reading diagnosis.pdf

OverviewThe Diagnostic Placement Tests and Phonics Survey for Grades 46 are designed as entry-level

assessments for your students. The Diagnostic Placement Test is intended to be used at the begin-

ning of the school year and has three main purposes:

to determine each childs level of proficiency in reading, based on grade-level skills.

to identify specific instructional needs for individual students and for the group as a whole.

to provide a baseline from which to measure a childs growth in reading.

During the first weeks of school, it is important to determine childrens reading levels. The

Diagnostic Placement Test, designed to be

administered to groups of students, measures

important skills in Phonics/Phonological

Awareness, grade-level Vocabulary, and Reading

Comprehension. For most students, results from

this test will provide the initial screening infor-

mation youll need for instructional planning.

After completing the Diagnostic Placement Test,

you may want to collect more information about

some children by administering the CORE

Phonics Survey* (pages 6270) to individuals.

This survey measures alphabet skills, reading and

decoding skills, and spelling skills.

Assessment information from prior years may

also provide valuable information about each

childs current level of proficiency and his or her

instructional needs for the coming year.

Description of the Placement TestsDirections for administering and scoring the tests appear on the next few pages. The Diagnostic

Placement Test has three sections:

* 1999 by CORE.

Phonological awareness is an umbrellaterm that includes phonemic awareness,or awareness of words at the phonemelevel. It also includes an awareness ofword units larger than the phoneme.

Phonological awareness includesthe following (Eldridge, 1995):

words within sentences

rhyming units within words

beginning and ending sounds withinwords

syllables within words

phonemes, or sounds, within words(phonemic awareness)

features of individual phonemessuch as how the mouth, tongue,vocal cords, and teeth are used toproduce the sound

Reading Placement Tests: 4th to 6th Grade Scholastic Teaching Resources4

Phonics/Phonological Awareness This first part of the test assesses skills in phonics and

phonological awareness. (10 Questions)

Vocabulary This part of the test assesses childrens familiarity with grade-level vocabulary

words. All vocabulary words are tested in sentence context. (15 Questions)

Comprehension This last part of the test assesses childrens comprehension of reading selec-

tions, both fiction and nonfiction. Children respond to comprehension questions based on

fundamental grade-level skills. (25 Questions)

All questions on the Diagnostic Placement Test are in multiple-choice format. Each test

item has four answer choices. Below you will find directions for administering the tests. Then

turn to pages 5761 for information on scoring the tests, and using the results.

Directions for Administering the TestsThe Diagnostic Placement Test is designed to be administered to a group of students, in either

one or more sittings. You, the teacher, should read aloud the directions. Students will read the

questions and reading selections themselves and will respond to questions either by filling in

bubbles beside the answers they choose or by circling their answer choice on the answer sheet

(final page of the Student Pages).

These tests are not intended to be timed; allow as much time as children need to complete

each part of the test. However, for planning purposes, the chart below shows the estimated time

required for administering the test.

Estimated Time for Administering Tests

Phonics: Vocabulary: Comprehension: Total:

10 minutes 15 minutes 25 minutes 50 minutes

Make sure each child has a copy of the reproducible Diagnostic Placement Test Student Pages

and two pencils. Before starting, have each child write his or her name on the cover or on the

Answer Sheet, whichever will be turned in for grading.

When you are ready to begin the test, read the directions on the front cover. Then have

children answer the sample question. Make sure children know how to mark their answers.

Once everyone understands how the test works, have children turn to page 2 to begin.


Name ____________________________ Date ____________________

Diagnostic Placement TestStudent Pages

6th Grade

Directions

This is a Reading test. Each question in this test has four

answer choices. Read each question carefully. Then choose

the best answer. Fill in the bubble for the answer you

choose or circle your answer choice on the Answer Sheet.

Sample Question

Read the sentence. Which word best fits in the blank?

Captain Perez _____ the ship through the narrow channel.

A. stared C. steered

B. stored D. stowed

Grade 6 Page 1


Questions 110. Read each sentence. Choose the word that best fits in the blank.

