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CCSS.ELA-LITERACY.RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

CCSS.ELA-LITERACY.RF.1.2.A
Distinguish long from short vowel sounds in spoken single-syllable words.

CCSS.ELA-LITERACY.RF.1.2.B
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

CCSS.ELA-LITERACY.RF.1.2.C
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

CCSS.ELA-LITERACY.RF.1.2.D
Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

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Phonemic Awareness and Phonics Assessment for 1st Grade

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Phonemic Awareness and Phonics Assessment for 1st Grade

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https://nashtoolkit.weebly.com/phonemic-awareness.html

Phonemic Awareness and Phonics Assessment for 1st Grade

Assessment Directions for 1st Grade Teachers & Parents:

Literacy Resources, Inc. created this Phonemic Awareness & Phonics Assessment to align to the Common Core State Standards for 1st grade and to assess a child’s progress with phonemic awareness and phonics throughout the school year. The skills are labeled with the Reading Foundations Common Core State Standard for Grade 1. Each phonemic awareness skill that is assessed is part of the daily phonemic awareness lessons written by Dr. Michael Heggerty, founder of Literacy Resources, Inc.

Phonemic Awareness is auditory, and should be assessed in this way. Students are not expected to read or write any of the words in the phonemic awareness portion of the assessment; the teacher says the words or sounds aloud and the student responds orally.

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 letter sounds, not letter names.

There are student pages included for the Phonics Skills assessments. The End-of-the-Year assessment includes an optional section for assessing prefixes (Skill 5). This skill is not expected until 2nd grade under the Common Core State Standards, but many teachers introduce this concept during the 1st grade school year.

Assessment Administration Guidelines:
The assessments are meant to inform your instruction. We have created three assessments that can be given throughout the school year to monitor student progress. The three assessments can be given at the beginning of the year, at the midpoint of the school year, and at the end of the school year.

When using the provided student assessment pages, you may use another piece of paper or a bookmark to cover most of the page, so that only one line of print is shown to the student when he or she is responding.

There is a section on each assessment for teachers to include comments and an evaluation of the student’s strengths and areas of need. This can be especially helpful when planning intervention activities to help a child master a skill.

Please contact Literacy Resources, Inc. with any questions or comments about the assessments: alisa@literacyresourcesinc.com.

©Literacy Resources, Inc. 2013

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Phonemic Awareness and Phonics Assessment for 1st Grade
Student Name ___________________________________________ Date of Assessment ____________

Baseline Assessment for Phonemic Awareness & Phonics Skills

Teacher Administration Directions: In this assessment, the teacher says the words aloud and students respond orally. Students are not expected to read the words in print. Teacher records “x” if the student responds correctly; if the student responds incorrectly, record the response on the line. Answers are provided for teacher reference.

Phonemic Awareness Skills Assessment CCSS.ELA-Literacy.RF.1.2 | Results
Skill 1: Identifying Initial and Final Sounds in Words CCSS.ELA-Literacy.RF.1.2cTeacher Administration Directions: Teacher says the word aloud. Students identify the beginning sound in words 1 – 5 & identify the final sound in words 6 – 10. Answers listed below each word.
Beginning Sound Identification:1. mad ___ 2. rock___ 3. pet___ 4. hot____ 5. dig____ /m/ /r/ /p/ /h/ /d/ | # Correct ____ /10
Final Sound Identification:6. cup ___ 7. kite___ 8. seal___ 9. grab ____ 10. bike____ /p/ /t/ /l/ /b/ /k/
Skill 2: Identifying Medial Sounds in Words CCSS.ELA-Literacy.RF.1.2c Teacher Administration Directions: Teacher says the word aloud. Students say the medial sound in the word.
1. cab___ /a/6. sad___ /a/2. get___ /e/7. pen___ /e/3. nut___ /u/8. top___ /o/4. big ___ /i/9. pill___ /i/5. fox___ /o/10. gum ____ /u/ | # Correct ____ /10
Skill 3: Blending Phonemes CCSS.ELA-Literacy.RF.1.2b Teacher Administration Directions: Teacher says individual phonemes & student blends phonemes into the whole word.
1. w-i-n ______ win5. n-e-k______ neck9. c-o-t ______ cot2. t-u-b _______ tub6. m-a-p ______ map10. p-e-g ______ peg3. h-a-z_______ has7. l-u-v_______ love4. g-o-t ______ got8. h-i-l ______ hill | # Correct ____ /10
Skill 4: Segmenting Words CCSS.ELA-Literacy.RF.1.2d Teacher Administration Directions: Teacher says whole word & student segments the word into phonemes.
1. fun _____ f-u-n6. ten _____ t-e-n2. less _____ l-e-s7. fox _____ f-o-x3. cage _____ c-ā-j8. bat _____ b-a-t4. lid _____ l-i-d9. ride _____ r-i-d5. mop _____ m-o-p10. duck _____ d-u-k | # Correct ____ /10

