Sean Taylor M.Ed. Reading Sage: Advocating for Every Child to Read, Learn, and Thrive: K-8 Science of Reading Test Book with Answer Key: Homeschool Literacy Assessment Inventory

Friday, March 20, 2026

K-8 Science of Reading Test Book with Answer Key: Homeschool Literacy Assessment Inventory

Homeschool Literacy Assessment Inventory

TESTING FORMS APPENDIX — Forms A & B

ADMINISTRATOR & STUDENT FORMS

Scripted instructions included with every subtest

CONTENTS OF THIS FORMS APPENDIX

Domain A Phonemic Awareness (Pre-K → Grade 2) — Subtests A-1 through A-8

Domain B Phonics & Letter Knowledge (Ages 3 → Grade 6) — Subtests B-1 through B-13

Domain C Reading Fluency (K → Grade 8) — Passages Levels 1–7

Domain D Vocabulary (Tier 2 & Tier 3) (Grade 1 → Grade 8) — Subtests D-1 through D-5

Domain E Reading & Listening Comprehension (K → Grade 8) — Subtests E-1 through E-5

Domain F Writing, Spelling & Expression (Ages 3 → Grade 8) — Subtests F-1 through F-5

Domain G Grammar & Morphology (Grade 2 → Grade 8) — Subtests G-1 through G-3

Domain H Print Concepts & Pre-Reading (Ages 3–5 Only) — Subtests H-1 through H-3

Domain I Oral Reading Analysis (Grade 1 → Grade 8) — Running Record + Miscue

FORM A = Pre-Assessment (administer at start of learning period)

FORM B = Post-Assessment (administer after instruction to measure growth)

See the HLAI Complete Edition for research foundations, scoring guides, goal-setting, and instructional resources.

DOMAIN A — PHONEMIC AWARENESS

Subtests A-1 through A-8 | Pre-K (Age 3) through Grade 2 | Oral administration only — no reading required

Subtest	Skill	Typical Level	Form A Items	Form B Items
A-1	Rhyme Recognition	Age 3–4 / Pre-K	10 word pairs	10 word pairs
A-2	Rhyme Production	Age 4–5 / Pre-K	8 prompts	8 prompts
A-3	Initial Sound ID	Age 4–5 / K	10 words	10 words
A-4	Phoneme Isolation	Age 5–6 / K	10 words	10 words
A-5	Phoneme Blending	Age 5–6 / K–Gr.1	8 segmented words	8 segmented words
A-6	Phoneme Segmentation	Age 6–7 / Gr.1	6 words (22 phonemes)	6 words (24 phonemes)
A-7	Phoneme Deletion	Age 6–7 / Gr.1	8 words	8 words
A-8	Phoneme Substitution	Age 7–8 / Gr.2	6 words	6 words

Domain A — Phonemic Awareness — Form A & Form B

Student Name: _______________________________

Date of Birth: _______________________________

Assessment Date: _______________________________

Grade / Level: _______________________________

Administrator: _______________________________

Age: _______________________________

A-1 Rhyme Recognition

MATERIALS: This form only. Student responds orally. No print shown.

SAY: 'We are going to play a word game! I will say two words, and you tell me if they RHYME — if they sound the same at the end.'

SAY: 'Listen: CAT and HAT rhyme because they end the same — AT. CAT and DOG do NOT rhyme.'

SAY: 'I will say two words. Just say YES if they rhyme, or NO if they do not.'

DO: Read each pair clearly. Pause 3 seconds. Mark student response. Do NOT repeat items.

STOP: If student scores 0/5 on the first five items, discontinue and record score of 0.

▶ FORM A — PRE-ASSESSMENT

#	Say These Words Aloud →	Correct Answer	Student Said	Score 1/0
1	BIG — PIG	YES (rhymes)
2	SUN — RUN	YES (rhymes)
3	CAT — BALL	NO
4	TREE — BEE	YES (rhymes)
5	FISH — DISH	YES (rhymes)
6	BOOK — BIKE	NO
7	CAKE — LAKE	YES (rhymes)
8	HOP — MAP	NO
9	RAIN — TRAIN	YES (rhymes)
10	FOX — CAT	NO
	FORM A TOTAL			__ / 10

