Progress Monitoring Tool for Phonics:

Blending CVC words

Name ___________________ Teacher ________________ Date ________

fat lit budhad pit nutbad rip mugcab tin gutdad tip mudman sit rugrat lip cubsat dot sumtan god bedhop jet rotmet pop petrob yet nodmen hot ledleg his

___/41 = ___ (_____%)

4 letter blends and digraphs with short vowels

plan stop smog

flat spit chip

chop slip shop

flap bran that

flop shot snip

slot quit spell

silk fast sank

lump held trap

_____ / _____ ( %)

R-controlled vowels

harm dirt form

fern surf stern

thorn worn bark

turn shirt bird

shark hurt arm

harp smart girl

_____ / _____ ( %)

Long vowels

tape key toe

paid feet cape

leap boat tie

ray blue shine

beep shame float

main flea coal

kite mile flute

_____ / _____ ( %)

Two-syllable words

basket filter cannot

until after closet

happen silver absent

traffic blanket tennis

rabbit cactus market

cabin forgot corner

muffin whisper dentist

napkin mitten magnet

_____ / _____ ( %)

Names Testby Patricia Cunningham and F.A. Dufflemeyer

Give the student a copy of the names. Ask him/her to read the names as if calling roll. You have your own copy that you mark with C for correct or, if the child does not read the name correctly, phonetically spell what the student reads.

Jay Conway Chuck Hoke

Kimberly Blake Homer Preston

Cindy Sampson Ginger Yale

Stanley Shaw Glen Spencer

Flo Thornton Grace Brewster

Ron Smitherman Vance Middleton

Bernard Pendergraph Floyd Sheldon

Austin Shepherd Neal Wade

Joan Brooks Thelma Rinehart

Tim Cornell Yolanda Clark

Roberta Slade Gus Quincy

Chester Wright Patrick Tweed

Wendy Swain Fred Sherwood

Dee Skidmore Ned Westmoreland

Troy Whitlock Zane Anderson

Shane Fletcher Dean Bateman

Bertha Dale Jake Murphy

Gene Loomis

Scoring and interpreting the Names test:1. Count a word correct if all syllables are pronounced correctly regardless of

where the student places the accent. For example, either Yo’ / lan / da or Yo / lan’ / da would be scored as correct.

2. For words where the vowel pronunciation depends on which syllable the consonant is placed with, count them correct for either pronunciation. For example, either Ho / mer or Hom / er would be acceptable.

3. Count the number of names read correctly and analyze those mispronounced, looking for patterns indicative of decoding strengths and weaknesses. Use the chart below to help find patterns in the student’s responses.

4. As a benchmark of performance, you can expect the average 2nd grader to score 23 out of 50.

Name Initial Cons Initial Cons Blend

Cons digraph

short vowel long vowel vowel digraph

controlled vowels

Jay Conway J C o ay ay

Tim Cornell T C i e or

Chuck Hoke H Ch u oke

Yolanda Clark Y Cl a o ar

Kimberly Blake

K Bl i y ake er

Roberta Slade R Sl o ade er

Homer Preston

H Pr e o er

Gus Quincy G u i y

Cindy Sampson

C S i a y

Chester Wright

Ch e i er

Ginger Yale G Y i ale er

Patrick Tweed P Tw a i ee

Stanley Shaw St Sh a ey aw

Wendy Swain W Sw e y ai

Glen Spencer Gl Sp e e er

Fred Sherwood

Fr Sh e oo er

Flo Thornton Fl Th o orDee Skidmore D Sk i ee orGrace Brewster

Gr Br ace ew er

Ned Westmoreland

N W e e or

Ron Smitherman

R Sm th o i er

Troy Whitlock Tr Wh i o oyVance Middleton

V M a i

Zane Anderson

Z ane er

Bernard Pendergraph

B P ph a er ar er

PHONICS INVENTORY: Teacher Instructions

1. Alphabet Names - "Tell me the name of these letters." 2. Consonant Sounds - "Tell me the sound that this letter makes." 3. Consonant Digraphs - "Tell me what sound these letters make

together.” 4. Consonant Blends - "Tell me what sound these letters make together.” 5. Name Vowels - DO NOT SHOW STUDENTS THESE LETTERS.

