quick tests for the classroom - zoo-phonics

Georgene E. Bradshaw, Irene M. Clark
and Charlene A. Wrighton
Cynthia D. Clark and Matthew Anderson
Quick Tests for the Classroom
Zoo-phonics® Quick Tests for the Classroom (06-03-AIM-4240) First Printing 1999 Copyright © 1999 by Zoo-phonics®, Inc. All rights reserved. Except as permitted under the United States Copyright Act, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without stated or prior permission of the publisher.
ISBN 1-886441-23-5 Printed in the United States of America
Zoo-phonics®, Inc., 20950 Ferretti Rd, Groveland, CA 95321 Tel: 800.622.8104 • Fax: 209.962.4320 • www.zoo-phonics.com
Acknowledgments
To put together a battery of tests this size requires a tremendous amount of knowledge, classroom experience and work. To bring it to you, requires many, many hands. I’d like to thank the following people for their hands (and tired eyes) in the development of this inventory.
Besides the author, on the writing staff were Diane Doddridge, Mernie DeGeorge, and Tracy Hillier.
Our editors and proofreaders were: Janis Schneider, Charmaine Atkins, Chuck Herfurth, Anne Middleton, Irene Clark, Teri Cathrein, and Tracy Hillier.
Our graphic design staff was comprised of: Gabe Zahony, Tracy Hillier, Matt Anderson and Shirley Beebe.
Hundreds of “beyond the call of duty” hours have brought this Assessment to you. Thanks to a very dedicated staff.
Charlene A. Wrighton Co-author
Section 1 Auditory/Vocal Perception Reciting Personal Information ............................................................................................................... 9-10 Identifying Real vs. Fantasy .................................................................................................................11-14 Listening and Matching Words to Objects ......................................................................................... 15-18 Listening and Repeating and Performing Tasks ............................................................................... 19-26 Discriminating Initial Sounds .............................................................................................................. 27-34 Discriminating Ending Sounds............................................................................................................ 35-40 Which Two Sounds Are the Same? Different? ................................................................................... 41-48 Putting Letters Together - What Word do You Have? ..................................................................... 49-50 Take Away One or Two Letters - What Sounds do You Have? ....................................................... 51-52 Categorization by Sounds .................................................................................................................... 53-56 Detecting Rhymes .................................................................................................................................. 57-60 Determining the Number of Syllables in a Word .............................................................................. 61-62 Auditory/Short Term Memory - Listening, Using Manipulatives ............................................. 63-66 Section 2 Visual Perception Seeing, and then Replicating Shapes from Memory......................................................................... 67-70 Identifying Differences Upon Sight .................................................................................................... 71-76 Short Term Memory, Identifying and Verbalizing, “Whats Missing?” .......................................... 77-80 Replicating Patterns from Visual Memory ......................................................................................... 81-82 Replicating Geometric Shapes In Order ............................................................................................. 83-86 Which Two Sounds are the Same? ...................................................................................................... 87-90 Section 3 Alphabet Reciting the Alphabet by Letter Name or Letter Sound .................................................................. 91-92 Identifying the Shape, Sound and/or Signal of the Lowercase Animal Alphabet .................... 93-100 Identifying the Shape, Sound and/or Signal and Name of Lowercase Merged/Animal ...... 101-108 Identifying Letter Names, Sounds and/or Signals of Lowercase Letter Alphabet ...................109-116 Manipulating and Writing the Lowercase Alphabet ....................................................................117-128 Identifying the Shape, Sound and/or Signal and Letter Name of Merged Capital Alphabet 129-136 Identifying the Sounds, Signals, and Letter Name of Capital Letter Alphabet ........................ 137-144 Identifying and Writing the Capital Alphabet in Sequence ........................................................ 145-148
Section 4 Sounding/Reading/Spelling Initial Sounds Using Manipulatives ............................................................................................... 149-156 Two and Three Letter Nonsense Words ......................................................................................... 157-164 VC and CVC Words, Phrases and Sentences ................................................................................. 165-172 Identifying and Writing Two Letter and Three Letter Blends ..................................................... 173-180 Four to Six Letter Blend Words, Words in Phrases and Sentences ............................................. 181-196 Identifying and Writing Two and Three Letter Beginning and Ending Digraphs ................... 197-204
Which Words are Spelled Correctly ................................................................................................ 205-208 Two and Three Letter Beginning and Ending Digraph Words, Phrases and Sentences ......... 209-216 Definition, Recognition and Usage of the Schwa .......................................................................... 217-222 Using Schwa Sound When Writing. ................................................................................................ 223-228 ”I Say My Own Letter Name” Long Vowels in Word Lists, and/or Sentences ........................ 229-240 “Bossy ‘e’ or ‘Ellie’ Words” Long Vowels in Word List and/or Sentences ............................... 241-252 “Polite Partner” Sounds/Sentences, Long Vowels and Dipthongs. ........................................... 253-272 Recognition and Usage of ”r” Controlled Vowels. ....................................................................... 273-286 Silent Letters from a Word List and/or Sentences. ....................................................................... 287-298 Recognition and Usage of Soft Sounds, Words and Sentences....... ............................................ 299-310 Long Vowels, Diphthongs, Silent Letters and Soft Sounds ..........................................................311-322 High Frequency Words .................................................................................................................... 323-358 Prefixes and Suffixes ......................................................................................................................... 359-370
Section 5 Comprehension Reading - Kindergarten through Third Grade ............................................................................. 371-390 Science - Kindergarten through Third Grade ................................................................................ 391-408 Social Studies - Kindergarten through Third Grade ..................................................................... 409-426
Section 6 Grammar, Sentence Structure/Writing Capitalization ..................................................................................................................................... 427-462 Punctuation ........................................................................................................................................ 463-478 Grammar ............................................................................................................................................ 479-522 Sentences .......................................................................................................................................................... 523-534 Proofreading ...................................................................................................................................... 535-538 Writing Prompts ................................................................................................................................ 539-542
1©1999 Zoo-phonics®, Inc.
Zoo-phonics® Assessment Inventory
The Purpose This Assessment Inventory has been created so that the teacher can have many quick classroom tests to assess the various skills of his or her students.
None of the tests are“normed,” but that does not take away from the efficacy or accuracy of the test results or ob- servations. The questions are: Has your student acquired the skill or not? Is the child ready to move onto the next skill? Through these assessments, you can test your students throughout the year to measure growth, and determine need. If the test, or part of the test, is inappropriate for a particular student, wait until the skill has been taught or further reinforced.
You can use these tests for baseline tests. Assess with the same test two, three or four times a year, using a different colored pen or pencil. Include a copy of the teacher score sheet and the student worksheet in the students’ report cards, cum files, portfolios or Individual Education Plan (IEP).
From the results of the tests, one can plan goals and objectives for the entire class or individuals. This test can show where remediation or acceleration is needed. Suggestions are given on how to teach specific skills, either before or after giving the test, or if the test demonstrates student need for improvement.
Who Can Benefit from this Assessment? This Assessment Inventory has been designed primarily for preschool through third grade. However, it can be used for special needs students and for students who are learning the English language.
If a non-proficient English learner is being tested, the teacher has the choice to skip the test, translate only the directions, or translate the entire test. Since letters, words, or simple sentences are used in each test, translating should not be a formidable task. Translating can be done a little at a time, as the tests are used, and then kept for future testing.
If students with special academic needs are tested, you can modify the test to maximize student success. Remem- ber, you want to glean information that deals directly with the test. If something interferes with the test (a lack of understanding of the test directions, for example), you are not assessing the student’s skills, but have unwittingly altered the purpose of the test and sabotaged the student.
How to Maximize Student Success The key to an accurate assessment is to make the student feel as comfortable as possible. You may try these suggestions as ice breakers.
1. Talk with the student about the test. Assure the student that the test is easy and that the purpose of the test is to find out what the student knows and doesn’t know. Explain that there may be items on the test with which s/ he may or may not be familiar. They shouldn’t worry about whether the test is getting more challenging. It is designed to do this.
2. Observe the student as s/he approaches the test. This will tell the teacher how best to test the student. Make sure the student fully understands the directions. Does the child need glasses to take the test? Make sure s/he has them.
3. Give the student water or a beverage treat (lemonade, juice, hot chocolate) or a healthy snack. Make sure the snack does not interfere with testing. Save it for a break, or give the treat to the student prior to testing. A beverage can be sipped during test time if it does not take up too much time or get messy.
4. If it is not too distracting, play some soft classical or nature music in the background.
5. Make sure the student has everything s/he needs (corrective lenses, pencils, paper, student prompts or manipulatives, etc.)