1. That sun is very _____.

A. brute C. brought B. bright D. bride

2. Ms. Collins picked up a piece of _____ and drew a circle.

F. chalk H. cheek G. check J. choke

3. The new state flag has eight stars and one white _____.

A. gripe C. pipe B. swipe D. stripe

4. A word that has three syllables is _____.

F. marine H. colony G. independent J. toothbrush

5. Rico should have gotten the third out, but he _____ the ball.

A. misplayed C. replayed B. displayed D. downplayed

6. When Samantha checked the table, she realized that it was not _____.

F. lever H. levee G. level J. levy

7. Manny heard some _____ noises coming from that empty house.

A. weird C. wired B. ward D. word

Phonics

Grade 6 Page 2


8. A scientist came to test the _____ of the water.

F. purely H. purity G. purist J. pure

9. Uncle Jack thinks that we _____ to go fishing tomorrow.

A. aught C. ought B. eight D. out

10. Coach Martin stood on the _____ and called to her players on the field.

F. sideboard H. sidestep G. sideline J. sidetrack

Grade 6 Page 3


Questions 1125. Choose the word that best fits in each sentence.

11. People in the audience began to _____ before the song was over.

A. applaud C. fulfill B. propel D. regard

12. Mrs. Monet wore an _____ gown to the ball.

F. orphan H. inland G. elegant J. admiral

13. A rope bridge was the only way to get across the _____.

A. mandarin C. ravine B. pulse D. agony

14. The grand prize winner at the dog show was a white _____.

F. kernel H. nugget G. trout J. poodle

15. Neil used a stick to _____ his name in the sand.

A. appoint C. hibernate B. decline D. scrawl

16. Instead of walking down the stairs, Marcy slid down the _____.

F. banister H. trowel G. drawback J. quicksand

17. In April, rainy weather is _____ in New England.

A. immortal C. manual B. typical D. racial

Vocabulary

Grade 6 Page 4


18. Anna found a _____ of twenty-dollar bills on the ground.

F. vane H. knack G. gong J. wad

19. Grandma was _____ by the amount of food that was wasted.

A. appalled C. employed B. overcast D. uprooted

20. The _____ cleans all the classrooms every afternoon.

F. mackerel H. lilac G. janitor J. parka

21. Minnie has brown hair and _____ eyes.

A. utmost C. spiny B. flimsy D. hazel

22. Harrison worked on the code for hours but could not _____ the message.

F. elevate H. decipher G. muzzle J. tinker

23. These chestnut trees are beautiful, but my favorite is that old _____.

A. sycamore C. culprit B. gunwale D. rendezvous

24. The thief will _____ his time until he has a chance to steal the jewels.

F. tutor H. ignite G. confront J. bide

25. In England, many great works of _____ art were destroyed during the 1600s.

A. moderate C. medieval B. corduroy D. homeward

Grade 6 Page 5


ComprehensionQuestions 2650. Read the passages and answer the questions. Choose the best

answer to each question.

The New Kid

When Nicos first moved to Kensington in August, he was miserable. He had lived

in New York City his entire life, and there was always something exciting happen-

ing there. He knew every kid in his building and in his neighborhood. He and his

friends were always playing street hockey or soccer or doing any of a million

other things.

Kensington was a culture shock for Nicos. His fathers company had opened a

new plant in Kensington and transferred him there to make sure all the machines

worked smoothly. Nicos noticed right away that Kensington was very quiet

unlike New York, which was always noisy.

Nicos dreaded the start of school because he hadnt met any other kids yet.

One day he decided to ride his bike to the town park. He was pleased to see

people his age there, but the kids seemed to ignore him. Then he noticed some

of them glancing at him and whispering to one another. Uh-oh, he thought,

they probably dont like outsiders.

He stood tensely when a tall, skinny kid with carrot-colored hair broke away

from the group and headed toward him. The boy stopped a few feet away. Nicos

didnt know what to do, but suddenly the other boy grinned at him. Hey, he said.

Hey, Nicos replied.

Whats your name? asked the boy.

Nicos. Whats yours? asked Nicos.

Im Tim. Nicos is an unusual name. Wheres it from? Tim asked.

Its Greek, answered Nicos.

Tims eyes widened. Cool, are you from Greece? he asked.

Well, my family is, but Im from New York City, said Nicos.

Grade 6 Page 6


New York City! exclaimed Tim. Thats awesome! He motioned to the group and

shouted, Hey, this guys from New York City!

An excited murmur rippled through the crowd. The other kids headed toward Tim

and Nicos. This is Nicos, said Tim.

