Phonics From A to Z Online Resources

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31 Resource 2.1: Letter-Name Assessment

31 Resource 2.2: Letter-Sound Assessment

55 Resource 2.3: Phonemic Awareness Assessment

171 Resource 4.1: Word Ladder Template

173 Resource 4.2: Dolch Basic Sight Vocabulary 220

173 Resource 4.3: 150 Most Frequent Words (American Heritage Word Frequency Book)

258 Resource 4.4: The Names Test

258 Resource 4.5: Nonsense Word Test

258 Resource 4.6: The San Diego Quick Assessment

259 Resource 4.7: Comprehensive Phonics Survey

267 Resource 5.1: Repeated Reading Chart and Partner Fluency Feedback Chart

273 Resource 5.2: Consonant + le Syllable Speed Drill

Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.

Name Date

Letter-Name Assessment
Uppercase Accuracy Speed Uppercase Accuracy Speed

1 O 14 K
2 B 15 D
3 A 16 F
4 C 17 L
5 X 18 Y
6 P 19 Z
7 S 20 G
8 E 21 J
9 H 22 N
10 T 23 I
11 W 24 Q
12 M 25 U
13 R 26 V
Accuracy / 26 Letters Mastered

Speed / 26 Focus Letters for Next Instructional Cycle:

RESOURCE 2.1: Letter-Name Assessment Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Name Date

Letter-Name Assessment
Lowercase Accuracy Speed Lowercase Accuracy Speed

1
o 14
k
2
b 15
d
3
a 16
f
4
c 17
l
5
x 18
y
6
p 19
z
7
s 20
g
8
e 21
j
9
h 22
n
10
t 23
i
11
w 24
q
12
m 25
u
13
r 26
v
Accuracy / 26 Letters Mastered

Speed / 26 Focus Letters for Next Instructional Cycle:

RESOURCE 2.1: Letter-Name Assessment Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Name Date

Letter-Sound Assessment
Accuracy Speed Accuracy Speed

1 c 14 v
2 a 15 e
3 b 16 g
4 t 17 l
5 p 18 h
6 s 19 n
7 k 20 r
8 o 21 q
9 j 22 i
10 z 23 w
11 f 24 x
12 d 25 u
13 m 26 y
Accuracy / 26 Letters Mastered

Speed / 26 Focus Letters for Next Instructional Cycle:

RESOURCE 2.2: Letter-Sound Assessment Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
 Phonemic Awareness Assessment
Preparing the Test
• Print the test and make a copy to record the student’s responses. Note that an answer sheet is
provided.
• Print and cut apart the picture cards to use for sections C and D.

Administering the Test

• Administer the test to one student at a time.
• Follow the guidelines on the test for each section.
• Put a check mark on the answer sheet beside each correct answer.
Scoring the Test
• Note areas that the student needs more work on. Students should get a minimum of four
correct answers in each section.

RESOURCE 2.3: Phonemic Awareness Assessment Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Name Date

Phonemic Awareness Assessment

Rhyme
A. Ask the student if the following word pairs rhyme.

1. cat/hat 4. can/man

2. pig/wig 5. let/pen

3. box/lip 6. sun/run

B. S
 tate aloud the following rhyming word pairs. Ask the student to provide another
rhyming word.

1. rack, sack 4. goat, coat

2. pop, hop 5. wide, hide

3. wing, king 6. bake, lake

RESOURCE 2.3: Phonemic Awareness Assessment Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Name Date

Phonemic Awareness Assessment

Oddity Tasks
C. Assemble picture cards for the following word sets. Display each picture-card set.
Ask the student to find the two pictures whose names begin with the same sound.
Circle the student’s choices.

1. sun, sock, fish 4. pig, pan, dog

2. mop, sun, man 5. dog, ten, top

3. pig, leaf, log 6. fan, leaf, fish

D. Assemble picture cards for the following word sets. Display each picture-card set.
Ask the student to find the two pictures whose names end with the same sound.
Circle the student’s choices.

1. bat, rock, nut 4. bus, glass, bat

2. cup, top, pen 5. sock, cup, rake

3. ten, fan, cup 6. dog, leg, leaf

RESOURCE 2.3: Phonemic Awareness Assessment Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Name Date

Phonemic Awareness Assessment

Oral Blending
E. Say the first sound of a word and then the rest of the word. Have the student say
the word as a whole.