6. Encourage, praise and/or joke a little in between sections of the test. The more relaxed your student is, the more successful s/he will be. Never let the student know that errors were made. Encourage and praise regardless of the results.
7. If the test or tests are taking longer than fifteen minutes, allow the student to stand, stretch, or walk around. A trip to the restroom might be in order. If you are giving a student several tests, go outside for a short break. Play an active game with the student. Take a minute to eat the snack.
8. If you feel the student is under undue stress, stop the test. If the student comes to school stressed out, or is having a particularly bad day, wait until the next day to assess the student. The purpose for the test is to find out what the student knows. If anything interferes with this, you will not be assessing the student accurately.
How to Make Assessing Students Easier for the Teacher In this Inventory you will find an instruction page for each test describing its purpose, test justification, skill domains, skills needed to take and pass the tests, how to work with ELL and special needs students, test directions, and suggestions for remediation. The exact words for instruction are given to the teacher, so the teacher can instruct the child.
Included with each test is a teacher score sheet, a student prompt or manipulative, and/or a student worksheet (where appropriate). Run off and laminate student manipulatives and prompts, and place them in a manila envelope, label it, and keep it with the Assessment Inventory. This way you can use them over and over again. Each manipulative or prompt page has a test number (code). Sometimes the manipulative or prompt will be appropriate for several tests. In this case, it will be stated on the test.
These “quick” assessments will come in handy when a new student has been placed in your class. It is an easy way to find out which group or level to place the student, and which books and materials to use.
This is a good Inventory for Resource Specialists or Reading Specialists who need quick tests with which to observe and analyze students’ language arts skills. The teachers or specialists can use the assessments for Student Study Team Meetings (SST). It also gives quick, but accurate information to parents, administration, or anyone on the SST or IEP Team.
Test I, Test II, Test III or All Three? In each assessment there are two or three (usually three) tests with varying degrees of difficulty. Use the test that is appropriate to that particular student’s level. For example, if you know that your student has basic skills, skip Test I, and go right to Test II. If you feel that you want to give the student a warm-up, use Test I as the practice test, and give the entire test to the student. It is at the teacher’s discretion to determine what, when, and how to test the student.
Scoring — Make the Tests Yours Scoring has a tendency to be subjective. The teacher has been given a suggested mastery range (+8/10 or 80%, for example). You know your students. You may design your own mastery range by developing either an overall score for the level of your class, or for individual needs. For the special education student, the teacher might be thrilled if s/he gets half the answers correct. By the end of the year, you might require that same student to score 80%, because of individual instruction and remediation. Treat the test expectations as a benchmark only.
Use the tests as they are, or modify them to suit your classroom needs. Make notes or changes right on the page. A prototype has been suggested: suggested letters, sounds, words, and sentences; expectations; requirements; teaching ideas, etc. Mold them until you have made the ideal tests for your students.
+ = correct
An instructional page that includes: • directions for administering the test • the skill being tested • the domain • student objective • test justification • proficiency requirements • ideas for remediation • suggestions for Special Needs and ELL/Bilingual students
A Teacher Work and Score Sheet : • photocopy and use to record individual student results by date
Student Prompts and Worksheets: • (indicated by a “(b)” following the test number) • photocopy one for each student
Zoo-phonics® Test Components
Student Inventory – Determining the Student Skill and Interest
Purpose According to Howard Gardner’s Multiple Intelligences, all students have talents and abilities. It is important to discover what they are, to allow the student to shine, and to develop confidence.
By taking an inventory of student skill and interest, the teacher can get to know the child better, and can pass this information on to others who work directly or indirectly with the student.
Directions Ask the following questions of the student. Briefly, but accurately, write down his or her responses.
1. What is the student’s full name?
2. If the student had free time to do anything, what would it be?
3. What is the student’s favorite:
a. Book ________________________________________________________________________________
b. Movie ______________________________________________________________________________
c. Cartoon _____________________________________________________________________________
j. Friend(s) _____________________________________________________________________________
6. Does the student collect anything?
7. Does the student belong to a club or organization?
8. Library information: Yes No
a. Does s/he go with parents or older siblings to the library?
b. Does s/he participate in the summer library activities?
c. Does s/he own a library card or number?
d. What section does s/he like to visit?
e. Does s/he ever use the computer for internet purposes?
f. What was his or her favorite book to borrow?
g. Has this student ever checked out music?
h. Has this student looked at a newspaper? A magazine?
i. Has this student checked out a video?
9. Does the student take lessons of any kind (piano, dance, gymnastics, language, guitar, etc?)
10. Does the student play on a team?
11. Does the student skateboard, snowboard, ski?
12. List the things the student likes to do and does well: Yes No
a. Uses his or her hands well? (Fine motor coordination).
b. Likes to draw or paint?
c. Sews, crochets, knits, does needlepoint?
d. Uses tools for woodworking?
e. Builds with toys (Legos, blocks, etc.)?
f. Plays with cars, trucks?
g. Uses his or her imagination in playing?
h. Likes to act?
i. Likes to cook?
j. Is s/he athletic?
k. Is s/he musical?
l. Is s/he artistic?
b. Is s/he creative?
c. Is s/he imaginative?
f. Does s/he notice the needs of others?
g. Is s/he tidy? Organized?
h. Is s/he good listener? Does s/he have good eye contact?
i. Is s/he dependable?
j. Is s/he independent?
k. Is s/he respectful?
l. Is s/he forgiving?
m. Is s/he positive?
n. Is s/he ethical?
p. Is s/he willing to share toys, games, etc.?
q. Does s/he talk willingly to other students and adults?
r. Is s/he good sport?
s. Is s/he scholarly?
Auditory/Vocal 01 – Reciting Personal Information
The teacher will ask for specific personal information for the student to provide.
This test requires understanding of terms and long-term memory. Because the items of information are dissimilar, some of the information may be easy for the child, but the numerical information may be the most difficult. Take time to help the child master telephone and address information. Reinforce this information often.
Directions: Tell the student that you are going to ask for information regarding himself or herself and family. If you feel the student understands the directions, start by asking the student’s full name. Write down all information on the Teacher Work and Score Sheet. Continue as long as the student is able to answer questions.
Use the Teacher Work and Score Sheet #AV-01(a) for student responses. Praise and encouragement are important. Tests are often frightening to children. You will put them at ease by saying, “Good job” or “Nice try.”
Items on Test: Even if the child misses the first several items on the test, continue with the test. Time: Give the child as much time as s/he needs on the test.
Minimum Proficiency: This test is for information only. It will show how much personal information a child knows about him or herself. It will demonstrate what needs to be taught. Give one point for each correct piece of information, 1/2 point for half the information. You will determine the score based on the student’s responses due to the variation of family structures.
For the Special Needs Student: It is crucial for all children to know as much as possible about themselves and their families. Numeri- cal information may be very difficult for some.
For the ELL/Bilingual Student: If possible, translate the questions. This is a test for personal information; it does not test the student’s understanding of the English language, although it can be used as such.
The purpose of this test is not to gain personal information, but only to test the child’s knowledge of family information.
Students need to be able to know and relate information regarding their families, their homes, and themselves. This is a verbal test.
Student must recall as much personal information as possible.
Students need to be able to know and relate information regarding their families, their homes, and themselves.
SKILL DOMAIN
TEST JUSTIFICATION
STUDENT OBJECTIVE
REMEDIATION IDEAS
ADDITIONAL NOTES
____________________________________________ ____________________________________________
____________________________________________ ____________________________________________
© 1999 Zoo-phonics®, Inc.11
SKILL
Student will respond appropriately to auditory stimuli by manipulating the appropriate cards.
Listening, performing, critical thinking, a nonverbal test
As a part of the language experience, as well as a life skill, the child must be able to determine whether information is factual or fictional. This skill is crucial in life skills, communication, reading for information, the sciences and mathematics.
When presented with a statement, the student will choose the appropriate card that represents the words.
Teaching the student to think critically, to reflect and to analyze will enable the child to distinguish between fact and fiction.
This test requires a higher level of understanding in the English language and success may depend on the child’s prior experiences or knowledge.
Directions: Tell the student that you are going to make a statement. It might be silly and funny or it might be true and make sense. If it is silly and funny, s/he is to hold up the silly face. If the statement is true and makes sense, s/he is to hold up the happy face.
