe vat I= : [ball _ of - | 6 ioc 5 | a boy | out by play | | come put ~ day _ ran L- (a read wo 4 | eat a ‘un > [ie [sat 71 -| |p + 2 | 3 il [say 2 ey got i | [ste 3 [3 had sit = i : i i | 3 het | they | = | Lim - ths 2 ie wo Pac : a | - | a was = Ss [lime ian [ took i will oo oe | yes | | 3 see Sebo 1 Total number of known words: » 5 Fes a Pinel einai en 1 75 ! eeea sA2uy pom? Huo 50 High Frequency Words Assessment— Class Record Nate ; 5 : : — Saeeeeareaee acer * ——— = - I — —— — ~ cma 10. _ [ 7 Gs —_—— nR _ = _ _ = _ _ _ 4 _ _ _ 7 — ee a ee lon 2 = o = 7 lence — — — 19. 7 7 - _ — - - [a0 a — a. - _ _ _ _ _ ps fra a =F e a a _ — —— | _ [. _ 2 a = - _ ft - or be «Fos Pinel endian sent em 7 Oy 4 ey one oO [> > py Er gw ge i TET per pee en props rere atePhonics & Word Analysis Reading High Frequency Words: 100 Words ~ Description Children read a lst of high frequency words. a You Need 100 High Frequency Words, Lists 1, 2, 3, 4, and 5 100 High Frequency Words Assessment—Individual Record form ™ 5 100 High Frequency Words Assessment—Class Record form ‘se Why Use It The assessments on pages 239-259 are designed to give you a range of assessment options ~~ depending on student ability. Each of the high frequency assessments includes a greater nurnber ~ cof words that gradually increase in diffculy level, You may choose to begin with 25 words and ‘move up through each one, or you can pick thelist you think would be most appropriate for your the child to skip it and go on. f children are missing or refusing to attempt a large number of words, suggest they look down the lst to see if there are any they know or stp the assessment Phorics'& Word Analysis Record the child's correct responses as well as substitutions on the Individual Record form, What to Notice ® Number of high frequency words read accurately Speed of word recognition 2 students, [ee This assessment wil ell you the extent ofthe children's knowledge of igh frequency words as \— well as the particular words they know. Their substitutions wil tell you what word pars they notice Io Chichen need tobe able to read a large numberof high frequency words. However, don't build ~ your phonics and word-solving program around memorizing words; using patterns and pars (for [fe ‘rape using phonograms ltr strand obs) ore more power sets los How to Use It ~ Ades ni | 7 Begin with the 45 easier high frequency words included on Lists 1, 2, and 3. Work with one list a at a time. f you think they ae very easy, use the 55 addtional high frequency words on Lists 4 | and 5. If these words are stil too easy for your children, move to the next assessment, ? ‘Ask the child to read the ist of words you've selected ee ee L& » Partially comect attempts or parts of words known, Degree of difculty of known words nh Spied Spear Saver po Spek pies Sieh rr BO Ue L Fountas& Panel Benchmark Asessment System 1 7 I fs100 High Frequency Words, page 1 Read the words . List1 List2 Lists . than have over i about there ride ae back any don’t = after into said - I'm just that . been little one 7 big make with 4 z - a came before five I zg away two their é . é your four what i | who mother but i | rl when where here ¢ I ee them very going & I because could our a from were three Jd -d ae — Fat & rel Bair Rime jan (goly tea ye ( Lp hw le Meee pabababsbdrum un « a , \ ar N 100 High Frequency Words, page 2 Read the words: monies & wwuru munanyoer a List 4 List want take books sleep able dad good love bad hide help much give almost city stay today dog write name week anything top new something home room paper bus down under rain year become fast door can't end hill fun tell behind know sky across fish use both world why let time cat car place ‘oars & Pinel Benchmark assessment System 1 28 Phonics & Word Anaissis\euyy puoyt® sououg 250 100 High Frequency Words Assessment—Individual Record Grade __ Date ‘Name __ Directions: Use the most appropriate high frequency wordlist. ASk the child to read each word. Check (/) accurate ‘esponses and note substitutions. Calculate number of known