KINDERGARTEN –

3RD GRADE

DDM
DDM DECODING
PHONEMIC AWA
PHONEMIC AWARENESS
Dynamic Decoding Measures
Dynamic Decoding Measures

Douglas B. Petersen
Trina D. Spencer

Progress Monitoring Protocols

School: Name:

Teacher: Date of Birth: Grade:

© 2016 Language Dynamics Group, LLC. | www.LanguageDynamicsGroup.com

DDM PHONEMIC AWARENESS
Dynamic Decoding Measures
Progress Montoring: 1

Child/ID: _____________________ Teacher: _____________________ School: _____________________ Examiner: _____________________ Date: ___________

TARGET 1: Phoneme Segmentation

Say: “I’m going to say a word. After I say it, Have the student tell you Prompt for each word:
you tell me all the sounds in the word. the sounds in each of the “Tell me all the sounds in ___.“
For example, if I say ‘stop’, you will say following words. Circle
so /s/ /o/ 0 1 2
/s/ /t/ /o/ /p/.” the correct sounds
Say: “Let’s try a different one: Tell me all the /s/ /o/ and circle the key /k/ /ea/ 0 1 2
sounds in ‘map’.” number of sounds said
pain /p/ /ai/ /n/ 0 1 2 3
• If student clearly separates each sound correctly for each
in ‘map’, (/m/ /a/ /p/), you say, “That’s word. dog /d/ /o/ /g/ 0 1 2 3
Discontinue Rule: If the bought /b/ /o/ /t/ 0 1 2 3
• If student gives other response, or does student does not say all the
not clearly separate sounds, say, “The sounds in three consecutive
gas /g/ /a/ /s/ 0 1 2 3
sounds in ‘map’ are /m/ /a/ /p/. Try it words, STOP and administer last /l/ /a/ /s/ /t/ 0 1 2 3 4
again. Tell me all the sounds in ‘map’.” Target 2.
spice /s/ /p/ /ie/ /s/ 0 1 2 3 4
Say: “OK. Lets do some more.” Begin the test, Next Target: If student’s
starting with ‘so’. score is not at benchmark, blame /b/ /l/ /ai/ /m/ 0 1 2 3 4
Corrective Prompt (as needed): “Say all the go to Target 2 (see pest /p/ /e/ /s/ /t/ 0 1 2 3 4
sounds in the word, not the letter names.” Mark Benchmark table).
as incorrect, then go to next word. TOTAL CORRECT PHONEMES /32

TARGET 2: First Sounds

Say: “Listen to me say this word: ‘mat’. The Have the student tell you the first Prompt for each word:
first sound you hear in that word is sound in each of the following “What is the first sound you hear in the word ___?”
/mmm/.” words. Circle the correct score to
the right of the word (see Scoring boat /b/ 0 1 2
Say: “Say the first sound in ‘mat’ with me
(/mmm/).” Key below). jet /j/ 0 1 2
Say: “What is the first sound you hear in the Discontinue Rule: If student cut /c/ 0 1 2
word ‘mat’?” Correct if necessary. scores 0 on four consecutive words, rot /r/ 0 1 2
Say: “That’s right, /mmm/ is the first sound in STOP and administer Target 3.
net /n/ 0 1 2
the word ‘mat’.” Next Target: If student’s score is
pail /p/ 0 1 2
Say: “Now I’m going to say some more 17 or lower, go to Target 3.
words. You tell me the first sound you last /l/ 0 1 2
hear in each word.” dump /d/ 0 1 2
SCORING KEY
Corrective Prompt (as needed): “Remember stop /s/ 0 1 2
First Sound Correct 2
to say the first sound in the word, not the letter grub /g/ 0 1 2
name.” Mark as incorrect, then go to next First & Second Sounds Together 1
word. Incorrect 0
TOTAL SCORE /20

TARGET 3: Phoneme Blending

Say: “I'm going to say a word the slow way Have the student say the word fast after you Prompt for each word:
and then I’m going to say it the fast say it slowly. Continuous sounds (e.g., /m/) “I say the word slow, you say it fast.”
way. Listen, /sssuuunnn/ ‘sun’.” (~2 should be sounded out for approximately 2
seconds for each sound) seconds. Circle the correct score to the right rain 0 1 2
Say: “Now I'm going to say the word the of the word (see Scoring Key below). sin 0 1 2
slow way and you say it the fast way. moose 0 1 2
Ready. sssuuunnn." SCORING KEY
Student says, ‘sun’. Correct if necessary. main 0 1 2
Entire Word Fast 2
Say: “Now I’m going to say more words the snow 0 1 2
slow way. You say the words fast.” Part of Word Fast 1
(No Corrective Prompt) Incorrect 0 TOTAL SCORE /10

Benchmark Grade Benchmark Period Phoneme Segmentation

Preschool Spring 13
Kindergarten Fall 27
Kindergarten Winter 28
Kindergarten Spring 29
First Grade Fall, Winter, Spring 29

© 2016 Language Dynamics Group, LLC. | www.LanguageDynamicsGroup.com
DDM PHONEMIC AWARENESS
Dynamic Decoding Measures
Progress Montoring: 2

Child/ID: _____________________ Teacher: _____________________ School: _____________________ Examiner: _____________________ Date: ___________

TARGET 1: Phoneme Segmentation

Say: “I’m going to say a word. After I say it, Have the student tell you Prompt for each word:
you tell me all the sounds in the word. the sounds in each of the “Tell me all the sounds in ___.“
For example, if I say ‘stop’, you will say following words. Circle
so /s/ /o/ 0 1 2
/s/ /t/ /o/ /p/.” the correct sounds
Say: “Let’s try a different one: Tell me all the /s/ /o/ and circle the key /k/ /ea/ 0 1 2
sounds in ‘map’.” number of sounds said
pain /p/ /ai/ /n/ 0 1 2 3
• If student clearly separates each sound correctly for each
in ‘map’, (/m/ /a/ /p/), you say, “That’s word. dog /d/ /o/ /g/ 0 1 2 3
Discontinue Rule: If the bought /b/ /o/ /t/ 0 1 2 3
• If student gives other response, or does student does not say all the
not clearly separate sounds, say, “The sounds in three consecutive
gas /g/ /a/ /s/ 0 1 2 3
sounds in ‘map’ are /m/ /a/ /p/. Try it words, STOP and administer last /l/ /a/ /s/ /t/ 0 1 2 3 4
again. Tell me all the sounds in ‘map’.” Target 2.
spice /s/ /p/ /ie/ /s/ 0 1 2 3 4
Say: “OK. Lets do some more.” Begin the test, Next Target: If student’s
starting with ‘so’. score is not at benchmark, blame /b/ /l/ /ai/ /m/ 0 1 2 3 4
Corrective Prompt (as needed): “Say all the go to Target 2 (see pest /p/ /e/ /s/ /t/ 0 1 2 3 4
sounds in the word, not the letter names.” Mark Benchmark table).
as incorrect, then go to next word. TOTAL CORRECT PHONEMES /32

TARGET 2: First Sounds

Say: “Listen to me say this word: ‘mat’. The Have the student tell you the first Prompt for each word:
first sound you hear in that word is sound in each of the following “What is the first sound you hear in the word ___?”
/mmm/.” words. Circle the correct score to
the right of the word (see Scoring boat /b/ 0 1 2
Say: “Say the first sound in ‘mat’ with me
(/mmm/).” Key below). jet /j/ 0 1 2
Say: “What is the first sound you hear in the Discontinue Rule: If student cut /c/ 0 1 2
word ‘mat’?” Correct if necessary. scores 0 on four consecutive words, rot /r/ 0 1 2
Say: “That’s right, /mmm/ is the first sound in STOP and administer Target 3.
net /n/ 0 1 2
the word ‘mat’.” Next Target: If student’s score is
pail /p/ 0 1 2
Say: “Now I’m going to say some more 17 or lower, go to Target 3.
words. You tell me the first sound you last /l/ 0 1 2
hear in each word.” dump /d/ 0 1 2
SCORING KEY
Corrective Prompt (as needed): “Remember stop /s/ 0 1 2
First Sound Correct 2
to say the first sound in the word, not the letter grub /g/ 0 1 2
name.” Mark as incorrect, then go to next First & Second Sounds Together 1
word. Incorrect 0
TOTAL SCORE /20

TARGET 3: Phoneme Blending

Say: “I'm going to say a word the slow way Have the student say the word fast after you Prompt for each word:
and then I’m going to say it the fast say it slowly. Continuous sounds (e.g., /m/) “I say the word slow, you say it fast.”
way. Listen, /sssuuunnn/ ‘sun’.” (~2 should be sounded out for approximately 2
seconds for each sound) seconds. Circle the correct score to the right rain 0 1 2
Say: “Now I'm going to say the word the of the word (see Scoring Key below). sin 0 1 2
slow way and you say it the fast way. moose 0 1 2
Ready. sssuuunnn." SCORING KEY
Student says, ‘sun’. Correct if necessary. main 0 1 2
Entire Word Fast 2
Say: “Now I’m going to say more words the snow 0 1 2
slow way. You say the words fast.” Part of Word Fast 1
(No Corrective Prompt) Incorrect 0 TOTAL SCORE /10