The other kids introduced themselves as Kevin, Michelle, Lee, Martin, Chad, Cory,

and Keith. They crowded around him and started asking him questions so fast he

couldnt keep up. Is New York totally crazy? Isnt it way too crowded? Whats the

subway like? Have you seen the Statue of Liberty? Is there fun stuff to do there, or

is it just museums and stuff?

Hey, were going to a pool party at Nicoles house this afternoon, said Lee. You

want to come with us?

Nicos grinned. Sure! he said. Chad lived near him, so he and Chad rushed home

together on their bikes to get their swim trunks and towels.

Nicos had a great time that afternoon. Everyone was so friendly!

Nicos spent the last two weeks of summer hanging out with Tim and the other kids.

When school opened, he was glad to see that his fears werent going to materialize.

Even though almost everyone in Kensington knew almost everyone else, there was still

room for someone new.

26. Why did Nicoss family move out of New York?

F. They wanted to be closer to his grandmother. G. The city was too dangerous. H. His dad got a job transfer. J. The city was too noisy.

27. How is New York different from Kensington?

A. The people are friendlier in New York. B. Theres nothing to do in Kensington. C. There arent any other kids in Kensington. D. New York is noisier and busier than Kensington.

Grade 6 Page 7


28. How did Nicos feel when he saw the kids in the park looking at him?

F. ashamed G. confident H. brave J. nervous

29. Why did the other kids ask so many questions when they first met Nicos?

A. They did not trust him. B. They were curious about New York. C. They did not want to talk about Kensington. D. They wanted to make sure he was telling the truth.

30. In the story, Nicos was glad to see that his fears werent going to materialize.

The word materialize means _____.

F. come true G. turn into cloth H. become expensive J. disappear without a trace

31. What will most likely happen the longer Nicos lives in Kensington?

A. Hell learn that its a good place to live. B. Hell become more homesick for New York. C. Hell get picked on for being an outsider. D. Hell become a better swimmer.

32. Which sentence expresses a theme of this story?

F. The city is better than the country. G. Being new doesnt mean people wont like you. H. The park is a good place to make friends. J. Kids from the country are boring.

Grade 6 Page 8


In Spite of Edison

Granville T. Woods was an African-American inventor. Over the years, he invented manykinds of machines. Still, he spent much of his life struggling against prejudice. At onepoint he even had to go to court in a suit against the famous inventor Thomas Edison.

Granville Woods was born in 1856 in Ohio, before the Civil War. He was not aslave, but that did not mean he was well treated. Ohio had some unfair laws at thattime. The laws made it hard for African Americans to get jobs. Woods could not evencheck books out of the library, but he had white friends who would do it for him.

Woods left school at age ten, but he continued learning. He taught himself engineering. Later, he worked for the railroad and for steel mills.

While working for the railroad, Woods realized that the railroad needed a better wayto communicate with the train engineers. He invented the Synchronous MultiplexRailway Telegraph. It used a combination of the telephone and the telegraph. It was usedto inform engineers of the distance of trains in front or behind them, preventing mishaps.

Soon afterward, Thomas Edison sued Woods. Edison claimed that he was theinventor of the railway telegraph, not Woods. In those days, most African Americanswould not fight back against someone as famous and powerful as Edison, but Woodsdid. He fought the case and surprised the world by winning.

Afterward, Alexander Graham Bell, the inventor of the telephone, bought the rail-way telegraph from Woods. With the money he got from Bell, Woods quit his joband began inventing full-time. Edison later challenged him over other inventions, butWoods won again. Edison eventually offered Woods a job, but Woods refused andstarted his own company.

Over the course of his life, Woods had more than 60 inventions, which includedthe third-rail subway system that is still used today. He died in 1910.

33. Which sentence states a main idea of this passage?

A. The railroad needed a better way to communicate with engineers. B. Granville Woods overcame many obstacles to become a successful

inventor.

C. Ohio had some unfair laws that kept people from getting jobs. D. Granville Woods was not a slave when he lived in Ohio.

Grade 6 Page 9


34. What happened soon after Woods invented the railway telegraph?

F. Woods taught himself engineering. G. Thomas Edison took him to court. H. Woods got a job working for the railroad. J. Alexander Graham Bell hired him.