1. /s/ . . . at 4. /l/ . . . ock

2. /m/ . . . op 5. /t/ . . . ape

3. /f/ . . . ish 6. /b/ . . . ox

F. Say each word sound by sound. Ask the student to say the word as a whole.

1. /m/ /ē/ 4. /s/ /u/ /n/

2. /s/ /ā/ 5. /m/ /ā/ /k/

3. /f/ /ē/ /t/ 6. /l/ /ā/ /z/ /ē/

RESOURCE 2.3: Phonemic Awareness Assessment Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Name Date

Phonemic Awareness Assessment

Oral Segmentation
G. Say each word. Ask the student to clap the number of syllables he or she hears
in each word.

1. pencil 4. bookmark

2. map 5. elephant

3. tomato 6. rock

H. Say each word. Have the student say the first sound he or she hears in each word.

1. sun 4. top

2. mop 5. candle

3. leaf 6. yellow

I. Say each word. Have the student say the last sound he or she hears in each word.

1. bat 4. take

2. hop 5. glass

3. red 6. leaf

J. Say each word. Have the student say each word sound by sound.

1. see 4. rain

2. my 5. tub

3. lake 6. rocks

RESOURCE 2.3: Phonemic Awareness Assessment Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Name Date

Phonemic Awareness Assessment

Phonemic Manipulation
K. Say each word. Have the student say the word without the first sound.

1. sun 4. ship

2. mat 5. bike

3. leaf 6. stop

L. Say each word. Have the student replace the first sound in the word with /s/.

1. mad 4. pick

2. run 5. hand

3. cat 6. chip

RESOURCE 2.3: Phonemic Awareness Assessment Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Name Date

Phonemic Awareness Assessment

Rhyme Oral Segmentation
A. Ask the student if the following word pairs rhyme. G. S
 ay each word. Ask the student to clap the number of
syllables he or she hears in each word.
1. cat/hat (yes) 4. can/man (yes)
1. pencil (2) 4. bookmark (2)
2. pig/wig (yes) 5. let/pen (no)
2. map (1) 5. elephant (3)
3. box/lip (no) 6. sun/run (yes)
3. tomato (3) 6. rock (1)
B. State aloud the following rhyming word pairs. Ask the student
to provide another rhyming word.
H. S
 ay each word. Have the student say the first sound he or
1. rack, sack 4. goat, coat she hears in each word.

1. sun (/s/) 4. top (/t/)

2. mop (/m/) 5. candle (/k/)
2. pop, hop 5. wide, hide
3. leaf (/l/) 6. yellow (/y/)

3. wing, king 6. bake, lake I. S

 ay each word. Have the student say the last sound he or she
hears in each word.

1. bat (/t/) 4. take (/k/)

2. hop (/p/) 5. glass (/s/)
Oddity Tasks
3. red (/d/) 6. leaf (/f/)
C. Assemble picture cards for the following word sets. Display
each picture-card set. Ask the student to find the two
pictures whose names begin with the same sound. Circle the J. S
 ay each word. Have the student say each word sound by
student’s choices. sound.

1. sun, sock, fish (sun, sock) 4. pig, pan, dog (pig, pan) 1. see ( /s/ /ē/ ) 4. rain (/r/ /ā/ /n/)

2. mop, sun, man (mop, 5. dog, ten, top (ten, top) 2. my ( /m/ / ¯/
| ) 5. tub (/t/ /u/ /b/)
man)
3. lake (/l/ /ā/ /k/) 6. rocks (/r/ /o/ /k/ /s/)
3. pig, leaf, log (leaf, log) 6. fan, leaf, fish (fan, fish)

