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When using the provided student assessment pages (For Alphabet Recognition, Letter Sound Identification, or
Print Concepts), 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 separate and optional student administration page for the Multiple Letter Sounds Assessment, found in
Phonemic Awareness Assessments 3 & 4. The page includes pictures that correspond to each letter sound, and
using this for assessment purposes is optional. Below is a list of the pictures that correspond to each letter:
e: elephant, eagle w: watermelon
l: ladybug k: kite
s: sun; runs (/z/) g: guitar; giraffe
r: red q: quilt
u: umbrella; cube m: moon
p: pencil a: apple; acorn, asleep
d: dog f: fish
o: octopus; oval, love i: igloo; ice cream; chili
v: van h: hat
b: bananas y: yellow; happy; mystery; cry
j: jump sh: shark
n: nest ch: chair
t: tiger th: thirteen
c: cat; circle wh: whistle
x: fox
z: zebra
C A H S V R P U T N E B M L
G J X F Z W I Q K Y O D ____ /26
Teacher Administration Directions: Point to the letter and say, What letter is this? Teacher circles the letters below that are incorrect
and records score in the column.
o n d y h r p l e m t k j f g z w i
x q c v a s u b a g ____ /28
e l s r u p d o v b j n t c x z w
k g q m a f I h y sh ch th wh ____ /30
Skill 4: Rhyme Recognition CCSS.ELA-LITERACY.RF.K.2.A
Teacher Administration Directions: Tell me if these two words rhyme. The students can repeat the words aloud and then say if the
word rhyme. Place an x or + on the line if the student answers correctly. If the student responds incorrectly, circle or highlight the word
pair.
1. hen, pen _____ 6. hot, cot _______
2. we, did _____ 7. fun, sun _______
3. sick, pick _____ 8. jet, ham _______
4. nap, map _______ 9. yell, tell _______
___/10
5. mom, mad _______ 10. pig, got _____
2. rock ____ /r/ 6. fish ____ /f/ 10. bike _____ /b/
2. bus ____ /s/ 6. come ____ /m/ 10. move _____ /v/
9 Locates a word on a printed page within text (reads own name). *Use page 5 Yes No
10 Distinguish letters from numbers on a printed page by pointing *Use page 5 Yes No
11 Listen to spoke sentence(s) and state individual words in the sentence(s)
Yes No
Language Awareness activity: I like to read. Teacher says the sentence aloud, and the student repeats it back.
Overall Results: After the assessment has been given, the teacher identifies areas of strength and need for each child & records
findings here.
_______________________________________________________________________________________________________
s 5 m 2 6
P 3 h b 7
C A H S V
R P U T N
E B M L G
J X F Z W
I Q K Y O
D
Literacy Resources, Inc. Revised 2014 6
Phonemic Awareness Skills Assessment: Kindergarten
Student Page for Skill 2: Letter Identification: Lowercase Letters
o n d y h
r p l e m
t k j f g
z w i x q
c v a s u
b a g
Literacy Resources, Inc. Revised 2014 7
Phonemic Awareness Skills Assessment: Kindergarten
Student Page for Skill 3: Letter Sound Identification
e l s r u
p d o v b
j n t c X
z w k g q
m a f i h
y sh ch th wh
C A H S V R P U T N E B M L
____ /26
G J X F Z W I Q K Y O D
Skill 2: Alphabet Recognition Lowercase Letters CCSS.ELA-Literacy.RF.K.1d
Teacher Administration Directions: Point to the letter and say, What letter is this? Teacher circles the letters below that are incorrect
and records score in the column.
o n d y h r p l e m t k j f g z w i
x q c v a s u b a g ____ /28
e l s r u p d o v b j n t c x z w
k g q m a f I h y sh ch th wh ____ /30
Skill 4: Onset Fluency: Isolate Initial Phonemes CCSS.ELA-Literacy.RF.K.2d
Teacher Administration Directions: Tell me the first sound you hear in each of the words. Teacher says the word and the student says
the first sound. Write an x or + if the student responds correctly. If the student responds incorrectly, record the incorrect response.
Answers are provided. **Example: The word cat begins with the /c/ sound.
2. not____ /n/ 5. bug ____ /b/ 8. win____ /w/ 10. pat_____ /p/
____ /10
3. can____ /c/ 6. van ____ /v/
1. mop, top ___ 3. bad, hot ___ 5. hit, sit ____ 7. fun, sun ___ 9. boat, coat __
2. ham, get ___ 4. tub, rub ____ 6. pan, big ____ 8. dog, zip ____ 10. wet, net __ ____ /10
1. nap-kin ___ 3. ba-by ____ 5. pen-cil ____ 7. flow-er ____ 9. sis-ter _____
2. in-sect ___ 4. tick-et ____ 6. pump-kin ___ 8. wel-come __ 10. mon-key __ _____ /10
Skill 9: Segmenting Words into Syllables CCSS.ELA-Literacy.RF.K.2b
Teacher Administration Directions: Teacher says the word and the student is expected to segment the word into two syllables. Write an x or + if the
student responds correctly. If the student responds incorrectly, record the incorrect response.