©Literacy Resources, Inc. 2013

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Phonemic Awareness and Phonics Assessment for 1st Grade
Student Name ___________________________________________ Date of Assessment ____________

Baseline Assessment for Phonemic Awareness & Phonics Skills

Teacher Administration Directions: Use the included assessment pages for the Phonics Skills Assessment. Students will be asked to read the words. If the student demonstrates an understanding of the targeted skill, the answer is counted as correct even if the specific word is not read correctly. (e.g. Skill 1: Short vowels: If a student reads “tug” as “tub”, the answer is scored as being correct because the vowel was read correctly.) However, be sure to write the incorrect pronunciation on the line for future analysis and possible intervention. Words 1 – 5 are real words and words 6 – 10 are nonsense words. You can tell the student that the nonsense words are not real words.

Phonics Skills Assessment CCSS.ELA-Literacy.RF.1.3 | Results
Skill 1: Reading words with Short Vowel Sounds (in CVC words) CCSS.ELA-Literacy.RF.1.3bTeacher Administration Directions: Students read each word aloud; Teacher records “x” if the student responds correctly; if the student responds incorrectly, record the response on the line.
1. tug _____ 2. cat _____ 3. pet _____ 4. lip _____ 5. mop _____ | # Correct ____ /10
6. lon _____ 7. feg _____ 8. tam ____ 9. biz _____ 10. dup _____
Skill 2: Reading words with Consonant Digraphs (ch, sh, th, wh) CCSS.ELA-Literacy.RF.1.3aTeacher Administration Directions: Students read each word aloud; Teacher records “x” if the student responds correctly; if the student responds incorrectly, record the response on the line.
1. shop _____ 2. thin _____ 3. chat _____ 4. dish _____ 5. when _____     | # Correct ____ /10
6. whop ____ 7. sith ____ 8. chob ____ 9. shem _____ 10. tash _____
Skill 3: Reading words with Consonant Blends (Blends with L, R, S) CCSS.ELA-Literacy.RF.1.3bTeacher Administration Directions: Students read each word aloud; Teacher records “x” if the student responds correctly; if the student responds incorrectly, record the response on the line.
1. crab _____ 2. snip _____ 3. grin _____ 4. trap _____ 5. clock _____     | # Correct ____ /10
6. flug _____ 7. driz _____ 8. skat _____ 9. brem ______ 10. smop _____

Overall Results: After the assessment has been given, the teacher identifies areas of strength and need for the child & records the findings here.

Areas of Strength:
Areas of Need & Plan for Intervention:

©Literacy Resources, Inc. 2013

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Phonemic Awareness and Phonics Assessment for 1st Grade

Skill 1: Reading words with Short Vowels
Students will read the words below and the teacher will record the answers on the assessment page. Words 1-5 are read words, and words 6-10 are nonsense words.

1. tug 2. cat 3. pet 4. lip
5. mop

©Literacy Resources, Inc. 2013

6. lon 7. fez 8. tam 9. biz 10. dup

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Phonemic Awareness and Phonics Assessment for 1st Grade

Skill 2: Reading words with Consonant Digraphs
Students will read the words below and the teacher will record the answers on the assessment page. Words 1-5 are real words, and words 6-10 are nonsense words.

1. shop 2. thin
3. chat 4. dish 5. when

©Literacy Resources, Inc. 2013

6. whop 7. sith
8. chob 9. shem

10. tash

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Phonemic Awareness and Phonics Assessment for 1st Grade

Skill 3: Reading words with Consonant Blends
Students will read the words below and the teacher will record the answers on the assessment page. Words 1-5 are real words, and words 6-10 are nonsense words.