D. Assemble picture cards for the following word sets. Display Phonemic Manipulation
each picture-card set. Ask the student to find the two
K. S
 ay each word. Have the student say the word without the
pictures whose names end with the same sound. Circle the
first sound.
student’s choices.
1. sun (un) 4. ship (ip)
1. bat, rock, nut (bat, nut) 4. bus, glass, bat (bus, glass)
2. mat (at) 5. bike (ike)
2. cup, top, pen (cup, top) 5. sock, cup, rake (sock,
rake) 3. leaf (eaf) 6. stop (top)
3. ten, fan, cup (ten, fan) 6. dog, leg, leaf (dog, leg)
L. S
 ay each word. Have the student replace the first sound in
the word with /s/.
Oral Blending
1. mad (sad) 4. pick (sick)
E. S
 ay the first sound of a word and then the rest of the word.
2. run (sun) 5. hand (sand)
Have the student say the word as a whole.
3. cat (sat) 6. chip (sip)
1. /s/ . . . at (sat) 4. /l/ . . . ock (lock)
2. /m/ . . . op (mop) 5. /t/ . . . ape (tape)
3. /f/ . . . ish (fish) 6. /b/ . . . ox (box)

F. S
 ay each word sound by sound. Ask the student to say the
word as a whole.

1. /m/ /ē/ (me) 4. /s/ /u/ /n/ (sun)

2. /s/ /ā/ (say) 5. /m/ /ā/ /k/ (make)
3. /f/ /ē/ /t/ (feet) 6. /l/ /ā/ /z/ /ē/ (lazy)

RESOURCE 2.3: Phonemic Awareness Assessment Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Phonemic Awareness Picture Cards (for sections C and D)

RESOURCE 2.3: Phonemic Awareness Assessment Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Name Date

Word Ladder
Directions:
1. Read the clues, then write the words.
2. Start at the bottom and climb to the top.

RESOURCE 4.1: Word Ladder Template Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
 Dolch Basic Sight Vocabulary 220
a call funny just only small use

about came gave keep open so very

after can get kind or some walk

again carry give know our soon want

all clean go laugh out start warm

always cold goes let over stop was

am come going light own take wash

an could good like pick tell we

and cut got little play ten well

any did green live please thank went

are do grow long pretty that were

around does had look pull the what

as done has made put their when

ask don’t have make ran them where

at down he many read then which

ate draw help may red there white

away drink her me ride these who

be eat here much right they why

because eight him must round think will

been every his my run this wish

before fall hold myself said those with

best far hot never saw three work

better fast how new say to would

big find hurt no see today write

black first I not seven together yellow

blue five if now shall too yes

both fly in of she try you

bring for into off show two your

brown found is old sing under

but four it on sit up

buy from its once six upon

by full jump one sleep us

Note: These words are available as word cards.

RESOURCE 4.2: Dolch Basic Sight Vocabulary 220 Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Dolch Basic Sight Vocabulary 220

a always are ate

about am around away

after an as be

again and ask because

all any at been

RESOURCE 4.2: Dolch Basic Sight Vocabulary 220 Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Dolch Basic Sight Vocabulary 220

before blue buy carry

best both by clean

better bring call cold

big brown came come

black but can could

RESOURCE 4.2: Dolch Basic Sight Vocabulary 220 Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Dolch Basic Sight Vocabulary 220

cut don’t eight find

did down every first

do draw fall five

does drink far fly

done eat fast for

RESOURCE 4.2: Dolch Basic Sight Vocabulary 220 Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Dolch Basic Sight Vocabulary 220

found gave going had

four get good has

from give got have

full go green he

funny goes grow help

RESOURCE 4.2: Dolch Basic Sight Vocabulary 220 Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Dolch Basic Sight Vocabulary 220

her hot in jump

here how into just

him hurt is keep

his I it kind

hold if its know

RESOURCE 4.2: Dolch Basic Sight Vocabulary 220 Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Dolch Basic Sight Vocabulary 220

laugh live many my

let long may myself

light look me never

like made much new

little make must no

RESOURCE 4.2: Dolch Basic Sight Vocabulary 220 Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Dolch Basic Sight Vocabulary 220

not on or pick

now once our play

of one out please

off only over pretty

old open own pull

RESOURCE 4.2: Dolch Basic Sight Vocabulary 220 Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Dolch Basic Sight Vocabulary 220

put right say show

ran round see sing

read run seven sit

red said shall six

ride saw she sleep

RESOURCE 4.2: Dolch Basic Sight Vocabulary 220 Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Dolch Basic Sight Vocabulary 220

small stop that there

so take the these

some tell their they

soon ten them think

start thank then this

RESOURCE 4.2: Dolch Basic Sight Vocabulary 220 Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Dolch Basic Sight Vocabulary 220

those too upon want

three try us warm

to two use was

today under very wash

together up walk we

RESOURCE 4.2: Dolch Basic Sight Vocabulary 220 Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Dolch Basic Sight Vocabulary 220

well where will write

went which wish yellow

were white with yes

what who work you

when why would your

RESOURCE 4.2: Dolch Basic Sight Vocabulary 220 Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
 The Most Frequent Words
This chart contains the 150 most frequent words (in order of frequency) in printed school
English according to the American Heritage Word Frequency Book.

