targeted phonics my first consonants and vowels assessment guide

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Targeted Phonics

My First C

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Assessm

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TCM 15090

2 3#15090—My First Consonants and Vowels—Assessment Guide © Teacher Created Materials © Teacher Created Materials #15090—My First Consonants and Vowels—Assessment Guide

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Components of the Tile Test . . . . . . . . . . . . .5

Administering the Tile Test . . . . . . . . . . . . . .6

Tile Test Pre-test Letters . . . . . . . . . . . . . . . . .7

Tile Test Pre-test Words . . . . . . . . . . . . . . . . . .8

Tile Test Pre-test Fluency Passage . . . . . . .9

Tile Test Pre-test Recording Sheets . . . . .10

Parts 1 and 2 . . . . . . . . . . . . . . . . . . . . . . . . .10

Parts 3 and 4 . . . . . . . . . . . . . . . . . . . . . . . . .11

Part 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Part 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Parts 7 and 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Part 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Tile Test Post-test Letters . . . . . . . . . . . . . . . .16

Tile Test Post-test Words . . . . . . . . . . . . . . . . .17

Tile Test Post-test Fluency Passage . . . . .18

Tile Test Post-test Recording Sheets . . . .19

Parts 1 and 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Parts 3 and 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Part 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Part 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Parts 7 and 8 . . . . . . . . . . . . . . . . . . . . . . . . . 23

Part 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Pre- and Post-test Summary Sheet . . . . . .25

Introduction to Oral Reading Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

Oral Reading Records . . . . . . . . . . . . . . . . . . . .29

My B Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

My C Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

My D Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

My F Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

My G Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

My H Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

My J Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

My K Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

My L Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

My M Words . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

My N Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

My P Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

My R Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

My S Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

My T Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

My W Words . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

My Short A Words . . . . . . . . . . . . . . . . . . . . . . .45

My Short E Words . . . . . . . . . . . . . . . . . . . . . . .46

My Short I Words . . . . . . . . . . . . . . . . . . . . . . . .47

My Short O Words . . . . . . . . . . . . . . . . . . . . . . .48

My Short U Words . . . . . . . . . . . . . . . . . . . . . . .49

References Cited . . . . . . . . . . . . . . . . . . . . . . . . .50

Contents of the Assessment CD . . . . . . . . .51

Teacher Created Materials 5301 Oceanus Drive

Huntington Beach, CA 92649-1030 http://www .teachercreatedmaterials .com

ISBN 978-1-4333-4090-1 © 2012 Teacher Created Materials, Inc .

The classroom teacher may reproduce copies of materials in this book for classroom use only . The reproduction of any part for an entire school or school system is strictly prohibited . No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher .

ConsultantP. David Pearson, Ph.D. University of California, Berkeley

Publishing CreditsDona Herweck Rice, Editor-in-Chief; Robin Erickson, Production Director; Lee Aucoin, Creative Director; Timothy J . Bradley, Illustration Manager; Sharon Coan, Project Manager; Conni Medina, M .A .Ed ., Editorial Director; Jamey Acosta, Editor; Jennifer Wilson, Associate Education Editor; Lexa Hoang, Print Designer; Corinne Burton, M .A .Ed ., Publisher

Table of Contents


Components of the Tile TestIntroduction

Teachers of students in kindergarten, even Pre-K and above, need to know their students’ level of mastery over skills needed for systematic reading instruction. For example, can students recite the alphabet? Identify the letters but not produce their sounds? Identify the letters and some of their sounds? Identify the letters and sounds in short words such as fin or fine? Read short sentences?

The Tile Test provides teachers with a convenient measure of their students’ ability in the following skills: phonemic awareness, letter-sound correspondence, decoding and making of words, sight-word reading, and decoding in sentences. The test can be administered in 5–15 minutes depending on the choices made during the testing process. The interactive nature of the test enables teachers to gain important insights into students’ thinking regarding how sounds are produced.

Teachers can then use the results of the Tile Test to determine which Targeted Phonics kits are appropriate for their students. For example, students who need further instruction in letter identification might use Targeted Phonics: My First Consonants and Vowels. Students who have mastered letter identification but are not quite ready for blending and decoding consonant-vowel-consonant (CVC) words should use Targeted Phonics: More Consonants, Blends, and Digraphs. Students who need work on basic blending and decoding of CVC words should use Targeted Phonics: Short Vowel Rimes. Students who already have basic CVC decoding skills may be ready for the Targeted Phonics: Short Vowel Storybooks. Or, if students have mastered short-vowel words, they are most likely ready for the Targeted Phonics: Long Vowel Storybooks.

Note: Reproducible versions of the pre- and post-test are available on the Assessment CD (see page 51 for filenames).

The Tile Test includes the following components:

Part 1: Finding Letters

The examiner names a letter and the student points to it.

Part 2: Naming Letters and Making Letter Sounds

The examiner points to a letter. The student names the letter. The student produces the letter’s sound.

Part 3: Decoding CVC Words

The examiner makes CVC words from letters. The student reads the words aloud.

Part 4: Making CVC Words

The examiner says a word. The student makes the word from the letters.

Part 5: Metalinguistic Knowledge of Decoding and Word Making

The examiner has the student explain how he or she decoded a word and how to make a word.

Part 6: Decoding CVCe Words

The examiner makes CVCe words from letters. The student reads the words aloud. The examiner has the student explain how he or she decoded two CVCe words.

Part 7: Reading Sentences

The examiner reviews Sight Words. The examiner makes sentences with word tiles or cards. The student reads the sentences aloud.

