Phonics Progress Monitoring Forms
Other resources 4
Clip art and fonts credits 4
About this pack 5
Progression of skills 7
How to use 8
Set 1 - Sound /ae/ 18
Set 2 - Sound /ee/ 22
Set 3 - Sound /oe/ 26
Set 4 - Sound /er/ 30
Set 5 - Sound /e/ 34
Set 6 - Sound /ow/ 38
Set 7 - Sound m/oo/n 42
Set 8 - Sound /ie/ 46
Set 9 - Sound b/oo/k 50
Set 10 - Sound /u/ 54
Set 11 - Sound /s/ 58
Set 12 - Sound /l/ 62
Set 13 - Sound /or/ 66
Set 14 - Sound /air/ 70
Set 15 - Sound /ue/ 74
Set 16 - Sound /oy/ 78
Set 17 - Sound /ar/ 82
Appendices 86
Table Of Contents
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About This Pack
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Phonics Progress Monitoring Forms
Included in this pack are 17 sets of progress monitoring assessments designed to help you monitor students phonological and phonemic awareness, reading and spelling skills.
The pack helps you collect data to determine if your teaching program or intervention is working, those students who may be struggling with particular skills and if you need to re-teach some areas.
These assessments can be used with any phonics program and are organized systematically by phonics knowledge.
Each set includes an assessment cover sheet to help you score individual tasks and identify areas of weakness. The summary is split into oral activities, spelling activities and reading activities to help you narrow down where the gaps are. There is room to record data for three students in each set.
The sets include 1-, 2-, and 3- syllable words so you can differentiate for student abilities and determine students level of progression.
The Appendices provides a student recording sheet where your students can record the tasks from the spelling section of the assessment.
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About This Pack
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Phonics Progress Monitoring Forms
The specific assessment activities include:
Oral assessments
• Identify individual sounds• Identify syllables• Blend sounds• Segment sounds• Phoneme manipulation• Identify the spellings of the focus sound
Spelling assessments
• Tap it, map it, zap it - one syllable words• Review spellings - two and three syllable words• Dictation sentences
Reading assessments
• Reading one syllable words• Reading two and three syllable words
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Progression Of Skills
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Phonics Progress Monitoring Forms
Progression Of Skills
Sets Sound Spellings
1 /ae/ < a, ai, ay, ea, a-e >
2 /ee/ < e, ea, ee, y, ey >
3 /oe/ < o, oa, ow, o-e, oe >
4 /er/ < er, ir, or, ur, ear >
5 /e/ < e, ea, ai >
6 /ow/ < ou, ow >
7 m/oo/n < oo, ew, ue, u-e, o, ou >
8 /ie/ < i, ie, y, i-g, igh >
9 b/oo/k < oo, u, oul >
10 /u/ < o, oo, ou, u >
11 /s/ < s, ss, st, c, ce, se, sc >
12 /l/ < l, ll, al, el, il, le, ol >
13 /or/ < or, aw, a, ar, au, al, ore >
14 /air/ < air, are, ear, ere, eir, ayer, ayor >
15 /ue/ < ue, ew, u, u-e >
16 /oy/ < oi, oy >
17 /ar/ < ar, a, al, au >
The following table shows the specific sound/spelling focus for each set.
PREVIEW
Go through and ask each of the questions to your students. For example, “how many sounds can you hear in cake?” You can record in the space the answer the student says and/or a tick if correct. The answers are supplied in brackets after the words. I also like to highlight any errors.
For the tasks on blending sounds, you say each sound and your student tells you the word. For example, you could say “I’m going to say some sounds, and I want you to tell me the word. /S/...../p/...../ai/...../n/.” Wait one second between saying each sound. Again, you can either record the answer the student says or a tick if correct.
For the tasks on segmenting sounds, you get your students to do what you were doing. For example, you could say “I’m going to say a word, and I want you to tell me the sounds in the word. Tell me the sounds in break.”
How To Use
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Phonics Progress Monitoring Forms
John Sophia Emily
3 3 3
fame Spain
railway
b-r-ea-kf-a-de
d-ay-b-ea-k
✓✓
✓✓
✓✓
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Assessment Summary
Oral ActivitiesStudent Names
Identifying individual sounds (1-9) /9 /9 /9
Identifying syllables (10-12) /3 /3 /3
Blending sounds (13-15) /3 /3 /3
Segmenting sounds (16-18) /3 /3 /3
Phoneme manipulation (19-21) /3 /3 /3
Identifying the spellings of the focus sound (22-27) /6 /6 /6
TOTAL (MARKS) /27 /27 /27
ACCURACY (%) % % %
Set 7: Sound m/oo/n, Spellings: < oo, ew, ue, u-e, o, ou >
Spelling ActivitiesStudent Names
Tap it, map it, zap it - one syllable words (28-32) /5 /5 /5
Review spellings - two and three syllable words (33-38) /6 /6 /6
Dictation /11 /11 /11
TOTAL (MARKS) /22 /22 /22
ACCURACY (%) % % %
Reading ActivitiesStudent Names
Reading - one syllable words (39-43) /5 /5 /5
Reading - two and three syllable words (44-48) /5 /5 /5
TOTAL (MARKS) /10 /10 /10
ACCURACY (%) % % %
PREVIEW
Set 7: Sound m/oo/n, Spellings: < oo, ew, ue, u-e, o, ou >
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Oral ActivitiesWords Student: Student: Student:
How many sounds can you hear in:
1. do (2)
2. flute (4)
3. true (3)
What is the second sound in:
4. group (r)
5. igloo (g)
6. broom (r)
What is the final sound in:
7. June (n)
8. food (d)
9. flew (oo)
How many syllables can you hear in:
10. screwdriver (3)
11. tomorrow (3)
12. untrue (2)
Blend the sounds and tell me the word (say each sound):
13. brute
14. stooped
15. prune
Tell me the sounds in:
16. bloom
17. youth
18. drooping
Say the word (insert word below), now say (insert word again) without the:
19. Say screw without the s. (crew)
20. Say bloom without the l. (boom)
21. Say youth without the th. (you)
Write the way we spell /oo/ in:
22. do (o)
23. moon (oo)
24. true (ue)
25. drew (ew)
26. flute (u-e)
27. soup (ou)
PREVIEW
Set 7: Sound m/oo/n, Spellings: < oo, ew, ue, u-e, o, ou >
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Spelling and Reading Activities
Words Student: Student: Student:
Tap it, map it, zap it (one syllable words)
28. youth
29. glue
30. shrewd
31. scoop
32. school (HF word)
Review spellings (two and three syllable words)
33. include
34. looming
35. coupon
36. chewing
37. conclude
38. untrue
Dictation
A big group of kids went to town to find proof that Luke was missing. On the way, they threw the blue tooth on top of the school roof. Soon, they found Luke eating food at the shops.
Reading (one syllable words)
39. room
40. who (HF word)
41. groom
42. cruel
43. threw
Reading (two and three syllable words)
44. moving
45. salute
46. Lewis
47. noodles
48. spooky
PREVIEW
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Student Reading CardSet 7: Sound m/oo/n
roomwho
groomcruelthrew
movingsaluteLewis
noodlesspooky
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