Benchmark Grade Benchmark Period Phoneme Segmentation

Preschool Spring 13
Kindergarten Fall 27
Kindergarten Winter 28
Kindergarten Spring 29
First Grade Fall, Winter, Spring 29

© 2016 Language Dynamics Group, LLC. | www.LanguageDynamicsGroup.com
DDM PHONEMIC AWARENESS
Dynamic Decoding Measures
Progress Montoring: 3

Child/ID: _____________________ Teacher: _____________________ School: _____________________ Examiner: _____________________ Date: ___________

TARGET 1: Phoneme Segmentation

Say: “I’m going to say a word. After I say it, Have the student tell you Prompt for each word:
you tell me all the sounds in the word. the sounds in each of the “Tell me all the sounds in ___.“
For example, if I say ‘stop’, you will say following words. Circle
so /s/ /o/ 0 1 2
/s/ /t/ /o/ /p/.” the correct sounds
Say: “Let’s try a different one: Tell me all the /s/ /o/ and circle the key /k/ /ea/ 0 1 2
sounds in ‘map’.” number of sounds said
pain /p/ /ai/ /n/ 0 1 2 3
• If student clearly separates each sound correctly for each
in ‘map’, (/m/ /a/ /p/), you say, “That’s word. dog /d/ /o/ /g/ 0 1 2 3
Discontinue Rule: If the bought /b/ /o/ /t/ 0 1 2 3
• If student gives other response, or does student does not say all the
not clearly separate sounds, say, “The sounds in three consecutive
gas /g/ /a/ /s/ 0 1 2 3
sounds in ‘map’ are /m/ /a/ /p/. Try it words, STOP and administer last /l/ /a/ /s/ /t/ 0 1 2 3 4
again. Tell me all the sounds in ‘map’.” Target 2.
spice /s/ /p/ /ie/ /s/ 0 1 2 3 4
Say: “OK. Lets do some more.” Begin the test, Next Target: If student’s
starting with ‘so’. score is not at benchmark, blame /b/ /l/ /ai/ /m/ 0 1 2 3 4
Corrective Prompt (as needed): “Say all the go to Target 2 (see pest /p/ /e/ /s/ /t/ 0 1 2 3 4
sounds in the word, not the letter names.” Mark Benchmark table).
as incorrect, then go to next word. TOTAL CORRECT PHONEMES /32

TARGET 2: First Sounds

Say: “Listen to me say this word: ‘mat’. The Have the student tell you the first Prompt for each word:
first sound you hear in that word is sound in each of the following “What is the first sound you hear in the word ___?”
/mmm/.” words. Circle the correct score to
the right of the word (see Scoring boat /b/ 0 1 2
Say: “Say the first sound in ‘mat’ with me
(/mmm/).” Key below). jet /j/ 0 1 2
Say: “What is the first sound you hear in the Discontinue Rule: If student cut /c/ 0 1 2
word ‘mat’?” Correct if necessary. scores 0 on four consecutive words, rot /r/ 0 1 2
Say: “That’s right, /mmm/ is the first sound in STOP and administer Target 3.
net /n/ 0 1 2
the word ‘mat’.” Next Target: If student’s score is
pail /p/ 0 1 2
Say: “Now I’m going to say some more 17 or lower, go to Target 3.
words. You tell me the first sound you last /l/ 0 1 2
hear in each word.” dump /d/ 0 1 2
SCORING KEY
Corrective Prompt (as needed): “Remember stop /s/ 0 1 2
First Sound Correct 2
to say the first sound in the word, not the letter grub /g/ 0 1 2
name.” Mark as incorrect, then go to next First & Second Sounds Together 1
word. Incorrect 0
TOTAL SCORE /20

TARGET 3: Phoneme Blending

Say: “I'm going to say a word the slow way Have the student say the word fast after you Prompt for each word:
and then I’m going to say it the fast say it slowly. Continuous sounds (e.g., /m/) “I say the word slow, you say it fast.”
way. Listen, /sssuuunnn/ ‘sun’.” (~2 should be sounded out for approximately 2
seconds for each sound) seconds. Circle the correct score to the right rain 0 1 2
Say: “Now I'm going to say the word the of the word (see Scoring Key below). sin 0 1 2
slow way and you say it the fast way. moose 0 1 2
Ready. sssuuunnn." SCORING KEY
Student says, ‘sun’. Correct if necessary. main 0 1 2
Entire Word Fast 2
Say: “Now I’m going to say more words the snow 0 1 2
slow way. You say the words fast.” Part of Word Fast 1
(No Corrective Prompt) Incorrect 0 TOTAL SCORE /10

Benchmark Grade Benchmark Period Phoneme Segmentation

Preschool Spring 13
Kindergarten Fall 27
Kindergarten Winter 28
Kindergarten Spring 29
First Grade Fall, Winter, Spring 29

© 2016 Language Dynamics Group, LLC. | www.LanguageDynamicsGroup.com
DDM PHONEMIC AWARENESS
Dynamic Decoding Measures
Progress Montoring: 4

Child/ID: _____________________ Teacher: _____________________ School: _____________________ Examiner: _____________________ Date: ___________

TARGET 1: Phoneme Segmentation

Say: “I’m going to say a word. After I say it, Have the student tell you Prompt for each word:
you tell me all the sounds in the word. the sounds in each of the “Tell me all the sounds in ___.“
For example, if I say ‘stop’, you will say following words. Circle
so /s/ /o/ 0 1 2
/s/ /t/ /o/ /p/.” the correct sounds
Say: “Let’s try a different one: Tell me all the /s/ /o/ and circle the key /k/ /ea/ 0 1 2
sounds in ‘map’.” number of sounds said
pain /p/ /ai/ /n/ 0 1 2 3
• If student clearly separates each sound correctly for each
in ‘map’, (/m/ /a/ /p/), you say, “That’s word. dog /d/ /o/ /g/ 0 1 2 3
Discontinue Rule: If the bought /b/ /o/ /t/ 0 1 2 3
• If student gives other response, or does student does not say all the
not clearly separate sounds, say, “The sounds in three consecutive
gas /g/ /a/ /s/ 0 1 2 3
sounds in ‘map’ are /m/ /a/ /p/. Try it words, STOP and administer last /l/ /a/ /s/ /t/ 0 1 2 3 4
again. Tell me all the sounds in ‘map’.” Target 2.
spice /s/ /p/ /ie/ /s/ 0 1 2 3 4
Say: “OK. Lets do some more.” Begin the test, Next Target: If student’s
starting with ‘so’. score is not at benchmark, blame /b/ /l/ /ai/ /m/ 0 1 2 3 4
Corrective Prompt (as needed): “Say all the go to Target 2 (see pest /p/ /e/ /s/ /t/ 0 1 2 3 4
sounds in the word, not the letter names.” Mark Benchmark table).
as incorrect, then go to next word. TOTAL CORRECT PHONEMES /32

TARGET 2: First Sounds

Say: “Listen to me say this word: ‘mat’. The Have the student tell you the first Prompt for each word:
first sound you hear in that word is sound in each of the following “What is the first sound you hear in the word ___?”
/mmm/.” words. Circle the correct score to
the right of the word (see Scoring boat /b/ 0 1 2
Say: “Say the first sound in ‘mat’ with me
(/mmm/).” Key below). jet /j/ 0 1 2
Say: “What is the first sound you hear in the Discontinue Rule: If student cut /c/ 0 1 2
word ‘mat’?” Correct if necessary. scores 0 on four consecutive words, rot /r/ 0 1 2
Say: “That’s right, /mmm/ is the first sound in STOP and administer Target 3.
net /n/ 0 1 2
the word ‘mat’.” Next Target: If student’s score is
pail /p/ 0 1 2
Say: “Now I’m going to say some more 17 or lower, go to Target 3.
words. You tell me the first sound you last /l/ 0 1 2
hear in each word.” dump /d/ 0 1 2
SCORING KEY
Corrective Prompt (as needed): “Remember stop /s/ 0 1 2
First Sound Correct 2
to say the first sound in the word, not the letter grub /g/ 0 1 2
name.” Mark as incorrect, then go to next First & Second Sounds Together 1
word. Incorrect 0
TOTAL SCORE /20

TARGET 3: Phoneme Blending

Say: “I'm going to say a word the slow way Have the student say the word fast after you Prompt for each word:
and then I’m going to say it the fast say it slowly. Continuous sounds (e.g., /m/) “I say the word slow, you say it fast.”
way. Listen, /sssuuunnn/ ‘sun’.” (~2 should be sounded out for approximately 2
seconds for each sound) seconds. Circle the correct score to the right rain 0 1 2
Say: “Now I'm going to say the word the of the word (see Scoring Key below). sin 0 1 2
slow way and you say it the fast way. moose 0 1 2
Ready. sssuuunnn." SCORING KEY
Student says, ‘sun’. Correct if necessary. main 0 1 2
Entire Word Fast 2
Say: “Now I’m going to say more words the snow 0 1 2
slow way. You say the words fast.” Part of Word Fast 1
(No Corrective Prompt) Incorrect 0 TOTAL SCORE /10