the can been three had made right

of an long word not over look

and your little must will did think

a which very because each down such

to their after does about only here

in said words part how way take

is if called even up find why

you do just place out use things

that into where well them may help

it has most as then water put

he more know with she go years

for her get his many good different

was two through they some new away

on like back at so write again

are him much be these our off

but see before this would used went

what time also from other me old

all could around I its man number

were no another have who too

when make came or now any

we than come by people day

there first work one my same

Note: These words are available as word cards.

RESOURCE 4.3: 150 Most Frequent Words (American Heritage Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Word Frequency Book)
The Most Frequent Words

the can been three

of an long word

and your little must

a which very because

to their after does

RESOURCE 4.3: 150 Most Frequent Words (American Heritage Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Word Frequency Book)
The Most Frequent Words

had made right in

not over look is

will did think you

each down such that

about only here it

RESOURCE 4.3: 150 Most Frequent Words (American Heritage Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Word Frequency Book)
The Most Frequent Words

said words part how

if called even up

do just place out

into where well them

has most as then

RESOURCE 4.3: 150 Most Frequent Words (American Heritage Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Word Frequency Book)
The Most Frequent Words

way take he more

find why for her

use things was two

may help on like

water put are him

RESOURCE 4.3: 150 Most Frequent Words (American Heritage Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Word Frequency Book)
The Most Frequent Words

know with she go

get his many good

through they some new

back at so write

much be these our

RESOURCE 4.3: 150 Most Frequent Words (American Heritage Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Word Frequency Book)
The Most Frequent Words

years but see before

different what time also

away all could around

again were no another

off when make came

RESOURCE 4.3: 150 Most Frequent Words (American Heritage Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Word Frequency Book)
The Most Frequent Words

this would used went

from other me old

I its man number

have who too we

or now any there

RESOURCE 4.3: 150 Most Frequent Words (American Heritage Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Word Frequency Book)
The Most Frequent Words

than come by people

first work one my

day same

RESOURCE 4.3: 150 Most Frequent Words (American Heritage Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Word Frequency Book)
 The Names Test
Preparing the Test
• Print copies of the Names Test, one to display to students and a class set to serve as answer
sheets. If you have students who might be overwhelmed by the size of the list, write each
name on a note card.

Administering the Test

• Administer the test to one student at a time.
• Explain that the student is to pretend to be a teacher and read the list of names as if taking
attendance.
• Tell the student that you will not help with any names; then have the student read the entire list.
• Write a check mark on the answer sheet for each name the student reads correctly. Count first
and last names separately. (Count a word correct if all the syllables are pronounced correctly.
It doesn’t matter where the student places the accent.) Write phonetic spellings for the names
misread.

Scoring the Test

• Count words where the vowel sound depends on which syllable the consonant is placed with
(for example, Ho/mer or Hom/er) correct for either pronunciation.
• Total the number of names read correctly. Analyze the mispronounced names, looking
for patterns that might give you information about the student’s decoding strengths and
weaknesses.
• The average second grader scores 23 correct out of 50.

RESOURCE 4.4: The Names Test Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
 The Names Test
(developed by Patricia Cunningham, 1990)

Student Date

Jay Conway Wendy Swain

Tim Cornell Glen Spencer

Chuck Hoke Fred Sherwood

Yolanda Clark Flo Thornton

Kimberly Blake Dee Skidmore

Roberta Slade Grace Brewster

Homer Preston Ned Westmoreland

Gus Quincy Ron Smitherman

Cindy Sampson Troy Whitlock

Chester Wright Vance Middleton

Ginger Yale Zane Anderson

Patrick Tweed Bernard Pendergraph

Stanley Shaw

Resource 4.4: The Names Test Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
 Nonsense Word Test
Preparing the Test
Print two copies of the next page for each student you plan to assess—one for the student and one
for you to use as an answer sheet on which to record the student’s responses.