Part 8: Making Sentences

The examiner reads sentences. The student makes each sentence with word tiles or cards. The student reads the sentence aloud.

Part 9: Long Vowel Words and Fluency The examiner listens to the student read a short story.

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#15090—My First Consonants and Vowels—Assessment Guide © Teacher Created Materials© Teacher Created Materials #15090—My First Consonants and Vowels—Assessment Guide

Part 1: Finding Letters Materials: Letter tiles or cards for m, a, p, i, s, t, d, nSteps:

1. Display m, a, p, i, s, t, d, n. 2. Say, Here are some letters. I’ll say the name of a letter and ask you to point to the letter. Ready? Point to the letter m. 3. Record the responses on the chart for Part 1, below. Repeat with a, p, i, s, t, d, n.

Finding LettersLetter Correct Incorrect

m

a

p

i

s

t

d

n

Part 2: Naming Letters and Making Letter SoundsMaterials: Letter tiles or cards for m, a, p, i, s, t, d, n Steps: 1. Display m, a, p, i, s, t, d, n. 2. Say, Now I’ll point to a letter and you’ll tell me two things about it. First, tell me the name of the letter. Second, tell me the sound that it makes. Ready? 3. Point to the letter n. (Note the different sequence of the letters.) Say, What is the name of this letter? Record the response on the chart for Part 2: Naming Letters. 4. Say What is the sound of this letter? Record the response on the chart for Part 2: Making Letter Sounds. Repeat with d, t, s, i, p, a, m.Naming Letters Making Letter SoundsLetter Correct Incorrect Correct Incorrectn

d

t

s

i

p

a

m

Tile Test Pre-test Recording SheetsStudent _____________________________________________ Date _______________________

✔ Interpreting the Results for Parts 1 and 2 FindthetotalnumberofcorrectresponsesinPart1andPart2(FindingLetters,NamingLetters,and

Making Letter Sounds).Discontinue the test if the student has fewer than seven total correct responses of any combination

ofresponsesinParts1and2.Thisstudentshouldhavefurtherinstructiononfindingletters,naming

letters, and making letter sounds. Use Targeted Phonics: My First Consonants and Vowels before

beginning instruction in Targeted Phonics: More Consonants, Blends, and Digraphs. Total Score ____________

Part 3: Decoding CVC WordsMaterials: Letter tiles or cards for m, a, p, i, s, t, d, n, f, b Steps: 1. Display m, a, p, i, s, t, d, n, f, b. 2. Say, Now let’s put some letters together to make words. I’ll go first and make a word. Then I’ll ask you to read it to me. 3. Build the word pat. Say, Read it to me. Record the student’s response in the chart for Part 3.

4. Manipulate only the necessary letters for each successive word.Words Responses Words Responses

patfin

satpit

tadpin

samtab

madpad

fanmid

sapfit

Part 4: Making CVC WordsMaterials: Letter tiles or cards for m, a, p, i, s, t, d, n, f, b Steps: 1. Display m, a, p, i, s, t, d, n, f, b. 2. Say, Now, I’ll say a word, and you make it for me.

3. As you say each word, clearly articulate by stretching it out. Record each response in the chart for Part 4.Words Responses Words Responses

pat fin

sat pit

tad pin

sip tab

mad pad

fan mid

sap fit

✔ Interpreting the Results for Parts 3 and 4Find the total number of correct responses in Part 3 and Part 4. Discontinue the test if the student has

fewer than four total correct responses in Parts 3 and 4. Use Targeted Phonics: Short Vowel Rimes kit

tobuildexperiencewithCVCwordsbeforebeginninginstruction in Targeted Phonics: Short Vowel Storybooks. The student may need additional practice with phonics skills by using the activities described in the Below-Level Instruction section of the Teacher’s Guide. Total Score ____________

Tile Test Pre-test Recording Sheets (cont.)Student _____________________________________________ Date _______________________

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Part 1: Finding Letters Materials: Letter tiles or cards for m, a, p, i, s, t, d, nSteps:

1. Display m, a, p, i, s, t, d, n. 2. Say, Here are some letters. I’ll say the name of a letter and ask you to point to the letter. Ready? Point to the letter m. 3. Record the responses on the chart for Part 1, below. Repeat with a, p, i, s, t, d, n.

Finding LettersLetter Correct Incorrect

m

a

p

i

s

t

d

n

Part 2: Naming Letters and Making Letter SoundsMaterials: Letter tiles or cards for m, a, p, i, s, t, d, n Steps: 1. Display m, a, p, i, s, t, d, n. 2. Say, Now I’ll point to a letter and you’ll tell me two things about it. First, tell me the name of the letter. Second, tell me the sound that it makes. Ready? 3. Point to the letter n. (Note the different sequence of the letters.) Say, What is the name of this letter? Record the response on the chart for Part 2: Naming Letters. 4. Say What is the sound of this letter? Record the response on the chart for Part 2: Making Letter Sounds. Repeat with d, t, s, i, p, a, m.Naming Letters Making Letter SoundsLetter Correct Incorrect Correct Incorrectn

d

t

s

i

p

a

m

Tile Test Pre-test Recording SheetsStudent _____________________________________________ Date _______________________

✔ Interpreting the Results for Parts 1 and 2 FindthetotalnumberofcorrectresponsesinPart1andPart2(FindingLetters,NamingLetters,and

Making Letter Sounds).Discontinue the test if the student has fewer than seven total correct responses of any combination

ofresponsesinParts1and2.Thisstudentshouldhavefurtherinstructiononfindingletters,naming


beginning instruction in Targeted Phonics: More Consonants, Blends, and Digraphs. Total Score ____________

Part 3: Decoding CVC WordsMaterials: Letter tiles or cards for m, a, p, i, s, t, d, n, f, b Steps: 1. Display m, a, p, i, s, t, d, n, f, b. 2. Say, Now let’s put some letters together to make words. I’ll go first and make a word. Then I’ll ask you to read it to me. 3. Build the word pat. Say, Read it to me. Record the student’s response in the chart for Part 3.