35. From this passage, you can conclude that _____.

A. Woods was more educated than Thomas Edison B. Woods thought he was smarter than anyone else C. Thomas Edison actually admired Woods inventions D. Alexander Graham Bell didnt like Thomas Edison

36. The passage says that Woods telegraph was used in preventing mishaps.

What are mishaps?

F. fires G. train cars H. engineers J. accidents

37. What did Woods do after winning the second case against Edison?

A. He began working for Edison. B. He sold the telegraph to Bell. C. He got a job with the railroad. D. He started his own company.

38. What did Woods prove by winning the case against Edison?

F. His invention was more important than Edisons. G. He was smarter than Thomas Edison. H. By standing up for himself, he can achieve justice. J. Alexander Bell was a better inventor than Edison.

Grade 6 Page 10


How Hummingbirds Learned to Fly

A long time ago, there were many kinds of birds in the countryside, and all but

one of them could fly. There were blackbirds and bluebirds, robins, cardinals,

starlings, sparrows, and many others. There were butterflies, too. They flitted

through the air and drank the nectar of brightly colored flowers. Only the hum-

mingbird could not fly, for his tiny wings could not lift his body into the air. Oh,

how he craved to drink the sweet nectar like the butterflies, but he was stuck on

the ground, sipping from wildflowers in the grass.

Every day Hummingbird flapped his little wings as hard as he could, but his

feet never left the ground. The other birds laughed and jeered at him.

Youll never soar across the sky, little bird, said Blackbird.

You may have pretty feathers, but you sure dont have much use for those

wings, said Sparrow.

Mmm, this nectar sure is tasty, giggled Butterfly.

Hummingbird did not lose heart. The taunts he endured only made him more

determined. In secret he would flap his wings as hard as he could, but still he

got nowhere.

Then came a beautiful summer day. The sun was bright, and the flowers looked

cheery. The other birds and the butterflies flew back and forth from tree to bush.

They called to Hummingbird, Wouldnt you like a taste of this sweet nectar?

Hummingbird couldnt stand it anymore. He flapped his little wings with all

his might. The other birds laughed and joked, but he only flapped his wings

harder. He flapped them so hard they seemed to disappear. Only bright splashes

of color showed. Then slowly, ever so slowly, his body lifted off the ground.

Im flying, Im flying! he cried out. The other birds didnt know what to say.

They had never seen wings beat so fast. Fifty-five times a second, the humming-

birds wings beat. He moved from flower to flower with more ease than even the

most skilled butterfly. The nectar he tasted was more wonderful than he could

have imagined. It was so delicious that he drank it all day long, and never again

did the other birds make fun of Hummingbird.

Grade 6 Page 11


39. What was Hummingbirds main problem?

A. He could not fly. B. The other birds did not like him. C. He did not like nectar. D. The flowers were too close to the ground.

40. The story says, They flitted through the air. The word flitted means ____.

F. flew lightly G. sorted into groups H. left a trail J. drank from flowers

41. How did Hummingbird feel at the beginning of the story?

A. excited and proud B. lonely and frustrated C. courageous and bold D. nervous and worried

42. How are hummingbirds like butterflies?

F. They are both insects. G. They both drink nectar. H. They both eat insects. J. Neither of them can fly.

43. What is the theme of this story?

A. Making fun of others doesnt pay off. B. Some creatures are smarter than you think. C. You can achieve your goals if you keep trying. D. Hummingbirds fly faster than any other bird.

Grade 6 Page 12


44. What can you tell about hummingbirds from this passage?

F. They beat their wings faster than other birds. G. They dont like other birds. H. They eat butterflies. J. They are very plain.

Grade 6 Page 13


Global Warming

Global warming is one of our most serious problems today. The Earths climate is

changing because heat is being trapped in the atmosphere by greenhouse gases.

These gases have always been there. They have kept the planet from being too cold.

Now they are building up because of pollution, and our planet is getting warmer.

The burning of fuels such as gasoline and oil is one cause of global warming.

Factories and mining add to the pollution. Cutting down trees also contributes to

the problem. There are fewer trees to help clean the air.

Scientists do not know what the exact effects of global warming will be, but it

is already causing the sea level to rise. In the past 100 years, the level of the sea

has risen between four and ten inches. Ice at the North and South Poles is begin-

ning to melt. Temperatures are getting higher, causing some places to get wetter

and others to get drier. Deserts will grow larger. Storms will become stronger and

cause more damage.