▶ FORM B — POST-ASSESSMENT

#	Say These Words Aloud →	Correct Answer	Student Said	Score 1/0
1	NIGHT — LIGHT	YES (rhymes)
2	FARM — BARN	NO
3	SING — RING	YES (rhymes)
4	BLUE — GLUE	YES (rhymes)
5	HAND — LAND	YES (rhymes)
6	BEAR — MOON	NO
7	SNOW — FLOW	YES (rhymes)
8	DOG — FROG	YES (rhymes)
9	JUMP — BELL	NO
10	CHAIR — STAIR	YES (rhymes)
	FORM B TOTAL			__ / 10

✔ MASTERY CRITERION: 8/10 (80%) = Mastery | Below 8 = Reteach rhyme awareness

A-2 Rhyme Production

SAY: 'Now I want you to MAKE a rhyme! I will say a word, and you say a word that rhymes with it. It can be a made-up word — that is okay!'

SAY: 'What rhymes with CAT?' (Accept: bat, hat, mat, rat, sat, pat, or any phonetically valid response.)

SAY: 'Tell me a word that rhymes with each word I say.'

NOTE: Accept nonsense words if they genuinely rhyme (e.g., 'zop' rhymes with 'hop'). Mark 1 point for any valid rhyming response.

FORM A — Rhyme Production

1. HOP → ___________

2. CAKE → ___________

3. FISH → ___________

4. TRAIN → ___________

5. BALL → ___________

6. NIGHT → ___________

7. SNACK → ___________

8. QUEEN → ___________

Sample answers: HOP→top/mop/pop CAKE→lake/rake/bake FISH→dish/wish TRAIN→rain/main BALL→call/fall NIGHT→light/right SNACK→back/track QUEEN→green/bean

FORM A TOTAL: ___ / 8

FORM B — Rhyme Production

1. JUMP → ___________

2. BLUE → ___________

3. SAND → ___________

4. TREE → ___________

5. CLOCK → ___________

6. SMILE → ___________

7. BRIGHT → ___________

8. FLOWER → ___________

Sample answers: JUMP→bump/dump BLUE→clue/glue SAND→band/hand TREE→bee/free CLOCK→block/lock SMILE→mile/tile BRIGHT→night/right FLOWER→power/tower

FORM B TOTAL: ___ / 8

✔ MASTERY CRITERION: 6/8 (75%) = Mastery

A-3 Initial Sound Identification

SAY: 'Let us listen to the BEGINNING of words. What sound does MOON start with? /m/! The beginning sound in MOON is /m/.'

SAY: 'What sound does each word START with? Say just the sound, not the letter name.'

NOTE: Accept the phoneme sound only. /b/ is correct; 'bee' is not acceptable. If student gives letter name, prompt: 'What SOUND does that letter make?'

DO: Say each word clearly and slowly. Wait up to 5 seconds for a response.

FORM A — Initial Sound ID

1. BALL → Student says: _______ Correct: /b/

2. FISH → Student says: _______ Correct: /f/

3. MOON → Student says: _______ Correct: /m/

4. SUN → Student says: _______ Correct: /s/

5. DOG → Student says: _______ Correct: /d/

6. TREE → Student says: _______ Correct: /t/

7. JUMP → Student says: _______ Correct: /dʒ/

8. RAIN → Student says: _______ Correct: /r/

9. CHIP → Student says: _______ Correct: /tʃ/

10. SHIP → Student says: _______ Correct: /ʃ/

FORM A TOTAL: ___ / 10

FORM B — Initial Sound ID

1. CAT → Student says: _______ Correct: /k/

2. LIGHT → Student says: _______ Correct: /l/

3. PENCIL → Student says: _______ Correct: /p/

4. NEST → Student says: _______ Correct: /n/

5. GRASS → Student says: _______ Correct: /g/

6. VINE → Student says: _______ Correct: /v/

7. WHALE → Student says: _______ Correct: /w/

8. THINK → Student says: _______ Correct: /θ/

9. YELLOW → Student says: _______ Correct: /j/

10. ZEBRA → Student says: _______ Correct: /z/

FORM B TOTAL: ___ / 10

✔ MASTERY CRITERION: 8/10 (80%) = Mastery

A-4 Phoneme Isolation — First, Middle, and Last Sound

SAY: 'Now we are going to find sounds INSIDE words. I will ask for the first, the middle, or the last sound.'