4. Manipulate only the necessary letters for each successive word.Words Responses Words Responses

patfin

satpit

tadpin

samtab

madpad

fanmid

sapfit

Part 4: Making CVC WordsMaterials: Letter tiles or cards for m, a, p, i, s, t, d, n, f, b Steps: 1. Display m, a, p, i, s, t, d, n, f, b. 2. Say, Now, I’ll say a word, and you make it for me.

3. As you say each word, clearly articulate by stretching it out. Record each response in the chart for Part 4.Words Responses Words Responses

pat fin

sat pit

tad pin

sip tab

mad pad

fan mid

sap fit

✔ Interpreting the Results for Parts 3 and 4Find the total number of correct responses in Part 3 and Part 4. Discontinue the test if the student has


tobuildexperiencewithCVCwordsbeforebeginninginstruction in Targeted Phonics: Short Vowel Storybooks. The student may need additional practice with phonics skills by using the activities described in the Below-Level Instruction section of the Teacher’s Guide. Total Score ____________


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Part 5: Metalinguistic Knowledge of Decoding and Word Making Materials: Letter tiles or cards for m, a, p, i, s, t, d, n, f, b Steps: 1. If the student read at least one word correctly in Part 3, rebuild it. 2. Ask, How did you know to say _____ that way? 3. If the student hesitates, prompt with, What was the first sound you thought of?

4. Record the word and the response. 5. If the student made at least one word correctly in Part 4, rebuild it. 6. Ask, How did you know to make _____ that way? 7. If the student hesitates, prompt with, What did you think about first? 8. Record the word and the response. Word Student Description of Decoding Process Score (see rubric below)Word Student Description of Decoding Process Score (see rubric below)

RubricPoints Possible Responses0 Does not respond. I don’t know.1 I know it. My mom taught me. I’m smart. 2 Recognizesletters.I looked at the letters.3 Recognizessounds.I sound it out. I listen to the sounds.

4 Partiallylinkssoundstoletters. It starts with a P /p/, then /l/.Providesapartialanalogy.Patis like cat.5 Explainsthespellingofeachsoundorgivesafullanalogy.Patis like cat, but it starts

with a /p/.

6 Explainshowsoundsarearticulated.It starts with /p/ and my lips are together and the air pops out. My tongue is resting in the middle of my mouth.✔ Interpreting the Results for Part 5Use the rubric to determine the points for the student’s description of decoding and making a word.

IfthestudenthasfourormoretotalcorrectresponsesonParts3and4,plusascoreofatleast3for

eachwordinPart5,thestudentisreadyforTargeted Phonics: Short Vowel Storybooks. Use the

On/Above-LevelInstructionactivitiesdescribedintheTeacher’sGuide.Total Score ____________


Tile Test Pre-test Recording Sheets (cont.)Student _____________________________________________ Date _______________________Part 6: Decoding CVCe WordsMaterials: Letter tiles or cards for m, a, p, i, s, t, d, n, f, b, e Steps:

1. Display m, a, p, i, s, t, d, n, f, b, e. 2. Say, Now let’s put some letters together to make words. I’ll go first and make a word. Then I’ll ask you to read it to me. Some words are made‑up words. Ready? 3. Build the word pate and record the student’s response. 4. Manipulate only the necessary letters for each successive word. Record each response.Words

Decoding Processpate

sate

same

fane

fine

pite

tabe

mide 5. If the student reads at least two words correctly, rebuild one of those words. 6. Ask, How did you know to say _____ that way? 7. If the student hesitates, prompt with What was the first sound you thought of? 8. Record the word and the response. Repeat with another word that was correctly read. Word Student Description of Decoding Process Score (see rubric)

✔ Interpreting the Results for Part 6If the student decodes six or more words correctly and scores 3 or more points per word in the

description of the decoding process, use Targeted Phonics: Short Vowel Storybooks for review. This

student is ready for instruction using Targeted Phonics: Long Vowel Storybooks.Total Score ____________

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Part 5: Metalinguistic Knowledge of Decoding and Word Making Materials: Letter tiles or cards for m, a, p, i, s, t, d, n, f, b Steps: 1. If the student read at least one word correctly in Part 3, rebuild it. 2. Ask, How did you know to say _____ that way? 3. If the student hesitates, prompt with, What was the first sound you thought of?

4. Record the word and the response. 5. If the student made at least one word correctly in Part 4, rebuild it. 6. Ask, How did you know to make _____ that way? 7. If the student hesitates, prompt with, What did you think about first? 8. Record the word and the response. Word Student Description of Decoding Process Score (see rubric below)Word Student Description of Decoding Process Score (see rubric below)

RubricPoints Possible Responses0 Does not respond. I don’t know.1 I know it. My mom taught me. I’m smart. 2 Recognizesletters.I looked at the letters.3 Recognizessounds.I sound it out. I listen to the sounds.