The key to success on this test is to make sure that your directions are fully understood by the child. S/he must understand what you mean when you say the words, “silly or funny” and “true or make sense.” Say: “I am going to tell you something. It may be silly or funny or it might be true and make sense. Do you know what silly means? Tell me if this is silly or funny: ‘A dog walks on two feet.’ Tell me if this is true or makes sense: ‘The sun is far away.’”
Say: “Do you see these pictures? If the sentence is silly or not true, hold up the silly face. If the sentence is true, hold up the happy face. I’m going to say the sentences again. This time, hold up the correct faces.”
If the child demonstrates understanding, begin the test. If the child needs more practice, give the following information:
1. “A dog has feathers.” 2. “The boy has a balloon.” 3. “You were never a baby.”
Use the Teacher Work and Score Sheet #AM-02(a) for student responses. Use pattern sheet #AM-02(b) for happy/silly faces.
Praise and encouragement are important. Tests are often frightening to children. Put them at ease by saying, “Good job” or “Nice try.”
Items on Test: This test is broken into three sets, each more complicated than the last. Each is a test in itself. If the child misses the first two items in a test, discontinue.
Time: You may give the child the stimulus two times, pausing for 20 seconds between repetitions.
Minimum Proficiency: +4/5 on each section of the test.
For the Special Needs Student: By giving the student more time and more opportunities to hear the stimulus, the special needs student may be able to perform the tasks. If a child cannot reach for a card, allow him or her to point. Place the cards so that the children can reach or clearly point, so there is no confusion on the part of the test taker or test giver.
For the ELL/Bilingual Student: This is a nonverbal test. The test does require that the student understand semantics and syntax in English. It is up to you to determine whether to translate or to test the student at this time. Some children may not have sufficient vocabulary to understand the words.
Auditory/Manipulative 02 – Identifying Real vs. Fantasy
SKILL DOMAIN
TEST JUSTIFICATION
STUDENT OBJECTIVE
REMEDIATION IDEAS
Test I
1. The cow has wings. _________ 2. Horses ride people. _________ 3. A girl can run fast. _________ 4. Everyday is Christmas. _________ 5. You have six fingers on one hand. _________
Test II
1. The snow is hot. _________ 2. A tree has fur. _________ 3. The coin has two sides. _________ 4. Drink your hamburger. _________ 5. Hot chocolate is good to drink on a cold day. _________
Test III
1. The square has four sides. _________ 2. Too much candy is not good for you. _________ 3. The bird is flying upside down. _________ 4. Wear your hat and mittens because it’s cold outside. _________ 5. Baseball is played with a large ball and a net. _________
Identifying Real vs. Fantasy (Teacher Work and Score Sheet)
AM-02(a)
Practice Test: 1. A dog has feathers. _______
2. The boy has a balloon. ______ 3. You were never a baby. _______
Test I Score + ____ /5
Test II Score + ____ /5
Test III Score + ____ /5
Student will respond appropriately to auditory stimuli by manipulating the appropriate picture card from a choice of three to five cards.
Listening and performing a nonverbal test. The student needs to hear words, but not speak.
When presented with a statement, the student will choose the appropriate card that represents the word(s).
This is a nonverbal test. The goal is to move the children into more verbal tasks. This can be done by asking children what they see, hear, think, imagine, etc.
Directions: Tell the student that you are going to call out a word, or words, and s/he is to pick one card from several cards that has a picture matching that word(s). Use AM-03(b) cards.
Say: “I am going to say some words. I will give you three (four and five) cards from which to choose. Let’s try one, ‘A bird’.” The student is to locate the card and hold it up. Try another. Say, “A hat.” If the child repeats the information correctly, begin the test. If the child needs more practice, give the following information:
1. “A feather.” 2. “A seashell.” 3. “A moon and stars.” Use the Teacher Work and Score Sheet #AM-03(a) for student responses.
Praise and encouragement are important. Tests are often frightening to children. You will put them at ease by saying, “Good job” or “Nice try.”
Items on Test: This test is broken into three sets, each more complicated than the last. Each is a test in itself. If the child misses the first two items in a test, discontinue.
Time: You may give the student the stimulus two times, pausing for 15 seconds between repetitions.
Minimum Proficiency: +4/5 on each test.
For the Special Needs Student: By your giving the child more time and more opportunities to hear the stimulus, the special needs child may be able to perform the tasks. If a child cannot reach for a card, allow him or her to point. Place the cards so that the children can reach or clearly point, so there is no confusion on the part of the test taker or test giver.
For the ELL/Bilingual Student: The student must understand the English names of nouns to be able to perform successfully on this test. If testing for listening or performance, translate the words on the cards, if possible. This test can evaluate ELL’s English vocabulary understanding or the development of vocabulary in their primary language if translated.
Auditory/Manipulative 03 – Listening and Matching Words to Objects
Children must develop listening skills that will allow them to follow directions, perform, and assimilate new information.
SKILL DOMAIN
TEST JUSTIFICATION
STUDENT OBJECTIVE
REMEDIATION IDEAS
Date: ______________________________
Listening and Matching Words to Objects (Teacher Work and Score Sheet)
AM-03(a)
Test I 1. a hat _______ 2. a pan _______ 3. a cat _______ 4. a van _______ 5. a baseball bat _______
Test II 1. a fan _______ 2. a dog _______ 3. a cup _______ 4. a trash can _______ 5. a flying bird _______
Test III
1. a boxing kangaroo _______ 2. a bear sitting and reading _______ 3. a weasel winning first place _______ 4. rain falling from the sky _______ 5. a horse running with a snake on her back _______
Practice Test: 1. a feather ______ 2. a seashell _______ 3. a moon and stars _______
15
Auditory/Vocal 04 – Listening and Repeating
Student will respond appropriately to auditory stimuli by repeating the requested verbal information.
Listening, verbalizing, utilizing short-term memory, a verbal test
Developing listening and verbal skills is pertinent to every learning experience, including language development, communication, reading, spelling and all other academic disciplines and life skills.
When presented with a certain number of words or syllables, the child will reproduce them with 85% accuracy.
If a child is successful on one or two of the tests, but has difficulty on the more difficult tests, work on the difficult auditory skills. You can do this by reading a phrase from a favorite song, book or poem, or a pattern of children’s names or related or unrelated words and asking the child/ children to repeat them. Test again in several weeks.
Directions: Ask the student to repeat the information that you say. Say: “I am going to say some words and I need you to say them right back to me.” “Let’s try one, ‘a bird.’” The child is to repeat. Try another. Say, “the house.” If the child repeats the information correctly, begin the test. If the child needs more practice, give the following information:
1. “A feather.” 2. “On a roof.”
Items on Test: This test is broken into four sets. Each is a test in itself and each gets more difficult. If the child misses the first two items in a test, discontinue.
Time: You may give the child the stimulus three times, pausing for 15 seconds between repetitions. Give two points if the child is able to respond on the first try. Give one point if the child answers after giving the stimulus the second or third time.
Minimum Proficiency: +4/5 on each test. +16/20 total minimum proficiency.
For the Special Needs Student: By giving the child more time and more opportunities to hear the stimulus, the special needs child may be able to perform the tasks. For a child with a communicative disability, you may accept approximations for sounds. It may be that the difficulty lies not with receiving the information but in reproducing it. This test, then, would not test for listening skills.
For the ELL/Bilingual Student: Developing these skills is crucial for acquiring a new language and for developing his or her natural language. Although a non or limited English speaking student may be able to echo the information back to the teacher (thus testing for auditory/verbal skills, short-term memory skills), it would be more meaningful if the child understood the semantics and syntax of the English language. It is up to you to determine the validity of giving this test at this time. You may choose to translate the test. ELL students may “code switch” words or verbal responses may be altered in English because of accent, dialect, or letter or sound differences in their primary language.
SKILL DOMAIN
TEST JUSTIFICATION
STUDENT OBJECTIVE
REMEDIATION IDEAS
Listening and Repeating (Teacher Work and Score Sheet)
Practice Test: 1. a feather ________ 2. on a roof _______ 3. the dog _______
20
Test I
1. the home _______ 2. a bicycle _______ 3. next to you _______ 4. on top of _______ 5. where is the _______
Test II 1. a loud crash _______ 2. a speeding train _______ 3. the wild storm _______ 4. ice cream and cake _______ 5. on top of a horse _______
Test III
1. The dog has five puppies. _______ 2. The mountains are covered in snow. _______ 3. There are seven days in a week. _______ 4. Wear your hat and mittens, because it’s cold outside. _______ 5. Every time it storms, the electricity goes off. _______
Test IV
1. Ellie Elephant thinks she is the boss. _______ 2. Ellie said with a grin, “Thank you.” _______ 3. Gordo dreams that he does lots of tricks in the circus. _______ 4. Honey Horse ate a big bunch of grapes. _______ 5. You are not sick, Honey. You just have the hiccups. _______
SKILL
To develop auditory closure skills, choose a favorite book, poem, song or nursery rhyme that the students are familiar with. Read aloud a sentence, then read it again. Leave a pertinent word out of the sentence. Variation: Have the students gener- ate the sentences, choosing which word to leave out.