SAY: 'Listen: What is the FIRST sound in SIT? /s/. What is the LAST sound? /t/. What is the MIDDLE sound? /ɪ/ (short i).'

DO: Read the word and the position in CAPITALS. Wait 5 seconds. Mark 1 point for a correct phoneme response.

FORM A — Phoneme Isolation

1. MAP — FIRST sound → _______ (/m/)

2. BED — LAST sound → _______ (/d/)

3. HIP — MIDDLE sound → _______ (/ɪ/)

4. LOG — FIRST sound → _______ (/l/)

5. CUP — LAST sound → _______ (/p/)

6. TEN — MIDDLE sound → _______ (/ɛ/)

7. SHOP — FIRST sound → _______ (/ʃ/)

8. CHIN — LAST sound → _______ (/n/)

9. FROG — MIDDLE sound → _______ (/ɒ/)

10. BEACH — LAST sound → _______ (/tʃ/)

FORM A TOTAL: ___ / 10

FORM B — Phoneme Isolation

1. FAN — FIRST sound → _______ (/f/)

2. RUG — LAST sound → _______ (/g/)

3. PIG — MIDDLE sound → _______ (/ɪ/)

4. JAM — FIRST sound → _______ (/dʒ/)

5. DUST — LAST sound → _______ (/t/)

6. NET — MIDDLE sound → _______ (/ɛ/)

7. WHALE — FIRST sound → _______ (/w/)

8. RUSH — LAST sound → _______ (/ʃ/)

9. BLOCK — MIDDLE sound → _______ (/ɒ/)

10. RING — LAST sound → _______ (/ŋ/)

FORM B TOTAL: ___ / 10

✔ MASTERY CRITERION: 8/10 (80%) = Mastery

A-5 Phoneme Blending

SAY: 'I am going to say a word in SLOW MOTION — broken into pieces. You put the sounds together to make a real word!'

SAY: 'Listen: /k/ … /æ/ … /t/ — What word is that? CAT!'

DO: Say each phoneme separately with a 0.5-second pause. Do NOT blend them yourself.

NOTE: Mark correct only if the student blends to the target word (or a phonetically equivalent pronunciation).

FORM A — Phoneme Blending

1. /m/ … /æ/ … /p/ → _______ (MAP)

2. /s/ … /ɪ/ … /t/ → _______ (SIT)

3. /f/ … /l/ … /æ/ … /g/ → _______ (FLAG)

4. /tʃ/ … /ɛ/ … /s/ … /t/ → _______ (CHEST)

5. /ʃ/ … /ɪ/ … /p/ → _______ (SHIP)

6. /n/ … /aɪ/ … /t/ → _______ (NIGHT)

7. /t/ … /r/ … /æ/ … /p/ → _______ (TRAP)

8. /s/ … /t/ … /r/ … /ɛ/ … /tʃ/ → _______ (STRETCH)

FORM A TOTAL: ___ / 8

FORM B — Phoneme Blending

1. /b/ … /ɪ/ … /g/ → _______ (BIG)

2. /g/ … /r/ … /æ/ … /b/ → _______ (GRAB)

3. /s/ … /l/ … /ɛ/ … /d/ → _______ (SLED)

4. /θ/ … /ɪ/ … /ŋ/ … /k/ → _______ (THINK)

5. /k/ … /l/ … /æ/ … /p/ → _______ (CLAP)

6. /s/ … /p/ … /l/ … /æ/ … /ʃ/ → _______ (SPLASH)

7. /dʒ/ … /ʌ/ … /m/ … /p/ → _______ (JUMP)

8. /s/ … /k/ … /r/ … /ɪ/ … /m/ → _______ (SCRIM)

FORM B TOTAL: ___ / 8

✔ MASTERY CRITERION: 6/8 (75%) = Mastery

A-6 Phoneme Segmentation

SAY: 'Now it is your turn to break words apart! I say a word; you say each sound separately like a robot.'

SAY: 'SUN has three sounds: /s/ /ʌ/ /n/. Try tapping your finger for each sound!'

SCORE: Award 1 point per CORRECT phoneme in the correct position. See max points per word below.

