Decoding, High Frequency Words, and Spelling (Grade 5)

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

Skip to: San Diego Quick Assessment | Decoding | Letter Names and Sounds

Spelling Inventory

This assessment can be used diagnostically to evaluate students as needed.

  • If you plan to conduct this assessment in person or virtually, print or download the Upper Level Spelling Inventory (USI). 
  • 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. 

San Diego Quick Assessment (4-5)

This assessment can be used diagnostically to evaluate students as needed.

  • If you plan to conduct this assessment in person, view or download the San Diego Quick Assessment. 
  • 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. 
  • To access the virtual fifth grade assessment, view or download the San Diego Quick Fifth Grade List.  
  • Teachers may print and use the directions and forms referenced above for both the in-person and virtual assessments. 

Decoding

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).

  • Determine which assessment(s) you plan to administer based on the time of year (i.e., beginning, middle, or end) and student need. 
  • 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, use the Decoding Assessments document (view, save a copy or download). 
  • 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

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).

  • If you plan to conduct this assessment in person, print or download the Really Great Reading Letter Knowledge Survey, Forms A & B. 
  • 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 Form A is located on pg. 8.
  • The lowercase letter name student page for Form A is located on pg. 9.
  • The uppercase letter name student page for Form 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 Student Pages

Form A

Form B

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