Animal and plant life will be affected because of climate changes. As the

world changes, some animals and plants may die out. Such losses will have an

impact on all living things.

Many states are working to cut down on greenhouse gases. In some states,

every car is tested for pollution every year. If a car causes too much pollution, it

must be fixed or taken off the road.

Some companies, too, are working on ways to reduce pollution. For example,

carmakers have built cars that run on a mix of gas and electricity. In the future, many

people believe that cars will run on electricity alone or on power from the sun.

People are helping to cut down on pollution in other ways, too. Walking or

bicycling instead of driving cars helps. Recycling is a good way to cut down on

pollution, and simply using less power helps. That means turning off lights that

arent being used and wearing a sweater instead of turning up the heat.

Global warming is not a problem that is going to go away. However, by

working to understand its causes and effects, people can improve the situation.

Even little changes can have a big impactfor better or for worse.

Grade 6 Page 14


45. Which sentence states a main idea of this passage?

A. Plants cant grow in the desert. B. People must learn to recycle. C. Global warming is a serious problem. D. Walking and biking are healthful.

46. The passage says Such losses will have an impact on all living things.

The word impact means _____.

F. benefit G. advantage H. effect J. disaster

47. Which is the best summary of the problem described in this passage?

A. Greenhouse gases are building up because there are fewer trees left in the worlds forests.

B. Pollution is causing a build-up of greenhouse gases in the atmosphere, which leads to global warming.

C. Ice at the North and South Poles is melting, and that will raise the sea level.

D. The burning of fuels such as gasoline and oil causes pollution in the air.

48. From this passage, what can you conclude about the Earth 200 years ago?

F. There were more people living on Earth. G. The sea level was quite a bit lower. H. There was not as much ice at the poles. J. The average temperatures were cooler.

Grade 6 Page 15


49. Many states and some companies are working to _____.

A. enlarge deserts B. change our climate C. stop recycling D. reduce pollution

50. Major changes in our climate will directly cause which of the following?

F. Many factories and mines will close. G. Some plants and animals will die out. H. Most people will wear sweaters more often. J. All cars will be tested for pollution.

Grade 6 Page 16


Name __________________________________________________ Date _________________________

PHONICS

Sample:

A B C D

1. A B C D

2. F G H J

3. A B C D

4. F G H J

5. A B C D

6. F G H J

7. A B C D

8. F G H J

9. A B C D

10. F G H J

VOCABULARY

11. A B C D

12. F G H J

13. A B C D

14. F G H J

15. A B C D

16. F G H J

17. A B C D

18. F G H J

19. A B C D

20. F G H J

21. A B C D

22. F G H J

23. A B C D

24. F G H J

25. A B C D

COMPREHENSION

26. F G H J

27. A B C D

28. F G H J

29. A B C D

30. F G H J

31. A B C D

32. F G H J

33. A B C D

34. F G H J

35. A B C D

36. F G H J

37. A B C D

38. F G H J

39. A B C D

40. F G H J

41. A B C D

42. F G H J

43. A B C D

44. F G H J

45. A B C D

46. F G H J

47. A B C D

48. F G H J

49. A B C D

50. F G H J

Grade 6 Answer Sheet


Scoring the TestsTo score the Diagnostic Placement Test, refer to the Answer Keys below. Each test item should

be scored correct or incorrect. You may mark each item on the test page, or you may use a

Scoring Chart (page 59). To find the total score for each part of the test or the total test, add the

number of items answered correctly.

To use the Scoring Chart, make a copy of the chart for each child. Mark each correct answer

by circling the item number on the chart. Mark each incorrect answer by drawing an X through

the item number. To find the total score for each part of the test or the total test, add the number

of items answered correctly.

To find the percentage score for each part of the test or total test, refer to the table at the

back of this book (page 71). Find the number of correct answers in the left-hand column. Follow

the row across to the appropriate column for the total number of items. For example, a child who

answers 7 out of 10 items correctly in Phonics has achieved a Phonics score of 70 percent correct.

Mark the scores for each part of the test and the total test on the childs test book or on the

scoring chart. Use the Placement Test Summary Chart (page 60) to record the results for all chil-

dren in the class.