Benchmark Grade Benchmark Period Phoneme Segmentation

Preschool Spring 13
Kindergarten Fall 27
Kindergarten Winter 28
Kindergarten Spring 29
First Grade Fall, Winter, Spring 29

© 2016 Language Dynamics Group, LLC. | www.LanguageDynamicsGroup.com
DDM PHONEMIC AWARENESS
Dynamic Decoding Measures
Progress Montoring: 5

Child/ID: _____________________ Teacher: _____________________ School: _____________________ Examiner: _____________________ Date: ___________

TARGET 1: Phoneme Segmentation

Say: “I’m going to say a word. After I say it, Have the student tell you Prompt for each word:
you tell me all the sounds in the word. the sounds in each of the “Tell me all the sounds in ___.“
For example, if I say ‘stop’, you will say following words. Circle
so /s/ /o/ 0 1 2
/s/ /t/ /o/ /p/.” the correct sounds
Say: “Let’s try a different one: Tell me all the /s/ /o/ and circle the key /k/ /ea/ 0 1 2
sounds in ‘map’.” number of sounds said
pain /p/ /ai/ /n/ 0 1 2 3
• If student clearly separates each sound correctly for each
in ‘map’, (/m/ /a/ /p/), you say, “That’s word. dog /d/ /o/ /g/ 0 1 2 3
Discontinue Rule: If the bought /b/ /o/ /t/ 0 1 2 3
• If student gives other response, or does student does not say all the
not clearly separate sounds, say, “The sounds in three consecutive
gas /g/ /a/ /s/ 0 1 2 3
sounds in ‘map’ are /m/ /a/ /p/. Try it words, STOP and administer last /l/ /a/ /s/ /t/ 0 1 2 3 4
again. Tell me all the sounds in ‘map’.” Target 2.
spice /s/ /p/ /ie/ /s/ 0 1 2 3 4
Say: “OK. Lets do some more.” Begin the test, Next Target: If student’s
starting with ‘so’. score is not at benchmark, blame /b/ /l/ /ai/ /m/ 0 1 2 3 4
Corrective Prompt (as needed): “Say all the go to Target 2 (see pest /p/ /e/ /s/ /t/ 0 1 2 3 4
sounds in the word, not the letter names.” Mark Benchmark table).
as incorrect, then go to next word. TOTAL CORRECT PHONEMES /32

TARGET 2: First Sounds

Say: “Listen to me say this word: ‘mat’. The Have the student tell you the first Prompt for each word:
first sound you hear in that word is sound in each of the following “What is the first sound you hear in the word ___?”
/mmm/.” words. Circle the correct score to
the right of the word (see Scoring boat /b/ 0 1 2
Say: “Say the first sound in ‘mat’ with me
(/mmm/).” Key below). jet /j/ 0 1 2
Say: “What is the first sound you hear in the Discontinue Rule: If student cut /c/ 0 1 2
word ‘mat’?” Correct if necessary. scores 0 on four consecutive words, rot /r/ 0 1 2
Say: “That’s right, /mmm/ is the first sound in STOP and administer Target 3.
net /n/ 0 1 2
the word ‘mat’.” Next Target: If student’s score is
pail /p/ 0 1 2
Say: “Now I’m going to say some more 17 or lower, go to Target 3.
words. You tell me the first sound you last /l/ 0 1 2
hear in each word.” dump /d/ 0 1 2
SCORING KEY
Corrective Prompt (as needed): “Remember stop /s/ 0 1 2
First Sound Correct 2
to say the first sound in the word, not the letter grub /g/ 0 1 2
name.” Mark as incorrect, then go to next First & Second Sounds Together 1
word. Incorrect 0
TOTAL SCORE /20

TARGET 3: Phoneme Blending

Say: “I'm going to say a word the slow way Have the student say the word fast after you Prompt for each word:
and then I’m going to say it the fast say it slowly. Continuous sounds (e.g., /m/) “I say the word slow, you say it fast.”
way. Listen, /sssuuunnn/ ‘sun’.” (~2 should be sounded out for approximately 2
seconds for each sound) seconds. Circle the correct score to the right rain 0 1 2
Say: “Now I'm going to say the word the of the word (see Scoring Key below). sin 0 1 2
slow way and you say it the fast way. moose 0 1 2
Ready. sssuuunnn." SCORING KEY
Student says, ‘sun’. Correct if necessary. main 0 1 2
Entire Word Fast 2
Say: “Now I’m going to say more words the snow 0 1 2
slow way. You say the words fast.” Part of Word Fast 1
(No Corrective Prompt) Incorrect 0 TOTAL SCORE /10

Benchmark Grade Benchmark Period Phoneme Segmentation

Preschool Spring 13
Kindergarten Fall 27
Kindergarten Winter 28
Kindergarten Spring 29
First Grade Fall, Winter, Spring 29

© 2016 Language Dynamics Group, LLC. | www.LanguageDynamicsGroup.com
DDM PHONEMIC AWARENESS
Dynamic Decoding Measures
Progress Montoring: 6

Child/ID: _____________________ Teacher: _____________________ School: _____________________ Examiner: _____________________ Date: ___________

TARGET 1: Phoneme Segmentation

Say: “I’m going to say a word. After I say it, Have the student tell you Prompt for each word:
you tell me all the sounds in the word. the sounds in each of the “Tell me all the sounds in ___.“
For example, if I say ‘stop’, you will say following words. Circle
so /s/ /o/ 0 1 2
/s/ /t/ /o/ /p/.” the correct sounds
Say: “Let’s try a different one: Tell me all the /s/ /o/ and circle the key /k/ /ea/ 0 1 2
sounds in ‘map’.” number of sounds said
pain /p/ /ai/ /n/ 0 1 2 3
• If student clearly separates each sound correctly for each
in ‘map’, (/m/ /a/ /p/), you say, “That’s word. dog /d/ /o/ /g/ 0 1 2 3
Discontinue Rule: If the bought /b/ /o/ /t/ 0 1 2 3
• If student gives other response, or does student does not say all the
not clearly separate sounds, say, “The sounds in three consecutive
gas /g/ /a/ /s/ 0 1 2 3
sounds in ‘map’ are /m/ /a/ /p/. Try it words, STOP and administer last /l/ /a/ /s/ /t/ 0 1 2 3 4
again. Tell me all the sounds in ‘map’.” Target 2.
spice /s/ /p/ /ie/ /s/ 0 1 2 3 4
Say: “OK. Lets do some more.” Begin the test, Next Target: If student’s
starting with ‘so’. score is not at benchmark, blame /b/ /l/ /ai/ /m/ 0 1 2 3 4
Corrective Prompt (as needed): “Say all the go to Target 2 (see pest /p/ /e/ /s/ /t/ 0 1 2 3 4
sounds in the word, not the letter names.” Mark Benchmark table).
as incorrect, then go to next word. TOTAL CORRECT PHONEMES /32

TARGET 2: First Sounds

Say: “Listen to me say this word: ‘mat’. The Have the student tell you the first Prompt for each word:
first sound you hear in that word is sound in each of the following “What is the first sound you hear in the word ___?”
/mmm/.” words. Circle the correct score to
the right of the word (see Scoring boat /b/ 0 1 2
Say: “Say the first sound in ‘mat’ with me
(/mmm/).” Key below). jet /j/ 0 1 2
Say: “What is the first sound you hear in the Discontinue Rule: If student cut /c/ 0 1 2
word ‘mat’?” Correct if necessary. scores 0 on four consecutive words, rot /r/ 0 1 2
Say: “That’s right, /mmm/ is the first sound in STOP and administer Target 3.
net /n/ 0 1 2
the word ‘mat’.” Next Target: If student’s score is
pail /p/ 0 1 2
Say: “Now I’m going to say some more 17 or lower, go to Target 3.
words. You tell me the first sound you last /l/ 0 1 2
hear in each word.” dump /d/ 0 1 2
SCORING KEY
Corrective Prompt (as needed): “Remember stop /s/ 0 1 2
First Sound Correct 2
to say the first sound in the word, not the letter grub /g/ 0 1 2
name.” Mark as incorrect, then go to next First & Second Sounds Together 1
word. Incorrect 0
TOTAL SCORE /20

TARGET 3: Phoneme Blending

Say: “I'm going to say a word the slow way Have the student say the word fast after you Prompt for each word:
and then I’m going to say it the fast say it slowly. Continuous sounds (e.g., /m/) “I say the word slow, you say it fast.”
way. Listen, /sssuuunnn/ ‘sun’.” (~2 should be sounded out for approximately 2
seconds for each sound) seconds. Circle the correct score to the right rain 0 1 2
Say: “Now I'm going to say the word the of the word (see Scoring Key below). sin 0 1 2
slow way and you say it the fast way. moose 0 1 2
Ready. sssuuunnn." SCORING KEY
Student says, ‘sun’. Correct if necessary. main 0 1 2
Entire Word Fast 2
Say: “Now I’m going to say more words the snow 0 1 2
slow way. You say the words fast.” Part of Word Fast 1
(No Corrective Prompt) Incorrect 0 TOTAL SCORE /10