words. Evaluate substitutions to determine features to which children are attending. Uist | Yor write substitution ‘Lista. "| or Write substitution than have | over about “| [there ride | [ back any dont after ~ | [into said [tm just that | been title one - | big : make “| [wit came before five | away two their - your four what - z| who ‘mother - but - when | [where | ~| [here them very going because | could [our from “| [were thiee zl Subtotal Subtotal Subtotal Total number of known words; Fountes& Pell Benchmark Assessment Sytem yer eR ONS S EH BPA rem Pinoy Barty Puc Pe |r eee rere + wua ‘pb GO a Oo foe eet f - Uy ort bind Brut Binal ior Bosal insih Seok Soak bowie UG Uy 2 Phonics & Word Analysis 100 High Frequency Words Assessment—Individual Record continued — ] lists | Vor write substitution Lists | Vor write substitution “went books _ [able [pod | bad — | [het ve ty today write [week | [ep something | _ room | bus 7 under year fest can't hill _ tel 7 know _ across - | use | world | ee cat | place | take sleep - dad ; love _ | hide | [ewer | almost say | dog [name anything | new | home paper down ; ‘ain become | [door z end i - [tun - | behind “sky fish both why time ~ cor = Subtotal . [Subtotal Z - Total number of known words; | 5 Phonics & Word Analysiscal as a) a oO a) oO ny oO % h cE uw ~ = [1 : 16, ~ : i . Zz, 1 4+ oy et le 5 z 2. é 7 2 i [25, + 2 2. r 5. ae = i. [a Ql 28, ae | Z| Notes: } 3 rl FI II L- d Cc B : : Fount & Pell Benchmark Assessment System 1 CP9 > ~ eee Se eee ee ee y =F, pee Ue rere WOES Phonics & Word Analysis Reading High Frequency Words: 200 Words Description You Need Why Use It How to Use It What to Notice Fouras& Pell Benchmark Asessrent System 1 Chitten read alist of high frequency words 200 High Frequency Words, Lists 1, 2, 3, 4, and 5 200 High Frequency Words Assessment—Individual Record form 200 High Frequency Words Assessment—Class Record form ‘The assessments on pages 239-259 are designed to give you a ange of assessment options depending on student ability. Each ofthe high frequency assessments includes a greater number Cf words that gradually increase in difcuty evel, You may choose to begin with 25 words and ‘move up through each one, or you can pick thelist you think would be most appropriate for your students This assessment will tell you the extent of the children’s knowledge of high frequency words as well as the particular words they know. Their substitutions wil tell ou what word parts they notice. Children need to be oble to read a lorge number of high frequency words. However, dont build your phonics and word-soling program around memorizing words; using patterns and pars (for ‘example, using phonograms, letter clusters, ad affixes) are more powerful strategies. ‘Administer tis test individually Begin with the 80 easier high frequency words included on Lists 1, 2, and 3. Work with one lst ata time, Ifyou think they are very easy, use the 120 additional high frequency words on Lists 4 and 5. ‘Ask the child to read the lst of words you've selected Children should be able to read the lst quickly. Dont spend too much time on any word; tll the child to skip it and go on. f children are missing or tefusing to attempt a large number cof words, suggest they lack down the ist to see if there are any they know or stop the assessment Record the child's correct responses as well as substitutions on the Individual Record form, » Number of high frequency words read accurately ® Speed of word recognition > Partially corect attempts or pats of words known Degree of difcuity of known words 255 Ptiotics& Word Anais-_ Sseuy pion Stvoys 200 High Frequency Words, page 1 Read the words: List 1 sea wrote again carry wait each feel always first ask food work brother through funny gave things close even grow gone same knew begin winter must stop List 2 happy catch third night goes last school walk ten change outside part live party game try pick right teach until second deep view grade snow does together List 3 house start grew way friend story street above find between every should father watch children hid enough dark great inside light seen during worn wrong you'rea Phionies & Word Analysis > . 