Name __________________________________________

Date ____________________________________________

Total number correct ______________________________

Estimated level __________________________________

Appendix

Informal Assessmentof Word Building

PHONICS INVENTORY1. hat ______2. man ______3. sit ______4. big ______5. can ______6. top ______7. hen ______8. bug ______9. hot ______10. wet ______11. sand ______12. back ______13. pick ______14. drip ______15. fill ______16. sock ______17. step ______

18. truck ______19. must ______20. black ______21. make ______22. ride ______23. place ______24. hope ______25. sheep ______26. use ______27. sail ______28. play ______29. coat ______30. night ______31. turn ______32. girl ______33. fair ______34. card ______

35. store ______36. first ______37. shirt ______38. smart ______39. clear ______40. morning ______41. brook ______42. blue ______43. broom ______44. ground ______45. yawn ______46. growl ______47. toy ______48. fault ______49. noise ______50. could ______

Directions: Explain to the student that he or she will be asked to read a series of words. Say that some of the words might be difficult but that thestudent is expected to try her or his hardest. Put the words on cards or have them read from the list. Mark each response + or �, and write incor-rect responses in the blanks as time allows. If the student doesn’t respond within 5 seconds, supply the word. Stop when the student gets five wordsin a row wrong. The student’s level is the highest one at which she or he gets 8 out of 10 words correct. Students should be instructed at a level ifthey get more than 2 out of 10 wrong. Each level has ten items: 1–10, short-vowel patterns; 11–20, short vowels with clusters; 21–30, long vowels;31–40, r-vowels; 41–50, other vowels. (See p. 231.)

From T. Gunning (2008). Teacher’s Guide for Word Building (2nd ed.). Honesdale, PA: Phoenix Learning Resources. Reprinted by permission ofGalvin Publications.

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Directions: Give one copy of the survey to the student and keep one for marking. Mark each response + or −. Start with the first item for all pupils.Say to the student, “I am going to ask you to read a list of words. Some of the words may be hard for you, but read as many as you can.” Stop whenthe student gets five in a row wrong. A score of 45 or above indicates that the student is able to decode multisyllabic words. A score between 40 and44 indicates some weakness in decoding multisyllabic words. A score below 40 indicates a definite need for instruction and practice in decodingmultisyllabic words. A score of 5 or below suggests that the student may be deficient in basic decoding skills.

From the Teacher’s Guide for Word Building, Book D, by T. Gunning, 2007. Honesdale, PA: Phoenix Learning Resources. Reprinted by permission ofGalvin Publications.

Name ___________________________________________ Total number correct _____________________________

Date __________________________________________ Estimated level __________________________________

SYLLABLE SURVEY1. sunup ______2. inside ______3. ago ______4. open ______5. under ______6. farmer ______7. finish ______8. mistake ______9. thunder ______10. morning ______11. reward ______12. famous ______13. mumble ______14. spider ______15. chicken ______16. rocket ______17. magnet ______

18. distant ______19. prevent ______20. museum ______21. several ______22. building ______23. probably ______24. modern ______25. monument ______26. opposite ______27. message ______28. success ______29. struggle ______30. repeat ______31. recognize ______32. survive ______33. appreciate ______34. antelope ______

35. creature ______36. audience ______37. pleasant ______38. spaghetti ______39. information ______40. voyage ______41. confusion ______42. neighborhood ______43. studio ______44. allowance ______45. microphone ______46. auditorium ______47. available ______48. disappointment ______49. bulletin ______50. moisture ______

Instructor’s Manual with Resource Masters for Creating Literacy Instruction for All Students, 7th Edition

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