Grade 6 Answer KeyPhonics

1. B (Vowel /i/i, y, ie, igh)2. F (Silent Letters)3. D (Blends)4. H (Open and Closed

Syllables)5. A (Prefixes and

Combining Forms)6. G (Syllabication:

/e/, /r/, / l/ )7. A (Vowel Teams)8. H (Suffixes -ity, -ness)9. C (Vowel Teams)

10. G (Compound Words)

Vocabulary11. A12. G13. C14. J

15. D16. F17. B18. J19. A20. G21. D22. H23. A24. J25. C

Comprehension26. H (Cause/Effect)27. D (Compare/Contrast)28. J (Character)29. B (Make Inferences)30. F (Context Clues)31. A (Make Predictions)32. G (Theme)

33. B (Main Idea/Details)34. G (Sequence)35. C (Draw Conclusions)36. J (Context Clues)37. D (Sequence)38. H (Draw Conclusions)39. A (Plot)40. F (Context Clues)41. B (Character)42. G (Compare/Contrast)43. C (Theme)44. F (Make Inferences)45. C (Main Idea/Details)46. H (Context Clues)47. B (Summarize)48. J (Draw Conclusions)49. D (Main Idea/Details)50. G (Make Predictions)

e

Diagnostic Placement Test Scoring ChartStudents Name _________________________________________ Grade ________________

Teachers Name _________________________________________ Date _________________

Test Section Number of PercentageTest Item Numbers Correct Responses Score

Phonics/Phonological Awareness

1 3 5 7 9

2 4 6 8 10

10

Vocabulary

11 14 17 20 23

12 15 18 21 24

13 16 19 22 25

15

Comprehension

26 31 36 41 46

27 32 37 42 47

28 33 38 43 48

29 34 39 44 49

30 35 40 45 50

25

Total Test 50

Comments/Notes


Placement Test Summary Chart

Teacher Name _________________________________________ Grade ________________

NAME PHONICS VOCABULARY COMPREHENSION TOTAL


Using the Results

Use the test scores from the Diagnostic Placement Test to determine each students current level

of reading proficiency and to help determine instructional plans for the beginning of the year.

Information from other assessments may be used to support or supplement instructional decisions.

For example, children may have different developmental needs in reading and writing.

To use the results of the Diagnostic Placement Test, evaluate each childs scores on the test.

The total test scores may be used to identify those children who are reading below grade level, at

grade level, or above grade level, as defined below.

Scores on each part of the test may be used to help determine instructional plans. For any part in

which a child scores 60 percent or less, the child will probably need additional focused instruc-

tion. For example, a child might score 80 percent in Phonics, 50 percent in Vocabulary, and 70

percent in Comprehension. This child is probably at grade level in Phonics and Comprehension

but will need additional help to improve Vocabulary.

To help pinpoint specific needs for children, you can refer to the Answer Key. For each test

item in Phonics and Comprehension, the answer key lists the skill or strategy measured by the item.

You may use this information to help identify a childs specific needs. For example, a child might

answer four of ten Phonics items incorrectly, and all four items concern long and short vowels. This

information might suggest that the child needs additional instruction in vowels and vowel sounds.

For any child whose test scores are ambiguous or seem inconclusive, additional, individualized

assessment is recommended. You may want to administer the CORE Phonics Survey (page 62).

Follow-upMany students develop reading skills rapidly and at different rates. The Diagnostic Placement

Test provides an entry-level assessment and a baseline from which to judge childrens progress.

However, each child should be assessed periodically to monitor his or her progress and help make

adjustments in instructional plans or grouping.

A total test score of

Less than 60%

60%89%

90% or higher

Suggests that

The child is reading below grade level.

The child is reading at grade level.

The child is reading above grade level.


CORE Phonics SurveyWHAT The CORE Phonics Survey assesses the phonics and phonics-

related skills that have a high rate of application in beginning reading.

The survey presents a number of lists of letters and words for the student

to identify or decode. Pseudowords, or made-up words, are included since

the student must use decoding skills to pronounce these words correctly

and cannot have memorized them. This assessment is best used to plan

instruction for students in the primary grades and to develop instructional

groups. It may be administered every four to six weeks.

WHY A students ability to use knowledge of sound/letter correspon-

dences (phonics) to decode words determines, in large measure, his or

her ability to read individual words. A detailed assessment of a students phonics skills points

to areas in which the student is likely to benefit most from systematic, explicit phonics

instruction. Also, knowing the skills that the student does possess will help in selecting read-

ing tasks that offer the most effective reinforcement of those skills.