Administering the Test

Administer the test to one student at a time.
1. Explain to the student that he or she is to read each word. Point out that the words are
nonsense, or made-up, words.
2. Have the student read the entire list.
3. Write a check mark on the answer sheet for each word read correctly.

Scoring the Test

1. Count a word correct if the pronunciation is correct according to common sound-spelling
relationships.
2. Total the number of words the student read correctly. Analyze the mispronounced words,
looking for patterns that might give you information about the student’s decoding strengths
and weaknesses.
3. Focus future instruction on those sound-spelling relationship categories (short vowels, long
vowels, and so on) in which the student made three or more errors.

RESOURCE 4.5: Nonsense Word Test Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Name Date

Nonsense Word Test

A. Short Vowels C. Long Vowels
1. lat 1. sote
2. ped 2. mabe
3. sib 3. foap
4. mog 4. weam
5. vun 5. glay
6. fim 6. shain
7. hep 7. dright
8. yot 8. hupe
9. rud 9. heest
10. cag 10. sny

B. Digraphs, Blends D. Other Vowels

1. sheg 1. doit
2. chab 2. spoud
3. stot 3. clar
4. whid 4. foy
5. thuzz 5. jern
6. bruck 6. moof
7. cliss 7. lurst
8. smend 8. porth
9. thrist 9. stook
10. phum 10. flirch
RESOURCE 4.5: Nonsense Word Test Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Name Date

Nonsense Word Test: Individual Scoring Sheet

Circle correct responses. Record the child’s incorrect responses on the lines.

A. Short Vowels C. Long Vowels

1. lat 1. sote

2. ped 2. mabe

3. sib 3. foap

4. mog 4. weam

5. vun 5. glay

6. fim 6. shain

7. hep 7. dright

8. yot 8. hupe

9. rud 9. heest

10. cag 10. sny

B. Consonant Blends D. Complex Vowels

and Digraphs

1. sheg 1. doit

2. chab 2. spoud

3. stot 3. clar

4. whid 4. foy

5. thuzz 5. jern

6. bruck 6. moof

7. cliss 7. lurst

8. smend 8. porth

9. thrist 9. stook

10. phum 10. flirch

Number correct: Number correct:

Speed: ■ slow/labored ■ moderate ■ fast Speed: ■ slow/labored ■ moderate ■ fast

RESOURCE 4.5: Nonsense Word Test Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
 The San Diego Quick Assessment
The San Diego Quick Assessment (LaPray & Ross, 1969) contains words common to children’s
reading materials at a number of grade levels. I’ve included only the portion of the test pertaining to
the elementary grades.

Preparing the Test

1. To prepare word list cards, print a copy of the next page. Cut apart the word lists and glue
each to a note card. Write the grade level on the back of each card for your reference.
2. Print a copy of the next page for each student you plan to assess to use as an answer sheet
on which to record the student’s responses.

Administering the Test

Administer the test to one student at a time.
1. Start with a card that is at least two years below the student’s grade level. Have the student
read aloud the words in the list. If he or she misreads any words, go to an easier list until the
student makes no errors. This indicates the base reading level.
2. Then have the student read each subsequent card in sequence, and record all incorrect
responses. Encourage the student to read all the words so that you can determine the
strategies he or she uses to decode.
3. Continue the assessment until the student misses at least three words on one of the lists.

Scoring the Test

Use the assessment results to identify the student’s independent, instructional, and frustration levels.
You can provide instructional and independent reading materials for each child based on the results
of this assessment.

Independent level = no more than one error on a list

Instructional level = two errors on a list
Frustration level = three or more errors on a list

RESOURCE 4.6: The San Diego Quick Assessment Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Name Date

The San Diego Quick Assessment

(LaPray & Ross, 1969)

Pre-primer Primer Grade 1 Grade 2

see you road our
play come live please
me not thank myself
at with when town
run jump bigger early
go help how send
and is always wide
look work night believe
can are spring quietly
here this today carefully

Grade 3 Grade 4 Grade 5 Grade 6

city decided scanty bridge
middle served certainly commercial
moment amazed develop abolish
frightened silent considered trucker
exclaimed wrecked discussed apparatus
several improved behaved elementary
lonely certainly splendid comment
drew entered acquainted necessity
since realized escaped gallery
straight interrupted grim relativity

RESOURCE 4.6: The San Diego Quick Assessment Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
 Comprehensive Phonics Survey
(for use with students in Grades 2–3)
This assessment consists of 50 nonsense words to confirm students’ decoding skills. Some
students do well on real-word tests of phonics due to their wide sight-word knowledge, yet
struggle when applying those same decoding skills to new words. The nonsense-word test
accounts for this and assesses true decoding application. Administer this test as a follow-up to the
real-word tests (cumulative phonics assessments), especially for students who do okay on these
assessments, but seem to struggle decoding while reading.