FORM A — Segmentation

1. GO (/g/ /oʊ/) Max: 2 Student: ___

2. FAN (/f/ /æ/ /n/) Max: 3 Student: ___

3. JUMP (/dʒ/ /ʌ/ /m/ /p/) Max: 4 Student: ___

4. BLOCK (/b/ /l/ /ɒ/ /k/) Max: 4 Student: ___

5. FRESH (/f/ /r/ /ɛ/ /ʃ/) Max: 4 Student: ___

6. STRAP (/s/ /t/ /r/ /æ/ /p/) Max: 5 Student: ___

FORM A TOTAL: ___ / 22

FORM B — Segmentation

1. IT (/ɪ/ /t/) Max: 2 Student: ___

2. BED (/b/ /ɛ/ /d/) Max: 3 Student: ___

3. FROG (/f/ /r/ /ɒ/ /g/) Max: 4 Student: ___

4. CHEST (/tʃ/ /ɛ/ /s/ /t/) Max: 4 Student: ___

5. BLEND (/b/ /l/ /ɛ/ /n/ /d/) Max: 5 Student: ___

6. SPRINT (/s/ /p/ /r/ /ɪ/ /n/ /t/) Max: 6 Student: ___

FORM B TOTAL: ___ / 24

✔ MASTERY CRITERION: 80% of total phonemes correct = Mastery

A-7 Phoneme Deletion

SAY: 'We are going to TAKE AWAY a sound! If I say FARM and remove /f/, what is left? ARM!'

SAY: 'Say STOP. Now say STOP without the /s/. What do you get? TOP!'

SAY: 'Your turn — listen carefully to which sound to remove.'

NOTE: Accept any response that correctly reflects the deletion, even if the result is a nonsense word.

#	FORM A — Word	Remove	Target	Student Said	Score	#	FORM B — Word	Remove	Target	Student Said
1	MILK	Delete /m/	ILK			1	SNACK	Delete /s/	NACK
2	BLAST	Delete /l/	BAST			2	PLUM	Delete /l/	PUM
3	SMILE	Delete /s/	MILE			3	BRIM	Delete /r/	BIM
4	TRAIN	Delete /r/	TAIN			4	FLAT	Delete /l/	FAT
5	SPIT	Delete /t/	SPI			5	CRISP	Delete /r/	CISP
6	CLAP	Delete /l/	CAP			6	STOMP	Delete /t/	SOMP
7	GREET	Delete /r/	GEET			7	SCRAM	Delete /k/	SRAM
8	BLEND	Delete /l/	BEND			8	CLINK	Delete /l/	CINK
	Form A Total				__ /8		Form B Total			__ /8

✔ MASTERY CRITERION: 6/8 (75%) = Mastery

A-8 Phoneme Substitution

SAY: 'Now we are going to SWAP sounds! Say CAT. Change the /k/ to /b/. What new word? BAT!'

DO: Give the example above, then proceed with the items below.

NOTE: Accept any response that correctly reflects the phoneme swap, even nonsense words.

