RIC-6974_Phonological_awareness_skills_Book_3

Phonological Awareness Skills Assessment
Name:
Teacher:
Date:
Class:
Phoneme matching
Say these instructions to the child:
I am going to say three words. I want you to tell me which two words have the same
sound in any position in the words.
Demonstrate what is expected using the words below:
g—goat/bag/lizard f—leaf/fence/cow b—butterfly/tub/wave
1. s—bus/pin/star
Comments:
2. t—ant/tiger/buzz
3. p—zebra/pumpkin/cap
4. z—zebra/buzz/brick
5. c/ck—caterpillar/robot/brick
This combined assessment is provided for those teachers who wish to assess at the end of a set of skills.
6. r—robot/hair/hand
Total:
Phoneme isolation
Say these instructions to the child:
I am going to say some words, then at the sound. I want you to listen carefully and tell
me where the sound comes in the word— at the beginning, in the middle or at the end.
Use the following words as examples so the children understand what to do:
barbecue—/b/ (first) female—/l/ (last) muffin—/f/ (middle) snail—/l/ (last)
Say the following multi-syllabic words and identify the sound. The child repeats the
words and responds with the position of the sound stated.
1. rabbit—/r/ (first)
2. button—/n/ (last)
3. window—/d/ (middle)
4. wizard—/d/ (last)
5. carrot—/c/ (first)
6. kitchen—/k/ (first)
Total:
Comments:
R.I.C. Publications ® www.ricpublications.com.au ISBN 978-1-925698-54-1 PHONOLOGICAL AWARENESS SKILLS (Book 3) 161