4 Partiallylinkssoundstoletters. It starts with a P /p/, then /l/.Providesapartialanalogy.Patis like cat.5 Explainsthespellingofeachsoundorgivesafullanalogy.Patis like cat, but it starts

with a /p/.

6 Explainshowsoundsarearticulated.It starts with /p/ and my lips are together and the air pops out. My tongue is resting in the middle of my mouth.✔ Interpreting the Results for Part 5Use the rubric to determine the points for the student’s description of decoding and making a word.

IfthestudenthasfourormoretotalcorrectresponsesonParts3and4,plusascoreofatleast3for

eachwordinPart5,thestudentisreadyforTargeted Phonics: Short Vowel Storybooks. Use the

On/Above-LevelInstructionactivitiesdescribedintheTeacher’sGuide.Total Score ____________


Tile Test Pre-test Recording Sheets (cont.)Student _____________________________________________ Date _______________________Part 6: Decoding CVCe WordsMaterials: Letter tiles or cards for m, a, p, i, s, t, d, n, f, b, e Steps:

1. Display m, a, p, i, s, t, d, n, f, b, e. 2. Say, Now let’s put some letters together to make words. I’ll go first and make a word. Then I’ll ask you to read it to me. Some words are made‑up words. Ready? 3. Build the word pate and record the student’s response. 4. Manipulate only the necessary letters for each successive word. Record each response.Words

Decoding Processpate

sate

same

fane

fine

pite

tabe

mide 5. If the student reads at least two words correctly, rebuild one of those words. 6. Ask, How did you know to say _____ that way? 7. If the student hesitates, prompt with What was the first sound you thought of? 8. Record the word and the response. Repeat with another word that was correctly read. Word Student Description of Decoding Process Score (see rubric)

✔ Interpreting the Results for Part 6If the student decodes six or more words correctly and scores 3 or more points per word in the

description of the decoding process, use Targeted Phonics: Short Vowel Storybooks for review. This

student is ready for instruction using Targeted Phonics: Long Vowel Storybooks.Total Score ____________

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Tile Test Pre-test Recording Sheets (cont.)Student _____________________________________________ Date _______________________Part 7: Reading SentencesMaterials: Word cards for a, at, big, can, cat, dog, fat, I, is, little, look, Look, me, on, run, sat, sit, the,

The, and the period.Steps: 1. Lay out the word cards for a, I, little, look, the. 2. Say, Let’s read some words. If you don’t know a word, that’s okay. 3. Point to each word in turn. If the student doesn’t recognize a word, read it and then have the

student read it. When finished, say, Now let’s read them together again: a, I, little, look, the. 4. Lay out all of the word cards and the period. 5. Say, I’ll make a sentence with some words, and you read the sentence for me. Ready? 6. Build each sentence by following steps 1–5. Record each response.Sentences ResponsesI can run.Look at me.I sat on a cat.The cat is little.I can look at the dog.The dog is on the fat cat.Total Correct ________________

Part 8: Making SentencesSteps: 1. Say, Now I’ll say a sentence. Then you make it for me. Ready? 2. Say each sentence. Repeat once, if necessary. Allow for self-correction. 3. After the student builds the sentence, say, Now read the sentence to me. 4. Record the sentence.

SentencesResponses I can sit.

The dog is fat.Look at the cat.The dog can look at me.The big cat sat on the dog.Total Correct ________________

✔ Interpreting the Results for Parts 7 and 8Ifthestudentreadsinaword-by-wordfashion,planonrepeatingthefirst,second,andthirdreadings

recommended in the Short Vowel Storybooks Teacher’s Guide, plus the activities for promoting

fluency.

Total Score ____________

Tile Test Pre-test Recording Sheets (cont.)Student _____________________________________________ Date _______________________Part 9: Long Vowel Words and FluencyMaterials: Story entitled Kate and PeteSteps:

1. Say, I am going to give you a story to read to me. It is okay if you don’t know a word. Just do the best you can.

2. Give the student the story. Say, The title is Kate and Pete. Ready? Begin reading. 3. Draw a line through words in boldface that are misread. Ignore repetitions.Kate and Pete went for a walk. They saw Luce on her stoop.Bose sat by her. The two friends went down Main Street. They went in the ice cream store. Kate got a grape freeze. Pete got a scoop of mint ice cream. Mike rode by on his bike. He said, “Time to go home!” Correctly Read Words (in Boldface) _________

Fluency Rarely Sometimes Usually

Reads smoothly with few repetitions or insertions 1 2 3 4 5✔ Interpreting the Results for Part 9Long Vowel Words: If the student read fewer than 17 long-vowel words correctly, use instructional activities 1–5 in Targeted Phonics: Long Vowel Storybooks for review. Fluency Rate: Rank the student’s fluency on a scale of 1 to 5 as shown in the chart. If the student has fewer than 4 points on the fluency rubric, use the fluency activities in the Long Vowel Storybooks

Teacher’s Guide for additional practice.