1. crab 2. snip 3. grin 4. trap 5. clock

©Literacy Resources, Inc. 2013

6. flug
7. driz
8. skat 9. brem

10. smop

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Phonemic Awareness and Phonics Assessment for 1st Grade
Student Name ___________________________________________ Date of Assessment ____________

Mid-Year Assessment for Phonemic Awareness & Phonics Skills

Teacher Administration Directions: In this assessment, the teacher says the words aloud and students respond orally. Students are not expected to read the words in print. Teacher records “x” if the student responds correctly; if the student responds incorrectly, record the response on the line. Answers are provided for teacher reference.

Phonemic Awareness Skills Assessment CCSS.ELA-Literacy.RF.1.2 | Results
Skill 1: Blending Phonemes CCSS.ELA-Literacy.RF.1.2b Teacher Administration Directions: Teacher says individual phonemes & student blends phonemes (sounds) into the whole word.
1. j-u-m-p _____ jump5. f-r-o-g ______ frog9. t-r-i-p ______ trip2. sh-u-t______ shut6. b-e-n-t ______ bent10. m-u-s-t ______ must3. f-l-a-p _____ flap7. d-u-s-k _____ dusk4. s-p-or-t ______ sport8. t-r-a-ck ______ track | # Correct ____ /10
Skill 2: Segmenting Words CCSS.ELA-Literacy.RF.1.2d Teacher Administration Directions: Teacher says whole word & student segments the word into individual phonemes (sounds).
1. bump _____ b-u-m-p6. blush _____ b-l-u-sh2. left _____ l-e-f-t7. play _____ p-l-ā3. find _____ f-ī-n-d8. help _____ h-e-l-p4. grape _____ g-r-ā-p9. gasp _____ g-a-s-p5. free _____ f-r-ē10. snack _____ s-n-a-k | # Correct ____ /10

After both parts of the assessment are given, record overall results below:

Overall Results: After the assessment has been given, the teacher identifies areas of strength and need for the child & records the findings here.

Areas of Strength:
Areas of Need & Plan for Intervention:

©Literacy Resources, Inc. 2013

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Phonemic Awareness and Phonics Assessment for 1st Grade
Student Name ___________________________________________ Date of Assessment ____________

Mid-Year Assessment for Phonemic Awareness & Phonics Skills

Teacher Administration Directions: Use the included assessment pages for the following skills for the Phonics Skills Assessment. Students will be asked to read the words. If the student demonstrates an understanding of the targeted skill, the answer is counted as correct even if the specific word is not read correctly. (i.e. Skill 1: Long vowels: If a student reads “tape” as “tame”, the answer is scored as being correct because the vowel was read correctly.) However, be sure to write the incorrect pronunciation on the line for future analysis and possible intervention.

Phonics Skills Assessment CCSS.ELA-Literacy.RF.1.3 | Results
Skill 1: Reading words with Long Vowel Sounds with Silent e CCSS.ELA-Literacy.RF.1.3c Teacher Administration Directions: The student reads the words aloud and the teacher writes the word the student says, if incorrect.
1. tape _____ 2. cone _____ 3. lime _____ 4. mile ______ 5. cube ______ 6. bike _____ 7. cute _____ 8. flake ______ 9. drove ______ 10. safe ______ | # Correct ____ /10
Skill 2: Reading words with Long Vowel Sounds with Vowel Teams (ai, ay, oa, ee, ea, ie, ue) CCSS.ELA-Literacy.RF.1.3cTeacher Administration Directions: The student reads the words aloud and the teacher writes the word the student says, if incorrect.
1. mail _____ 2. beach _____ 3. road _____ 4. pie _____ 5. feet _____ 6. say _____ 7. goal _____ 8. heat _____ 9. tie _____ 10. glue _____ | # Correct ____ /10
Skill 3: Reading words with Short and Long Vowel Sounds in Words (mixed) CCSS.ELA-Literacy.RF.1.3b Teacher Administration Directions: The student reads the words aloud and the teacher writes the word the student says, if incorrect.
1. slid _____ 2. globe _____ 3. lane _____ 4. not _____ 5. snake _____ 6. shed _____ 7. five _____ 8. much _____ 9. cube _____
10. best _____ | # Correct ____ /10

©Literacy Resources, Inc. 2013

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Phonemic Awareness and Phonics Assessment for 1st Grade Skill 1: Reading words with Long Vowel Sounds with Silent e