"Tell me the names of the letters we call vowels." 6. Vowel Sounds - DO NOT SHOW STUDENTS THESE WORDS."

Listen carefully to the words I say to you. Tell me the vowel you hear in each word."

7. Double Vowels - "Try to read these words. Not all of them are real words." Circle applies rule if child is able to complete this activity with 90% accuracy.

8. Final "e" Rule - "Do you know what happens when the vowel is in the middle of the word and the word ends with an 'e'? Circle knows rule if child can tell you the rule. "Try to read these words." Circle applies rule if the child is able to complete this activity with 90% accuracy.

9. Diphthongs - "Some vowels make their own special sounds. Read these words."

10.Short Vowels - "These are real words and make-believe words. Read each of these words using a short vowel sound."

11.Reversals - ":Read these words as quickly as you can." 12.Prefixes - "Sometimes we add a prefix to the beginning of a word. Read

these real and make-believe words." 13.Suffixes - "Sometimes we add a suffix to the end of the word. Read

these real and make-believe words." 14.Compound Words - "Do you know what we call two words that are put

together to make a new word? Read these real and make believe words." 15.Silent Letters - "Read these words." 16.Vowel + R - Read these real and make-believe words." 17.Syllabication - HAND THE STUDENT A PENCIL "Divide these

words into syllables (parts) with your pencil after I say the word."

PHONICS INVENTORY: Teacher Copy

Name Date

1. Alphabet Names

B  A  I  S  C  D  F  E  P  T  M  L  R  Z  J  U  H  G  W  X  Q  K V Y N O

r   o  n  f  l  m  y  t  v  k  p  z  i  a  j  u  s  h  b  g  w  f  d  x  e  c  q

2. Consonant Sounds

m  s  f  l  r  n  h  v  w  z  b  c  d  p  t  j  g  k  y  x  q

3. Consonant Digraphs

sh  ch  th  wh  ng  ph  tch

4. Consonant Blends

gr  sl  cr  pl  st  bl  fl  tr   cl  dr  gl  sp  fr  scr  str

5. Name the Vowels:

a  e  i  o  u6. Short Vowels (aural)

strip__  bunk__  trap__  block__  bread__

7. Double Vowels

teal  vie  shoal  seep  raid  ray  feast  fair  peel  moat

Circle: applies rule

8. Final "e"

fade  cube  cone  file  lane  tune  joke  wife

Circle: knows rule          Circle: applies rule

9. Dipthongs

maul  foil  cowl  soy  rout  awl  boon  rook

10. Short Vowels

Real words: hit rug lip bun tab van let rot sell log humPseudowords: fis  gud  hin  sut  jav  bam  nib  pud  nel  ruft  rist  sant

11. Reversals

pal   even  no  saw  raw  ten  tar  won  pot  rats  naptops  read  meat  lap  never  keep

12. Prefixes

Real words: retie display  index combat exact project unhookPseudowords: repan  conjump  inwell  dellike  enstand  combentungate  excry  proread  prehead

13. Suffixes

Real words: reading helper tallest nation blackness wonderful Pseudowords: smalling  booker  floorest  dation skimmance  meatnesschairly  waterful  burnaten  broukous

14. Compound Words

Real words: waterfall doghouse upstairs daybreak breakfastPseudowords: nightbank  dinnerplayer   basketmeat  broomfeatherpaperjumper  eatmobile  spaderoom  carthouse

15. Silent Letters

know  knit  write  wrong  walk  comb  lamb  mightgnaw  sleigh  high  half

16. Vowel + R

Real words: bird north hard ford berth sir harp hurl fern Pseudowords: flir  worb  vark  mer  burk

17. Syllabication

bombardment  combination  refreshment  establishment

revolver  entertain  calculate  cucumber

Adapted from Los Angeles County Office of Education: http://teams.lacoe.edu

PHONICS INVENTORY: Student Copy

1.

2.

3.

4.

5.     Names the Vowels

6.     Teacher reads and records short vowels

7.

8.

9.

10. hit rug lip bun tab van let rot sell

log hum

11.

12. retie display  index combat exact

project unhook

13. reading helper tallest nation

blackness wonderful

14. waterfall doghouse upstairs daybreak

breakfast

15.

16. bird north hard ford berth sir harp

hurl fern

17. Syllabication (copy for student to mark on)