1. thunder ___ 3. yellow ____ 5. happy ____ 7. reading ___ 9. fourteen ___
_____ /10
2. princess __ 4. mountain ___ 6. teacher ____ 8. slowly ____ 10. candle __
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: ________________________________________________________________________________________
9 Locates a word on a printed page within text (reads own name). *Use page 4 Yes No
10 Distinguish letters from numbers on a printed page by pointing *Use page 4 Yes No
Listen to spoke sentence(s) and state individual words in the sentence(s)
11 Yes No
Language Awareness activity: I like to read. Teacher says the sentence aloud, and the student repeats it back.
e_ _ l_ s_ _ r_ u_ _ p_ d_ o_ _ _ v_ b_ j_
n_ t_ c_ _ x_ z_ w_ k_ g_ _ q_ m_
a_ _ _ f_ i_ _ _ h_ y_ _ _ _ sh _ ch _ th _ wh _ ____ /30
1. mop ______ 3. tub ______ 5. red ______ 7. fun ______ 9. net ______
2. ham ______ 4. hip ______ 6. pat ______ 8. dog ______ 10. fish ______ ____ /10
2. feet ____ /t/ 6. leaf ____ /f/ 10. buzz ____ /z/
5. ob Add /j/ = __________ 10. box without /b/ = ________ ____ /10
job ox
e_ _ l_ s_ _ r_ u_ _ p_ d_ o_ _ _ v_ b_ j_
n_ t_ c_ _ x_ z_ w_ k_ g_ _ q_ m_ a_ _ _
____ /30
f_ i_ _ _ h_ y_ _ _ _ sh _ ch _ th _ wh _
Skill 2: Rhyme Production CCSS.ELA-Literacy.RF.K.2a
Teacher Administration Directions: Tell me a word that rhymes with the word I say. Write an x or + if the student responds correctly. If the student
responds incorrectly, circle the incorrect word pair. *Nonsense words can be accepted
1. that _____ 3. trick _____ 5. shrug _____ 7. slid _____ 9. bend _____
2. rest _____ 4. shop _____ 6. stand _____ 8. float _____ 10. rock _____ ____ /10
1. shells _____ 3. thank _____ 5. lunch _____ 7. show _____ 9. black _____
/sh/ /th/ /l/ /sh/ /b/ or /bl/
2. cheese _____ 4. white _____ 6. them _____ 8. sled _____ 10. chalk ____ ____ /10
/ch/ /wh/ /th/ /s/ or /sl/ /ch/
1. c-a-b _____ 3. m-e-s _____ 5. g-o-t _____ 7. h-a-z _____ 9. s-u-m ____
cab mess got has some
2. d-u-ck _____ 4. h-i-l ______ 6. w-e-b _____ 8. l-i-p _____ 10. f-o-ks ____ ____ /10
duck hill web lip fox
1. not ______ 3. ham ______ 5. web ______ 7. lid ______ 9. ran ______
/n/o/t/ /h/a/m/ /w/e/b/ /l/i/d/ /r/a/n/
2. pet ______ 4. sit _______ 6. hop _______ 8. cup ______ 10. duck_____
/p/e/t/ /s/i/t/ /h/o/p/ /c/u/p/ /d/u/k/ ____ /10
Skill 6: Identifying Medial Sounds CCSS.ELA-Literacy.RF.K.2d
Teacher Administration Directions: I am going to say a word. Can you tell me the sound you hear in the middle of the word? Teacher says the
word and students isolate the vowel sound. Write an x or + if the student responds correctly. If the student responds incorrectly, record the
incorrect response. *Students can use roller coaster
1. window ___ ___ 2. candy ___ ___ 3. donut ___ ___ 4. paper ___ ___ Segmenting
# Correct
win-dow (2) can-dy (2) do-nut (2) pa-per (2)
____ /10
5. tiger___ ___ 6. shampoo ___ ___ 7. dentist ___ ___
ti-ger (2) sham-poo (2) den-tist (2) Counting
Syllables
8. purple ___ ___ 9. finish ___ ___ 10. target ___ ___ # Correct
pur-ple (2) fin-ish (2) tar-get (3) ____ /10
Skill 8: Adding & Substituting Phonemes CCSS.ELA-Literacy.RF.K.2e
Teacher Administration Directions: Adding Phonemes: Teacher says the rime. Students repeat the rime. Teacher says, Add /*/ at the beginning
and the word is?
Substituting Phonemes: Teacher says the word. Students repeat the word. Teacher says, Change the /*/ to /*/ and the word is? (/*/ = say
letter sounds)
Write an x or + if the student responds correctly. If the student responds incorrectly, record the incorrect response.
Adding Phonemes Substituting Phonemes
1. at /b/ = _____ 1. van /m/ = _____
bat man
2. ig /p/ = _____ 2. hot /n/ = _____
Pig not
3. op /m/ = _____ 3. bun /s/ = _____
Mop sun
4. un /r/ = _____ 4. beg /l/ = _____
run leg
5. ed /f/ = _____ 5. sip /r/ = _____ _____ /10
Fed rip
Overall Results: After the assessment has been given, the teacher identifies areas of strength and need for each child & records
findings here.
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________