1. tape 2. cone 3. lime 4. mile 5. cube 6. bike 7. cute 8. flake

9. drove 10. safe

©Literacy Resources, Inc. 2013

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Phonemic Awareness and Phonics Assessment for 1st Grade Skill 2: Reading words with Long Vowel Sounds with vowel teams

1. mail

2. beach

3. road

4. pie

5. feet

6. say

7. goal

8. heat

9. tie
10. glue

©Literacy Resources, Inc. 2013

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Phonemic Awareness and Phonics Assessment for 1st Grade Skill 3: Reading words with Short & Long Vowel Sounds

1. slid

2. globe

3. lane

4. not

5. snake

6. shed

7. five

8. much

9. cube 10. best

©Literacy Resources, Inc. 2013

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Phonemic Awareness and Phonics Assessment for 1st Grade

Student Name ___________________________________________ Date of Assessment ____________

End-of-the-Year Assessment for Phonemic Awareness & Phonics

Teacher Administration Directions: In this assessment, the teacher says the words aloud and students respond orally. The students are not expected to read the words in print. Teacher records “x” if the student responds correctly; if the student responds incorrectly, record the response on the line.

Phonemic Awareness Skills Assessment CCSS.ELA-Literacy.RF.1.2 | Results
Skill 1: Identify Short & Long Vowel Sounds CCSS.ELA-Literacy.RF.1.2aTeacher says the word and students identify the vowel sound as short or long. (Example: Teachers says word: cat. Student response: /a/ short a)
1. shape _____ 2. nice _____ 3. lunch _____ 4. flop _____ 5. team _____ 6. roast _____ 7. best _____ 8. with _____ 9. cute _____ 10. mask _____ | # Correct ____ /10

After both parts of the assessment are given, record overall results below:

Overall Results: After the assessment has been given, the teacher identifies areas of strength and need for each child & records findings here.

Areas of Strength:

Areas of Need & Plan for Intervention:

©Literacy Resources, Inc. 2013

12

Phonemic Awareness and Phonics Assessment for 1st Grade
Student Name ___________________________________________ Date of Assessment ____________

End-of-the-Year Assessment for Phonemic Awareness & Phonics

Teacher Administration Directions: Use the included assessment pages for the following skills for the Phonics Skills Assessment. Students will be asked to read the words. If the student demonstrates an understanding of the targeted skill, the answer is counted as correct even if the specific word is not read correctly. However, be sure to write the incorrect pronunciation on the line for future analysis and possible intervention.

Phonics Skills Assessment CCSS.ELA-Literacy.RF.1.3 | Results
Skill 1: Long Vowel Sounds (Silent e & Vowel Teams) CCSS.ELA-Literacy.RF.1.3cTeacher Administration Directions: Students read each word aloud; Teacher records “x” if the student responds correctly; if the student responds incorrectly, record the response on the line.
1. tape _____ 2. boat _____ 3. pail ______ 4. feet _____ 5. mute _____ | # Correct ____ /10
6. rete _____ 7. dipe ______ 8. jait ______ 9. meag _____ 10. fape _____
Skill 2: R-Controlled Vowels (ar, or, er, ir, ur) CCSS.ELA-Literacy.RF.1.3bTeacher Administration Directions: Students read each word aloud; Teacher records “x” if the student responds correctly; if the student responds incorrectly, record the response on the line.
1. turn _____ 2. corn _____ 3. dark _____ 4. fern ______ 5. girl ______ | # Correct ____ /10
6. har _____ 7. mern_____ 8. thirk______ 9. burb _____ 10. lort ______
Skill 3: Decoding 2-Syllable Words CCSS.ELA-Literacy.RF.1.3d; CCSS.ELA-Literacy.RF.1.3eTeacher Administration Directions: Students read each word aloud. 1st line: Check if students are able to read word; 2nd line: Check if students are able to identify the number of syllables and the syllable pattern (open, closed, silent e)
1. basket ___ ___ closed/closed5. kitten ___ ___ closed/closed9. tadpole ___ ___ closed/silent e2. explode ___ ___ closed/silent e6. refine ___ ___ open/silent e10. insect ___ ___ closed/closed3. frozen ___ ___ open/closed7. sunset ___ ___ closed/closed4. problem ___ ___ closed/closed8. silent ___ ___ open/closed | Read correctly ___ /10Provided Syllable Rule___ /10
Skill 4: Inflectional Endings (-s, -es, -ing, -ed, -ly) CCSS.ELA-Literacy.RF.1.3fTeacher Administration Directions: Students read each word aloud; Teacher records “x” if the student responds correctly; if the student responds incorrectly, record the response on the line.
1. dishes _____ 5. quickly _____ 9. floating _____2. streets _____ 3. smiled _____ 4. planting _____ 6. peaches _____ 7. brightly _____ 8. bumped _____10. landed _____ | # Correct ____ /10