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Tile Test Pre-test Recording Sheets (cont.)Student _____________________________________________ Date _______________________Part 7: Reading SentencesMaterials: Word cards for a, at, big, can, cat, dog, fat, I, is, little, look, Look, me, on, run, sat, sit, the,

The, and the period.Steps: 1. Lay out the word cards for a, I, little, look, the. 2. Say, Let’s read some words. If you don’t know a word, that’s okay. 3. Point to each word in turn. If the student doesn’t recognize a word, read it and then have the

student read it. When finished, say, Now let’s read them together again: a, I, little, look, the. 4. Lay out all of the word cards and the period. 5. Say, I’ll make a sentence with some words, and you read the sentence for me. Ready? 6. Build each sentence by following steps 1–5. Record each response.Sentences ResponsesI can run.Look at me.I sat on a cat.The cat is little.I can look at the dog.The dog is on the fat cat.Total Correct ________________

Part 8: Making SentencesSteps: 1. Say, Now I’ll say a sentence. Then you make it for me. Ready? 2. Say each sentence. Repeat once, if necessary. Allow for self-correction. 3. After the student builds the sentence, say, Now read the sentence to me. 4. Record the sentence.

SentencesResponses I can sit.

The dog is fat.Look at the cat.The dog can look at me.The big cat sat on the dog.Total Correct ________________

✔ Interpreting the Results for Parts 7 and 8Ifthestudentreadsinaword-by-wordfashion,planonrepeatingthefirst,second,andthirdreadings

recommended in the Short Vowel Storybooks Teacher’s Guide, plus the activities for promoting

fluency.


Tile Test Pre-test Recording Sheets (cont.)Student _____________________________________________ Date _______________________Part 9: Long Vowel Words and FluencyMaterials: Story entitled Kate and PeteSteps:

1. Say, I am going to give you a story to read to me. It is okay if you don’t know a word. Just do the best you can.

2. Give the student the story. Say, The title is Kate and Pete. Ready? Begin reading. 3. Draw a line through words in boldface that are misread. Ignore repetitions.Kate and Pete went for a walk. They saw Luce on her stoop.Bose sat by her. The two friends went down Main Street. They went in the ice cream store. Kate got a grape freeze. Pete got a scoop of mint ice cream. Mike rode by on his bike. He said, “Time to go home!” Correctly Read Words (in Boldface) _________

Fluency Rarely Sometimes Usually

Reads smoothly with few repetitions or insertions 1 2 3 4 5✔ Interpreting the Results for Part 9Long Vowel Words: If the student read fewer than 17 long-vowel words correctly, use instructional activities 1–5 in Targeted Phonics: Long Vowel Storybooks for review. Fluency Rate: Rank the student’s fluency on a scale of 1 to 5 as shown in the chart. If the student has fewer than 4 points on the fluency rubric, use the fluency activities in the Long Vowel Storybooks

Teacher’s Guide for additional practice.

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7


The pre-test recording sheets on pages 10–15

and post-test recording sheets on pages 19–24

provide step-by-step instructions. The test is

structured so that with minimal practice a teacher,

paraprofessional, or volunteer can administer it.

Before using the test with students, it is useful to

practice giving it to other adults or older students

who are instructed to make mistakes occasionally.

In general, follow these procedures:

• Ensurethattheletterandwordtilesor

cards are clearly displayed with the correct

orientation for the student.

• Allowsufficienttimeforeachresponse.

This is not a timed test.

• Repeatthepromptone time if necessary.

• Provideongoing,noncommittalresponses,

such as fine, nice work, let’s keep going.

• Write the student’s responses as you go.

• Notethedecisionpointsattheendofp

arts

2, 4, 5, 6, and 8.

Interpreting the Results

The purpose of the Tile Test is to assist teachers

in determining their students’ understanding of

phonics. While the test gives valuable insights

into students’ beginning phonics skills, it is not

a complete diagnostic measure of reading skills.

The Interpreting the Results section at the end

of parts 2, 4, 5, 6, 8, and 9 provides key decision

points regarding the continuation of the test or

instruction recommendations.

Metalinguistic Understanding

Parts5and6provideinsightsintostudent

s’

abilities to describe their thinking when decoding

or making words. For example, a student is

asked, How did you know to read [word] that

way? or How did you know to make [word] that

way? The student’s response provides insights

into how the student approaches decoding. For

example, if a student is asked how he or she knew

how to read sip, the student might say, I sound

it out or It’s like tip but with an s. The rubric on

the scoring sheet provides sample responses and

instructions on scoring the responses. Students

who have minimal understanding of the process—

saying I don’t know or I know the letters—will

benefitfromremindersduringinstructionofthe

components of the reading process.

Using the Tile Test Results

The Tile Test can be used to collect information

that guides placement within the Targeted

Phonics program. The test can also inform

decisions regarding instructional groups. For

example, one group of students might focus

on Below-Level Instruction activities in the

Teacher’s Guide while using only selected

activitiesfromtheOn/Above-LevelInstruction

sections.Anothergroupofstudentsmight

requireonlyactivitiesfromtheOn/Above-Leve

l

Instruction sections.

The Tile Test also can be used for

post-instructionalassessment.Administerthe

post-test in the same fashion as the pre-test. Use

the summary sheet on page 25 to compare results.

Notethatthistestandsummarysheetcanalsobe

used for parent/teacher discussions regarding test

results, program placement, and progress.

For more information on the Tile Test, see the

following source:

R.C.CalfeeandNorman,K.A.2004.Tile

test: A

hands-on approach for assessing phonics in the

early grades. The Reading Teacher 58(1): 42–52.