Benchmark Grade Benchmark Period Phoneme Segmentation

Preschool Spring 13
Kindergarten Fall 27
Kindergarten Winter 28
Kindergarten Spring 29
First Grade Fall, Winter, Spring 29

© 2016 Language Dynamics Group, LLC. | www.LanguageDynamicsGroup.com
DDM PHONEMIC AWARENESS
Dynamic Decoding Measures
Progress Montoring: 7

Child/ID: _____________________ Teacher: _____________________ School: _____________________ Examiner: _____________________ Date: ___________

TARGET 1: Phoneme Segmentation

Say: “I’m going to say a word. After I say it, Have the student tell you Prompt for each word:
you tell me all the sounds in the word. the sounds in each of the “Tell me all the sounds in ___.“
For example, if I say ‘stop’, you will say following words. Circle
so /s/ /o/ 0 1 2
/s/ /t/ /o/ /p/.” the correct sounds
Say: “Let’s try a different one: Tell me all the /s/ /o/ and circle the key /k/ /ea/ 0 1 2
sounds in ‘map’.” number of sounds said
pain /p/ /ai/ /n/ 0 1 2 3
• If student clearly separates each sound correctly for each
in ‘map’, (/m/ /a/ /p/), you say, “That’s word. dog /d/ /o/ /g/ 0 1 2 3
Discontinue Rule: If the bought /b/ /o/ /t/ 0 1 2 3
• If student gives other response, or does student does not say all the
not clearly separate sounds, say, “The sounds in three consecutive
gas /g/ /a/ /s/ 0 1 2 3
sounds in ‘map’ are /m/ /a/ /p/. Try it words, STOP and administer last /l/ /a/ /s/ /t/ 0 1 2 3 4
again. Tell me all the sounds in ‘map’.” Target 2.
spice /s/ /p/ /ie/ /s/ 0 1 2 3 4
Say: “OK. Lets do some more.” Begin the test, Next Target: If student’s
starting with ‘so’. score is not at benchmark, blame /b/ /l/ /ai/ /m/ 0 1 2 3 4
Corrective Prompt (as needed): “Say all the go to Target 2 (see pest /p/ /e/ /s/ /t/ 0 1 2 3 4
sounds in the word, not the letter names.” Mark Benchmark table).
as incorrect, then go to next word. TOTAL CORRECT PHONEMES /32

TARGET 2: First Sounds

Say: “Listen to me say this word: ‘mat’. The Have the student tell you the first Prompt for each word:
first sound you hear in that word is sound in each of the following “What is the first sound you hear in the word ___?”
/mmm/.” words. Circle the correct score to
the right of the word (see Scoring boat /b/ 0 1 2
Say: “Say the first sound in ‘mat’ with me
(/mmm/).” Key below). jet /j/ 0 1 2
Say: “What is the first sound you hear in the Discontinue Rule: If student cut /c/ 0 1 2
word ‘mat’?” Correct if necessary. scores 0 on four consecutive words, rot /r/ 0 1 2
Say: “That’s right, /mmm/ is the first sound in STOP and administer Target 3.
net /n/ 0 1 2
the word ‘mat’.” Next Target: If student’s score is
pail /p/ 0 1 2
Say: “Now I’m going to say some more 17 or lower, go to Target 3.
words. You tell me the first sound you last /l/ 0 1 2
hear in each word.” dump /d/ 0 1 2
SCORING KEY
Corrective Prompt (as needed): “Remember stop /s/ 0 1 2
First Sound Correct 2
to say the first sound in the word, not the letter grub /g/ 0 1 2
name.” Mark as incorrect, then go to next First & Second Sounds Together 1
word. Incorrect 0
TOTAL SCORE /20

TARGET 3: Phoneme Blending

Say: “I'm going to say a word the slow way Have the student say the word fast after you Prompt for each word:
and then I’m going to say it the fast say it slowly. Continuous sounds (e.g., /m/) “I say the word slow, you say it fast.”
way. Listen, /sssuuunnn/ ‘sun’.” (~2 should be sounded out for approximately 2
seconds for each sound) seconds. Circle the correct score to the right rain 0 1 2
Say: “Now I'm going to say the word the of the word (see Scoring Key below). sin 0 1 2
slow way and you say it the fast way. moose 0 1 2
Ready. sssuuunnn." SCORING KEY
Student says, ‘sun’. Correct if necessary. main 0 1 2
Entire Word Fast 2
Say: “Now I’m going to say more words the snow 0 1 2
slow way. You say the words fast.” Part of Word Fast 1
(No Corrective Prompt) Incorrect 0 TOTAL SCORE /10

Benchmark Grade Benchmark Period Phoneme Segmentation

Preschool Spring 13
Kindergarten Fall 27
Kindergarten Winter 28
Kindergarten Spring 29
First Grade Fall, Winter, Spring 29

© 2016 Language Dynamics Group, LLC. | www.LanguageDynamicsGroup.com
DDM PHONEMIC AWARENESS
Dynamic Decoding Measures
Progress Montoring: 8

Child/ID: _____________________ Teacher: _____________________ School: _____________________ Examiner: _____________________ Date: ___________

TARGET 1: Phoneme Segmentation

Say: “I’m going to say a word. After I say it, Have the student tell you Prompt for each word:
you tell me all the sounds in the word. the sounds in each of the “Tell me all the sounds in ___.“
For example, if I say ‘stop’, you will say following words. Circle
so /s/ /o/ 0 1 2
/s/ /t/ /o/ /p/.” the correct sounds
Say: “Let’s try a different one: Tell me all the /s/ /o/ and circle the key /k/ /ea/ 0 1 2
sounds in ‘map’.” number of sounds said
pain /p/ /ai/ /n/ 0 1 2 3
• If student clearly separates each sound correctly for each
in ‘map’, (/m/ /a/ /p/), you say, “That’s word. dog /d/ /o/ /g/ 0 1 2 3
Discontinue Rule: If the bought /b/ /o/ /t/ 0 1 2 3
• If student gives other response, or does student does not say all the
not clearly separate sounds, say, “The sounds in three consecutive
gas /g/ /a/ /s/ 0 1 2 3
sounds in ‘map’ are /m/ /a/ /p/. Try it words, STOP and administer last /l/ /a/ /s/ /t/ 0 1 2 3 4
again. Tell me all the sounds in ‘map’.” Target 2.
spice /s/ /p/ /ie/ /s/ 0 1 2 3 4
Say: “OK. Lets do some more.” Begin the test, Next Target: If student’s
starting with ‘so’. score is not at benchmark, blame /b/ /l/ /ai/ /m/ 0 1 2 3 4
Corrective Prompt (as needed): “Say all the go to Target 2 (see pest /p/ /e/ /s/ /t/ 0 1 2 3 4
sounds in the word, not the letter names.” Mark Benchmark table).
as incorrect, then go to next word. TOTAL CORRECT PHONEMES /32

TARGET 2: First Sounds

Say: “Listen to me say this word: ‘mat’. The Have the student tell you the first Prompt for each word:
first sound you hear in that word is sound in each of the following “What is the first sound you hear in the word ___?”
/mmm/.” words. Circle the correct score to
the right of the word (see Scoring boat /b/ 0 1 2
Say: “Say the first sound in ‘mat’ with me
(/mmm/).” Key below). jet /j/ 0 1 2
Say: “What is the first sound you hear in the Discontinue Rule: If student cut /c/ 0 1 2
word ‘mat’?” Correct if necessary. scores 0 on four consecutive words, rot /r/ 0 1 2
Say: “That’s right, /mmm/ is the first sound in STOP and administer Target 3.
net /n/ 0 1 2
the word ‘mat’.” Next Target: If student’s score is
pail /p/ 0 1 2
Say: “Now I’m going to say some more 17 or lower, go to Target 3.
words. You tell me the first sound you last /l/ 0 1 2
hear in each word.” dump /d/ 0 1 2
SCORING KEY
Corrective Prompt (as needed): “Remember stop /s/ 0 1 2
First Sound Correct 2
to say the first sound in the word, not the letter grub /g/ 0 1 2
name.” Mark as incorrect, then go to next First & Second Sounds Together 1
word. Incorrect 0
TOTAL SCORE /20

TARGET 3: Phoneme Blending

Say: “I'm going to say a word the slow way Have the student say the word fast after you Prompt for each word:
and then I’m going to say it the fast say it slowly. Continuous sounds (e.g., /m/) “I say the word slow, you say it fast.”
way. Listen, /sssuuunnn/ ‘sun’.” (~2 should be sounded out for approximately 2
seconds for each sound) seconds. Circle the correct score to the right rain 0 1 2
Say: “Now I'm going to say the word the of the word (see Scoring Key below). sin 0 1 2
slow way and you say it the fast way. moose 0 1 2
Ready. sssuuunnn." SCORING KEY
Student says, ‘sun’. Correct if necessary. main 0 1 2
Entire Word Fast 2
Say: “Now I’m going to say more words the snow 0 1 2
slow way. You say the words fast.” Part of Word Fast 1
(No Corrective Prompt) Incorrect 0 TOTAL SCORE /10

Benchmark Grade Benchmark Period Phoneme Segmentation

Preschool Spring 13
Kindergarten Fall 27
Kindergarten Winter 28
Kindergarten Spring 29
First Grade Fall, Winter, Spring 29