When orally presented with a sentence, one complete, and the second with a pertinent word deleted, the student can reproduce the word.
Auditory/Vocal 05 – Listening and Verbal Sentence Closure
When read to, the child can verbally fill in the appropriate word that is missing in a sentence.
Listening, speaking, critical thinking, and semantics, a verbal test
In order to retain information, children need to learn to listen carefully. This skill is essential for learning and mastery in all academic subjects, as well as for life skills.
Directions: Ask the student to listen to the sentence. Read the sentence again, this time leaving out a pertinent word.
Say: “Listen carefully. I am going to read a sentence to you. Then I am going to read the same sentence to you again, but this time I will be leaving out a very important word. You must tell me what it is.” The student will demonstrate understanding by correctly complet- ing one or two practice sentences.
Say: “Listen carefully. I am going to read you a sentence. ‘Zeke Zebra lost his stripes.’” Wait 15 seconds. Repeat the sentence, this time leaving out the word “stripes.” Make sure the student knows where the word is deleted. As you pause, indicate word is missing. If the child responds accurately, begin the test. If not, give this example:
“It was a beautiful spring day.” “It was a beautiful spring _______.”
Items on Test: This test is broken into three sets. Each is a test in itself which gets progressively more difficult. If the child misses the first two items in a test, discontinue.
Time: You may repeat the stimulus two times, pausing 15 seconds per item before moving on to the next sentence.
For the Special Needs Student: Repeat the sentences three times, slowly and clearly. Accept a word that has the same meaning, or close to the same meaning. You may want to break down the sentence into smaller parts. Try to do this without losing meaning. The objective is for the student to get as close as possible.
For the ELL/Bilingual Student: The test requires that the student understand semantics and syntax in English. It is up to you to determine whether to translate or test the student at this time. Students with a higher level of understanding in English and ELL students may have trouble pronouncing and recalling the pronunciation of “key” words. When translating, the syntax of the language will differ. Thus, “key” words may need to be changed if inappropriate.
SKILL DOMAIN
TEST JUSTIFICATION
STUDENT OBJECTIVE
REMEDIATION IDEAS
Practice Test: 1. Zeke Zebra lost his stripes. Delete stripes. _______
2. It is a beautiful spring day. Delete day. _______
Test I 1. The flower is yellow. Delete yellow. _______ 2. A baby is crying. Delete crying. _______ 3. The ball bounces high. Delete ball. _______ 4. Wipe your feet on the rug. Delete feet. _______ 5. I like to sing songs. Delete songs. _______
Test II 1. Gordo Gorilla ate a banana. Delete ate. _______ 2. The sun is very hot. Delete sun. _______ 3. Potatoes grow under the ground. Delete ground. _______ 4. The coat is very pretty. Delete coat. _______ 5. Why did the girl sneeze? Delete girl. _______
Test III 1. “I love the colors of autumn,” said the girl. Delete colors. _______ 2. For my birthday, I want computer games. ______ Delete birthday. 3. The student said, “This year I am going to get good grades.” Delete year. _______ 4. Shorts are very important for many children. Delete important. _______ 5. Every time it storms, the electricity goes off. Delete electricity. _______
15
Listening and Verbal Sentence Closure (Teacher Work and Score Sheet)
AV-05(a)
Auditory/Vocal 06 – Listening, Repeating and Performing Tasks
Child can respond appropriately to auditory stimuli by repeating the verbal information and performing the task.
Listening, verbalizing, short-term memory, task performance, a verbal test
If a child is successful on one or two of the tests, but has difficulty on the more difficult tests, work on the more difficult auditory/verbal/performance skills. You can do this by giving one, two or three item directions, and having them verbally repeat the directions and perform the task.
Being able to listen, verbalize and perform a task is pertinent to every learning experience, including oral and written language, communication, reading and all other academic disciplines and life skills.
When presented with a direction, the child will repeat the direction and perform the task with four out of five directions.
Directions: Tell the student that you are going to give him or her a direction. S/he must repeat the direction after you say it, then perform the task correctly. Say: “I am going to give you a direction. I need you to say it right back to me and then do what I tell you to do. Let’s try one. ‘Stand up’.” The child is to repeat this sentence, then do it. Try another. Say, “Touch your toes.” If the child repeats the information and responds correctly, begin the test. If the child needs more practice, give these directions:
1. “Raise your right hand.” (The child repeats this, then performs.)
2. “Lift your left foot.” (The child repeats this, then performs.)
Use the Teacher Work and Score Sheet #AV-06(a) for student responses. Praise and encouragement are important. Tests are often frightening to children. You will put them at ease by saying, “Good job.” or “Good try.”
Items on Test: This test is divided into three sets. Each is a test in itself, and gets increasingly more difficult. If the child misses the first two items on a test, discontinue.
For the Special Needs Student: By giving the child more time and more opportunities to hear the stimulus, the special needs child may be able to perform the tasks. For a child with a communicative disability, you may accept approximations for sounds. It may be that the difficulty lies not with receiving the information, but in reproducing it. This test, then, would not test for listening skills. If the student is unable to perform motor tasks, verbally modify the tasks, accepting what the child can do, or allowing him or her to be successful. For example, if a child is in a wheelchair, ask the child to perform what can be accomplished in that environment.
For the ELL/Bilingual Student: Developing listening, verbal and performance skills is crucial for acquiring a new language and for developing a student’s primary language. Although a non or limited English speaking student may be able to echo the information back to the teacher, (thus testing for auditory/verbal skills, short-term memory skills), repeating the complete sentence may be difficult for ELL students. “Code switching,” incorrect syntax and deletion of words may occur. Pronunciation may be difficult in English because of accent/dialect or letter/sound differences in primary language. It is up to you to determine the validity of translating or giving this test at this time.
SKILL DOMAIN
TEST JUSTIFICATION
STUDENT OBJECTIVE
REMEDIATION IDEAS
Listening, Repeating and Performing Tasks (Teacher Work and Score Sheet )
AV-06(a)
Practice Test: 1. Raise your right hand. _____________________
2. Put your hand on your head. __________ 3. Close your eyes. __________
Test I 1. Stand up and stretch. _________ 2. Turn around twice. _________ 3. Put the pencil over your head. _________ 4. Flap your arms like a bird. _________ 5. Touch your knees with your fingers. _________
Test II 1. Put your hands to your sides, then on top of your head. _________ 2. Stand up, walk to the chalkboard and say, “Hi”! _________ 3. Put one finger on your nose and one finger on your ear. _________ 4. Whisper “Good night,”then pretend to go to bed. _________ 5. Touch your shoulders, then your elbows. _________
Test III
1. Signal Catina Cat, Allie Alligator, Timothy Tiger. (Spells c-a-t) _________ 2. Signal Deedee Deer, Olive Octupus, Gordo Gorilla. (Spells d-o-g) _________ 3. Signal Robby Rabbit, Umber Umbrella Bird, Nigel Nightowl. (Spells r-u-n) _________ 4. Signal Sammy Snake, Inny Inchworm, Peewee Penguin. (Spells s-i-p) _________ 5. Signal Francy Fish, Inny Inchworm, Nigel Nightowl. (Spells f-i-n) _________
Test I Score + ____ /5
Test II Score + ____ /5
Test III Score + ____ /5
SKILL
When presented with a statement, the child will repeat the direction and paraphrase the statement correctly four out of five times.
Listening, verbalizing, paraphrasing, short-term memory
Listening, verbalizing, then paraphrasing information is crucial in all areas of learning, communication and life skills.
If a child is successful on one or two of the tests, but has difficulty on the more difficult tests, work on the more difficult auditory/verbal/paraphrasing skills. You can do this by stating a factual sentence (something that the child can relate to in his or her experiences), and having the directions and statements para- phrased verbally.