Administering the Tile Test

Tile Test Pre-test Letters

Directions: Use the letters below for parts 1–6 of the Tile Test (pages 10–13). Prior to administering the

Tile Test, you will need to cut out the letters. Students will use the letter tiles during the test. You may

wish to print the letters on cardstock or laminate them for durability. A reproducible version of the

Tile Test letters is available on the Assessment CD (filename: pretestletters.pdf).

a f

b i

d m

e n

p s

t

8

9


Tile Test Pre-test WordsDirections: Use the words below for Parts 7–8 of the Tile Test (page 14). Prior to administering the Tile Test, you will need to cut out the words. Students will use the word tiles during the test. You may

wish to print the words on cardstock or laminate them for durability. A reproducible version of the Tile Test words is available on the Assessment CD (filename: pretestwords.pdf).

a dog look sat

at fat Look sit

big . I me

can on the is

cat little run The

Tile Test Pre-test Fluency Passage

Kate and PeteKate and Pete went for a walk. They saw Luce on her stoop. Bose sat by her. The two friends went down Main Street. They went in the ice cream store.

Kate got a grape freeze. Pete got a scoop of mint ice cream.Mike rode by on his bike. He said, “Time to go home!”

16

17


Tile Test Post-test Letters

Directions: Use the letters below for Parts 1–6 of the Tile Test (pages 19–22). Prior to administering the

Tile Test, you will need to cut out the letters. Students will use the letter tiles during the test. You may

wish to print the letters on cardstock or laminate them for durability. A reproducible version of the

Tile Test letters is available on the Assessment CD (filename: posttestletters.pdf).

b l

u d

n r

t o

p j

e

Tile Test Post-test Words

Directions: UsethewordsbelowforParts7and8of

theTileTest(page23).Priortoadministering

the Tile Test, you will need to cut out the words. Students will use the word tiles during the test. You

maywishtoprintthewordsoncardstockor

laminatethemfordurability.Areproducibleversionof

the Tile TestwordsisavailableontheAssessmentCD(filename:posttestwords.pdf

).

a hill lid will

and in mitt the

bat is on The

bride jog pen up

can Jog Pete .

duck king rake You

has kiss Tape

16

17


Tile Test Post-test Letters Directions: Use the letters below for Parts 1–6 of the Tile Test (pages 19–22). Prior to administering the

Tile Test, you will need to cut out the letters. Students will use the letter tiles during the test. You may wish to print the letters on cardstock or laminate them for durability. A reproducible version of the Tile Test letters is available on the Assessment CD (filename: posttestletters.pdf).

b l

u d

n r

t o

p j

e

Tile Test Post-test Words Directions: UsethewordsbelowforParts7and8oftheTileTest(page23).Priortoadministering

the Tile Test, you will need to cut out the words. Students will use the word tiles during the test. You

maywishtoprintthewordsoncardstockorlaminatethemfordurability.Areproducibleversionof

the Tile TestwordsisavailableontheAssessmentCD(filename:posttestwords.pdf).

a hill lid willand in mitt thebat is on The

bride jog pen upcan Jog Pete .

duck king rake Youhas kiss Tape


The pre-test recording sheets on pages 10–15 and post-test recording sheets on pages 19–24 provide step-by-step instructions. The test is structured so that with minimal practice a teacher, paraprofessional, or volunteer can administer it. Before using the test with students, it is useful to practice giving it to other adults or older students who are instructed to make mistakes occasionally. In general, follow these procedures:

• Ensurethattheletterandwordtilesorcards are clearly displayed with the correct orientation for the student.

• Allowsufficienttimeforeachresponse.This is not a timed test.

• Repeatthepromptone time if necessary.

• Provideongoing,noncommittalresponses,such as fine, nice work, let’s keep going.

• Write the student’s responses as you go.

• Notethedecisionpointsattheendofparts 2, 4, 5, 6, and 8.

Interpreting the Results The purpose of the Tile Test is to assist teachers in determining their students’ understanding of phonics. While the test gives valuable insights into students’ beginning phonics skills, it is not a complete diagnostic measure of reading skills. The Interpreting the Results section at the end of parts 2, 4, 5, 6, 8, and 9 provides key decision points regarding the continuation of the test or instruction recommendations.

Metalinguistic Understanding Parts 5 and 6 provide insights into students’ abilities to describe their thinking when decoding or making words. For example, a student is asked, How did you know to read [word] that way? or How did you know to make [word] that way? The student’s response provides insights into how the student approaches decoding. For example, if a student is asked how he or she knew how to read sip, the student might say, I sound it out or It’s like tip but with an s. The rubric on the scoring sheet provides sample responses and instructions on scoring the responses. Students who have minimal understanding of the process—saying I don’t know or I know the letters—will benefit from reminders during instruction of the components of the reading process.

Using the Tile Test Results The Tile Test can be used to collect information that guides placement within the Targeted Phonics program. The test can also inform decisions regarding instructional groups. For example, one group of students might focus on Below-Level Instruction activities in the Teacher’s Guide while using only selected activities from the On/Above-Level Instruction sections. Another group of students might require only activities from the On/Above-Level Instruction sections.

The Tile Test also can be used for post-instructional assessment. Administer the post-test in the same fashion as the pre-test. Use the summary sheet on page 25 to compare results. Notethatthistestandsummarysheetcanalsobeused for parent/teacher discussions regarding test results, program placement, and progress.

For more information on the Tile Test, see the following source:

Calfee,R.C.,andNorman,K.A.2004.Tiletest: A hands-on approach for assessing phonics in the early grades. The Reading Teacher 58 (1): 42–52.

