Phonological Awareness
Below are two phonological awareness assessments, each followed by a brief description.
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REFERENCE:
Milford School District (2010). Phonological Awareness Skills Assessment. Retrieved from: http://teacherweb.com
/CT/MilfordSchoolDistrict/KindergartenResources/Phonological-Awareness-Skills-Assessment.pdf
This Kindergarten Phonological Skills assessment adapted from the Milford School District (see reference), measures word awareness, rhyme recognition and production, syllable segmentation, alliterations, initial phonemic identification, reading CVC words (consonant-vowel-consonant), and medial phoneme identification. I chose this assessment as part of my toolkit because it also includes objectives. The student must not miss a certain amount in order to show mastery of a particular component. I would utilize this as a formal, summative assessment and students will be given the assessment on an individual basis. There are a lot of segments to this exam and may take up to 20 minutes to complete, depending on the level of the student.
Milford School District (2010). Phonological Awareness Skills Assessment. Retrieved from: http://teacherweb.com
/CT/MilfordSchoolDistrict/KindergartenResources/Phonological-Awareness-Skills-Assessment.pdf
This Kindergarten Phonological Skills assessment adapted from the Milford School District (see reference), measures word awareness, rhyme recognition and production, syllable segmentation, alliterations, initial phonemic identification, reading CVC words (consonant-vowel-consonant), and medial phoneme identification. I chose this assessment as part of my toolkit because it also includes objectives. The student must not miss a certain amount in order to show mastery of a particular component. I would utilize this as a formal, summative assessment and students will be given the assessment on an individual basis. There are a lot of segments to this exam and may take up to 20 minutes to complete, depending on the level of the student.
REFERENCE
Jones, J. (2014) Hello Literacy: Two peas phonological Awareness Assessment. Retrieved from: http://www.helloliteracy.com
/2011/10/rti-digging-deeper-assessments.html
According to the creator of this assessment, Jones (2014) states that this assesses students in Kindergarten and first grade and measures 16 phonological awareness skills. "This assessment, which I also like to call a "digger deeper assessment" can be used after universal screening to determine an appropriate foundational reading intervention in the area of phonological awareness. This assessment can also be administered to all K & 1st grade students at the Beginning (BOY), Middle (MOY) and End (EOY) to measure phonological awareness growth of your entire class or grade level (Jones, 2014)." It is a formative assessment and should be given to students on an individual basis. Students should be given between 10-15 minutes to complete.
Jones, J. (2014) Hello Literacy: Two peas phonological Awareness Assessment. Retrieved from: http://www.helloliteracy.com
/2011/10/rti-digging-deeper-assessments.html
According to the creator of this assessment, Jones (2014) states that this assesses students in Kindergarten and first grade and measures 16 phonological awareness skills. "This assessment, which I also like to call a "digger deeper assessment" can be used after universal screening to determine an appropriate foundational reading intervention in the area of phonological awareness. This assessment can also be administered to all K & 1st grade students at the Beginning (BOY), Middle (MOY) and End (EOY) to measure phonological awareness growth of your entire class or grade level (Jones, 2014)." It is a formative assessment and should be given to students on an individual basis. Students should be given between 10-15 minutes to complete.