Early Reading Behaviours. Phonic Awareness and Sight Vocabulary Assessments

Early Reading Behaviours. Phonic Awareness and Sight Vocabulary Assessments

EARLY READING Behaviour Checklist Name: Date:. Date of Birth Year Group:.. Choose a book and bring it to me. Put it here so we can read it together Comments 1. What do you think the story is going to be about? 2. Show me the front/back of the book. 3. Where does the story start? 4. Where do I start reading? 5. Which way will I go? 6. Where shall I go after that? Turn the page 7. Where do I begin reading? 8. Point to the words as I read them. 9. Show me a word.

10. a) How many words on this line? b) How many letters in this word? 11. a) Point to the top/bottom of this page. b) Show me the first/last word on this line. c) Show me the first/last letter in this word Point to a lower case letter 12. Can you find another one the same as this? Point to an upper case letter (eg A). 13. This is a capital (A). Can you find a little letter (a)? Point to a lower case letter. 14. Can you find a big (capital) letter like this? 15. Show me a full stop. 16. What is this for? Choose words from the story starting with the same sound, eg bark, bit, big. 17. Listen to these words. They all start with the same sound. Can you say the sound they all start with? 18. Find me a word beginning with. Point to an individual letter 19. What does this say? Work through some individual letter sounds 20. Can you point to..? (choose)

PHONIC ASSESSMENT Initial Sounds, Names and Capitals Checklist Name: Date:. Date of Birth Year Group:.. Letter shape shown g Letter sound given by child Letter name given by child Child can match capital letters to lower case Comments o t w j a z r d y c m u h p f k s b i n v l x e q

PHONIC ASSESSMENT Letter Sounds/Names/Match Capitals (delete as appropriate) Name: Date:. Date of Birth Year Group:.. g o t w j a z r d y c m u h p f k s b i n v l x e q

PHOTOCOPY THE FOLLOWING LETTERS TO MAKE CARDS a b c d e f g h i j k l m n o

PHOTOCOPY THE FOLLOWING LETTERS TO MAKE CARDS p q r s t u v w x y z

PHOTOCOPY THE FOLLOWING LETTERS TO MAKE CARDS A B C D E F G H I J K L M N O

PHOTOCOPY THE FOLLOWING LETTERS TO MAKE CARDS P Q R S T U V W X Y Z

PHONIC ASSESSMENT Medial Vowels Name: hat rug sad hit log cat wet kid man jet sun not red pig but vet cut map bag hot Common Initial Consonant Blends Name: blob flap clop trick crab drip plum pram frog glen grab skid smack slug step brick swim snap spot twig

Final Consonant Blends Name: went best film hand pump mask kept cost cramp find gift golf gasp ring belt next jump melt bank just Split Digraphs (Magic e Pattern) Name: cake hide sale joke cave tune nose mine wipe flute made wife bone vote late rule rope life tube cute

Consonant Digraphs Name: chat bash shed that suck chin lock moth thin punch rich fish Vowel Digraphs Name: rain seat keep goat moon loud gain deaf coil sir jeep hood sail kerb news down deep meet deal say

SIGHT VOCABULARY Summary Name: Date of Birth Year Group:.. Date Date Date Date Date in was is I he it a the that to and of are for you had so have said as not they with one we on his at him all but old be up do can me came my new get she here has her will an no or now McNally High Frequency Word List (1 st 50)

SIGHT VOCABULARY in was is I he it a the that to and of are for you had so have said as not they with one we on his at him all but old be up do can me came my new get she here has her will an no or now McNally High Frequency Word List (1 st 50)

SIGHT VOCABULARY Summary Name: Date of Birth Year Group:.. Date Date Date Date Date did by if go down just out your into our went them well there were big call back been come from only first off over must make more made much look little some like right then their when this two see about could before other which what where who want McNally High Frequency Word List (2 nd 50)