Administering the Tile Test Tile Test Pre-test Letters

Directions: Use the letters below for parts 1–6 of the Tile Test (pages 10–13). Prior to administering the Tile Test, you will need to cut out the letters. Students will use the letter tiles during the test. You may wish to print the letters on cardstock or laminate them for durability. A reproducible version of the Tile Test letters is available on the Assessment CD (filename: pretestletters.pdf).

a f

b i

d m

e n

p s

t10

11



Materials: Letter tiles or cards for m, a,

p, i, s, t, d, n

Steps:

1. Display m, a, p, i, s, t, d, n.

2. Say, Here are some letters. I’ll say the

name of a letter and ask you to point to the

letter. Ready? Point to the letter m.

3. Record the responses on the chart for Part 1,

below. Repeat with a, p, i, s, t, d, n.

Finding Letters

Letter Correct Incorrect

m

a

p

i

s

t

d

n

Part 2: Naming Letters and Making

Letter Sounds

Materials: Letter tiles or cards for m, a, p, i, s, t,

d, n

Steps:


2. Say, Now I’ll point to a letter and you’ll

tell me two things about it. First, tell me

the name of the letter. Second, tell me the

sound that it makes. Ready?

3. Point to the letter n. (Note the different

sequence of the letters.) Say, What is the

name of this letter? Record the response on

the chart for Part 2: Naming Letters.

4. Say What is the sound of this letter? Record

the response on the chart for Part 2: Making

Letter Sounds. Repeat with d, t, s, i, p, a, m.

Naming Letters Making Letter Sounds

Letter Correct Incorrect Correct Incorrect

n

d

t

s

i

p

a

m

Tile Test Pre-test Recording Sheets

Student _____________________________________________ Date _______________________

✔ Interpreting the Results for Parts 1 and 2

FindthetotalnumberofcorrectresponsesinPart1andPar

t2(FindingLetters,NamingLetters,and

Making Letter Sounds).

Discontinue the test if the student has fewer than seven total correct responses of any combination

ofresponsesinParts1and2.Thisstude

ntshouldhavefurtherinstructiononfindi

ngletters,naming


beginning instruction in Targeted Phonics: More Consonants, Blends, and Digraphs.


Part 3: Decoding CVC Words


d, n, f, b

Steps:

1. Display m, a, p, i, s, t, d, n, f, b.

2. Say, Now let’s put some letters together to

make words. I’ll go first and make a word.

Then I’ll ask you to read it to me.

3. Build the word pat. Say, Read it to me.

Record the student’s response in the chart

for Part 3.

4. Manipulate only the necessary letters for

each successive word.

Words Responses Words Responses

patfin

satpit

tadpin

samtab

madpad

fanmid

sapfit

Part 4: Making CVC Words


d, n, f, b

Steps:


2. Say, Now, I’ll say a word, and you make it

for me.

3. As you say each word, clearly articulate by

stretching it out. Record each response in

the chart for Part 4.


pat fin

sat pit

tad pin

sip tab

mad pad

fan mid

sap fit

✔ Interpreting the Results for Parts 3 and 4

Find the total number of correct responses in Part 3 and Part 4. Discontinue the test if the student has


tobuildexperiencewithCVCwordsbefo

rebeginninginstruction in Targeted Phonics: Short Vowel

Storybooks. The student may need additional practice with phonics skills by using the activities

described in the Below-Level Instruction section of the Teacher’s Guide.


Tile Test Pre-test Recording Sheets (cont.)

Student _____________________________________________ Date _______________________


Tile Test Pre-test Words

Directions: Use the words below for Parts 7–8 of the Tile Test (page 14). Prior to administering the Tile Test, you will need to cut out the words. Students will use the word tiles during the test. You may wish to print the words on cardstock or laminate them for durability. A reproducible version of the Tile Test words is available on the Assessment CD (filename: pretestwords.pdf).

a dog look sat

at fat Look sit

big . I me

can on the is

cat little run The

Tile Test Pre-test Fluency Passage

Kate and Pete

Kate and Pete went for a walk.

They saw Luce on her stoop. Bose sat by her.

The two friends went down Main Street. They went in the ice cream store.

Kate got a grape freeze. Pete got a scoop of mint ice cream.

Mike rode by on his bike. He said, “Time to go home!”



Materials: Letter tiles or cards for m, a, p, i, s, t, d, n

Steps:


2. Say, Here are some letters. I’ll say the name of a letter and ask you to point to the letter. Ready? Point to the letter m.

3. Record the responses on the chart for Part 1, below. Repeat with a, p, i, s, t, d, n.

Finding Letters

Letter Correct Incorrect

m

a

p

i

s

t

d

n

Part 2: Naming Letters and Making Letter Sounds

Materials: Letter tiles or cards for m, a, p, i, s, t, d, n

Steps:


2. Say, Now I’ll point to a letter and you’ll tell me two things about it. First, tell me the name of the letter. Second, tell me the sound that it makes. Ready?

3. Point to the letter n.(Notethedifferentsequence of the letters.) Say, What is the name of this letter? Record the response on thechartforPart2:NamingLetters.

4. Say What is the sound of this letter? Record the response on the chart for Part 2: Making Letter Sounds. Repeat with d, t, s, i, p, a, m.

Naming Letters Making Letter Sounds

Letter Correct Incorrect Correct Incorrect

n

d

t

s

i

p

a

m

Tile Test Pre-test Recording Sheets

Student _____________________________________________ Date _______________________

✔ Interpreting the Results for Parts 1 and 2 FindthetotalnumberofcorrectresponsesinPart1andPart2(FindingLetters,NamingLetters,andMaking Letter Sounds).

