Grade 3: Decoding, High Frequency Words and Spelling

Unless otherwise noted, assessments are appropriate for all students at this grade level. 

Skip to:  Letter Names and Sounds | San Diego Quick | High Frequency Words | Spelling Inventory

Decoding

Assessment: Decoding Assessment (2-3)

  • If you plan to conduct the assessment(s) in person, print student copies and present them one at a time. 
  • If you plan to conduct the assessment(s) virtually see the links below to access virtual student copies of the assessment.
  • Tell the student, “I’m going to show you some words. Some of the words are real words and some of the words are not real. Read each word. If you come to a word that you do not know, you may skip it and go on to the next word.” 
  • As students read each word, mark the cell to the right of the word with a check or note indicating the student’s response.
  • Use each section of the assessment you administer to make decisions about the instructional needs of your students.<

Letter Names and Sounds

Teachers may print and use the directions, forms, and tables referenced below for both the in-person and virtual assessments.

In-person assessment

  • Download or print the Really Great Reading Letter Knowledge Survey
  • Directions for administering and scoring the letter sounds portion of the assessment is located on pgs 4-5.
  • Directions for administering and scoring the letter name portion of the assessment is located on pgs 6-7.
  • The letter sounds student page for From A is located on pg. 8.
  • The lowercase letter name student page for From A is located on pg. 9.
  • The uppercase letter name student page for From A is located on pg. 10.
  • Form B materials are located on pgs. 12-14.
  • A table to support interpretation of the data teachers collect is located at the top of page 15.

Virtual Assessment

San Diego Quick

Teachers may print and use the directions and forms referenced below for both the in person and virtual assessments.

  • Download or print the San Diego Quick Assessment word identification test
  • Directions for administering and scoring the assessment and the teacher form are located on pgs 1-2.>
  • Student copies are located on pgs 3-9.

The following tools are available for administering assessments virtually: 

High Frequency Words

This assessment can be used diagnostically to evaluate students as needed at the beginning of the year (BOY), middle of the year (MOY), and at the end of the year (EOY). 

Teachers may print and use the directions, forms, and tables referenced above for both the in person and virtual assessments.

  • Download or print the Really Great Reading Sight Word Fluency Surveys
  • Directions for administering and scoring the assessment are located on pgs 4-6.
  • A table to support interpretation of the data teachers collect is located at the top of page 7.
  • The second grade assessment is on pg. 14 and the corresponding recording sheet is located on pg. 15.
  • The third grade assessment  is on pg. 16 and the corresponding recording sheet is located on pg. 17.

The following tools are available for administering assessments virtually: 

Spelling Inventory

  • Download or print the Intermediate Spelling Inventory
  • Directions for administering and scoring the assessment are provided along with the list of words.
  • If administering in person, provide the student with a blank sheet of paper and a pencil. 
  • If administering virtually, you and your students will need a virtual classroom organization platform (e.g., Seesaw) with touch screen technology.