HOW Instructions for administering each part of the survey are included on the Record Form

(pages 6367). Students read from the Student Material (pages 6870). To focus the students

attention on the part of the test being given, cover the other parts with a piece of paper. The

Record Form shows the same material that appears on the Student Material, in a reduced

size, so that you may easily record the students responses.

Following administration, score each of the test parts and transfer the results to the first

page of the Record Form under Skills Summary. Retest every four to six weeks but only on

parts not yet mastered. Be aware of the students behavior during testing. If the student is

tiring or making many consecutive errors, discontinue testing at that time.

WHAT IT MEANS This test is a mastery test. It is expected that students will ultimately get

all items correct.

In five-item subtests, a student who misses two or more items would benefit from more

direct instruction in the indicated element.

In ten-item subtests, three or more errors warrant attention.

WHATS NEXT? Use the information to monitor phonics instruction and to design skill groups

in direct instruction in the particular element measured.

SKILL ASSESSED: Phonics

GRADE LEVEL: K-6

GROUPING: Individual

APPROX. TESTING TIME:

1015 Minutes

MATERIALS

Pencil and Lined Paper

Record Form (5 pages)

Student Material (3 pages)

SOURCE

Consortium On Reading

Excellence (CORE)


CORE Phonics Survey Record Form

Name ______________________________ Grade _______ Date ________________

SKILL SUMMARY

Alphabet Skills

_____/26 Letter Names uppercase

_____/26 Letter Names lowercase

_____/23 Consonant sounds

_____/5 Long vowel sounds

_____/5 Short vowel sounds

Reading and Decoding Skills

_____/10 Short vowels in CVC words

_____/10 Short vowels, digraphs, and -tch trigraph

_____/20 Short vowels and consonant blends

_____/10 Long vowels

_____/10 Vowel diphthongs

_____/10 r- and l-controlled vowels

_____/24 Multisyllabic words

Spelling Skills

_____/5 Initial consonants

_____/5 Final consonants

_____/5 CVC words

_____/5 Long vowel words

Skills to review: __________________________________________________________

________________________________________________________________________

Skills to teach: ___________________________________________________________

________________________________________________________________________


1. Letter NamesUppercaseSay to the student: Can you tell me the names of these letters? If the student cannot name three or

more consecutive letters, say: Look at all of the letters and tell me which ones you do know.

D A N S X Z J L H

T Y E C O M R P W

___/26 K U G B F Q V I

2. Letter NamesLowercaseSay to the student: Can you tell me the names of these letters? If the student cannot name three or

more consecutive letters, say: Look at all of the letters and tell me which ones you do know.

d a n s x z j l h

t y e c o m r p w

___/26 k u g b f q v i

3. Consonant SoundsSay to the student: Look at these letters. Can you tell me the sound each letter makes? Be sure to ask

if he or she knows of another sound for the letters g and c. If the sound given is correct, do not

mark the Record Form. If it is incorrect, write the sound the student gives above each letter. If no

sound is given, circle the letter. If the student cannot say the sound for three or more consecutive

letters, say: Look at all of the letters and tell me which sounds you do know.

d l n s x z j

t y p c h m r

___/23 k w g b f q v


4. Vowel SoundsAsk the student: Can you tell me the sounds of each letter? If the student names the letter, count it

as the long vowel sound. Then ask: Can you tell me the other sound for the letter? The student

should name the short vowel sound.

e __ __ i __ __ a __ __ o __ __ u __ __

l = long sound s = short sound

Record l on the first line for the long sound (letter name) and s for the short sound on the

second line. If the student makes an error, record the error over the letter.

_____/5 Long vowel sounds (count the number of ls above)

_____/5 Short vowel sounds (count the number of ss above)

5. Reading and DecodingFor items A through G, students must read both real and pseudowords (made-up words). For the

first line of real words, tell the student: I want you to read these words. If the student cannot read

two or more of the real words, do not administer the line of pseudowords. Go to the next set of

items. Before asking the student to read the line of pseudowords, say: Now I want you to read some

made-up words. Do not try to make them sound like real words.