Discontinue the test if the student has fewer than seven total correct responses of any combination of responses in Parts 1 and 2. This student should have further instruction on finding letters, naming letters, and making letter sounds. Use Targeted Phonics: My First Consonants and Vowels before beginning instruction in Targeted Phonics: More Consonants, Blends, and Digraphs.


Part 3: Decoding CVC WordsMaterials: Letter tiles or cards for m, a, p, i, s, t,

d, n, f, b

Steps:


2. Say, Now let’s put some letters together to make words. I’ll go first and make a word. Then I’ll ask you to read it to me.

3. Build the word pat. Say, Read it to me. Record the student’s response in the chart for Part 3.

4. Manipulate only the necessary letters for each successive word.


pat fin

sat pit

tad pin

sam tab

mad pad

fan mid

sap fit

Part 4: Making CVC WordsMaterials: Letter tiles or cards for m, a, p, i, s, t,

d, n, f, b

Steps:


2. Say, Now, I’ll say a word, and you make it for me.

3. As you say each word, clearly articulate by stretching it out. Record each response in the chart for Part 4.


pat fin

sat pit

tad pin

sip tab

mad pad

fan mid

sap fit

✔ Interpreting the Results for Parts 3 and 4Find the total number of correct responses in Part 3 and Part 4. Discontinue the test if the student has fewer than four total correct responses in Parts 3 and 4. Use Targeted Phonics: Short Vowel Rimes kit to build experience with CVC words before beginning instruction in Targeted Phonics: Short Vowel Storybooks. The student may need additional practice with phonics skills by using the activities described in the Below-Level Instruction section of the Teacher’s Guide.


Tile Test Pre-test Recording Sheets (cont.)

Student _____________________________________________ Date _______________________


Oral Reading Record for:

My H Words

Name: ______________________________ Date: ________

Assessor: ___________________________

Word Count Codes

36 E=errors SC=self-corrections M=meaning S=structure V=visual

Page Text E SCCues Used

E SC

2 I see a hat. M S V M S V

3 I see a helicopter. M S V M S V

4I see a hand. M S V M S V

5I see a house. M S V M S V

6I see a horse. M S V M S V

7I see a hose. M S V M S V

8I see a heart. M S V M S V

9I see a hanger. M S V M S V

10I see a hammer. M S V M S V

Error Rate: Self-Correction Rate: Accuracy Percentage: Time:


My J Words

Name: ______________________________ Date: ________

Assessor: ___________________________

Word Count Codes

39 E=errors SC=self-corrections M=meaning S=structure V=visual

Page Text E SCCues Used

E SC

2 I see a jug. M S V M S V

3 I see a jaguar. M S V M S V

4I see a jet. M S V M S V

5I see a jump rope. M S V M S V

6I see a jewel. M S V M S V

7I see a jellyfish. M S V M S V

8I see a jacket. M S V M S V

9I see a jack-o-lantern. M S V M S V

10I see a jar. M S V M S V


Sharon Coan

HhSharon Coan

Jj



My Short E Words

Name: ______________________________ Date: ________

Assessor: ___________________________

Word Count Codes36 E=errors SC=self-corrections M=meaning S=structure V=visual

Page Text E SC Cues UsedE SC

2 I like the elephant. M S V M S V

3 I like the bell. M S V M S V

4 I like the dress. M S V M S V

5 I like the desk. M S V M S V

6 I like the pen. M S V M S V

7 I like the pencil. M S V M S V

8 I like the vet. M S V M S V

9 I like the tent. M S V M S V

10 I like the lettuce. M S V M S V



My Short I Words

Name: ______________________________ Date: ________

Assessor: ___________________________

Word Count Codes36 E=errors SC=self-corrections M=meaning S=structure V=visual

Page Text E SC Cues UsedE SC

2 I like the igloo. M S V M S V

3 I like the fish. M S V M S V

4 I like the pin. M S V M S V

5 I like the mitt. M S V M S V

6 I like the wig. M S V M S V

7 I like the pig. M S V M S V

8 I like the kit. M S V M S V

9 I like the bib. M S V M S V

10 I like the milk. M S V M S V


Sharon Coan

IiEeSharon Coan


Calfee,R.C.,andK.A.Norman.2004.Tiletest:Ahands-onapproachforassessingphonicsin the early grades. The Reading Teacher 58 (1): 42–52.

Fountas, I. C., and G.S. Pinnell. 1996. Guided Reading: Good first teaching for all children. Portsmouth,NH:Heinemann.

References Cited Contents of the Assessment CD

Page Teacher Resources Filename

7 Tile Test Pre-test Letters pretestletters.pdf

8 Tile Test Pre-test Words pretestwords.pdf

9 Tile Test Pre-test Fluency Passage pretestfluency.pdf

10–15 Tile Test Pre-test Recording Sheets pretestrecording.pdf

16 Tile Test Post-test Letters posttestletters.pdf

17 Tile Test Post-test Words posttestwords.pdf

18 Tile Test Post-test Fluency Passage posttestfluency.pdf

19–24 Tile Test Post-test Recording Sheets posttestrecording.pdf

25 Pre- and Post-test Summary Sheet summary.pdf

27 Marking Conventions Chart marking.pdf

29–49 Oral Reading Records (one for each book) oralreading.pdf

targeted phonics my first consonants and vowels assessment guide

Documents