SIGHT VOCABULARY did by if go down just out your into our went them well there were big call back been come from only first off over must make more made much look little some like right then their when this two see about could before other which what where who want McNally High Frequency Word List (2 nd 50)

The following activities could be used to provide an insight into children s awareness of syllabification, blending and segmenting and rhyming. INSTRUCTIONS 1. Syllable blending Using a toy robot eg Metal Mike explain to the children that you are going to pretend to be a robot who can only say words in a funny way and that you want the children to try and guess what you are saying. Pronounce the word biscuit leaving a 1-second gap between each syllable: Bis-cuit Help the children if they cannot do it. Present another word in the same way eg: Di-no-saur Continue with the following examples noting the children s responses. Correct Response Yes No Win-dow Croc-o-dile Phot-o-graph Tel-e-scope Ad-ven-ture Mer-ry-go-round Total /6

2. Phoneme blending When pronouncing phonemes, leave a one-second gap between each. Consonants such as m should be pronounced mmmm not muh. The pronunciation of consonants such as c needs to be short or they become syllables (eg kuh a tuh), rather than phonemes. Explain to the children that this time the robot is going to say some words in his robot speak. Can they understand him. m-u-m Help the children if they cannot do it. Present another word in the same way eg: d-o-g Continue with the following words. What do you think the robot is trying to say now? Note the children s responses Correct Response Yes No E-gg R-ai-n S-ou-p D-i-s-c S-t-e-p S-o-f-t Total /6

3. Phoneme segmentation Explain to the children that now it s their turn to talk in robot language. How do you think the robot would say ouch? Help the children if necessary by using two coins. Push a coin forward simultaneously with the pronunciation of each sound. If children are helped by the use of the coins let them continue to use them until they are confident. Ask the children how they think the robot would say the? Help the children if necessary. Continue with the following examples. Correct Response Yes No Pet p-e-t Tick t-i-ck Cost c-o-s-t Slate s-l-a-te Crest c-r-e-s-t Jumps j-u-m-p-s Total /6

Phoneme deletion This activity can be developed by asking the children to delete some sounds. Explain that you are going to say a word like cup. Then you will say it again, but without one of its sounds. What would the word cup become without the c sound? What word would you hear? If necessary, help children by first pronouncing cup and then segmenting it into its onset c and rime up. The segmentation part of the process might be done a number of times with increasingly longer gaps between the onset and rime. Continue with the following words: Cup, C -up, C - up, C - up Correct Response Yes g sound from gone? (on) No k sound from fork? (for) s sound from stops? (top) t sound from hurt? (her) s sound from past? (part or pat) w sound from swift? (sift) Total /6

4. Rhyme Remind the children of the work they ve been doing on rhyme eg Do you remember we ve been working on rhyme: Do you remember Hickory, dickory dock? Hickory, dickory dock, the mouse ran up the? Dock and clock are different words, but they sound a bit the same. Listen. Dock, clock. or Jack and Jill went up the? Jill and hill are different words but they sound a bit the same don t they? Jill, hill. Can you think of another word that sounds a bit like Jill? Does fill sound a bit like hill? What about pill? Does pill sound a bit like hill? What about did? Does did sound like hill and pill? Explain to the children that you are going to say three words and you want them to tell you the one that sounds different. Pronounce the following with equal emphasis, at one second intervals: Hat, Fat, Man If a child got it wrong say: No Man was the one that sounds different. Listen again. Now try these: Hat, Fat, Man Peg, Hen, Beg If a child got it wrong say: No. Hen was the one that sounds different. Listen again. Peg, Hen, Beg Continue with the following sets of words and before each say: Tell me the word that sounds different. Correct Response Yes No Dog Pot Log Late Mate Fat Bad Cap Mad Bun Hug Mug Hill Pill Dim Net Ten Pen Total /6 Final Section adapted from: Sound Linkage: Test of Phonological Awareness, PJ Hatcher