Directions: Tell the student that you are going to tell him or her something. S/he must repeat the information after you say it, then paraphrase the information, thus demonstrating understanding. Say: “I am going to tell you something. I want you to say it right back to me, then tell me what it means or try saying it in a different way. Let’s try one. ‘The dog is in the doghouse’.” The child is to repeat this sentence and then say something like this, “A dog is in his house.” Try another. Say, “The apples are green and delicious.” The child might say this, “The green apples taste good.” If the child repeats the information and responds correctly, begin the test. If the child needs more practice, give these directions:
1. ”The leaves are falling off the trees.” (The child repeats this and paraphrases the sentence.) 2. ”The snowflakes are very cold.” (The child repeats this and paraphrases.) 3. “Babies are just learning how to talk.” (The child repeats this and paraphrases.)
Use the Teacher Work and Score Sheet #AV-07(a) for student responses.
Praise and encouragement are important. Tests are often frightening to children. You will put them at ease by saying, “Good job.” or “Nice try.”
Items on Test: This test is divided into three sets. Each is a test in itself and becomes increasingly difficult. If the child misses the first two items in a test, discontinue.
For the Special Needs Student: By your giving the child more time and more opportunities to hear the stimulus, the special needs child may be able to perform the tasks. For a child with communicative disabilities, you may accept approximations. Expect fewer words and accept incorrect syntax. It may be that the difficulty lies not with receiving the information but in reproducing it or vice versa.
For the ELL/Bilingual Student: Developing these skills is crucial for acquiring a new language and for developing a student’s primary language. Although a non or limited English speaking student may be able to parrot the information back to the teacher (thus testing for auditory/verbal skills, short-term memory skills), it would be more meaningful if the child understood the semantics and syntax of the English language. ELL students need a broad vocabulary in order to be successful at paraphrasing in English. It is up to you to determine whether to translate or to test the student at this time.
Auditory/Vocal 07 – Listening, Repeating and Paraphrasing
Child can respond appropriately to auditory stimuli by repeating the verbal information and paraphrasing.
TEST JUSTIFICATION
STUDENT OBJECTIVE
REMEDIATION IDEAS
SKILL DOMAIN
AV-07(a)
Test I 1. People are kind. ________ 2. The house is gray. ________ 3. The tree is tall. ________ 4. It is almost Christmas. ________ 5. Close the door. ________
Test II 1. The bird flew high in the sky. ________ 2. The snowflake is pretty. ________ 3. Can you smell the ocean? ________ 4. There are twelve months in the year. ________ 5. The cat sleeps in the sunshine. ________
Test III
1. The mouse scampered under the bed with a piece of cheese. ________ 2. Put more firewood into the fireplace please, before the fire goes out. ________ 3. What time do you want to wake up? You have school tomorrow. ________ 4. Whenever I see a rainbow, it makes me wonder what causes it. ________ 5. Have you ever gone to a baseball game and bought peanuts and a hot dog? ________
Practice Test: 1. Dogs can bark. _______ 2. The bird is yellow. _______
15
SKILL
In order to begin the reading process, the student must understand that individual sounds make up words. Children must be able to identify individual sounds in words auditorily, even when added with other letter or speech sounds. You can give the appropriate test or give all four.
Auditory sound, symbol recognition, kinesthetic, short-term memory, abstract thinking, reading, determining initial sounds for reading and spelling
Students must master the letter sounds early in their literacy experiences because the initial sound is the catalyst for the rest of the word; that all words have letter sounds or combination of sounds that must be pronounced for reading; and that words have sound order. You pronounce the first sound, then the next, then the next, etc. Students must also understand that these sounds are the sounds they have been using for speech since before their first birthdays. These sounds must be in the proper order to have meaning.
Students will auditorily identify the initial sounds in words when asked.
Directions: Ask the student to listen to you very carefully. Tell him or her that you are going to call out a word and want him or her to tell what sound or letter that s/he hears at the beginning of each word that is read. Say: “I am going to read you some words slowly. Please listen very carefully, then tell me the sound or name of the letter that you hear at the beginning of the word.” Use the Teacher Work and Score Sheet #AV-08(a) for student responses. Praise and encouragement are important. Tests are often frightening to children. You will put them at ease by saying, “Good job” or “Nice try.”
Items on Test: This test is broken into four sets, each one more complicated than the last. Each is a test in itself. If the child misses the first two items in a test, discontinue.
Time: Give the child five seconds per word before moving to the next word.
Minimum Proficiency: Continue with the test until five errors are made. 80% in each test is required.
PLEASE NOTE: “c” and “k” may have identical sounds. For this test, accept either when stated. You may ask, “What is the other letter that has this sound?” This is not a test for accurate spelling.
For the Special Needs Student: This student may need you to repeat the word several different times. Since you are asking for the child to tell you the letter name, or replicate the initial sound, you can exaggerate the initial sound if necessary. Exaggerate it only one time, and only if needed, and after pronouncing the word two times.
For the ELL/Bilingual Student: This child needs to know the sounds of the English alphabet before beginning this test. Spanish and English (and other languages) have many common sounds, yet some are slightly different, and some are very different. Accept an approximation of sounds (in other words, give room for accents). Give them credit for the appropriate speech sound or letter name if you feel the student knows the information.
Teach this concept directly to the students by teaching them the sounds of the alphabet. Students must be so automatic with the sounds of the alphabet that they can pronounce them instantly, on command. Use the Large Picture Cards (Animal or Animal/Letter) to teach the shapes and sound of the alphabet.
Auditory/Vocal 08 – Discriminating Initial Sounds
STUDENT OBJECTIVE
SKILL DOMAIN
TEST JUSTIFICATION
REMEDIATION IDEAS
Test I
(initial consonants) 1. cab ______ 2. sap ______ 3. vet ______ 4. leg ______ 5. big ______ 6. him ______ 7. job ______ 8. rot ______ 9. yet ______ 10. den ______ 11. fat ______ 12. pot ______ 13. zip ______ 14. man ______ 15. web ______ 16. get ______ 17. keg ______ 18. ham ______ 19. quit ______ 20. top ______
Test II (short vowels) 1. ox ______ 2. it ______ 3. ad ______ 4. up ______ 5. Ed ______ 6. on ______ 7. as ______ 8. is ______ 9. us ______ 10. end ______
Auditory/Vocal 08 – Discriminating Initial Sounds (Teacher Work and Score Sheet - Page 1)
Test I Score +_____/20
Test II Score +_____/10
Test III Score +_____/10
Test IV Score +_____/26
Test III
(long vowels) 1. open ______ 2. iron ______ 3. unit ______ 4. able ______ 5. even ______ 6. island ______ 8. April ______ 9. ego ______ 10. older ______
Discriminating Initial Sounds (Teacher Work and Score Sheet - Page 2)
AV-08(a)
Test IV
(total alphabet, larger words) 1. button ______ 2. telescope ______ 3. music ______ 4. cuddle ______ 5. zipper ______ 6. jello ______ 7. nation ______ 8. admission ______ 9. deliver ______ 10. umbrella ______ 11. ladder ______ 12. education ______ 13. party ______ 14. yellow ______
15. x-ray ______ 16. flavor ______ 17. violin ______ 18. kitten ______ 19. island ______ 20. wagon ______ 21. hammer ______ 22. ocean ______ 23. quickly ______ 24. radar ______ 25. garden ______ 26. secret ______
PLEASE NOTE: In the dictionary, there are only a few words that begin with a long “e” sound. The proper pronunciation of initial “e” words is either with a short “e” sound or with a short “i” sound.
Auditory/Writing 09 – Discriminating Initial Sounds and Writing Them
To begin the reading process, the student must understand that individual sounds make up words. Children must be able to identify individual sounds in words auditorily, even when added with other letter or speech sounds. Give Test III to only those students who are proficient in the reading, spelling and writing domains.
Auditory, sound/symbol recognition, kinesthetic, short-term memory, abstract thinking, reading; determining initial sounds for reading and spelling and writing the letter on paper from sound
Students will auditorily identify the initial sounds in words when asked, then write the letters on paper.
It is essential that students master letter sounds early in their literacy experiences, because the initial sound is the catalyst for the rest of the word. Children must understand that all words have letter sounds or combination of sounds that must be pronounced for reading; they also must understand that words have sound order. Students must realize that the sounds they hear can be written down. In order to learn to spell and write accurately, they must learn sound/symbol correlation.
Teach this concept directly to the students by teaching the sounds of the alphabet. Students must be so automatic with the sounds of the alphabet that they can pronounce and write them instantly. When students are proficient at reciting and recognizing the sounds of the entire alphabet, begin the writing process. The Zoo-phonics® Handwriting Packet will give the teacher ideas on how to teach pencil grip; why the child must develop large muscle skills before using small muscles; how to form letters; and to use the appropriate lines when writing.