FORM A — Phoneme Substitution

1. MAP Change /m/→/n/ → _______ (NAP)

2. BIG Change /b/→/d/ → _______ (DIG)

3. SEAT Change /s/→/m/ → _______ (MEAT)

4. HOP Change /h/→/st/ → _______ (STOP)

5. FLAT Change /l/→/r/ → _______ (FRAT)

6. CHIP Change /tʃ/→/ʃ/ → _______ (SHIP)

FORM A TOTAL: ___ / 6

FORM B — Phoneme Substitution

1. BAT Change /b/→/f/ → _______ (FAT)

2. LOG Change /l/→/fr/ → _______ (FROG)

3. MICE Change /aɪ/→/ɪ/ → _______ (MIS)

4. SHED Change /ʃ/→/b/ → _______ (BED)

5. BRING Change /r/→/l/ → _______ (BLING)

6. THRONE Change /θr/→/gr/ → _______ (GROAN)

FORM B TOTAL: ___ / 6

✔ MASTERY CRITERION: 5/6 (83%) = Mastery

DOMAIN A TOTALS — Form A: ___ / 62 Form B: ___ / 64

DOMAIN B — PHONICS & LETTER KNOWLEDGE

Subtests B-1 through B-13 | Ages 3 → Grade 6 | Covers all 44 phonemes of English

Subtest	Skill	Level	Form A Focus	Form B Focus
B-1	Uppercase Letter Naming	Ages 3–5 / Pre-K–K	Random UC order (26 letters)	Alternate random order
B-2	Lowercase Letter Naming	Ages 4–5 / K	Random LC order (26 letters)	Alternate random order
B-3	Consonant Letter-Sound	Ages 5–6 / K	21 consonant letters	21 consonant letters
B-4	Short Vowels + CVC Words	Ages 5–6 / K	5 vowels + 15 CVC words	5 vowels + 15 CVC words
B-5	Consonant Digraphs	Ages 5–6 / K–Gr.1	6 digraphs + 12 words	6 digraphs + 12 words
B-6	Consonant Blends	Age 6 / Gr.1	20 blend types, 40 words	20 blend types, 40 words
B-7	Long Vowel Patterns	Age 6–7 / Gr.1–2	10 patterns, 37 words	10 patterns, 37 words
B-8	R-Controlled Vowels	Age 7 / Gr.2	5 patterns, 20 words	5 patterns, 20 words
B-9	Diphthongs & Variant Vowels	Age 7 / Gr.2	5 patterns, 20 words	5 patterns, 20 words
B-10	Nonsense Word Decoding	Age 6–8 / Gr.1–3	10 nonsense words	10 nonsense words
B-11	Sight Word Reading	K–Gr.3	Dolch/Fry levels 1–6	Alternate word set
B-12	Multisyllabic Words	Gr.2–4	8 two-syl + 6 three/four-syl	8 two-syl + 6 three/four-syl
B-13	44-Phoneme Checklist	All levels	Production + Recognition	Production + Recognition

Domain B — Phonics — Subtests B-1 & B-2: Letter Naming

Student Name: _______________________________

Date of Birth: _______________________________

Assessment Date: _______________________________

Grade / Level: _______________________________

Administrator: _______________________________

Age: _______________________________

B-1 & B-2 Letter Naming — Uppercase then Lowercase

MATERIALS: Print this page and place in front of the student, OR point to letters on screen.

SAY (B-1): 'Look at these CAPITAL letters. Tell me the NAME of each letter.' (Point to each in order.)

SAY (B-2): 'Now look at the SMALL letters. Tell me the name of each small letter.'

DO: Mark (+) correct, (–) incorrect. Record what the student said for errors.

NOTE: Watch specifically for b/d, p/q reversals. Flag any reversals in the notes column.

▶ FORM A — PRE-ASSESSMENT

FORM A — Point to each letter in order:

UPPERCASE → T F M B R W J P D H A Z Q X Y C K N L G E S V U O I

lowercase → t f m b r w j p d h a z q x y c k n l g e s v u o i

Letter

UC ✓/–

LC ✓/–

Letter

UC ✓/–

LC ✓/–

Letter

UC ✓/–

LC ✓/–

Letter

UC ✓/–

LC ✓/–

Reversals?

UC Total __ /26 LC Total __ /26

▶ FORM B — POST-ASSESSMENT

FORM B — Point to each letter in order:

UPPERCASE → L N H C T K P S A E B Y V I Z G D O M J F W R X Q U

lowercase → l n h c t k p s a e b y v i z g d o m j f w r x q u

Letter

UC ✓/–

LC ✓/–

Letter

UC ✓/–

LC ✓/–

Letter

UC ✓/–

LC ✓/–

Letter

UC ✓/–

LC ✓/–

Reversals?

UC Total __ /26 LC Total __ /26

✔ MASTERY CRITERION: 26/26 both forms = Mastery. Flag all b/d/p/q reversals for follow-up.

B-3 Consonant Letter-Sound Correspondence

SAY: 'Tell me the SOUND this letter makes — not its name, its SOUND!'

DO: Point to each letter on the stimulus strip. Mark (+) or write what student said.

NOTE: Accept most common phoneme: 'c'→/k/, 'g'→/g/, 's'→/s/. For 'x' accept /ks/.