200 High Frequency Words, page 2 > Read the words: 2 : List 4 List 5 5 several river follow being 5 never might pretty also | getting air couldn't slowly - earth Id happen bring | 4 group suddenly themselves hear | baby easy direction often | > everything finally nothing page =) high everyone life store I 5 wouldn't hold someone while | probably special without however >) through animal instead kids I 4 against lost either check I hour beautiful lunch listen = fight need important few I 5 once job less stuff I a best sick own problem 2 ready maybe think such I “~ free land round cleans I 4 show next scared teacher 1: build old person dream 2 draw window short sister I 4 state better add plan L kind written wanted they're 2 circle favorite young possible Ls large oe question thought Li doing myself yourself really * family since answer understand bs clothes picture money near a4 hand class simple rest i different idea more soon a” ew Piel Benchmark Assent te 1 . 255 Phonics & Word Analysissisjeuy puoyn 8 suoug ‘Phones Ware Analysis 200 High Frequency Words Assessment—Individual Record, page 1 Name Grade __ Date Directions: Use the most appropriate high frequency word lst. Ask the child to read each word. Check (7) accurate responses and note substations Calculate number of known words, Evaluate substitutions to determine features to which children are attending uit | orwitesubstiution| | List2. | Zorwrte substitution) | Uist | 7 or write substitution sea happy house wrote catch ~| [start again third sew cary - right | | [way ; wait | [pees frend _| | each last | (| [ser | feel school street a abways | [walk above : first ten c | find ask ca change between| food |) [outside every [work part : should brother live father through arty [watch funny seme [hitdren ~ “ave oa) tere hid things pick 2 ‘enough dose | ‘ght | [dark | even | teach great | grow = wnt | | inside gone ; second _ light same | | deer ; seen _| knew view | during | begin | | | arede worn winter snow ‘wrong rust does | you're stop together ; Subtotal = Subtotal Subtotal = Total number of known words: — 256 a = Fountas & Pinel Benchmark Assessment System 1 ~ ‘ OPA A AA ang O oO nf Wo Youn Wen{ Payif Poor (> Yon Ce et ?~ » VODs 2 A Birch Beek Honk ook Le PEercecrrresy. U osha bake [ Phonics & Word Analysis 200 High Frequency Words Assessment—Individual Record, page 2 List 4 or write substitution ‘List 4 ¥ or write substitution | several tier never might a getting ait earth | td group suddenly | baby easy, everything E finally [high everyone | wouldnt hold probably special | through ‘animal against | test — hour beautiful fight need once jb best 7 sick | ready maybe free tend show next build | “| old “| [ draw window state better ind witen | circle | favorite large care | doing | myselh | family since ~ dlothes . | picture | hand class different - : idea Subtotal | [subtotal ‘Total number of known words: _ oe AD Funk & Powel Beemer sessment Stem 1 cy Prionis & Word Analysisw - . Usts | orvitesubstition| | tists |v or rte substtton | . follow being - 4 > pretty also couldn't slowly = happen bring - themselves ; [hear | direction often : ie nothing page life store S [someone while - without however a | instead “| [as 7 c either 7 check 5 lunch | tisten ~ important few - = | tess | P stutt | ; = own problem o 2 think z [such | r 8 round deans fe] 2 seared teacher = 1 penen = 1 i | z short sister =) r | a m ET wanted they're z young possible - i | question thought & i = F | answer understand ; je = = EY simple rest a | = = B Subtotal “| | subtotat “| - I oJ Total number of known words: a = a Faris Perl Ba Asset Sten)UU UE UG os UO 1h sh Beh Bo a cat 1h Da q eee U © iL... F Phonics & Word Analysis 200 High Frequency Words Assessment—Class Record Name Total number of known words By] ]e |p] 2/8 [=|] |e [5 |*]e [=| = ]8 |e |p ]~ [> | [-[* [> |= & Fountos& Pinel Benchmark Assesment System 1 ” 259