Directions: Ask the student to listen to you very carefully. Tell him/her that you are going to call out a word and want him/her to tell what sound or letter s/he hear at the beginning of each word that is read. S/he is then to write the letter or letters on paper.
Say: “I am going to read some words to you slowly. Please listen very carefully, then tell me the sound or name of the letter that you hear at the beginning of the word. Please write on this paper the letter or letters that you hear.” Use the Teacher Work and Score Sheet #AW-09(a) for student responds. Praise and encouragement are important. Tests are often frightening to children. You will put them at ease by saying, “Good job” or “Nice try.”
Items on Test: This test is broken into four sets. Each is a test in itself which gets progressively more difficult. If the child misses the first two items in a test, discontinue.
Minimum Proficiency: Continue with the test until five errors are made. 95% accuracy is expected in Tests I and II. 80% is expected for Test III.
PLEASE NOTE: “c” and “k” may have identical sounds. For this test, accept either when stated. You may ask, “what is the other letter that has this sound?” This is not a test for accurate spelling.
For the Special Needs Student: This child may need you to repeat the word several times. Since you are looking for the child to tell you the letter name, or replicate the initial sound, you can exaggerate the initial sound if necessary. Exaggerate it only one time, and only if needed, and after pronouncing the word two times.
For the ELL/Bilingual Student: This child needs to know the sounds of the English alphabet before beginning this test. Spanish and English (and other languages) have many common sounds, yet some are slightly different, some are very different. Accept an approximation of sounds (in other words, give room for accents). Give him/her credit for the appropriate speech sound or letter name if you feel the student knows the information.
TEST JUSTIFICATION
STUDENT OBJECTIVE
REMEDIATION IDEAS
SKILL DOMAIN
Test I
(initial consonants) 1. cab ______ 2. sap ______ 3. vet ______ 4. leg ______ 5. big ______ 6. him ______ 7. job ______ 8. rot ______ 9. yet ______ 10. den ______ 11. fat ______ 12. pot ______ 13. zip ______ 14. x-ray ______ 15. man ______ 16. web ______ 17. get ______ 18. keg ______ 19. ham ______ 20. quit ______ 21. top ______
Test II
(short vowels) 1. ox ______ 2. it ______ 3. ad ______ 4. up ______ 5. Ed ______ 6. on ______ 7. as ______ 8. is ______ 9. us ______ 10. end ______
Discriminating Initial Sounds and Writing Them (Teacher Work and Score Sheet - Page 1)
Test III Score +_____/10
Test IV Score +_____/26
Test III
(long vowels) 1. open _______ 2. iron _______ 3. unit _______ 4. able _______ 5. even _______ 6. island _______ 7. uniform _______ 8. April _______ 9. egotistical _______ 10. older _______
Discriminating Initial Sounds and Writing Them (Teacher Work and Score Sheet - Page 2)
AW-09(a)
Test IV
(total alphabet, larger words) 1. button _______ 2. telescope _______ 3. music _______ 4. cuddle _______ 5. zipper _______ 6. jello _______ 7. nation _______ 8. admission _______ 9. deliver _______ 10. umbrella _______ 11. ladder _______ 12. education _______ 13. party _______
14. yellow _______ 15. x-ray _______ 16. flavor _______ 17. violin _______ 18. kitten _______ 19. island _______ 20. wagon _______ 21. hammer _______ 22. ocean _______ 23. quickly _______ 24. radar _______ 25. garden _______ 26. secret _______
PLEASE NOTE: In the dictionary, there are only a few words that begin with a long “e” sound. The proper pronunciation of initial “e” words is either with a short “e” sound, or with a short “i” sound.
34© 1999 Zoo-phonics®, Inc.
Test I
1. ______ 2. ______ 3. ______ 4. ______ 5. ______ 6. ______ 7. ______ 8. ______ 9. ______ 10. ______ 11. ______ 12. ______ 13. ______ 14. ______ 15. ______ 16. ______ 17. ______ 18. ______ 19. ______ 20. ______ 21. ______
Test III
1. ______ 2. ______ 3. ______ 4. ______ 5. ______ 6. ______ 7. ______ 8. ______ 9. ______ 10. ______
Test IV
1. ______ 2. ______ 3. ______ 4. ______ 5. ______ 6. ______ 7. ______ 8. ______ 9. ______ 10. ______ 11. ______ 12. ______ 13. ______ 14. ______ 15. ______ 16. ______ 17. ______ 18. ______ 19. ______ 20. ______ 21. ______ 22. ______ 23. ______ 24. ______ 25. ______ 26. ______
Discriminating Initial Sounds and Writing Them (Student Worksheet)
Test II
1. ______ 2. ______ 3. ______ 4. ______ 5. ______ 6. ______ 7. ______ 8. ______ 9. ______ 10. ______
AW-09(b)
Auditory Vocal 10 – Discriminating Ending Sounds
In order to begin the reading process, the student must understand that individual sounds make up words. Children need to be able to identify individual sounds in words auditorily even when added with other letter/speech sounds.
Auditory sound/symbol recognition, kinesthetic, short-term memory, abstract thinking, reading, determining initial sounds for reading and spelling
Students must master the letter sounds early in their literacy experiences. All sounds are crucial to the word, but even more so the ending sound, because the ending sound “closes” the word. Children must understand that all words have letter sounds or combinations of sounds that must be pronounced for reading. They also must understand that words have sound order. The ending sound tells the child to close the word, and move onto the next word.
Students will identify, auditorily and vocally, the ending sounds in words when asked.
Directions: Ask the student to listen to you very carefully. Tell him or her that you are going to call out a word and want him or her to tell you what sound or letter s/he hears at the end of each word that is read. Say: “I am going to read some words to you, one at a time. Please listen very carefully, then tell me the sound or name of the letter that you hear at the end of the word.”
Minimum Proficiency: Continue with the test until five errors are made. +12/14 on Test I and +14/16 on Test II.
PLEASE NOTE: “c” and “k” may have identical sounds. For this test, accept either when stated. You may ask, “what is the other letter that has this sound?” If the word ends with a “ck” and the child says “c” or “k” also accept it as correct. The “c” sounds like an “s” on the end (if there is an “e”), as in “chance” and the “g” sounds like a “j”, as in the ending “garbage.” Accept these answer as accurate for this test only. This is not a test for accurate spelling.
For the Special Needs Student: This child may need you to repeat the word several times. Since you are looking for the child to tell you the letter name, or replicate the ending sound, you can exaggerate the ending sound if necessary. Exaggerate it only one time, and only if needed, and after pronouncing the word two times.
For the ELL/Bilingual Student: : This child needs to know the sounds of the English alphabet before beginning this test. Spanish and English (and other languages) have many common sounds, some are slightly different, and some are very different. Accept an approximation of sounds (in other words, give room for accents). Give them credit for the appropriate speech sound or letter name if you feel the student knows the information.
Teach this concept directly to the students by teaching the sounds of the alphabet. Students must be so automatic with the sounds of the alphabet that they can pronounce them instantly on sight. Use the Large Picture Cards to teach this concept. Teach with the Animal pictures first, at the same time you teach the sounds and the body Signals.
TEST JUSTIFICATION
STUDENT OBJECTIVE
REMEDIATION IDEAS
SKILL DOMAIN
Date: ______________________________
Test I (initial consonants) 1. cab _____ 2. sap _____ 3. vet _____ 4. leg _____ 5. him _____ 6. den _____ 7. hill _____ 8. week _____ 9. need _____ 10. fuzz _____ 11. roar _____ 12. pass _____ 13. fox _____ 14. sniff _____
Test II (more challenging word endings)
(Note: For students to be accurate on this test, they will need to have had more advanced phonemic, reading and spelling instruction prior to this test.) 1. baby _____ 2. horse _____ 3. pizza _____ 4. the _____ 5. ago _____ 6. sing _____ 7. dish _____ 8. graph _____ 9. yellow _____ 10. edge _____ 11. with _____ 12. chance _____ 13. to _____ 14. shy _____ 15. tangle _____ 16. falling _____
Discriminating Ending Sounds (Teacher Work and Score Sheet)
Auditory/Writing 11 – Writing Discriminating Ending Sounds
In order to begin the reading process, the student must understand that individual sounds make up words. The student can identify and write the ending sound or name of the letter in a word, even when added with other letter/speech sounds.
Auditory sound/symbol recognition, kinesthetic, short-term memory, abstract thinking, reading: determining ending sounds for reading and spelling; writing information on paper
Students will identify, auditorily, the ending sounds in words when asked, and write them on paper.