© 2016 Language Dynamics Group, LLC. | www.LanguageDynamicsGroup.com
DDM PHONEMIC AWARENESS
Dynamic Decoding Measures
Progress Montoring: 9

Child/ID: _____________________ Teacher: _____________________ School: _____________________ Examiner: _____________________ Date: ___________

TARGET 1: Phoneme Segmentation

Say: “I’m going to say a word. After I say it, Have the student tell you Prompt for each word:
you tell me all the sounds in the word. the sounds in each of the “Tell me all the sounds in ___.“
For example, if I say ‘stop’, you will say following words. Circle
so /s/ /o/ 0 1 2
/s/ /t/ /o/ /p/.” the correct sounds
Say: “Let’s try a different one: Tell me all the /s/ /o/ and circle the key /k/ /ea/ 0 1 2
sounds in ‘map’.” number of sounds said
pain /p/ /ai/ /n/ 0 1 2 3
• If student clearly separates each sound correctly for each
in ‘map’, (/m/ /a/ /p/), you say, “That’s word. dog /d/ /o/ /g/ 0 1 2 3
Discontinue Rule: If the bought /b/ /o/ /t/ 0 1 2 3
• If student gives other response, or does student does not say all the
not clearly separate sounds, say, “The sounds in three consecutive
gas /g/ /a/ /s/ 0 1 2 3
sounds in ‘map’ are /m/ /a/ /p/. Try it words, STOP and administer last /l/ /a/ /s/ /t/ 0 1 2 3 4
again. Tell me all the sounds in ‘map’.” Target 2.
spice /s/ /p/ /ie/ /s/ 0 1 2 3 4
Say: “OK. Lets do some more.” Begin the test, Next Target: If student’s
starting with ‘so’. score is not at benchmark, blame /b/ /l/ /ai/ /m/ 0 1 2 3 4
Corrective Prompt (as needed): “Say all the go to Target 2 (see pest /p/ /e/ /s/ /t/ 0 1 2 3 4
sounds in the word, not the letter names.” Mark Benchmark table).
as incorrect, then go to next word. TOTAL CORRECT PHONEMES /32

TARGET 2: First Sounds

Say: “Listen to me say this word: ‘mat’. The Have the student tell you the first Prompt for each word:
first sound you hear in that word is sound in each of the following “What is the first sound you hear in the word ___?”
/mmm/.” words. Circle the correct score to
the right of the word (see Scoring boat /b/ 0 1 2
Say: “Say the first sound in ‘mat’ with me
(/mmm/).” Key below). jet /j/ 0 1 2
Say: “What is the first sound you hear in the Discontinue Rule: If student cut /c/ 0 1 2
word ‘mat’?” Correct if necessary. scores 0 on four consecutive words, rot /r/ 0 1 2
Say: “That’s right, /mmm/ is the first sound in STOP and administer Target 3.
net /n/ 0 1 2
the word ‘mat’.” Next Target: If student’s score is
pail /p/ 0 1 2
Say: “Now I’m going to say some more 17 or lower, go to Target 3.
words. You tell me the first sound you last /l/ 0 1 2
hear in each word.” dump /d/ 0 1 2
SCORING KEY
Corrective Prompt (as needed): “Remember stop /s/ 0 1 2
First Sound Correct 2
to say the first sound in the word, not the letter grub /g/ 0 1 2
name.” Mark as incorrect, then go to next First & Second Sounds Together 1
word. Incorrect 0
TOTAL SCORE /20

TARGET 3: Phoneme Blending

Say: “I'm going to say a word the slow way Have the student say the word fast after you Prompt for each word:
and then I’m going to say it the fast say it slowly. Continuous sounds (e.g., /m/) “I say the word slow, you say it fast.”
way. Listen, /sssuuunnn/ ‘sun’.” (~2 should be sounded out for approximately 2
seconds for each sound) seconds. Circle the correct score to the right rain 0 1 2
Say: “Now I'm going to say the word the of the word (see Scoring Key below). sin 0 1 2
slow way and you say it the fast way. moose 0 1 2
Ready. sssuuunnn." SCORING KEY
Student says, ‘sun’. Correct if necessary. main 0 1 2
Entire Word Fast 2
Say: “Now I’m going to say more words the snow 0 1 2
slow way. You say the words fast.” Part of Word Fast 1
(No Corrective Prompt) Incorrect 0 TOTAL SCORE /10

Benchmark Grade Benchmark Period Phoneme Segmentation

Preschool Spring 13
Kindergarten Fall 27
Kindergarten Winter 28
Kindergarten Spring 29
First Grade Fall, Winter, Spring 29

© 2016 Language Dynamics Group, LLC. | www.LanguageDynamicsGroup.com
DDM PHONEMIC AWARENESS
Dynamic Decoding Measures
Progress Montoring: 10

Child/ID: _____________________ Teacher: _____________________ School: _____________________ Examiner: _____________________ Date: ___________

TARGET 1: Phoneme Segmentation

Say: “I’m going to say a word. After I say it, Have the student tell you Prompt for each word:
you tell me all the sounds in the word. the sounds in each of the “Tell me all the sounds in ___.“
For example, if I say ‘stop’, you will say following words. Circle
so /s/ /o/ 0 1 2
/s/ /t/ /o/ /p/.” the correct sounds
Say: “Let’s try a different one: Tell me all the /s/ /o/ and circle the key /k/ /ea/ 0 1 2
sounds in ‘map’.” number of sounds said
pain /p/ /ai/ /n/ 0 1 2 3
• If student clearly separates each sound correctly for each
in ‘map’, (/m/ /a/ /p/), you say, “That’s word. dog /d/ /o/ /g/ 0 1 2 3
Discontinue Rule: If the bought /b/ /o/ /t/ 0 1 2 3
• If student gives other response, or does student does not say all the
not clearly separate sounds, say, “The sounds in three consecutive
gas /g/ /a/ /s/ 0 1 2 3
sounds in ‘map’ are /m/ /a/ /p/. Try it words, STOP and administer last /l/ /a/ /s/ /t/ 0 1 2 3 4
again. Tell me all the sounds in ‘map’.” Target 2.
spice /s/ /p/ /ie/ /s/ 0 1 2 3 4
Say: “OK. Lets do some more.” Begin the test, Next Target: If student’s
starting with ‘so’. score is not at benchmark, blame /b/ /l/ /ai/ /m/ 0 1 2 3 4
Corrective Prompt (as needed): “Say all the go to Target 2 (see pest /p/ /e/ /s/ /t/ 0 1 2 3 4
sounds in the word, not the letter names.” Mark Benchmark table).
as incorrect, then go to next word. TOTAL CORRECT PHONEMES /32

TARGET 2: First Sounds

Say: “Listen to me say this word: ‘mat’. The Have the student tell you the first Prompt for each word:
first sound you hear in that word is sound in each of the following “What is the first sound you hear in the word ___?”
/mmm/.” words. Circle the correct score to
the right of the word (see Scoring boat /b/ 0 1 2
Say: “Say the first sound in ‘mat’ with me
(/mmm/).” Key below). jet /j/ 0 1 2
Say: “What is the first sound you hear in the Discontinue Rule: If student cut /c/ 0 1 2
word ‘mat’?” Correct if necessary. scores 0 on four consecutive words, rot /r/ 0 1 2
Say: “That’s right, /mmm/ is the first sound in STOP and administer Target 3.
net /n/ 0 1 2
the word ‘mat’.” Next Target: If student’s score is
pail /p/ 0 1 2
Say: “Now I’m going to say some more 17 or lower, go to Target 3.
words. You tell me the first sound you last /l/ 0 1 2
hear in each word.” dump /d/ 0 1 2
SCORING KEY
Corrective Prompt (as needed): “Remember stop /s/ 0 1 2
First Sound Correct 2
to say the first sound in the word, not the letter grub /g/ 0 1 2
name.” Mark as incorrect, then go to next First & Second Sounds Together 1
word. Incorrect 0
TOTAL SCORE /20

TARGET 3: Phoneme Blending

Say: “I'm going to say a word the slow way Have the student say the word fast after you Prompt for each word:
and then I’m going to say it the fast say it slowly. Continuous sounds (e.g., /m/) “I say the word slow, you say it fast.”
way. Listen, /sssuuunnn/ ‘sun’.” (~2 should be sounded out for approximately 2
seconds for each sound) seconds. Circle the correct score to the right rain 0 1 2
Say: “Now I'm going to say the word the of the word (see Scoring Key below). sin 0 1 2
slow way and you say it the fast way. moose 0 1 2
Ready. sssuuunnn." SCORING KEY
Student says, ‘sun’. Correct if necessary. main 0 1 2
Entire Word Fast 2
Say: “Now I’m going to say more words the snow 0 1 2
slow way. You say the words fast.” Part of Word Fast 1
(No Corrective Prompt) Incorrect 0 TOTAL SCORE /10

Benchmark Grade Benchmark Period Phoneme Segmentation

Preschool Spring 13
Kindergarten Fall 27
Kindergarten Winter 28
Kindergarten Spring 29
First Grade Fall, Winter, Spring 29