Preparing the Test

Print out a class supply of the Comprehensive Phonics Survey: Nonsense Word Reading and
Comprehensive Phonics Survey: Individual Scoring Sheet. Also print a copy of the Comprehensive
Phonics Survey: Class Record Sheet.

Administering the Test

Administer the assessment to each child in the class three times a year—at the beginning, middle,
and end.

1. Show the student the Comprehensive Phonics Survey: Nonsense Word Reading page.
2. Have the student point to each word and read it aloud. Circle each correct response. Record
the student’s errors to use for error analysis (for example, send for smend). Record the
number correct and note the speed in the boxes on the Comprehensive Phonics Survey:
Individual Scoring Sheet.

Scoring the Test

1. Total the number of words the student read correctly. Analyze the mispronounced words,
looking for patterns that might give you information about the student’s decoding strengths
and weaknesses.
2. Focus future instruction on those sound-spelling relationship categories (short vowels, long
vowels, etc.) in which the student made three or more errors.
3. Use the Comprehensive Phonics Survey: Class Record Sheet to gather and record all
students’ scores for each testing period to determine small-group differentiated instructional
needs.

RESOURCE 4.7: Comprehensive Phonics Survey Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
 Comprehensive Phonics Survey:
Nonsense Word Reading
A. Short Vowels
1. lat 6. fim
2. ped 7. hep
3. sib 8. yot
4. mog 9. rud
5. vun 10. cag

B. Consonant Blends and Digraphs

1. sheg 6. bruck
2. chab 7. cliss
3. stot 8. smend
4. whid 9. thrist
5. thuzz 10. phum

C. Long Vowels
1. sote 6. shain
2. mabe 7. dright
3. foap 8. hupe
4. weam 9. heest
5. glay 10. sny
RESOURCE 4.7: Comprehensive Phonics Survey Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Comprehensive Phonics Survey continued

D. Complex Vowels
1. doit 6. moof
2. spoud 7. lurst
3. clar 8. porth
4. foy 9. stook
5. jern 10. flirch

E. Word Study (Multisyllabic Words)

1. rigfap 6. moku
2. churbit 7. wolide
3. napsate 8. lofam
4. reatloid 9. pagbo
5. foutray 10. plizzles

RESOURCE 4.7: Comprehensive Phonics Survey Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Name Date

Comprehensive Phonics Survey:

Individual Scoring Sheet
Circle correct responses. Record the student’s incorrect responses on the lines.

A. Short Vowels C. Long Vowels E. Word Study

(Multisyllabic Words)

1. lat 1. sote 1. rigfap

2. ped 2. mabe 2. churbit

3. sib 3. foap 3. napsate

4. mog 4. weam 4. reatloid

5. vun 5. glay 5. foutray

6. fim 6. shain 6. moku

7. hep 7. dright 7. wolide

8. yot 8. hupe 8. lofam

9. rud 9. heest 9. pagbo

10. cag 10. sny 10. plizzles

Number correct: Number correct: Number correct:

Speed: ■ slow/labored ■ moderate ■ fast Speed: ■ slow/labored ■ moderate ■ fast Speed: ■ slow/labored ■ moderate ■ fast

B. Consonant Blends D. Complex Vowels

and Digraphs

1. sheg 1. doit

2. chab 2. spoud

3. stot 3. clar

4. whid 4. foy

5. thuzz 5. jern

6. bruck 6. moof

7. cliss 7. lurst

8. smend 8. porth

9. thrist 9. stook

10. phum 10. flirch

Number correct: Number correct:

Speed: ■ slow/labored ■ moderate ■ fast Speed: ■ slow/labored ■ moderate ■ fast

RESOURCE 4.7: Comprehensive Phonics Survey Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
 Child’s name

