CORE Phonics Surveys

CORPEhonicsSurveys

SKILL ASSESSED

Phonics

K-12

Language

? English ? Spanish

Grouping

Individual

ApproximateTesting Time

10-15 Minutes

Materials

? Pencil ? Lined Paper ? English RecordForm(pp.44-48) ? EnglishStudentMaterial

(pp.49-52) ? SpanishRecordForm(pp. 53-58) ? SpanisShtudenMt aterial

(pp.59-62)

Source

Consortium OnReading Excellenc(eCORE)

b WH A T The COREPhonics Survey and the CORESpanish PhonicsSurveyassess the phonicsandphonics-relatedskills that have a high rate of application in beginningreading. Eachsurvey presents a numbeor f lists of letters and wordsfor the student to identify or decode. Pseudowords,or made-upwords, are included since the student mustuse decodingskills to correctly pronounce these words and cannot have memorizedthem.

The COREPhonics Surveys can be used as screening measures, and also as outcomemeasures, providing data about growthand masteryat the endof an instructional period. As diagnostics, they can indicate whetheror not a student needsinstruction in selected phonics concepts, or if further assessmentis needed. Theymay also be usedto track progressfromearlier skills to gradelevel mastery. The COREPhonicsSurveys are not meantto replace screening and progress monitoring tests such as those from AIMSweobr DIBELSo,r other CBMtests that mayalready be in place but can be used to augmentsuch tests.

b WH Y A student's ability to use knowledgeof sound/letter correspondences(phonics) to decodewordsdetermines, in large measure,his or her ability to read individual words.Adetailed assessmentof a student's phonicsskills points to areas in whichthe student is likely to benefit mostfromsystematic, explicit phonics instruction. Also, knowingthe skills that the student doespossess will help in selecting readingtasks that offer the mosteffective reinforcementof those skills.

CONTINUED

CORE PHONICS SURVEYS ~ 41

I~ H O WInstructions for administering each part of the survey are included on the RecordForm.Students read from the Student Material on the pages that follow the RecordForm.To focusthe student's attention on the part of the test beinggiven, cover the other parrs with a piece of paper. TheRecordFormshows the samematerial that appears on the Student Material, in a reducedsize, so that youmayeasily record the student's responses.

Followingadministration, score eachof the test parts, andtransfer the results to the first pageof the RecordFormunderSkills SummaryR. etest parts not yet mastered according to schedules found on the Typesand Frequencyof Effective Assessment Systemschart, page 7, or the AssessmentSequencefor Primary GradeStudents or AssessmentSequencefor UpperGradeStudents charts, pages12 and 13, or your school or district assessment plan. Beawareof the student's behaviorduringtesting. If the student is tiring or makingmanyconsecutive errors, discontinue testing at that time.

)'WHEN

Fall

Winter

Spring

Parts A & B Parts C-E

Parts A-D

If indicated

Part E

Parts F-K

X

X

Part L

X

Grade2

Parts A-K

If indicated

Part L

X

X

Grades 3 and up

Parts A-L

If indicated

-

42 ~ CORE PHONICS SURVEYS

CORE'sTeaching ReadingSourcebook, SecondEdition

b WHATIT MEANSThis test is a mastery test. Itis expectedthat students will ultimately get all items correct. Score each list completedby student as shownbelow.

COREPhonics Survey--English, Mastery

(Letter Names/ Sounds)

(15 Item)

Benchmark

83(all)

14+

(24 Item) 21+

Strategic :

65-82

10-13

15-20

Intensive

0-64

0-9

O- 14

COREPhonics Survel--Spanish, Mastery

(Letter Names/ Sounds)

(5

Item)

(10 Item)

Benchmark

73(all)

4+

9+

Strateg|/:

58-72

3

6-8

(24 Item) 21+ 15-20

IntensiVe

0-57

0-2

0-5

0-14

b WH A T ' S N E X T ? Students who score at Strategic or Intensivelevels will benefit fromtargeted andintensified instruction and extensive practice in the phonics concepts indicated. Ananalysis of individual errors can give morespecific information about phonic elements that need instruction. Additionally, the COREPhonemSeegmentationTest or other tests of phonemeawareness can be administered to isolate phoneme awarenessas an underlyingfactor. Olderstruggling readers who score at Intensivelevels will needbasic phonicsinstruction, possibly including instruction in phonemicawarenessand sound/spellingcorrespondences.Studentsat all levels need repeated opportunities to developautomaticity throughpractice in reading wordsin isolation and in appropriately decodabletext.

Modelessons for explicit instruction in introducing and practicing sound/spellings, blending, and reading and writing wordscan be foundin the TeachingReadingSourcebook.

CORE PHONICS SURVEYS ~ 43

CORPEhonicSsurve---Rec0rFd0rr

Name

Grade

Date,

SKILLS SUMMARY

AlphabetSkills and Letter Sounds

~/26 ~/26 ~/21 ~/5 ~/5

A.

Letter namesmuppercase

B. Letter namesmlowercase

C. Consonantsounds

D. Long vowel sounds

Short vowel sounds

Readingand DecodingSkills

/15

E.

Short vowels in CVCwords

~!~ S

F. Consonantblends with short vowels

~!~ s G. Short vowels, digraphs, and-tch trigraph

____/15

H. R-controlled vowels

____/15

I.

Long vowel spellings

~_/1 s J. Variant vowels

~/15

K.

Low frequency vowel and consonant spellings

~/24

L.

Multisyllabic words

Skills to review:

Skills to teach:

COREPhonics Survey--Record Form, Page 1

44

Copyright? 1999, 2008 by COREP.ermission granted to reproduce for classroomuse.

AlphabSetkillsandLetterSounds

P A R T A Letternames--uppercase Sayto the student: Canyou tell methe namesof these letters? If the student cannotnamethree or moreconsecutiveletters, say: Lookat all of the letters andtell mewhichonesyoudoknow.

DANSXZ J L H T Y E C 0 MR P W KUG B F Q V I ____/26

P A R T B Letter names--lowercase Sayto the student: Canyoutell methe namesof these letters? If the student cannotnamethree or moreconsecutiveletters, say: Lookat all of the letters andtell mewhichonesyoudoknow.

m/26

da n

s

x

z

j

Ih

ty

e

c

o rn

r

p

w

ku g b

f

qv

i

P A FI T C Consonanst ounds

Sayto the student: Lookat these letters. Canyoutell methe soundeachletter makes?Besure to ask if he or she knowsof anothersoundfor the letters g and c. If the soundgiven is correct, do not markthe RecordForm.If it is incorrect, write the soundthe student gives aboveeachletter. If no soundis given, circle the letter. If the student cannotsay the soundfor three or moreconsecutive letters, say: Lookat all of the letters andtell mewhichsoundsyoudoknow.

d

I ,n

sx

z

j

ty

p

c

h rn

r

kw g b

f

qv

___/21

CORPEhonicsSurvey--RecordForm,Page2

Copyrigh?t 19992,008by COREP.ermissiongrantedto reproducefor classroomuse.

45

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