This document provides guidance for administering a phonetic awareness assessment to students. It includes directions for giving a pretest and weekly tests, with sentences containing different phonemes for students to identify. Scores and missed phonemes should be recorded on a form in an appendix. Examples are given of different types of phonetic awareness skills measured, like phoneme matching, isolation, blending, segmentation, and manipulation. Sample assessment questions test initial, final, and medial sounds; blending sounds; segmenting words; and substituting initial sounds. The goal is to evaluate students' phonetic awareness abilities through identifying individual phonemes in words.
This document provides guidance for administering a phonetic awareness assessment to students. It includes directions for giving a pretest and weekly tests, with sentences containing different phonemes for students to identify. Scores and missed phonemes should be recorded on a form in an appendix. Examples are given of different types of phonetic awareness skills measured, like phoneme matching, isolation, blending, segmentation, and manipulation. Sample assessment questions test initial, final, and medial sounds; blending sounds; segmenting words; and substituting initial sounds. The goal is to evaluate students' phonetic awareness abilities through identifying individual phonemes in words.
This document provides guidance for administering a phonetic awareness assessment to students. It includes directions for giving a pretest and weekly tests, with sentences containing different phonemes for students to identify. Scores and missed phonemes should be recorded on a form in an appendix. Examples are given of different types of phonetic awareness skills measured, like phoneme matching, isolation, blending, segmentation, and manipulation. Sample assessment questions test initial, final, and medial sounds; blending sounds; segmenting words; and substituting initial sounds. The goal is to evaluate students' phonetic awareness abilities through identifying individual phonemes in words.
This document provides guidance for administering a phonetic awareness assessment to students. It includes directions for giving a pretest and weekly tests, with sentences containing different phonemes for students to identify. Scores and missed phonemes should be recorded on a form in an appendix. Examples are given of different types of phonetic awareness skills measured, like phoneme matching, isolation, blending, segmentation, and manipulation. Sample assessment questions test initial, final, and medial sounds; blending sounds; segmenting words; and substituting initial sounds. The goal is to evaluate students' phonetic awareness abilities through identifying individual phonemes in words.
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Division Reading Intervention Project
PHONETIC AWARENESS TEST
Eloisa A. Pradiez Homapon High School Directions in Administering the Pretest: 1. Give the child a pencil , an eraser and a blank sheet of unruled paper. Then say: “I’m going to read a sentence to you.Listen Carefully 2. Read Sentence A slowly, fluently. Then say: I’m going to read it again very slowly. Listen again very carefully. Then write down what you hear. 3. Read sentence A slowly, word by word. Keep repeating the word until the child has written down or parts of it. Then read the next word in the same manner, until the last word in the sentence. Do the same with Sentence B. Direction for Scoring the Pretest: English Sentence1 Point per correct phoneme)
1. I can run and hop into the garden.
2. We like to wade in the deep wide pool. Direction for administering the weekly test: 1. Administer each sentence test at the end of every week of the intervention program. As in the Pretest , all sentences have 25 phonemes each. 2. Record the child’s scores and observations on phonemes missed on CTE Form 4 (Record Awareness ) shown in APPENDIX C2 on page 74. WEEK: SENTENCE TEST 1 The ten dogs ran into the hot sand. Ang aso ay kumahol at umalis agad. 2. We came home to see the tiny baby goose . Umuwi kami para makita ang bibe. 3. They waited for the ten cows to go away. Nakita namin ang baka sa malayo. 4. Today the boys made a sail for their boat. Nilagay namin ang layag sa bangka. 5. Thank you for the meat, bread and fruits. Salamat sa ulam , tinapay at ubas. 6. “What long ears you have” said the long rat. “naku, ang laki ng tainga,” sabi ng daga. 7. A slow snail slid into the wet grass. Ang suso ay nagtago sa basang damo. 8. Three blind mice ate three green frogs. Ang tatlong daga ay kumain ng bulak. 9. ten birds went to find their nest. Hinanap ng ibon ang kanyang pugad. 10. The child sat in the sand and slept. Ay! Ang sanggol ay nahulog sa duyan. Appendix C2 CTE Form 4: RECORD OF PHONETIC AWARENESS. Child:.__________________________________________ Age:________________ TUtor:__________________________________________ Sex :_______________ Pretest Date:_________________________________________________ SCORE Psttreat Date: ________
WEEK SCORE PHONEMES MISSED
WEEK 1
WEEK 2
WEEK 3
WEEK 4
WEEK 5
WEEK 6
WEEK 7
WEEK8
WEEK9
WEEK 10 All assessments should be given one-on-one. What it measures Phoneme matching is the ability to identify words that begin with the same sound. Phoneme isolation is the ability to isolate a single sound from within a word. Phoneme blending is the ability to blend individual sounds into a word. Phoneme segmentation is the ability to break a word into individual sounds. Phoneme manipulation is the ability to modify, change, or move the individual sounds in a word. Examples of assessment questions Phoneme matching Which words sound alike? man, sat, sip (Correct response: sat, sip) Phoneme isolation – Initial (first) sound: What's the first sound in "sat?" (Correct response: /s/) Phoneme isolation – Final (last) sound: What's the last sound in "sat?" (Correct response: /t/) Phoneme isolation – Medial (middle) sound: What's the middle sound in "sat?" (Correct response: /a/) Phoneme blending: What word do these sounds make? /h/ – /o/ – /t/ (Correct response: hot) Phoneme segmentation: What sounds do you hear in "hot?" (Correct response: /h/ – /o/ – /t/) Phoneme manipulation – Initial (first) sound: Say "mat" without the /m/ sound. (Correct response: at) Phoneme manipulation – Final (last) sound: Say "mat" without the /t/ sound. (Correct response: ma) Phoneme manipulation – Substitution: Say "pig." (Correct response: pig) Now change the /p/ in "pig" to /f/. (Correct response: fig)
Differential Calculus Booster with Problems and Solutions for IIT JEE Main and Advanced Rejaul Makshud McGraw Hill Rejaul Makshud All Chapters Instant Download
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