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Kindergarten Emergent Literacy Survey Directions Source: Houghton Mifflin Early Success

Phonemic Awareness – Rhyme Recognition:

� Directions When words rhyme, they sound the same at the end. For example, fun, run, and sun rhyme.

I’m going to say a word. I want you to tell me which of the words I say next rhymes with the first word.

For example: Listen to this word – big. Which word rhymes with big: tree or pig?

Listen to this word – call. Which word rhymes with call: ball or trick?

Listen to this word – boy. Which word rhymes with boy: toy or cup?

� Assessment Items

Listen to this word:

_____: Which word rhymes with _____: _____ or _____?

1. cat cat: pie hat

2. book book: chair cook

3. rock rock: sock fun

4. clown clown: brown draw

5. bike bike: ball like

6. dark dark: bark drink

7. goat goat: boat giant

8. faces faces: fires places

Phonemic Awareness – Beginning Sound Recognition:

� Directions Words can begin with the same sound. Listen to these words: boy, ball, and balloon. All

begin with the same sound /b/ - boy, ball, balloon, /b/.

For example:

Listen to this word:

ride – Which word begins with the same sound as ride /r/? Rose, sock?

Listen to this word:

jam – Which word begins with the same sound as jam /j/? Car, joke?

Listen to this word:

girl – Which word begins with the same sound as girl /g/? Pen, go?

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� Assessment Items

_____: Which word begins with the same sound as _____/ /? _____, _____?

1. sink sink /s/ seal, dog

2. pie pie /p/ tree, pear

3. more more /m/ road, milk

4. vase vase /v/ valentine, pencil

5. lion lion /l/ lucky, book

6. fountain fountain /f/ funny, crayon

7. children children /ch/ thunder, chocolate

8. balloon balloon /b/ crying, bunny

Phonemic Awareness – Blending Onsets and Rimes:

� Directions Sometimes you can add a sound to the beginning of a word and make a new word. If I have

the word at, and I add the /s/ sound at the beginning of at, I make the word sat: /s/at.

For example:

What word do I have if I add the /p/ sound at the beginning of ink? /p/ ink?

What word do I have if I add the /m/ sound at the beginning of eat? /m/ eat?

What word do I have if I add the /d/ sound at the beginning of ear? /d/ ear?

� Assessment Items

What word do I have if I add the /_/ sound at the beginning of _____? /_/ _____

1. /m/ an /m/ an

2. /f/ all /f/ all

3. /t/ able /t/ able

4. /b/ ill /b/ ill

5. /r/ at /r/ at

6. /g/ old /g/ old

7. /m/ other /m/ other

8. /l/ earn /l/ earn

Phonemic Awareness – Phoneme Segmentation:

� Directions Now I will say a word and I want you to tell me the sounds that are in the word. For

example, if I said sat, you would say /s/ /a/ /t/.

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� Practice Items

What are the sounds in mud? Think about the first sound, the next sound, and the last

sound. (If necessary say, the sounds in mud are /m/ /ŭ/ /d/.)

What are the sounds in not? Think about the first sound, the next sound, and the last sound. (If

necessary say, the sounds in not are /n/ /ŏ/ /t/.)

What are the sounds in jump? Think about the first sound, the next sound, and the last sound. (If

necessary say, the sounds in jump are /j/ /ŭ/ /m/ /p/.)

� Assessment Items (Provide no additional help with these items.)

What are the sounds in _____?

1. pat (/p/ /ă/ /t/) _____ 5. rock (/r/ /ŏ/ /k/) _____

2. leg (/l/ /ĕ/ /g/) _____ 6. mean (/m/ /ē/ /n/) _____

3. sip (/s/ /ĭ/ /p/) _____ 7. joke (/j/ /ō/ /k/) _____

4. tub (/t/ /ŭ/ /b/) _____ 8. fast (/f/ /ă/ /s/ /t/) _____

� Recording Indicate correct responses with �. If a child gives an incorrect word, write that word. If a

child gives a sound, write the letter that sound represents between two slash marks, for example, /t/.

Write � if a child does not respond.

� Discontinue Discontinue testing if a child misses three consecutive items after the Practice Items.

Familiarity with Print – Concepts of Print:

� Directions Now I am going to ask you to find some things on this page.

1. Show me which of these is a number.

2. Show me which of these is a square.

3. Show me which of these is a letter standing all by itself – just one letter all by itself.

4. Show me which of these is a word standing all by itself – just one word by itself.

5. Show me which of these are sentences.

6. Where would I start reading these sentences?

7. Show me by pointing your finger which way I would go if I were reading these sentences? (1/2

point for left to right, ½ point for return sweep)

8. This sentence says (point to first sentence), “A girl found a red ball.” I am going to read the

words again slowly. I want you to touch each of the words in the sentence with your finger as I

say the words. (Have the child point to the first word.) Then say, “Move your finger to show

the word I’m reading.” (Read each word slowly as you continue reading the sentence.

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Familiarity with Print – Letter Naming:

� Directions I’d like you to tell me the names of these letters. What letter is this?

Note: You may point to the letter or use index cards or an index card with a “window” cut in it to show one letter at a time.

Move left to right across the rows of letters.

� Assessment Items (Provide no additional help with these items.) 26 upper-case letters and 26 lower-case letters

� Recording Indicate correct responses with �. If a child gives an incorrect letter, record the letter the

child gave. Write � if the child does not respond.