©Literacy Resources, Inc. 2013

13

Phonemic Awareness and Phonics Assessment for 1st Grade
Student Name ___________________________________________ Date of Assessment ____________

End-of-the-Year Assessment for Phonemic Awareness & Phonics

Teacher Administration Directions: Skill 5 is an optional assessment for 1st grade. Use the included assessment pages for the following skills for the Phonics Skills Assessment.

Skill 5: Prefixes (un-, re-, dis-) OPTIONALTeacher Administration Directions: Students will read the words with prefixes and explain the prefix meaning. Record separate scores for each skill; record if they were able to read the prefix in the word on the 1st line and record a ‘+’ if they are able to explain the prefix meaning or what the words means on the 2nd line.
1. unreal _____ ___ 5. undo _____ ___ 9. unfold _____ ___2. refill _____ ___ 3. untie _____ ___ 4. dislike _____ ___6. redo _____ ___ 7. reheat _____ ___ 8. dismiss _____ ___ 10. disturb _____ ___ | Read correctly ___ /10Explained Prefix meaning___ /10

©Literacy Resources, Inc. 2013

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Phonemic Awareness and Phonics Assessment for 1st Grade Skill 1: Reading words wtih Long Vowel Sounds (Silent e & Vowel Teams)

1. tape 2. boat 3. pail
4. feet 5. mute

6. rete
7. dipe 8. jait
9. meag 10. fape

©Literacy Resources, Inc. 2013

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Phonemic Awareness and Phonics Assessment for 1st Grade Skill 2: Reading words with R-Controlled Vowels

1. turn 2. corn 3. dark 4. fern 5. girl

6. har
7. mern 8. thirk 9. burb 10. lort

©Literacy Resources, Inc. 2013

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Phonemic Awareness and Phonics Assessment for 1st Grade

Skill 3: Decoding 2-Syllable Words

Students are expected to read the word and identify the syllable pattern. Students can demonstrate their understanding of syllable division by drawing where the words are divided on this page. Have one copy of this page available for each student.

1. basket 2. explode 3. frozen
4. problem 5. kitten

6. refine
7. sunset 8. silent
9. tadpole 10. insect

©Literacy Resources, Inc. 2013

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Skill 4:1. 2. 3. 4. 5. 6. 7. 8.Phonemic Awareness and Phonics Assessment for 1st Grade Reading words with Inflectional Endings (-s, -es, -ing, -ed, -ly)dishes streets smiled planting quickly peaches brightly bumped9. floating 10. landed         ©Literacy Resources, Inc. 201318

Phonemic Awareness and Phonics Assessment for 1st Grade Skill 5: Reading words with Prefixes (un-, re-, dis-)

1. unreal 2. refill
3. untie 4. dislike 5. undo

6. redo
7. reheat 8. dismiss 9. unfold 10. disturb

©Literacy Resources, Inc. 2013

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Listen/Interact with the video/story

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Virtual Storytime: "The Hungry Thing" by Ann Seidler and Jan Slepian

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Bingo Chips
The students will start out with two bingo chips and words with two sounds. I will call out a word and, they will slide the chips up as they say each sound and run their finger across them as they blend them together.

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-  Students will be able to segment words and blend them back together after practicing with bingo chips

-  I will review that a phoneme is the smallest unit of sound. I will review to segment a word and blend it back together.

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When saying the words, I can hold up pictures or use Elkonin boxes with bingo chips and model/scaffold the phoneme

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- Model/ scaffold the correct sound
-Provide visuals such as pictures    of a word or Elkonin boxes to help segment words separately.

-  Provide a variety of words and sounds so all student needs are met

-  Moving the tiles and dragging their finger along the word being segmented and blended helps engage a multisensory learner

Visual Supports

-  Youtube Video song on segmenting and blending words

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Stretchy the Word Snake | Phonics Song for Kids | Segmenting and Blending Words | Jack Hartmann