phonics progress monitoring tracking forms preview · activities, spelling activities and reading...

Phonics Progress MonitoringTracking Forms

PREVIEW

Phonics Progress Monitoring Forms

Other resources 4

Clip art and fonts credits 4

About this pack 5

Progression of skills 7

How to use 8

Set 1 - Sound /ae/ 18

Set 2 - Sound /ee/ 22

Set 3 - Sound /oe/ 26

Set 4 - Sound /er/ 30

Set 5 - Sound /e/ 34

Set 6 - Sound /ow/ 38

Set 7 - Sound m/oo/n 42

Set 8 - Sound /ie/ 46

Set 9 - Sound b/oo/k 50

Set 10 - Sound /u/ 54

Set 11 - Sound /s/ 58

Set 12 - Sound /l/ 62

Set 13 - Sound /or/ 66

Set 14 - Sound /air/ 70

Set 15 - Sound /ue/ 74

Set 16 - Sound /oy/ 78

Set 17 - Sound /ar/ 82

Appendices 86

Table Of Contents

www.topnotchteaching.com

PREVIEW

http://www.topnotchteaching.com

About This Pack



Included in this pack are 17 sets of progress monitoring assessments designed to help you monitor students phonological and phonemic awareness, reading and spelling skills.

The pack helps you collect data to determine if your teaching program or intervention is working, those students who may be struggling with particular skills and if you need to re-teach some areas.

These assessments can be used with any phonics program and are organized systematically by phonics knowledge.

Each set includes an assessment cover sheet to help you score individual tasks and identify areas of weakness. The summary is split into oral activities, spelling activities and reading activities to help you narrow down where the gaps are. There is room to record data for three students in each set.

The sets include 1-, 2-, and 3- syllable words so you can differentiate for student abilities and determine students level of progression.

The Appendices provides a student recording sheet where your students can record the tasks from the spelling section of the assessment.

PREVIEW


About This Pack



The specific assessment activities include:

Oral assessments

• Identify individual sounds• Identify syllables• Blend sounds• Segment sounds• Phoneme manipulation• Identify the spellings of the focus sound

Spelling assessments

• Tap it, map it, zap it - one syllable words• Review spellings - two and three syllable words• Dictation sentences

Reading assessments

• Reading one syllable words• Reading two and three syllable words

PREVIEW


Progression Of Skills



Progression Of Skills

Sets Sound Spellings

1 /ae/ < a, ai, ay, ea, a-e >

2 /ee/ < e, ea, ee, y, ey >

3 /oe/ < o, oa, ow, o-e, oe >

4 /er/ < er, ir, or, ur, ear >

5 /e/ < e, ea, ai >

6 /ow/ < ou, ow >

7 m/oo/n < oo, ew, ue, u-e, o, ou >

8 /ie/ < i, ie, y, i-g, igh >

9 b/oo/k < oo, u, oul >

10 /u/ < o, oo, ou, u >

11 /s/ < s, ss, st, c, ce, se, sc >

12 /l/ < l, ll, al, el, il, le, ol >

13 /or/ < or, aw, a, ar, au, al, ore >

14 /air/ < air, are, ear, ere, eir, ayer, ayor >

15 /ue/ < ue, ew, u, u-e >

16 /oy/ < oi, oy >

17 /ar/ < ar, a, al, au >

The following table shows the specific sound/spelling focus for each set.

PREVIEW


Go through and ask each of the questions to your students. For example, “how many sounds can you hear in cake?” You can record in the space the answer the student says and/or a tick if correct. The answers are supplied in brackets after the words. I also like to highlight any errors.

For the tasks on blending sounds, you say each sound and your student tells you the word. For example, you could say “I’m going to say some sounds, and I want you to tell me the word. /S/...../p/...../ai/...../n/.” Wait one second between saying each sound. Again, you can either record the answer the student says or a tick if correct.

For the tasks on segmenting sounds, you get your students to do what you were doing. For example, you could say “I’m going to say a word, and I want you to tell me the sounds in the word. Tell me the sounds in break.”

How To Use



John Sophia Emily

3 3 3

fame Spain

railway

b-r-ea-kf-a-de

d-ay-b-ea-k

✓✓

✓✓

✓✓

PREVIEW


Copyright © Top Notch Teaching

Assessment Summary

Oral ActivitiesStudent Names

Identifying individual sounds (1-9) /9 /9 /9

Identifying syllables (10-12) /3 /3 /3

Blending sounds (13-15) /3 /3 /3

Segmenting sounds (16-18) /3 /3 /3

Phoneme manipulation (19-21) /3 /3 /3

Identifying the spellings of the focus sound (22-27) /6 /6 /6

TOTAL (MARKS) /27 /27 /27

ACCURACY (%) % % %

Set 7: Sound m/oo/n, Spellings: < oo, ew, ue, u-e, o, ou >

Spelling ActivitiesStudent Names

Tap it, map it, zap it - one syllable words (28-32) /5 /5 /5

Review spellings - two and three syllable words (33-38) /6 /6 /6

Dictation /11 /11 /11


ACCURACY (%) % % %

Reading ActivitiesStudent Names

Reading - one syllable words (39-43) /5 /5 /5

Reading - two and three syllable words (44-48) /5 /5 /5


ACCURACY (%) % % %

PREVIEW



Oral ActivitiesWords Student: Student: Student:

How many sounds can you hear in:

1. do (2)

2. flute (4)

3. true (3)

What is the second sound in:

4. group (r)

5. igloo (g)

6. broom (r)

What is the final sound in:

7. June (n)

8. food (d)

9. flew (oo)

How many syllables can you hear in:

10. screwdriver (3)

11. tomorrow (3)

12. untrue (2)

Blend the sounds and tell me the word (say each sound):

13. brute

14. stooped

15. prune

Tell me the sounds in:

16. bloom

17. youth

18. drooping

Say the word (insert word below), now say (insert word again) without the:

19. Say screw without the s. (crew)

20. Say bloom without the l. (boom)

21. Say youth without the th. (you)

Write the way we spell /oo/ in:

22. do (o)

23. moon (oo)

24. true (ue)

25. drew (ew)

26. flute (u-e)

27. soup (ou)

PREVIEW



Spelling and Reading Activities

Words Student: Student: Student:

Tap it, map it, zap it (one syllable words)

28. youth

29. glue

30. shrewd

31. scoop

32. school (HF word)

Review spellings (two and three syllable words)

33. include

34. looming

35. coupon

36. chewing

37. conclude

38. untrue

Dictation

A big group of kids went to town to find proof that Luke was missing. On the way, they threw the blue tooth on top of the school roof. Soon, they found Luke eating food at the shops.

Reading (one syllable words)

39. room

40. who (HF word)

41. groom

42. cruel

43. threw

Reading (two and three syllable words)

44. moving

45. salute

46. Lewis

47. noodles

48. spooky

PREVIEW


Student Reading CardSet 7: Sound m/oo/n

roomwho

groomcruelthrew

movingsaluteLewis

noodlesspooky

PREVIEW

Name: Date:


Student Recording Sheet

Tap it, map it, zap it

Review spellings

Dictation

PREVIEW

phonics progress monitoring tracking forms preview · activities, spelling activities and reading...

Documents