Directions: Ask the student to listen to you very carefully. Tell him or her that you are going to call out a word and you want him or her to write down what sound or letter s/he hear at the end of each word that is read.
Say: “I am going to read you some words, one at a time. Please listen very carefully, then write down the letter or letters that you hear on the end of the word.” Use the Teacher Work and Score Sheet #AW-11(a) for student responses. Praise and encouragement are important. Tests are often frightening to children. You will put them at ease by saying, “Good job” or “Nice try.”
Minimum Proficiency: Continue with the test until five errors are made. 80% accuracy or +12/14 in Test I and +14/16 in Test II.
PLEASE NOTE: “c” and “k” may have identical sounds. For this test, accept either when stated. You may ask, “what is the other letter that has this sound?” If the word ends with a “ck” and the child says “c” or “k,” accept it as correct. The “c” sounds like an “s” on the end, as in “chance” and the “g” sounds like a “j”, as in the ending “garbage.” Accept these alternate answers as accurate for this test only. This is not a test for accurate spelling.
For the Special Needs Student: This child may need you to repeat the word several different times. Since you are looking for the child to tell you the letter name, or replicate the ending sound, you can exaggerate the ending sound if necessary. Exaggerate it only one time, and only if needed, and after pronouncing the word two times.
For the ELL/Bilingual Student: This child needs to know the sounds of the English alphabet before beginning this test. Spanish and English (and other languages) have many common sounds, some are slightly different, and some are very different. Accept an approximation of sounds (give room for accents, in other words). Give them credit for the appropriate speech sound or letter name if you feel the student knows the information. There will be advanced spellings that the child will not know unless s/he is proficient in English. Remember, this is not a test for accurate spelling. Give the student credit for correct sounds only.
Students must master the ending letter sounds early in their literacy experiences because the ending sound “closes” the word. Children must understand that all words have letter sounds or combination of sounds that must be pronounced for reading; they also must understand that words have sound order. The ending sound tells the child to close the word, and move onto the next word. Students must also understand that these sounds are the sounds they have been using for speech before their first birthdays. These sounds must be in the proper order to have meaning.
Teach this concept directly to the students by teaching them the sounds of the alphabet. Students must be so automatic with the sounds of the alphabet that they can pronounce them instantly, on command. Use the Large Picture Cards to teach this concept. Teach with the Animal pictures first, at the same time you teach the sounds and the body signals.
TEST JUSTIFICATION
STUDENT OBJECTIVE
REMEDIATION IDEAS
SKILL DOMAIN
Date: ______________________________
Test I 1. cab ______ 2. sap ______ 3. vet ______ 4. leg ______ 5. him ______ 6. den ______ 7. hill ______ 8. week ______ 9. need ______ 10. fuzz ______ 11. roar ______ 12. pass ______ 13. fox ______
14. sniff ______
Test II (more challenging word endings)
(Note: For students to be accurate on this test, they will need to have had more advanced phonemic, reading and spelling instruction prior to this test.) 1. baby ______ 2. horse ______ 3. pizza ______ 4. the ______ 5. ago ______ 6. sing ______ 7. dish ______ 8. graph ______ 9. yellow ______ 10. edge ______ 11. with ______ 12. chance ______ 13. to ______ 14. shy ______ 15. tangle ______
16. falling ______
AW-11(b)
SKILL Directions: Call out three letters (or words) clearly. Two will be the same, and one will be different. The student is to discern which two are alike and write the two that are the same on the student worksheet. Say: “I will read three letter sounds (or words) to you. Two will be the same, one will be different. Please write down the letters (or words) that are the same.” If the child is able to perform this task, move on to the test. If the child needs another practice test, give it. Use the Teacher Work and Score Sheet #AMD-12(a) for student responses. Praise and encouragement are important. Tests are often frightening to children. You will put them at ease by saying, “Good job” or “Nice try.”
Items on Test: This test is divided into three sets. Each is a test in itself, and gets increasingly more difficult. If the child misses the first two items on a test, discontinue.
Time: Give the child ten seconds per word before moving to the next word.
Minimum Proficiency: Continue with the test until five errors are made. +8/10 in Test I and +4/5 in Test II and III are acceptable. Do not mark the words wrong if they are spelled incorrectly.
For the Special Needs Student: This is an auditory/motor (writing) activity. Please read clearly and slowly. Repeat as many times as the child needs. You may need to exaggerate the sounds. If the student cannot write proficiently yet, allow him/her to manipulate Zoo-phonics® Alphabet Grids. Give only Test I and/or II, unless the student is older and writing proficiently.
For the ELL/Bilingual Student: This test requires that the student knows the sounds of the English language. It is an auditory/motor activity so repeat slowly and clearly. Since this is not the student’s primary language, your careful pronunciation is crucial. It is not necessary for the student to understand the meaning of the words, only the sounds. Give only Test I and/or II, unless the student is older and English writing proficient.
Treat this type of activity as part of your direct phonemic awareness instruction. You can call out letters or words and ask your students, “Which two letters (or words) are the same?” Individual students can respond by raising their hands and stating the answer. You can present this activity either before or after teaching the shapes and sounds of the alphabet. Training the student’s ear to discern and determine the sound is pivotal to successful reading and spelling.
Child can auditorily discriminate and identify the sounds and/or words that are alike when same, similar or different letters and words are sounded or read aloud. Give the appropriate test to your students, or give all three tests.
Auditory sound/symbol recognition, kinesthetic, short-term memory, abstract thinking, reading, determining auditory likenesses and differences for reading and spelling
Students will auditorily discriminate which two letters or words are the same when three letters or words are called out. Children will orally state the answers.
Students must develop auditory and visual skills for speaking, reading and spelling. Students must be able to discern same, similar and different sounds in written text. In order for students to be able to read and spell accurately, these skills must be taught, understood and mastered for utilization and transference.
Auditory/Motor (Writing) Discrimination 12 Which Two Sounds are the Same?
TEST JUSTIFICATION
STUDENT OBJECTIVE
REMEDIATION IDEAS
SKILL DOMAIN
Date: ______________________________
Which Two Sounds are the Same? (Teacher Work and Score Sheet)
Test I
Read the sounds of the letters, not the letter names. 1. d d f _______ 2. a e a _______ 3. s t s _______ 4. b c b _______ 5. x x p _______ 6. y o o _______ 7. z g g _______ 8. p r r _______ 9. i i u _______ 10. k l k _______
Test II
Read the words carefully and slowly to your students. Repeat one time if needed. 1. sat mat sat _______ 2. tip pit pit _______ 3. but putt but _______ 4. led led fed _______ 5. vet set set _______
Test III
Read the words carefully and slowly to your students. Repeat one time if needed. 1. active began active _______ 2. fancy fancy favor _______ 3. hero humble humble _______ 4. desert devote desert _______ 5. ocean orange orange _______
Test II Score +_____/ 5
Test III Score +_____/ 5
Test I
Auditory/Vocal Discrimination 13 – Which Sound is Different?
Students will auditorily determine which letter sound or word is different when three letters or words are called out. Chil- dren will orally state the answers.
Directions: Call out three letter sounds (or words) clearly. Two will be the same, and one will be different. The student is to discern which one is different, and state it to the teacher (or the teacher can ask the student to point out the one that is different). Say: “I will read three letters (or words) to you. Two will be the same, and one will be different. Please tell me which one has a different sound.” Use the Teacher Work and Score Sheet #AVD-13(a) for student responses. Praise and encouragement are important. Tests are often frightening to children. You will put them at ease by saying, “Good job” or “Nice try.”
Items on Test: This section is divided into three tests with progres- sive levels of difficulty. If the child misses the first two items on a test, discontinue.
Minimum Proficiency: Continue with the test until five errors are made. +8/10 in Test I and +4/5 in Test II and III is acceptable.
For the Special Needs Student: This is an auditory vocal activity. Please read clearly and slowly. Repeat as many times as the child needs. You may need to exaggerate the sounds.
For the ELL/Bilingual Student: This test requires that the students know the sounds of the English language. It is an auditory vocal activity so repeat slowly and clearly. It is not necessary for the students to understand the meaning of the words, only the sounds. Translate the directions. Also, because it is an auditory vocal perception test, not a test of English proficiency, you can translate.
Students must develop auditory and visual skills for speaking, reading and spelling. Students must be able to discern “same, similar and different sounds” in written text. In order for students to be able to read and spell accurately and immediately, these skills must be taught, understood, and mastered for utilization and transference.
