Grade K, 1, 2, 3, 4 Phonics Assessment

Phonics Assessment Grade 1, 2, 3, 4 and Kindergarten | CCSS ELA Literacy Phonics and Reading Readiness Placement Test

Instructional level | K-12 Phonological Awareness, Phonics and Reading Comprehension 

Basic Phonics Placement Assessment 

Advanced Phonics Placement Assessment
CORE Phonics Survey 

Quick Phonics Screener (QPS)

Phonics Survey | Phonics Skills Profile

Vowel Sounds Phonics Assessment 

Phonics and Phonemic Awareness: 44 English Phonemes Chart

44 English Phonemes Chart
Free Phonics Primer Doc.

The 44 English phonemes are the smallest basic sounds needed to articulate English correctly. The ability to manipulate, distinguish, decode, and make meaning from letters and words is the foundation of beginning literacy. The miracle comes when the alphabet, phonics, phonemic awareness, and grapheme's are synthesized into the ability to read. Give yourself a quick test: List all the English vowel phonemes and examples include all alternate grapheme(s). List all the English consonant phonemes, with examples include all alternate grapheme(s) How many grapheme(s) are in the English language? 

Things to think about!

"In English the sound /f/ can be represented by 'F', 'f', 'ff', 'FF', 'ph', 'PH', 'Ph', 'gh', 'GH', and in some place names of Welsh origin by 'Ff'; while the grapheme 'f' can also represent the phoneme /v/(as in the word of)."

Vowel Phonemes:
PHONEME	EXAMPLES
a	cat
e	peg	bread
i	pig	wanted
o	log	want
u	plug	love
ae	pain	day	gate	station
ee	sweet	heat	thief	these
ie	tried	light	my	shine	mind
oe	road	blow	bone	cold
ue	moon	blue	grew	tune
oo	look	would	put
ar	cart	fast (regional)
ur	burn	first	term	heard	work
or	torn	door	warn (regional)
au	haul	law	call
er	wooden	circus	sister
ow	down	shout
oi	coin	boy
air	stairs	bear	hare
ear	fear	beer	here
Consonant Phonemes:
PHONEME	EXAMPLES
b	baby
d	dog
f	field	photo
g	game
h	hat
j	judge	giant	barge
k	cook	quick	mix	Chris
l	lamb
m	monkey	comb
n	nut	knife	gnat
p	paper
r	rabbit	wrong
s	sun	mouse	city	science
t	tap
v	van
w	was
wh	where (regional)
y	yes
z	zebra	please	is
th	then
th	thin
ch	chip	watch
sh	ship	mission	chef
zh	treasure
ng	ring	sink

Chart is from:  http://www.lancsngfl.ac.uk/curriculum/literacy/lit_site/lit_sites/phonemes_001/

Phonemic awareness

From Wikipedia, the free encyclopedia

Phonemic awareness is a subset of phonological awareness in which listeners are able to hear, identify and manipulate phonemes, the smallest units of sound that can differentiate meaning. Separating the spoken word "cat" into three distinct phonemes, /k/, /æ/, and /t/, requires phonemic awareness.

The National Reading Panel has found that phonemic awareness improves children's word reading and reading comprehension, as well as helping children learn to spell. Phonemic awareness is the basis for learning phonics. This relationship is explained in the What Works Reports and illustrated in the Reading Skills Pyramid.
Phonemic awareness and phonological awareness are often confused since they are interdependent. Phonemic awareness is the ability to hear and manipulate individual phonemes. Phonological awareness includes this ability, but it also includes the ability to hear and manipulate larger units of sound, such as onsets and rimes and syllables.
Studies by Vickie Snider from The Journal of Education have shown that phonemic awareness has a direct correlation with students’ ability to read as they get older. Phonemic awareness builds a foundation for students to understand the rules of the English language. This in turn allows each student to apply these skills and increase his or her oral reading fluency and understanding of the text.
Phonemic awareness relates to the ability to distinguish and manipulate individual sounds, such as /f/, /ʊ/, and /t/ in the case of foot. The following are common phonemic awareness skills practiced with students:

• Phoneme isolation: which requires recognizing the individual sounds in words, for example, "Tell me the first sound you hear in the word paste" (/p/).
• Phoneme identity: which requires recognizing the common sound in different words, for example, "Tell me the sound that is the same in bike, boy and bell" (/b/).
• Phoneme substitution: in which one can turn a word (such as "cat") into another (such as "hat") by substituting one phoneme (such as /h/) for another (/k/). Phoneme substitution can take place for initial sounds (cat-hat), middle sounds (cat-cut) or ending sounds (cat-can).
• Oral segmenting: The teacher says a word, for example, "ball," and students say the individual sounds, /b/, /ɑ/, and /l/.
• Oral blending: The teacher says each sound, for example, "/b/, /ɑ/, /l/" and students respond with the word, "ball."
• Sound deletion: The teacher says word, for example, "bill," has students repeat it, and then instructs students to repeat the word without a sound.
• Onset-rime manipulation: which requires isolation, identification, segmentation, blending, or deletion of onsets (the single consonant or blend that precedes the vowel and following consonants), for example, j-ump, st-op, str-ong.

For example, the teacher might say, now say bill without the /b/." Students should respond with /ɪl/. There are other phonemic awareness activities, such as sound substitution, where students are instructed to replace one sound with another, sound addition, where students add sounds to words, and sound switching, where students manipulate the order of the phonemes. These are more complex but research supports the use of the three listed above, particularly oral segmenting and oral blending.