© 2016 Language Dynamics Group, LLC. | www.LanguageDynamicsGroup.com
DDM PHONEMIC AWARENESS
Dynamic Decoding Measures
Progress Montoring: 11

Child/ID: _____________________ Teacher: _____________________ School: _____________________ Examiner: _____________________ Date: ___________

TARGET 1: Phoneme Segmentation

Say: “I’m going to say a word. After I say it, Have the student tell you Prompt for each word:
you tell me all the sounds in the word. the sounds in each of the “Tell me all the sounds in ___.“
For example, if I say ‘stop’, you will say following words. Circle
so /s/ /o/ 0 1 2
/s/ /t/ /o/ /p/.” the correct sounds
Say: “Let’s try a different one: Tell me all the /s/ /o/ and circle the key /k/ /ea/ 0 1 2
sounds in ‘map’.” number of sounds said
pain /p/ /ai/ /n/ 0 1 2 3
• If student clearly separates each sound correctly for each
in ‘map’, (/m/ /a/ /p/), you say, “That’s word. dog /d/ /o/ /g/ 0 1 2 3
Discontinue Rule: If the bought /b/ /o/ /t/ 0 1 2 3
• If student gives other response, or does student does not say all the
not clearly separate sounds, say, “The sounds in three consecutive
gas /g/ /a/ /s/ 0 1 2 3
sounds in ‘map’ are /m/ /a/ /p/. Try it words, STOP and administer last /l/ /a/ /s/ /t/ 0 1 2 3 4
again. Tell me all the sounds in ‘map’.” Target 2.
spice /s/ /p/ /ie/ /s/ 0 1 2 3 4
Say: “OK. Lets do some more.” Begin the test, Next Target: If student’s
starting with ‘so’. score is not at benchmark, blame /b/ /l/ /ai/ /m/ 0 1 2 3 4
Corrective Prompt (as needed): “Say all the go to Target 2 (see pest /p/ /e/ /s/ /t/ 0 1 2 3 4
sounds in the word, not the letter names.” Mark Benchmark table).
as incorrect, then go to next word. TOTAL CORRECT PHONEMES /32

TARGET 2: First Sounds

Say: “Listen to me say this word: ‘mat’. The Have the student tell you the first Prompt for each word:
first sound you hear in that word is sound in each of the following “What is the first sound you hear in the word ___?”
/mmm/.” words. Circle the correct score to
the right of the word (see Scoring boat /b/ 0 1 2
Say: “Say the first sound in ‘mat’ with me
(/mmm/).” Key below). jet /j/ 0 1 2
Say: “What is the first sound you hear in the Discontinue Rule: If student cut /c/ 0 1 2
word ‘mat’?” Correct if necessary. scores 0 on four consecutive words, rot /r/ 0 1 2
Say: “That’s right, /mmm/ is the first sound in STOP and administer Target 3.
net /n/ 0 1 2
the word ‘mat’.” Next Target: If student’s score is
pail /p/ 0 1 2
Say: “Now I’m going to say some more 17 or lower, go to Target 3.
words. You tell me the first sound you last /l/ 0 1 2
hear in each word.” dump /d/ 0 1 2
SCORING KEY
Corrective Prompt (as needed): “Remember stop /s/ 0 1 2
First Sound Correct 2
to say the first sound in the word, not the letter grub /g/ 0 1 2
name.” Mark as incorrect, then go to next First & Second Sounds Together 1
word. Incorrect 0
TOTAL SCORE /20

TARGET 3: Phoneme Blending

Say: “I'm going to say a word the slow way Have the student say the word fast after you Prompt for each word:
and then I’m going to say it the fast say it slowly. Continuous sounds (e.g., /m/) “I say the word slow, you say it fast.”
way. Listen, /sssuuunnn/ ‘sun’.” (~2 should be sounded out for approximately 2
seconds for each sound) seconds. Circle the correct score to the right rain 0 1 2
Say: “Now I'm going to say the word the of the word (see Scoring Key below). sin 0 1 2
slow way and you say it the fast way. moose 0 1 2
Ready. sssuuunnn." SCORING KEY
Student says, ‘sun’. Correct if necessary. main 0 1 2
Entire Word Fast 2
Say: “Now I’m going to say more words the snow 0 1 2
slow way. You say the words fast.” Part of Word Fast 1
(No Corrective Prompt) Incorrect 0 TOTAL SCORE /10

Benchmark Grade Benchmark Period Phoneme Segmentation

Preschool Spring 13
Kindergarten Fall 27
Kindergarten Winter 28
Kindergarten Spring 29
First Grade Fall, Winter, Spring 29

© 2016 Language Dynamics Group, LLC. | www.LanguageDynamicsGroup.com
DDM PHONEMIC AWARENESS
Dynamic Decoding Measures
Progress Montoring: 12

Child/ID: _____________________ Teacher: _____________________ School: _____________________ Examiner: _____________________ Date: ___________

TARGET 1: Phoneme Segmentation

Say: “I’m going to say a word. After I say it, Have the student tell you Prompt for each word:
you tell me all the sounds in the word. the sounds in each of the “Tell me all the sounds in ___.“
For example, if I say ‘stop’, you will say following words. Circle
so /s/ /o/ 0 1 2
/s/ /t/ /o/ /p/.” the correct sounds
Say: “Let’s try a different one: Tell me all the /s/ /o/ and circle the key /k/ /ea/ 0 1 2
sounds in ‘map’.” number of sounds said
pain /p/ /ai/ /n/ 0 1 2 3
• If student clearly separates each sound correctly for each
in ‘map’, (/m/ /a/ /p/), you say, “That’s word. dog /d/ /o/ /g/ 0 1 2 3
Discontinue Rule: If the bought /b/ /o/ /t/ 0 1 2 3
• If student gives other response, or does student does not say all the
not clearly separate sounds, say, “The sounds in three consecutive
gas /g/ /a/ /s/ 0 1 2 3
sounds in ‘map’ are /m/ /a/ /p/. Try it words, STOP and administer last /l/ /a/ /s/ /t/ 0 1 2 3 4
again. Tell me all the sounds in ‘map’.” Target 2.
spice /s/ /p/ /ie/ /s/ 0 1 2 3 4
Say: “OK. Lets do some more.” Begin the test, Next Target: If student’s
starting with ‘so’. score is not at benchmark, blame /b/ /l/ /ai/ /m/ 0 1 2 3 4
Corrective Prompt (as needed): “Say all the go to Target 2 (see pest /p/ /e/ /s/ /t/ 0 1 2 3 4
sounds in the word, not the letter names.” Mark Benchmark table).
as incorrect, then go to next word. TOTAL CORRECT PHONEMES /32

TARGET 2: First Sounds

Say: “Listen to me say this word: ‘mat’. The Have the student tell you the first Prompt for each word:
first sound you hear in that word is sound in each of the following “What is the first sound you hear in the word ___?”
/mmm/.” words. Circle the correct score to
the right of the word (see Scoring boat /b/ 0 1 2
Say: “Say the first sound in ‘mat’ with me
(/mmm/).” Key below). jet /j/ 0 1 2
Say: “What is the first sound you hear in the Discontinue Rule: If student cut /c/ 0 1 2
word ‘mat’?” Correct if necessary. scores 0 on four consecutive words, rot /r/ 0 1 2
Say: “That’s right, /mmm/ is the first sound in STOP and administer Target 3.
net /n/ 0 1 2
the word ‘mat’.” Next Target: If student’s score is
pail /p/ 0 1 2
Say: “Now I’m going to say some more 17 or lower, go to Target 3.
words. You tell me the first sound you last /l/ 0 1 2
hear in each word.” dump /d/ 0 1 2
SCORING KEY
Corrective Prompt (as needed): “Remember stop /s/ 0 1 2
First Sound Correct 2
to say the first sound in the word, not the letter grub /g/ 0 1 2
name.” Mark as incorrect, then go to next First & Second Sounds Together 1
word. Incorrect 0
TOTAL SCORE /20

TARGET 3: Phoneme Blending

Say: “I'm going to say a word the slow way Have the student say the word fast after you Prompt for each word:
and then I’m going to say it the fast say it slowly. Continuous sounds (e.g., /m/) “I say the word slow, you say it fast.”
way. Listen, /sssuuunnn/ ‘sun’.” (~2 should be sounded out for approximately 2
seconds for each sound) seconds. Circle the correct score to the right rain 0 1 2
Say: “Now I'm going to say the word the of the word (see Scoring Key below). sin 0 1 2
slow way and you say it the fast way. moose 0 1 2
Ready. sssuuunnn." SCORING KEY
Student says, ‘sun’. Correct if necessary. main 0 1 2
Entire Word Fast 2
Say: “Now I’m going to say more words the snow 0 1 2
slow way. You say the words fast.” Part of Word Fast 1
(No Corrective Prompt) Incorrect 0 TOTAL SCORE /10

Benchmark Grade Benchmark Period Phoneme Segmentation

Preschool Spring 13
Kindergarten Fall 27
Kindergarten Winter 28
Kindergarten Spring 29
First Grade Fall, Winter, Spring 29

