Heggerty Grade 1 Baseline

1 Student Name: _______________________ Assessment Date: _________ Phonemic Awareness Baseline Assessment for 1 st Grade Directions: Mark a correct response with a plus sign (+) in the Student Response column. Mark an incorrect response with a dash (-) and record the incorrect response. If the student is unable to give a correct response within 4 seconds, the administrator can move onto the next assessment word. You may discontinue the skill if there are no correct responses within the first 3 words. Phonemic Awareness Skills Rhyme Production Teacher Administration Directions: Words that rhyme have the same middle and final sound s . Listen to these words: sad, mad. Sad is a word that rhymes with mad because we hear /ad/ as the middle and final sounds. Now it’s your turn. I will say a word and you tell me a word that rhymes with mice. Note to teacher: Nonsense words are acceptable. If student repeats the provided word , you can prompt by saying, “Can you give me another rhyming word?” Correct response Yes, mice and ____ rhyme. (rice, nice, dice, lice) Incorrect response Mice and ____ do not rhyme. A word that rhymes with mice is nice because we hear /-ice/ in both: /m-ice/, /n-ice/. Can you say mice, nice? I will say a word. Can you repeat the word and tell me a word that rhymes? Word Student Response Results 1. tap ___/5 2. red 3. fish 4. seed 5. coat ©2020, Literacy Resources, LLC

2 Onset Fluency: Isolate the Initial Sound RF.1.2.C Teacher Administration Directions: I will say a word and isolate the first sound in the word. The word is “dog.” The first sound we hear in the word “ dog ” is / d/. Can you repeat this back to me – dog, /d/? Now it’s your turn. What is the first sound you hear in the word “ kind ”? Correct response Yes, /k/ is the first sound we hear in the word “ kind ”. Incorrect response /k/, kind. /k/ is the first sound we hear in the word “ kind .” Let ’s try it again. Say, kind. What is the first sound you hear in the word “kind?” I will say a word and you will repeat it. What is the first sound you hear in the word __? Teacher Note: If a student responds with the letter name rather than the lette r sound say, “ That is a letter name. What is the first sound you hear?” Word Correct Response Student Response Results 1. peach /p/ ___ / 5 2. bell /b/ 3. happy /h/ 4. lake /l/ 5. garden /g/ Blending Phonemes (Teacher can use chopping hand motion.) RF.1.2.B Teacher Administration Directions : I will say the sounds in a word and blend those sounds together to say the whole word. Listen. /h – ŭ – g/, hug. When I blend those 3 sounds together, /h – ŭ - g/, the word is hug. Now it’s your turn. Listen to thes e sounds and tell me the whole word: /t - ā - k/. What is the word? Correct response Yes, when you blend the 3 sounds /t - ā - k/, the word is take. Incorrect response When I blend the 3 sounds /t – ā – k/, the word is take. Say this back to me: /t – ā – k/, take. I will say the sounds. What is the whole word? Phonemes Correct Response Student Response Results 1. p - ā – d p aid ___ / 5 2. g - ĕ - t g et 3. h - ă – z h as 4. j – ŏ - b j ob 5. s - ī - t s ight ©2020, Literacy Resources, LLC

4 Isolating Medial Sound in Words (Student can use roller coaster hand motion) RF.1.2.C Teacher Administration Directions: I will say a word and I will isolate the middle or vowel sound in that word. The word is much. The middle or vowel sound I hear in the word “ much ” is /ŭ /. Can you say that: much, /ŭ/? Now it’s your turn. I will say a word and y ou will say it back to me: “ sick ”. What is the middle or vowel sound you hear in th e word “sick?” Correct response Yes, / ĭ / is the vowel sound you hear in the word “ sick ”. Incorrect response / ĭ / is the vowel sound you hear in the word “ sick ” . Sick, / ĭ /. Let’s try it again. Say, “sick.” What sound do you hear in the middle of the word “ sick? ” I will say a word and you will say it back to me. What is the vowel sound you hear in the word __? Teacher Note: If a student responds with the letter name rather than the letter sound say, “ That is a letter name. What is the sound you hear?” Word Correct Response Student Response Results 1. red / ĕ / ___/5 2. lip / ĭ / 3. nut / ŭ / 4. lake / ā / 5. bead / ē / Adding Phonemes (Teacher can use hand motion from the curriculum.) Teacher Administration Directions : I will say a word part. I will add a sound at the beginning to make a new word. Listen, /-at/. When I add /h/ at the beginning, the word is /h-at/, hat. Now it’s your turn . Say /-ook/. Add /b/ at the beginning and the word is? Correct response Yes. When you add /b/ to / – ook/, the word is book. Incorrect response When I add /b/ to / – ook/, the word is /b-ook/, book. Can you say it back to me? /b - ook/, book. Word Part Add /*/ Correct Response Student Response Results 1. -and /s/ sand ___ /5 2. – own /b/ bone 3. -ight /l/ light 4. -ish /w/ wish 5. -ate /g/ gate *say sound, not letter name ©2020, Literacy Resources, LLC

