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The QR Codes link to Sequential Phonetic Padlets

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DSA C

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H Other Long Vowels

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J Abstract Vowewls

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L

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Before conducting this Benchmark Assessment running record, please see your literacy coach and/or Title 1 teacher!
Together, you will have a discussion about the individual student's progress and examine the evidence of their learning. When you decide together that the student is ready to be assessed at this gateway, conduct the running record assessment using the recording form attached to this task. It includes additional questions that address the learning targets applicable at this level. This adapted Benchmark Assessment running record will now allow you to assess if the student is both independent at this reading level and proficient at the corresponding learning targets.
Note: Not all reading learning targets are included on these running records as they cannot all be assessed appropriately with a running record. These other learning targets can and should be assessed at the guided reading table or in other areas of your reading workshop model.
Also attached to this task are:
1) Proficiency Checklist for this running record's level
2) Class Learning Target Record with F&P Levels
3) Reading Flowchart to Proficiency

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Is skilled at decoding one syllable words containing
digraphs and blends.
2.0 retrieval

match the sound of the digraph and blend to a picture.

3.0 retrieval
read one syllable words, containing digraphs and blends, within text.

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Knows print on a page goes from left to right, top to bottom, page by page, and where to begin to read.

2.0 retrieval

show the correct way to hold and handle a book, title of a book, front of a book and the back cover of a book where the print is on the page using the prompts:

“Show me the front cover.”

“Show me the back of the book.”

“Show me the title of this book or story.”

"Show me how to turn pages."

"Show me where the words are on the page."

3.0 retrieval

recognize print on a page goes from left to right, top to bottom, page by page, and where to begin to read using the prompts:

“Show me where I start reading.” (beginning of text)

“Show me with your finger which way I go as I read this page.” (Left to right, top to bottom)

“Show me where I go next?”(return sweep)

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Knows one syllable words can be decoded.
2.0 retrieval
name the sound when shown the vowel.

3.0 retireval

read one syllable words within text.

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Is skilled at decoding two-syllable words with long and
short vowel sounds. Is skilled at decoding words with
common prefixes, suffixes and endings.

2.0 retrieval

identify words with common endings (-ing, -ed, -s), prefixes (pre-, re-, un-, be-, in-) suffixes (-er, -y, -est, -ly).

3.0 retrieval

read two syllable words with long and short vowels, words with common prefixes, suffixes, and endings within text.

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Is skilled at decoding words with long vowels.

2.0 retrieval

identify, from a list, words with long vowel sounds.

3.0 retrieval

read words with long vowels in text. (e.g. final -e: a_e, e_e, i_e. vowel teams: ay, ai, ea)

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Is skilled at decoding multi-syllabic words. Is skilled at decoding words with inconsistent spelling-sound correspondence.

2.0 retrieval

read words with common irregular vowels (variant vowels, diphthongs, r -controlled).

3.0 retrieval

read multi-syllabic words and words with inconsistent spelling-sound correspondence within text.

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Reading Level 9 Benchmark Testing  for Level M

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Reading Level 9 Benchmark Testing  for Level M

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Reading 6 Reading Foundations:Phonics Assessment

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Reading 6 Reading Foundations:Phonics Assessment

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Before conducting this Benchmark Assessment running record, please see your literacy coach and/or Title 1 teacher!
Together, you will have a discussion about the individual student's progress and examine the evidence of their learning. When you decide together that the student is ready to be assessed at this gateway, conduct the running record assessment using the recording form attached to this task. It includes additional questions that address the learning targets applicable at this level. This adapted Benchmark Assessment running record will now allow you to assess if the student is both independent at this reading level and proficient at the corresponding learning targets.
Note: Not all reading learning targets are included on these running records as they cannot all be assessed appropriately with a running record. These other learning targets can and should be assessed at the guided reading table or in other areas of your reading workshop model.
Also attached to this task are:
1) Proficiency Checklist for this running record's level
2) Class Learning Target Record with F&P Levels
3) Reading Flowchart to Proficiency

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Fountas and Pinnell LS 1 Recognizing Words with Consonant Clusters
Sort Digraphs and Blends cards to create lists of one syllable words.  This lesson focuses on the blends in the Onset part of the words.
Using the cards, students attempt to write 20 words using a variety of onsets and rimes.

Assessment:  Students complete this activity independently and are able to complete a sorting activity as an assessment.

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DSA E Final Consonant Blends and Word Families

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Fountas and Pinnell LS 1 Recognizing Words with Consonant Clusters
Sort Digraphs and Blends cards to create lists of one syllable words.  This lesson focuses on the blends in the Onset part of the words.
Using the cards, students attempt to write 20 words using a variety of onsets and rimes.

Assessment:  Students complete this activity independently and are able to complete a sorting activity as an assessment.

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G Abstract Vowels

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DSA D Affricates

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DSA B Consonant Blends and Digraphs

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I Complex Consonants

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Administer the PAST Phonological Awareness Skills Test

to inform instruction or as a verification of phonological proficiencies:

PAST Assessment

http://msjocelynspeech.com/wp-content/uploads/2012/12/caseb_scene1_2.pdf

PAST Individual Recording Form

http://msjocelynspeech.com/wp-content/uploads/2012/12/PAST_Test_Indiv_Sheet.pdf

PAST Tracking Individual Progress Form

http://msjocelynspeech.com/wp-content/uploads/2012/12/individual-PAST-assessment-form.pdf

Readers Statements for Instruction:

Readers know words are spoken.

Readers know sentences are made of words.

Readers listen for words that rhyme.

Readers know words that rhyme.

Readers listen to syllables and blend them into words.

Readers listen to a word and say the syllables.

Readers blend onset and rime into words.

Readers blend beginning, middle, and ending sounds into words.

Readers listen to words  and tell when a sound has been deleted.

Readers listen to words  and tell when a sound has been substituted.

Readers listen to words  and tell when a sound has been added.