Unless otherwise noted, assessments are appropriate for all students at this grade level.
Skip to Phonological Segmentation
Phoneme Segmentation, Deletion, and Substitution
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).
- Download or print the Really Great Reading Phonological Awareness Survey
Phoneme segmentation
- Go to the bottom of page 10 (Segmenting Three Phonemes) to the top of page 11 (Segmenting Four Phonemes) for teacher script.
- Go to page 19 to access the Form A recording form.
- Go to page 27 to access the Form B recording form.
- A table to support interpretation of the data teachers collect is located at the top of page 29.
- For virtual assessment, use thePhonemes in Words Student Copy
Phoneme deletion
- Go to the bottom of page 11 for teacher directions.
- Go to page 20 to access the Form A recording form.
- Go to page 28 to access the Form B recording form.
- For virtual assessment, use the Deleting/Substituting Phonemes student copy.
Phoneme substitution
- Go to the top of Page 12 for teacher directions.
- Go to page 20 to access the Form A recording form.
- Go to page 28 to access the Form B recording form.
- For virtual assessment, use the Deleting/Substituting Phonemes student copy.
Phonological Segmentation
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).
Words in a Sentence; Syllables in a Word
- Download or print the Quick Phonological Awareness Screening (QPAS)
- Frequently asked questions are located on page 1.
- Training items are located on page 2 for any students who may need supplemental prompting.
- The word awareness and syllable awareness items are located on pages 3-4.
- A recording form is located on page 6.
If you plan to administer the assessment virtually, use the Words in a Sentence; Syllables in a Word student copy. Slide one contains “blocks” that students may move to demonstrate word awareness. Slide two contains “blocks” that students may move to demonstrate syllable awareness.