© 2016 Language Dynamics Group, LLC. | www.LanguageDynamicsGroup.com
DDM PHONEMIC AWARENESS
Dynamic Decoding Measures
Progress Montoring: 13

Child/ID: _____________________ Teacher: _____________________ School: _____________________ Examiner: _____________________ Date: ___________

TARGET 1: Phoneme Segmentation

Say: “I’m going to say a word. After I say it, Have the student tell you Prompt for each word:
you tell me all the sounds in the word. the sounds in each of the “Tell me all the sounds in ___.“
For example, if I say ‘stop’, you will say following words. Circle
so /s/ /o/ 0 1 2
/s/ /t/ /o/ /p/.” the correct sounds
Say: “Let’s try a different one: Tell me all the /s/ /o/ and circle the key /k/ /ea/ 0 1 2
sounds in ‘map’.” number of sounds said
pain /p/ /ai/ /n/ 0 1 2 3
• If student clearly separates each sound correctly for each
in ‘map’, (/m/ /a/ /p/), you say, “That’s word. dog /d/ /o/ /g/ 0 1 2 3
Discontinue Rule: If the bought /b/ /o/ /t/ 0 1 2 3
• If student gives other response, or does student does not say all the
not clearly separate sounds, say, “The sounds in three consecutive
gas /g/ /a/ /s/ 0 1 2 3
sounds in ‘map’ are /m/ /a/ /p/. Try it words, STOP and administer last /l/ /a/ /s/ /t/ 0 1 2 3 4
again. Tell me all the sounds in ‘map’.” Target 2.
spice /s/ /p/ /ie/ /s/ 0 1 2 3 4
Say: “OK. Lets do some more.” Begin the test, Next Target: If student’s
starting with ‘so’. score is not at benchmark, blame /b/ /l/ /ai/ /m/ 0 1 2 3 4
Corrective Prompt (as needed): “Say all the go to Target 2 (see pest /p/ /e/ /s/ /t/ 0 1 2 3 4
sounds in the word, not the letter names.” Mark Benchmark table).
as incorrect, then go to next word. TOTAL CORRECT PHONEMES /32

TARGET 2: First Sounds

Say: “Listen to me say this word: ‘mat’. The Have the student tell you the first Prompt for each word:
first sound you hear in that word is sound in each of the following “What is the first sound you hear in the word ___?”
/mmm/.” words. Circle the correct score to
the right of the word (see Scoring boat /b/ 0 1 2
Say: “Say the first sound in ‘mat’ with me
(/mmm/).” Key below). jet /j/ 0 1 2
Say: “What is the first sound you hear in the Discontinue Rule: If student cut /c/ 0 1 2
word ‘mat’?” Correct if necessary. scores 0 on four consecutive words, rot /r/ 0 1 2
Say: “That’s right, /mmm/ is the first sound in STOP and administer Target 3.
net /n/ 0 1 2
the word ‘mat’.” Next Target: If student’s score is
pail /p/ 0 1 2
Say: “Now I’m going to say some more 17 or lower, go to Target 3.
words. You tell me the first sound you last /l/ 0 1 2
hear in each word.” dump /d/ 0 1 2
SCORING KEY
Corrective Prompt (as needed): “Remember stop /s/ 0 1 2
First Sound Correct 2
to say the first sound in the word, not the letter grub /g/ 0 1 2
name.” Mark as incorrect, then go to next First & Second Sounds Together 1
word. Incorrect 0
TOTAL SCORE /20

TARGET 3: Phoneme Blending

Say: “I'm going to say a word the slow way Have the student say the word fast after you Prompt for each word:
and then I’m going to say it the fast say it slowly. Continuous sounds (e.g., /m/) “I say the word slow, you say it fast.”
way. Listen, /sssuuunnn/ ‘sun’.” (~2 should be sounded out for approximately 2
seconds for each sound) seconds. Circle the correct score to the right rain 0 1 2
Say: “Now I'm going to say the word the of the word (see Scoring Key below). sin 0 1 2
slow way and you say it the fast way. moose 0 1 2
Ready. sssuuunnn." SCORING KEY
Student says, ‘sun’. Correct if necessary. main 0 1 2
Entire Word Fast 2
Say: “Now I’m going to say more words the snow 0 1 2
slow way. You say the words fast.” Part of Word Fast 1
(No Corrective Prompt) Incorrect 0 TOTAL SCORE /10

Benchmark Grade Benchmark Period Phoneme Segmentation

Preschool Spring 13
Kindergarten Fall 27
Kindergarten Winter 28
Kindergarten Spring 29
First Grade Fall, Winter, Spring 29

© 2016 Language Dynamics Group, LLC. | www.LanguageDynamicsGroup.com
DDM PHONEMIC AWARENESS
Dynamic Decoding Measures
Progress Montoring: 14

Child/ID: _____________________ Teacher: _____________________ School: _____________________ Examiner: _____________________ Date: ___________

TARGET 1: Phoneme Segmentation

Say: “I’m going to say a word. After I say it, Have the student tell you Prompt for each word:
you tell me all the sounds in the word. the sounds in each of the “Tell me all the sounds in ___.“
For example, if I say ‘stop’, you will say following words. Circle
so /s/ /o/ 0 1 2
/s/ /t/ /o/ /p/.” the correct sounds
Say: “Let’s try a different one: Tell me all the /s/ /o/ and circle the key /k/ /ea/ 0 1 2
sounds in ‘map’.” number of sounds said
pain /p/ /ai/ /n/ 0 1 2 3
• If student clearly separates each sound correctly for each
in ‘map’, (/m/ /a/ /p/), you say, “That’s word. dog /d/ /o/ /g/ 0 1 2 3
Discontinue Rule: If the bought /b/ /o/ /t/ 0 1 2 3
• If student gives other response, or does student does not say all the
not clearly separate sounds, say, “The sounds in three consecutive
gas /g/ /a/ /s/ 0 1 2 3
sounds in ‘map’ are /m/ /a/ /p/. Try it words, STOP and administer last /l/ /a/ /s/ /t/ 0 1 2 3 4
again. Tell me all the sounds in ‘map’.” Target 2.
spice /s/ /p/ /ie/ /s/ 0 1 2 3 4
Say: “OK. Lets do some more.” Begin the test, Next Target: If student’s
starting with ‘so’. score is not at benchmark, blame /b/ /l/ /ai/ /m/ 0 1 2 3 4
Corrective Prompt (as needed): “Say all the go to Target 2 (see pest /p/ /e/ /s/ /t/ 0 1 2 3 4
sounds in the word, not the letter names.” Mark Benchmark table).
as incorrect, then go to next word. TOTAL CORRECT PHONEMES /32

TARGET 2: First Sounds

Say: “Listen to me say this word: ‘mat’. The Have the student tell you the first Prompt for each word:
first sound you hear in that word is sound in each of the following “What is the first sound you hear in the word ___?”
/mmm/.” words. Circle the correct score to
the right of the word (see Scoring boat /b/ 0 1 2
Say: “Say the first sound in ‘mat’ with me
(/mmm/).” Key below). jet /j/ 0 1 2
Say: “What is the first sound you hear in the Discontinue Rule: If student cut /c/ 0 1 2
word ‘mat’?” Correct if necessary. scores 0 on four consecutive words, rot /r/ 0 1 2
Say: “That’s right, /mmm/ is the first sound in STOP and administer Target 3.
net /n/ 0 1 2
the word ‘mat’.” Next Target: If student’s score is
pail /p/ 0 1 2
Say: “Now I’m going to say some more 17 or lower, go to Target 3.
words. You tell me the first sound you last /l/ 0 1 2
hear in each word.” dump /d/ 0 1 2
SCORING KEY
Corrective Prompt (as needed): “Remember stop /s/ 0 1 2
First Sound Correct 2
to say the first sound in the word, not the letter grub /g/ 0 1 2
name.” Mark as incorrect, then go to next First & Second Sounds Together 1
word. Incorrect 0
TOTAL SCORE /20

TARGET 3: Phoneme Blending

Say: “I'm going to say a word the slow way Have the student say the word fast after you Prompt for each word:
and then I’m going to say it the fast say it slowly. Continuous sounds (e.g., /m/) “I say the word slow, you say it fast.”
way. Listen, /sssuuunnn/ ‘sun’.” (~2 should be sounded out for approximately 2
seconds for each sound) seconds. Circle the correct score to the right rain 0 1 2
Say: “Now I'm going to say the word the of the word (see Scoring Key below). sin 0 1 2
slow way and you say it the fast way. moose 0 1 2
Ready. sssuuunnn." SCORING KEY
Student says, ‘sun’. Correct if necessary. main 0 1 2
Entire Word Fast 2
Say: “Now I’m going to say more words the snow 0 1 2
slow way. You say the words fast.” Part of Word Fast 1
(No Corrective Prompt) Incorrect 0 TOTAL SCORE /10

Benchmark Grade Benchmark Period Phoneme Segmentation

Preschool Spring 13
Kindergarten Fall 27
Kindergarten Winter 28
Kindergarten Spring 29
First Grade Fall, Winter, Spring 29

© 2016 Language Dynamics Group, LLC. | www.LanguageDynamicsGroup.com
DDM PHONEMIC AWARENESS
Dynamic Decoding Measures
Progress Montoring: 15

