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For this section, teachers will NOT need to display any items for students to view. Students will answer verbally after teacher prompts with words. Teachers will need to annotate student response on Teacher Scoring Sheet using the following notations:
For this section, teachers will NOT need to display any items for students to view. Students will answer verbally after teacher prompts with words. Teachers will need to annotate student response on Teacher Scoring Sheet using the following notations:
Within each skill, stop if the student misses two in a row, and move on to the next skill.
Within each skill, stop if the student misses two in a row, and move on to the next skill.
Skill 1- Rhyme Production (CCSS.ELA.RF.K.2.A)
Skill 1- Rhyme Production (CCSS.ELA.RF.K.2.A)
Teacher Administration Directions: Write student response on line.
“I am going to say some words. I would like you to tell me a word that rhymes with the word I say. For example, if I say ‘bat,’ you might say ‘cat’ or ‘mat’ or ‘sat’ or ‘fat.’” Note: A nonsense word is an acceptable response.
Skill 2- Isolate Initial Phoneme (CCSS.ELA.ELA.RF.K.2c, RF.K.2d, RF.1.2.C)
Skill 2- Isolate Initial Phoneme (CCSS.ELA.ELA.RF.K.2c, RF.K.2d, RF.1.2.C)
Teacher Administration Directions: “Tell me the first sound you hear in each of the words.”
“Listen to me as I do one: tide, /t/).”
Skill 3- Identify Final Phoneme (CCSS.ELA.RF.K.2d, RF.1.2.C)
Skill 3- Identify Final Phoneme (CCSS.ELA.RF.K.2d, RF.1.2.C)
Teacher Administration Directions: “Tell me the last sound you hear in each of the words.”
“Listen to me as I do one: rub, /b/).”
Skill 4- Identify Medial Phoneme (CCSS.ELA.RF.K.2d, RF.1.2.A and CCSS.ELA.RF.1.2.C)
Skill 4- Identify Medial Phoneme (CCSS.ELA.RF.K.2d, RF.1.2.A and CCSS.ELA.RF.1.2.C)
Teacher Administration Directions: Use this subtest to assess both medial phoneme (a) and long and short vowel identification (b).
“Tell me the middle sound (or vowel sound) you hear in each word.”
“Listen to me as I do one: dot, /o˘/).”
“Then tell me if the middle sound (or vowel sound) is a long or short vowel.” “The /o˘/sound is a short ‘o.’”
Skill 5- Add Initial Phoneme (CCSS.ELA RF.K.2.E)
Skill 5- Add Initial Phoneme (CCSS.ELA RF.K.2.E)
Teacher Administration Directions: Write student response on line.
“I will say a word and then will ask you to add a sound to the beginning of it. You will then say the whole word to me.”
“Listen to me as I do one: at—add /s/ to the beginning—sat).”
Skill 6- Delete Initial Phoneme (CCSS.ELA.RF.K.2.C)
Skill 6- Delete Initial Phoneme (CCSS.ELA.RF.K.2.C)
Teacher Administration Directions:
“I will say a word and then will ask you to take out a sound at the beginning of it. You will then say the new word to me.”
“Listen to me as I do one: pin—without /p/ at the beginning—in).”
Skill 7- Substitute Initial Phoneme (CCSS.ELA.RF.K.2.E)
Skill 7- Substitute Initial Phoneme (CCSS.ELA.RF.K.2.E)
Teacher Administration Directions:
“I will say a word and then will ask you to change one sound to another. You will then say the new word to me.”
“Listen to me as I do one: wig—change /w/to /b—big).”
Skill 8- Count & Segment Phonemes (CCSS.ELA.RF.K.2.B and CCSS.ELA.RF.1.2.D)
Skill 8- Count & Segment Phonemes (CCSS.ELA.RF.K.2.B and CCSS.ELA.RF.1.2.D)
Teacher Administration Directions:
“I will say a word and I would like you to separate the word into sounds. Use your fingers to count the sounds you hear.”
“Listen and watch me as I do one: cat—/c/-/a/- /t/. I hear three sounds).”
Skill 9- Blend Phonemes (CCSS.ELA.RF.1.2.B)
Skill 9- Blend Phonemes (CCSS.ELA.RF.1.2.B)
Teacher Administration Directions:
“I will say the sounds in a word. You will blend the sounds together and tell me the whole word.”
“Listen to me as I do one: s-a˘-t, sat.””
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