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Junior Literacy Assessment Junior I

Student’s Name Date

Grade Room Assessed by

Scoring Summary

Name Writing [NO TARGET ] __________________ Phonemic Awareness:

Matching Sounds [target: 3 ] ________
Upper-Case Letter-Name Identification
[target: 3 ] ________ Matching Words [target: 2 ] ________

Letter-Sound Identification [NO TARGET ] ________ Concepts about Print:

Parts of the book [target: 2 ] ________

Lower-Case Letter-Name Identification

[NO TARGET ] ________

Comments and Analysis

Name Writing
“I would like for you to draw a picture of yourself and then write your name. When you are finished,
I’d like for you to show me your name.”
If the student is reluctant to attempt name writing, encourage the child to “pretend” to write their name or collect
a writing sample at a more informal time. It is not necessary for the child to draw a picture of her/himself if s/he
chooses not to. If no picture is drawn, score the name using guidelines for 2-7 points.

Score: ______ of 7

Name Writing

/7
Indicate correct response with a √. Indicate incorrect with a ●. If student responds incorrectly, record what he/she says below.
PALS Data
Upper-Case Letter Identification
Tell the child to put his/her finger on the first letter at the top of the page.
“I would like for you to point to each letter. As you point to the letter, tell me the name of that letter.
If you come to a letter that you don’t know, you may say ‘I don’t know’ and move onto the next letter.
Ready? Let’s begin.”
M G S I B X L Q H W T R J C O V P F D U A Y N Z K E
Letter
Name

Total Correct: ______ of 26 names

Letter–Sound Identification
Turn to letter sounds page. “See these letters? I want you to tell me the sound the letter makes. Here’s
an example: This is the letter M. I would say /m/ because that is the sound the letter makes. If you
don’t know you can skip it and go on to the next one. Are you ready?”

If a child gives a letter name rather than the sound near the beginning of the task, review the practice
item and point out the difference between the letter M and the sound /m/. Do not do this more than
once. If the child gives the long vowel sound for a vowel, say, “That’s right, A does say /ay/ but A has
another sound too. Vowels have two sounds. What other sound can A make?” If the child gives a soft
sound for C or G say, “Can you tell me another sound this letter makes?”

B S R F W T O J A H K S V I P Z L C T U E D Y G N Ch
h h
Letter
Sound

Total Correct: ______ of 26 sounds

Lower-Case Letter Identification

These are the lowercase letters. I would like for you to point to each letter. As you point to the letter,
tell me the name of that letter. If you come to a letter that you don’t know, you may say ‘I don’t
know’ and move onto the next letter. Ready? Let’s begin.”
a f k p w z b h o j u a c y l q m d n s x i e g r v t g
Letter
Name

Total Correct: ______ of 28 names

Phonemic Awareness: Matching Sounds

“I am going to play two sounds. Tell me if the two sounds are the same.”
Using Junior Sounds CD, play Track 1 & 2 (cat sounds). “Are these two sounds the same?”
If student answers yes, say, “Yes I heard a cat sound and another cat sound. They are the same.”
If student answers no, say, “I heard a cat sound and another cat sound. They sound just alike. Those sounds are
the same.”

Let’s try some more.

(tracks 3 & 4) (tracks 5 & 6) (tracks 7 & 8) (tracks 9 & 10)
doorbell - doorbell drum - horn dog - dog thunder - motorcycle
Response

Total Correct: ______/4

Phonemic Awareness: Matching Words

“I am going to say two words. Tell me if the two words are the same: cat-sun. Are these two words the same?”
(Wait 3 seconds for student response.)
If student responds no, say, “Right! These two words are not the same.”
If student responds yes, say, “No, these two words are not the same.”
“Let’s practice one more time. Bus-bus. Are these two words the same?”
If student responds yes, say, “Right! These two words are the same.”
If student responds no, say, “Actually, these two words are the same. They sound just alike. Let’s try some on
your own!”

car - tree sock - sock frog - frog pig - cake

Response

Total Correct: ______/4

Concepts about Print: Parts of the book

Hand a book to student, holding it vertically so that the spine faces the child. √ or ●
“Show me how to hold the book to read it.”
(Child holds book right side up)
Ask, “Show me the front of the book.”
Ask, “Show me the back of the book.”
Ask, “Show me how to turn the pages.”

Total Correct: ______/4