� Discontinue Discontinue testing if a child is unable to identify any of the first ten capital letters.

Beginning Reading & Writing – Word Recognition:

� Directions Try to read these words for me. What is this word?

� Recording Indicate correct responses with a �. If a child gives an incorrect word, record the word

given. If nonsense words or individual words are given, represent what the child said phonetically.

Write � if a child does not respond.

� Discontinue Discontinue testing after five consecutive incorrect responses, failure to respond, or a

combination of both.

Beginning Reading & Writing – Sentence Dictation:

� Directions I want you to try to write a sentence for me. I will tell you the sentence and then repeat it

one word at a time. If you are not sure about how to write a word, write any letters that you know for the

sounds you hear in the word. Try to write this sentence. (Say the complete sentence and then say each of

the words of the sentence slowly, but do not artificially stretch out the pronunciation of individual

words.)

� Assessment Items

1. The cat is on Jill’s bed.

Note: If needed, the following prompt may be used up to two times per sentence. “Think about the sounds in the

word _____. Write the letters for any sounds you hear in _____.

� Scoring A child may score up to 16 points on this measure. Some phonemic boundaries are difficult to

determine and somewhat arbitrary, therefore, for sake of reliability and consistency, the number of

phonemes in the sentence are as follows:

/Th/e/ /c/a/t/ /i/s/ /o/n/ J/i/ll/’s/ /b/e/d/. (Total = 16)

Emergent Literacy Survey Summary Form Source: Houghton Mifflin Early Success

Child’s Name ___________________________________ Child’s Date of Birth ___________

Examiner ______________________________________

Phonemic Awareness

Area

Assessed

Assessment 1:

Date _____________

Assessment 2:

Date _____________

Rhyme _____/8 _____/8

Beginning Sounds _____/8 _____/8

Blending Onsets and

Rimes _____/8 _____/8

Phoneme Segmentation _____/8 _____/8

Familiarity with Print

Area

Assessed

Assessment 1:

Date _____________

Assessment 2:

Date _____________

Concepts of Print _____/8 _____/8

Letter Naming _____/52 _____/52

Beginning Reading and Writing

Area

Assessed

Assessment 1:

Date _____________

Assessment 2:

Date _____________

Word Recognition _____/20 _____/20

Sentence Dictation _____/16 _____/16

Comments:

Kindergarten Emergent Literacy Survey

Recording Form: Phonemic Awareness

Student’s Name _______________________________ Date ______________

Rhyme Recognition

1. cat: pie, hat ________

2. book: chair, cook ________

3. rock: sock, fun ________

4. clown: brown, draw ________

5. bike: boy, like ________

6. dark: bark, drink ________

7. goat: boat, giant ________

8. faces: fires, places ________

Beginning Sound Recognition

1. sink: seal, dog ________

2. pie: tree, pear ________

3. more: road, milk ________

4. vase: valentine, pencil ________

5. lion: lucky, book ________

6. fountain: funny, crayon ________

7. chicken: thunder, chocolate _______

8. balloon: crying, bunny ________

Blending Onsets and Rimes

1. /m/an – man ________

2. /f/all – fall ________

3. /t/able – table ________

4. /b/ill – bill ________

5. /r/at – rat ________

6. /g/old – gold ________

7. /m/other – mother ________

8. /l/earn – learn ________

Phoneme Segmentation

1. pat (/p/ă/t/) ________

2. leg (/l/ĕ/g/) ________

3. sip (/s/ĭ/p/) ________

4. tub (/t/ŭ/b/) ________

5. rock (/r/ŏ/k/) ________

6. mean (/m/ē/n/) ________

7. joke (/j/ō/k/) ________

8. fast (/f/ă/s/t/) ________

Kindergarten Emergent Literacy Survey

Recording Form: Familiarity with Print

Concepts of Print

1. number ________

2. square ________

3. letter ________

4. word ________

5. sentences ________

6. where start reading ________

7. return sweep ________

8. Touch the words in the sentences while I read ________

Kindergarten Emergent Literacy Survey

Recording Form: Familiarity with Print

Letter Name Identification:

Upper Case Letters

S ________

M ________

R ________

T ________

B ________

N ________

H ________

V ________

C ________

P ________

G ________

F ________

A ________

L ________

K ________

Q ________

D ________

Z ________

I ________

X ________

O ________

W ________

Y ________

E ________

J ________

U ________

Letter Name Identification:

Lower Case Letters

s ________

m ________

r ________

t ________

b ________

n ________

h ________

v ________

c ________

p ________

g ________

f ________

a ________

l ________

k ________

q ________

d ________

z ________

i ________

x ________

o ________

w ________

y ________

e ________

j ________

u ________

Kindergarten Emergent Literacy Survey

Recording Form: Beginning Reading and Writing

Word Recognition

I ________ for ________

see ________ have ________

my ________ said ________

like ________ the ________

a ________ play ________

to ________ she ________

and ________ are ________

go ________ he ________

is ________ mom ________

here ________ dad ________

Sentence Dictation (Use the space below or provide a blank piece of paper for your

student.)

Cat

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A girl found a red ball.

It was a big, red ball.

B

S M R T B

N H V C P

G F A L

K Q D Z

I X O W

Y E J U

s m r t b

n h v c p

g f a l

k q d z

i x o w

y e j u

I for

see have

my said

like the

a play

to she

and are

go he

is mom

here dad