A. Short vowels in CVC words

_____/5 sit cat get but hot (real)

_____/5 vot fut dit ket lat (pseudo)

B. Short vowels, digraphs, and -tch trigraph

_____/5 when chop thin shut match (real)

_____/5 wheck shom thax phitch chud (pseudo)

C. Short vowels and consonant blends

_____/5 stop trap quick spell plan (real)

_____/5 stig brab qued snop dran (pseudo)

_____/5 ring fast sank limp held (real)

_____/5 mang nast wunk kimp jelt (pseudo)


D. Long vowels

_____/5 tape Pete cute paid feet (real)

_____/5 pofe bine joad vay soat (pseudo)

E. Vowel diphthongs

_____/5 few down toy hawk coin (real)

_____/5 moit rew fout zoy bawk (pseudo)

F. r- and l-controlled vowels

_____/5 bark horn chirp roar cold (real)

_____/5 ferm murd gair dall chail (pseudo)

G. Multisyllabic words

Administer this item if the student is able to read most of the single-syllable real and pseudo-

words in the previous items. Say to the student: Now I want you to read down the first column of

words. Each of the real words in this column has two syllables. Point to the first column. If the stu-

dent can read at least three out of eight of the words in this column, say: Now I want you to read

some made-up words. Do not try to make them sound like real words. Point to the second column.

Repeat the same procedure for the third column.

NOTE: The following made-up words can be pronounced in two ways: sunop (su-nop or

sun-op); wopam (wo-pam or wop-am); potife (po-tife or pot-ife); zuride (zu-ride or zur-ide); and

zubo (zu-bo or zub-o).

_____/3 Closed-closed kidnap pugnad quibrap

_____/3 Closed silent e compete slifnate prubkine

_____/3 Open-closed depend sunop wopam

_____/3 Open-open zero zubo yodu

_____/3 Open silent e locate potife zuride

_____/3 Consonant le stable grickle morkle

_____/3 r-controlled further tirper pharbid

_____/3 Vowel team outlaw doipnow loymaud


6. Spelling

A. Give the student a pencil and a sheet of lined paper. Tell the student: Listen to each of the

words I read and write the first sound you hear. Write the students responses over the words._____/5 fit map pen kid hand

B. Tell the student: Listen to each of the words I read and write the last sound you hear. Write thestudents responses over the words.

_____/5 rub fled leg sell less

C. Tell the student: Listen to each of the words I read and write the whole word._____/5 beg yam sip rod tub

_____/5 train float steep drive spoon


CORE Phonics SurveyStudent Material

1. D A N S X Z J L H

T Y E C O M R P W

K U G B F Q V I

2. d a n s x z j l h

t y e c o m r p w

k u g b f q v i

3. d l n s x z j

t y p c h m r

k w g b f q v

4. e i a o u

1


5. Reading and Decoding

A. sit cat get but hot

vot fut dit ket lat

B. when chop thin shut match

wheck shom thax phitch chud

C. stop trap quick spell plan

stig brab qued snop dran

ring fast sank limp held

mang nast wunk kimp jelt

D. tape Pete cute paid feet

pofe bine joad vay soat

2


E. few down toy hawk coin

moit rew fout zoy bawk

F. bark horn chirp roar cold

ferm murd gair dall chail

G. kidnap pugnad quibrap

compete slifnate prubkine

depend sunop wopam

zero zubo yodu

locate potife zuride

stable grickle morkle

further tirper pharbid

outlaw doipnow loymaud

3


Percentage Scores Chart

Number Total Number of ItemsCorrect 10 15 25 501 10% 7% 4% 2%2 20% 13% 8% 4%3 30% 20% 12% 6%4 40% 27% 16% 8%5 50% 33% 20% 10%6 60% 40% 24% 12%7 70% 47% 28% 14%8 80% 53% 32% 16%9 90% 60% 36% 18%10 100% 67% 40% 20%11 73% 44% 22%12 80% 48% 24%13 87% 52% 26%14 93% 56% 28%15 100% 60% 30%16 80% 32%17 85% 34%18 90% 36%19 95% 38%20 100% 40%21 42%22 44%23 46%24 48%25 50%26 52%27 54%28 56%29 58%30 60%31 62%32 64%33 66%34 68%35 70%36 72%37 74%38 76%39 78%

Number # of ItemsCorrect 5040 80%41 82%42 84%43 86%44 88%45 90%46 92%47 94%48 96%49 98%50 100%


reading diagnosis.pdf

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