Child/ID: _____________________ Teacher: _____________________ School: _____________________ Examiner: _____________________ Date: ___________

TARGET 1: Phoneme Segmentation

Say: “I’m going to say a word. After I say it, Have the student tell you Prompt for each word:
you tell me all the sounds in the word. the sounds in each of the “Tell me all the sounds in ___.“
For example, if I say ‘stop’, you will say following words. Circle
so /s/ /o/ 0 1 2
/s/ /t/ /o/ /p/.” the correct sounds
Say: “Let’s try a different one: Tell me all the /s/ /o/ and circle the key /k/ /ea/ 0 1 2
sounds in ‘map’.” number of sounds said
pain /p/ /ai/ /n/ 0 1 2 3
• If student clearly separates each sound correctly for each
in ‘map’, (/m/ /a/ /p/), you say, “That’s word. dog /d/ /o/ /g/ 0 1 2 3
Discontinue Rule: If the bought /b/ /o/ /t/ 0 1 2 3
• If student gives other response, or does student does not say all the
not clearly separate sounds, say, “The sounds in three consecutive
gas /g/ /a/ /s/ 0 1 2 3
sounds in ‘map’ are /m/ /a/ /p/. Try it words, STOP and administer last /l/ /a/ /s/ /t/ 0 1 2 3 4
again. Tell me all the sounds in ‘map’.” Target 2.
spice /s/ /p/ /ie/ /s/ 0 1 2 3 4
Say: “OK. Lets do some more.” Begin the test, Next Target: If student’s
starting with ‘so’. score is not at benchmark, blame /b/ /l/ /ai/ /m/ 0 1 2 3 4
Corrective Prompt (as needed): “Say all the go to Target 2 (see pest /p/ /e/ /s/ /t/ 0 1 2 3 4
sounds in the word, not the letter names.” Mark Benchmark table).
as incorrect, then go to next word. TOTAL CORRECT PHONEMES /32

TARGET 2: First Sounds

Say: “Listen to me say this word: ‘mat’. The Have the student tell you the first Prompt for each word:
first sound you hear in that word is sound in each of the following “What is the first sound you hear in the word ___?”
/mmm/.” words. Circle the correct score to
the right of the word (see Scoring boat /b/ 0 1 2
Say: “Say the first sound in ‘mat’ with me
(/mmm/).” Key below). jet /j/ 0 1 2
Say: “What is the first sound you hear in the Discontinue Rule: If student cut /c/ 0 1 2
word ‘mat’?” Correct if necessary. scores 0 on four consecutive words, rot /r/ 0 1 2
Say: “That’s right, /mmm/ is the first sound in STOP and administer Target 3.
net /n/ 0 1 2
the word ‘mat’.” Next Target: If student’s score is
pail /p/ 0 1 2
Say: “Now I’m going to say some more 17 or lower, go to Target 3.
words. You tell me the first sound you last /l/ 0 1 2
hear in each word.” dump /d/ 0 1 2
SCORING KEY
Corrective Prompt (as needed): “Remember stop /s/ 0 1 2
First Sound Correct 2
to say the first sound in the word, not the letter grub /g/ 0 1 2
name.” Mark as incorrect, then go to next First & Second Sounds Together 1
word. Incorrect 0
TOTAL SCORE /20

TARGET 3: Phoneme Blending

Say: “I'm going to say a word the slow way Have the student say the word fast after you Prompt for each word:
and then I’m going to say it the fast say it slowly. Continuous sounds (e.g., /m/) “I say the word slow, you say it fast.”
way. Listen, /sssuuunnn/ ‘sun’.” (~2 should be sounded out for approximately 2
seconds for each sound) seconds. Circle the correct score to the right rain 0 1 2
Say: “Now I'm going to say the word the of the word (see Scoring Key below). sin 0 1 2
slow way and you say it the fast way. moose 0 1 2
Ready. sssuuunnn." SCORING KEY
Student says, ‘sun’. Correct if necessary. main 0 1 2
Entire Word Fast 2
Say: “Now I’m going to say more words the snow 0 1 2
slow way. You say the words fast.” Part of Word Fast 1
(No Corrective Prompt) Incorrect 0 TOTAL SCORE /10

Benchmark Grade Benchmark Period Phoneme Segmentation

Preschool Spring 13
Kindergarten Fall 27
Kindergarten Winter 28
Kindergarten Spring 29
First Grade Fall, Winter, Spring 29

© 2016 Language Dynamics Group, LLC. | www.LanguageDynamicsGroup.com
DDM PHONEMIC AWARENESS
Dynamic Decoding Measures
Progress Montoring: 16

Child/ID: _____________________ Teacher: _____________________ School: _____________________ Examiner: _____________________ Date: ___________

TARGET 1: Phoneme Segmentation

Say: “I’m going to say a word. After I say it, Have the student tell you Prompt for each word:
you tell me all the sounds in the word. the sounds in each of the “Tell me all the sounds in ___.“
For example, if I say ‘stop’, you will say following words. Circle
so /s/ /o/ 0 1 2
/s/ /t/ /o/ /p/.” the correct sounds
Say: “Let’s try a different one: Tell me all the /s/ /o/ and circle the key /k/ /ea/ 0 1 2
sounds in ‘map’.” number of sounds said
pain /p/ /ai/ /n/ 0 1 2 3
• If student clearly separates each sound correctly for each
in ‘map’, (/m/ /a/ /p/), you say, “That’s word. dog /d/ /o/ /g/ 0 1 2 3
Discontinue Rule: If the bought /b/ /o/ /t/ 0 1 2 3
• If student gives other response, or does student does not say all the
not clearly separate sounds, say, “The sounds in three consecutive
gas /g/ /a/ /s/ 0 1 2 3
sounds in ‘map’ are /m/ /a/ /p/. Try it words, STOP and administer last /l/ /a/ /s/ /t/ 0 1 2 3 4
again. Tell me all the sounds in ‘map’.” Target 2.
spice /s/ /p/ /ie/ /s/ 0 1 2 3 4
Say: “OK. Lets do some more.” Begin the test, Next Target: If student’s
starting with ‘so’. score is not at benchmark, blame /b/ /l/ /ai/ /m/ 0 1 2 3 4
Corrective Prompt (as needed): “Say all the go to Target 2 (see pest /p/ /e/ /s/ /t/ 0 1 2 3 4
sounds in the word, not the letter names.” Mark Benchmark table).
as incorrect, then go to next word. TOTAL CORRECT PHONEMES /32

TARGET 2: First Sounds

Say: “Listen to me say this word: ‘mat’. The Have the student tell you the first Prompt for each word:
first sound you hear in that word is sound in each of the following “What is the first sound you hear in the word ___?”
/mmm/.” words. Circle the correct score to
the right of the word (see Scoring boat /b/ 0 1 2
Say: “Say the first sound in ‘mat’ with me
(/mmm/).” Key below). jet /j/ 0 1 2
Say: “What is the first sound you hear in the Discontinue Rule: If student cut /c/ 0 1 2
word ‘mat’?” Correct if necessary. scores 0 on four consecutive words, rot /r/ 0 1 2
Say: “That’s right, /mmm/ is the first sound in STOP and administer Target 3.
net /n/ 0 1 2
the word ‘mat’.” Next Target: If student’s score is
pail /p/ 0 1 2
Say: “Now I’m going to say some more 17 or lower, go to Target 3.
words. You tell me the first sound you last /l/ 0 1 2
hear in each word.” dump /d/ 0 1 2
SCORING KEY
Corrective Prompt (as needed): “Remember stop /s/ 0 1 2
First Sound Correct 2
to say the first sound in the word, not the letter grub /g/ 0 1 2
name.” Mark as incorrect, then go to next First & Second Sounds Together 1
word. Incorrect 0
TOTAL SCORE /20

TARGET 3: Phoneme Blending

Say: “I'm going to say a word the slow way Have the student say the word fast after you Prompt for each word:
and then I’m going to say it the fast say it slowly. Continuous sounds (e.g., /m/) “I say the word slow, you say it fast.”
way. Listen, /sssuuunnn/ ‘sun’.” (~2 should be sounded out for approximately 2
seconds for each sound) seconds. Circle the correct score to the right rain 0 1 2
Say: “Now I'm going to say the word the of the word (see Scoring Key below). sin 0 1 2
slow way and you say it the fast way. moose 0 1 2
Ready. sssuuunnn." SCORING KEY
Student says, ‘sun’. Correct if necessary. main 0 1 2
Entire Word Fast 2
Say: “Now I’m going to say more words the snow 0 1 2
slow way. You say the words fast.” Part of Word Fast 1
(No Corrective Prompt) Incorrect 0 TOTAL SCORE /10

Benchmark Grade Benchmark Period Phoneme Segmentation

Preschool Spring 13
Kindergarten Fall 27
Kindergarten Winter 28
Kindergarten Spring 29
First Grade Fall, Winter, Spring 29

© 2016 Language Dynamics Group, LLC. | www.LanguageDynamicsGroup.com
© 2016 Language Dynamics Group, LLC. | www.LanguageDynamicsGroup.com