5 Deleting Phonemes (Teacher can use hand motion from the curriculum.) Teacher Administration Directions: I will say a word. I will take away the first sound and tell you what is left. The word is “man . ” Without /m/, what’s left is “ - an.” Now it’s your turn . Say, s ock. Without /s/, what’s left is? Correct response Yes. Sock without /s/ is /-ock/. Incorrect response Let’s try it again. Sock, /s-ock/; without /s/ , what’s left is /-ock/. Can you say /-ock/? Word Without /*/ Correct Response Student Response Results 1. cup /k/ -up ___ /5 2. dear /d/ -ear 3. fox /f/ -ox 4. wall /w/ -all 5. beach /b/ -each *say sound, not letter name Substituting Phonemes (Teacher can use hand motion from the curriculum) Teacher Administration Directions: I will say a word. I will change the first sound to make a new word. The word is “my.” Change /m/ to /b/ and the word is “by . ” Now it’s your turn . Say “dot . ” Change /d/ to /h/ and the word is? Correct response Yes. When you change /d/ to /h/, the word is hot. Incorrect response L et’s try it again. Say, do t. Change /d/ to /h/ and the word is /h-ot/, hot. Can you say hot? Word Change * to * Correct Response Student Response Results 1. pay /p/ to /m/ may ___ /5 2. let /l/ to /w/ wet 3. knock /n/ to /l/ lock 4. guess /g/ to /m/ mess 5. read /r/ to /s/ seed *say sound, not letter name Overall Results: After the assessment has been given, the teacher identifies areas of strength and need for the child & records the findings here. Areas of Strength: Areas of Need & Plan for Intervention: ©2020, Literacy Resources, LLC

7 In Weeks 1-8 of the Heggerty Phonemic Awareness curriculum, the lessons begin with phonological awareness skills before working at the phoneme level. If teachers would like to assess the phonological awareness skills of blending syllables into spoken words and segmenting a word into syllables, the following assessment can be administered. Blending Syllables (Teacher can use chopping hand motion to show syllables.) Teacher Administration Directions: I will say the syllables of a word and blend them together to make the whole word. Listen, den - tist. When I blend the syllables, den - tist, the word is dentist. Now it’s your turn . Listen, mem-ber. What is the whole word? Correct response Yes. When you blend the syllables, /mem-ber/ it is the word member. Incorrect response When I blend the syllables, /mem-ber/, it is the word member. Say it with me: /mem-ber/, member. I will say the syllables. What is the whole word? Syllables Correct Response Student Response Results 1. tab – let Tablet ___ /5 2. mas - ter Master 3. re - cess Recess 4. sū – per Super 5. fan – tas - tic Fantastic Segmenting Words into Syllables (Student can use chopping hand motion) Teacher Administration Directions: I will say a word and segment the word into syllables. Listen, laughing, laugh - ing. When I segment the word laughing, I hear two syllables, laugh - ing. Now it’s your turn. I will say a word and you will say it back to me: “ center .” What are the syllables in “ center ?” Correct response Yes. When you segment “ center ” into syllables, you hear /cen - ter/ (or /cent – er/ is acceptable). Incorrect response When I segment “ center ” into syllables, I hear 2 syllables: /cen - ter/. Say it back to me: center, cen - ter I will say a word. You will say it back to me and segment the word into syllables. Word Correct Response Student Response Results 1. morning morn – ing or mor-ning ___/5 2. excite ex-cite 3. fever f ē – ver or f ē v – er 4. president prez – ĭ – dent 5. whispering whisp – er – ing or whis – per-ing ©2020, Literacy Resources, LLC