Treat this type of activity as part of your direct phonemic awareness instruction. You can call out letters or words and ask your students, “Which two letter sounds (or words) are different?” Individual students can respond by raising their hands and stating the answer. You can present this activity both before and after teaching the shapes and sounds of the alphabet. Training the student’s ear to discern and discriminate the sound is pivotal to successful reading and spelling.
Child can auditorily discriminate and identify the sounds and/or words that are alike when same, similar or different letters and words are sounded or read aloud. Students will write down the answer.
Auditory sound/symbol recognition, kinesthetic, short-term memory, abstract thinking, reading, determining auditory likenesses and differences for reading and spelling
SKILL DOMAIN
TEST JUSTIFICATION
REMEDIATION IDEAS
STUDENT OBJECTIVE
Test I
Read the sounds of the letters, not the letter names. 1. d d f ______ 2. a e a ______ 3. s t s ______ 4. b c b ______ 5. x x p ______ 6. y o o ______ 7. z g g ______ 8. p r r ______ 9. i i u ______ 10. k l k ______
Test II
Read the words carefully and slowly to your students. Repeat one time if needed. 1. sat mat sat ______ 2. tip pit pit ______ 3. but putt but ______ 4. led led fed ______ 5. vet set set ______
Test III
1. flag flag flab ______ 2. drab drag drag ______ 3. slip slap slap ______ 4. fast fist fast ______ 5. strand strand strip ______
Test II Score +_____/ 5
Test III Score +_____/ 5
Test I
SKILL
Auditory/Vocal Discrimination 14 – Putting Letters Together What Word Do You Have? (Synthesis)
Auditory/vocal discrimination, short and long-term memory, abstract thinking, kinesthetics, phonemic awareness, phonics, reading and spelling
Student will be able to discriminate the whole word by listening to the fragment- ed sounds that make up the word. The student will state the word to the teacher upon hearing the word fragments.
Directions: Tell your student that you are going to say some sounds aloud that make up words. The student is to state what word the teacher is sounding out.
Test I: CVC Words. Sound out the word, leaving it in sound fragments. The student is to “close” the word.
Test II: Blend Words. Read the word, then take away the blend. (Note: The first five items on this test are beginning blends. The second half are endings blends.)
Test III: Digraph Words. Read the word, then take away the digraph. (Note: The first seven items on this test are beginning digraphs. The second half are ending digraphs.)
Use the Teacher Work and Score Sheet #AVD-14(a) for student responses. Praise and encouragement are important. Tests are often frightening to children. You will put them at ease by saying, “Good job” or “Nice try.”
Items on Test: This section is broken into three tests with progres- sive levels of difficulty. If the child misses the first two items in a test discontinue.
Time: Give the child ten seconds for each prompt. Allow time to repeat at least one time.
Minimum Proficiency: +8/10 for each test. There are thirty points possible.
For the Special Needs Student: This child may need to have the auditory prompt repeated several times. Exaggerate the sounds if need be. Raise and lower voice for emphasis. Sound the vowel (me- dial sound) louder or higher for distinction.
For the ELL/Bilingual Student: The ELL student must know the sounds of the English language in order to close them. It is not necessary that the student know the meaning behind the words, yet it certainly makes it easier if the words are ones with which the student is familiar. You may alter the test to include familiar words for the student. Keep it within the phonetic range of the student, however. Remember, depending on the age of the student, the child may not be able to perceive the exact sound. You must determine the accuracy subjectively. Determine if this test is necessary at this time. You may translate the words if you are looking for an auditory/vocal, non-English proficiency test.
Students must be taught to determine or perceive subtle differences in sounds immediately for reading and spelling success. Students must be able to “hold” sounds in their head for a short time and “close” them for meaning. This is the beginning of the sound blending process. This kind of activity is a good phonemic awareness experience to prepare students for the reading and spelling process.
Student will be able to give the “closed” word when the three or more sounds that make up a word are given to the student.
Teach this skill as a part of your direct phonemic and phonics reading and spelling activities. You can develop auditory discrimination skills by playing various auditory letter/word games. Your students can cue themselves by using the Body Signals. Playing the “Make It Say…” Game is an excellent way to teach this skill. Use the Large Picture Cards and Signal and Sound as you play for an auditory and physical cue. Children can manipulate the Cards for a visual cue.
TEST JUSTIFICATION
STUDENT OBJECTIVE
REMEDIATION IDEAS
SKILL DOMAIN
Date: ______________________________
What Word Do You Have? (Synthesis) (Teacher Work and Score Sheet)
Test I
Test II
Test III
Test Score +_____/10
SKILL
Auditory/Vocal Discrimination 15 – Take Away One or Two Letters What Sounds do You Have? (Analysis)
Student will be able to discriminate sounds in words by listening, then saying the remaining sound after a letter or letters have been taken away.
Directions: Tell your students you are going to read a word to them. Then you are going to take a sound away.
Say: “Cab. Now, I am going to take away the ‘cuh.’ What sound do I have left?” (“ab.”) Test I: CVC Words. Read the word, then take away the first letter sound.
Test II: Blend Words. Read the word, then take away the blend. (Note: The first five items on this test are beginning blends. The second half are endings blends.)
Test III: Digraph Words. Read the word, then take away the digraph. (Note: The first seven items on this test are beginning digraphs. The second half are ending digraphs.) Use the Teacher Work and Score Sheet #AVD-15(a) for student responses. Praise and encouragement are important. Tests are often frightening to children. You will put them at ease by saying, “Good job” or “Nice try.”
Items on Test: This section is broken into three tests with pro- gressive levels of difficulty. If the child misses the first two items in the test, discontinue.
Time: Give the child ten seconds for each prompt. Allow time to repeat at least one time.
Minimum Proficiency: +8/10 for each test. There are thirty points possible.
For the Special Needs Student: This child may need to have the auditory prompt repeated several times. Exaggerate the sounds if need be. Allow the student to Signal if s/he needs to. You may Signal to help the child perceive the sounds better.
For the ELL/Bilingual Student: The student needs to know only the sounds of the English language. This is an auditory and visual test. English language word meaning is not important at this time. Pronounce the letters and words very carefully, repeating two or three times. Do not repeat more than this. Allow for approximations in sounds. Remember, depending on the age of the student, the child may not be able to perceive the exact sound. You must determine the accuracy subjectively. Children do not need to know the meaning behind words, although it does help make more sense. Determine if this test is necessary at this time.
Students must be taught to perceive subtle differences in sounds immediately for reading and spelling success. Students must be able to “hold” sounds in their heads for a short time. This kind of activity is a good phonemic awareness experience to prepare students for the reading and spelling process.
Student will be able to give the sound or sounds of the phoneme when one or more letters in a word are taken away.
Auditory/vocal discrimination, short and long-term memory, abstract thinking, kinesthetics, phonemic awareness, phonics, reading and spelling
Teach this skill as a part of your direct phonemic and phonics reading and spelling activities. You can develop auditory discrimination skills by playing various auditory letter/word games. Your students can cue themselves by using the Body Signals.
SKILL DOMAIN
TEST JUSTIFICATION
STUDENT OBJECTIVE
REMEDIATION IDEAS
Test I
1. cab - take away “c” (“ab”) ________ 2. hen - take away “h” (“en”) ________ 3. fox - take away “f” (“ox”) ________ 4. win - take away “w” (“in”) ________ 5. pat - take away “p” (“at”) ________ 6. man - take away “m” (“an”) ________ 7. set - take away “s” (“et”) ________ 8. bum - take away “b” (“um”) ________ 9. run - take away “r” (“un”) ________ 10. jog - take away “j” (“og”) ________
Test II
1. black - take away “bl” (“ack”) ________ 2. print - take away “pr” (“int”) ________ 3. grab - take away “gr” (“ab”) ________ 4. trick - take away “tr” (“ick”) ________ 5. smell - take away “sm” (“ell”) ________ 6. kick - take away “ck” (“ki”) ________ 7. milk - take away “lk” (“mi”) ________ 8. held - take away “ld” (“he”) ________ 9. list - take away “st” (“li”) ________ 10. stamp - take away “mp” (“sta”) ________
Test III
1. shack - take away “sh” (“ack”) ________ 2. phonics - take away “ph” (“onics”) _______ 3. which - take away “wh” (“ich”) ________ 4. thrift - take away “thr” (“ift”) ________ 5. quick - take away “qu” (“ick”) ________ 6. squint - take away “squ” (“int”) ________ 7. fish - take away “sh” (“fi”) ________ 8. with - take away “th” (“wi”) ________ 9. church - take away “ch” (“

quick tests for the classroom - zoo-phonics

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