RESOURCE 4.7: Comprehensive Phonics Survey

Asse
ssme
Date nt #1
(Tota
l Scor
e)
Sect
ion A
Sect
ion B
Sect
ion C
Sect
ion D
Sect
Number Correct

ion E
Spee
d
S=s
low
M=
mo
F = fa derate
st
Asse
ssme
Date nt #2
(Tota
l Sco
re)
Sect
ion A
Sect
ion B
Sect
ion C
Sect
ion D
Sect
ion E
Number Correct

Spee
d
S= s lo w
M=
Comprehensive Phonics Survey: Class Record Sheet

mode
F = fa rate
st
Asse
s
Date sment #
3
(Tota
l Sco
r e)
Sect
ion A
Sect
ion B
Sect
ion C
Sect
ion D
Sect
Number Correct
ion E
Spee
d
S=s
lo w
M=
mode
rate

Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Teaching Resources

F = fa
st
Repeated Reading Chart
Name
Beginning date Ending date
Book
Number of words correctly read in one minute

200
190
180
170
160
150
140
130
120
110
100
90
80
70
60
50
40
30
20
10
0 1 2 3 4 5
Number of trials

RESOURCE 5.1: Repeated Reading Chart Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
For Use During Partner Repeated Readings Grade 1

Partner Fluency Feedback Chart

Listen to your partner read. Circle the picture that best fits the reading.

Key Speed Expression

slow

Reading 1
just right

fast
Reading 2
no feeling

with feeling Reading 3

Partner Fluency Feedback Chart

Listen to your partner read. Circle the picture that best fits the reading.

Key Speed Expression

slow

Reading 1
just right

fast
Reading 2
no feeling

with feeling Reading 3

RESOURCE 5.1: Repeated Reading Chart Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
For Use During Partner Repeated Readings Grades 2–6

Partner Fluency Feedback Chart

Use this chart to give your partner helpful criticism and feedback, or use it as a self-check.

Reading 1 Reading 2 Reading 3

Speed q too slow q too slow q too slow

q just right q just right q just right
q too fast q too fast q too fast

Accuracy q skipped words q skipped words q skipped words

q read every word q read every word q read every word
q self-corrected q self-corrected q self-corrected

Expression q a ttention to end q a ttention to end q a ttention to end

punctuation punctuation punctuation
q pauses at q pauses at q pauses at
commas/uses commas/uses commas/uses
q intonation/feeling q intonation/feeling q intonation/feeling

Partner Fluency Feedback Chart

Use this chart to give your partner helpful criticism and feedback, or use it as a self-check.

Reading 1 Reading 2 Reading 3

Speed q too slow q too slow q too slow

q just right q just right q just right
q too fast q too fast q too fast

Accuracy q skipped words q skipped words q skipped words

q read every word q read every word q read every word
q self-corrected q self-corrected q self-corrected

Expression q a ttention to end q a ttention to end q a ttention to end

punctuation punctuation punctuation
q pauses at q pauses at q pauses at
commas/uses commas/uses commas/uses
q intonation/feeling q intonation/feeling q intonation/feeling

RESOURCE 5.1: Repeated Reading Chart Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.
Consonant + le Syllable Speed Drill
Underline the consonant + le in each word. (The consonant + le appears in the same
syllable.) Then practice reading the words until you are ready to be timed.

bubble battle angle bridle apple

ankle double bottle bugle bundle
circle crinkle fable cattle eagle
fiddle maple dazzle marble gentle
giggle handle purple fizzle noble
kettle jungle kindle sample muzzle
pebble little shingle middle simple
puzzle rumble mantle single needle
steeple sparkle stubble rattle struggle
puddle temple sprinkle tumble settle
wiggle puddle uncle wrinkle title
saddle vehicle bubble double battle
fable bottle angle title cattle
eagle circle fiddle bundle handle
middle steeple marble apple gentle
rumble giggle tumble maple kettle
sample rattle needle uncle pebble
vehicle purple jungle little bridle
simple settle saddle single struggle
ankle stubble puzzle wrinkle wiggle
RESOURCE 5.2: Consonant + le Syllable Speed Drill Phonics From A to Z, 3rd Edition © Wiley Blevins, Scholastic Inc.