1. Consonant sounds and name: Record sounds on top of each letter and names under each letter; do all sounds before doing letter names; consider skipping names if 10 or more sounds are correct; mark correct answers with P, incorrect answers with actual response, and no response with NR; also note which sounds are distorted, e.g. “fuh”.

m

s

f

l

r

n

h

v

w

z

(continuous sounds)

b

c

d

g

p

t

j

k

y

x

q

(stop sounds)

_____/21

2. Consonant digraph sounds: Follow directions for sounds in #1.  (th can have two sounds; voiced (that) (v) and unvoiced (thin) (uv)

sh

th

ch

wh

_____/4

3. Short vowel sounds: “Write the sounds of these letters.”  If the students give a long vowel sound, prompt them by asking if they know another sound.  Do not specifically ask for short vowel sounds.  Mark on top with for short, – – long.  Record incorrect answers with actual response or NR if no response.  You are really most interested in the short vowel sounds so there is no need to prompt students if they do not give the long sounds.

i

o

a

u

e

_____/5 short

4. Reading words with short, final e, long and other vowel digraphs, and r-controlled vowel patterns, blends, inflections and polysyllabic patterns: Record incorrect answers with actual response or NR.

 

a)

map

rip

met

rub

mop

lip

lot

zap

fell

nut

_____/10 short

b)

left

must

frog

flip

snack

(Note: consider stopping after only 0-2 total correct on two consecutive rows)

_____/5 blends

c)

fine

rope

rake

cute

kite

_____/5 final e

d)

soap

leak

pain

feed

ray

_____/5 lvd

e)

burn

fork

dirt

part

serve

_____/5 r-c

f)

coin

soon

round

lawn

foot

_____/5 ovd

g)

filled

letting

rested

passes

licked

_____/5 inflections

h)

silent

ladder

napkin

polite

cactus

_____/5 2-syl

i)

distrust

useful

unfair

hardship

nonsense

_____/5 affixes

j)

volcano

potato

electric

respectfully

transportation

_____/5 3-4 syl