Letter	Correct	A ✓/–	B ✓/–	Letter	Correct	A ✓/–	B ✓/–	Letter	Correct	A ✓/–	B ✓/–
b	/b/			f	/f/			h	/h/
j	/dʒ/			k	/k/			l	/l/
m	/m/			n	/n/			p	/p/
r	/r/			s	/s/			t	/t/
v	/v/			w	/w/			y	/j/
z	/z/			c	/k/			d	/d/
g	/g/			q	/kw/			x	/ks/
TOTAL	21	__ /21	__ /21

✔ MASTERY CRITERION: 19/21 (90%) = Mastery

B-4 Short Vowels & CVC Word Reading

PART 1 — SAY: 'Tell me the SHORT sound this vowel makes.' PART 2 — SAY: 'Read each of these words.'

NOTE: Short vowels: a=/æ/ (cat), e=/ɛ/ (bed), i=/ɪ/ (sit), o=/ɒ/ (top), u=/ʌ/ (cup)

Vowel	Target	✓/–	Form A: CVC Words	Scores	Form B: CVC Words	Scores
a	/æ/		bat can hat	__ /3	mad nap sag	__ /3
e	/ɛ/		hen net wet	__ /3	get pet vex	__ /3
i	/ɪ/		bit dig win	__ /3	hit lip mix	__ /3
o	/ɒ/		hot mop rob	__ /3	fog lot sob	__ /3
u	/ʌ/		bug fun run	__ /3	bun cut mud	__ /3
TOTAL		__ /5	CVC Form A	__ /15	CVC Form B	__ /15

✔ MASTERY CRITERION: 5/5 short vowels + 12/15 CVC words = Mastery

B-5 Consonant Digraphs

SAY: 'These two letters work TOGETHER to make ONE sound. What sound do they make?'

THEN SAY: 'Read these words.' (Point to Form A or Form B words in the table below.)

Digraph	Phoneme	✓/–	Form A Words	Score	Form B Words	Score
sh	/ʃ/		shin / wish	__ /2	shelf / rush	__ /2
ch	/tʃ/		chop / much	__ /2	chin / bench	__ /2
th (unvoiced)	/θ/		thin / math	__ /2	think / path	__ /2
th (voiced)	/ð/		that / with	__ /2	this / bathe	__ /2
wh	/w/		whip / whale	__ /2	when / wheel	__ /2
ng	/ŋ/		sing / long	__ /2	ring / strong	__ /2
TOTALS	Digraph sounds	__ /6	Form A Words	__ /12	Form B Words	__ /12

✔ MASTERY CRITERION: 5/6 digraph sounds + 10/12 words = Mastery

B-6 Consonant Blends — Word Reading

SAY: 'In these words the beginning letters work together — but you can hear EACH sound. Read each word out loud.'

DO: Present the word list below. Mark correct (+) for each word read accurately.

▶ FORM A — PRE-ASSESSMENT

Blend	Form A Words	✓/–	Blend	Form A Words	✓/–
bl-	black blend		br-	brown bring
cl-	clam clock		cr-	crab cross
fl-	flag flat		fr-	frog front
gl-	glad glue		gr-	grab grin
pl-	plan plug		pr-	press prom
sl-	slam sled		sc-	scab scan
sm-	smack smell		sn-	snap snob
sp-	span spin		st-	step stop
sw-	swam swim		sk-	skill skid
tr-	trap trim		tw-	twin twist
FORM A TOTAL		__ /40

▶ FORM B — POST-ASSESSMENT

Blend	Form B Words	✓/–	Blend	Form B Words	✓/–
bl-	blame blink		br-	brake bright
cl-	clap clean		cr-	crew crisp
fl-	flew flood		fr-	fresh frost
gl-	glow glide		gr-	groan grape
pl-	plum play		pr-	proud priest
sl-	slide slap		sc-	scold scalp
sm-	smoke smash		sn-	snore snug
sp-	spare speed		st-	stiff stove
sw-	sweep swift		sk-	skate sketch
tr-	treat trust		tw-	twelve twirl
FORM B TOTAL		__ /40

✔ MASTERY CRITERION: 34/40 (85%) = Mastery

B-7 & B-8 Long Vowel Patterns + R-Controlled Vowels

SAY: 'Read each word out loud.' (Point to words one at a time.)

SCORE: 1 point per word read correctly. Mark errors above the word.

Pattern	Description	Form A Words	Score	Form B Words	Score
a_e	CVCe long /ā/	bake name gave late	__ /4	wade came safe tame	__ /4
i_e	CVCe long /ī/	fine like wide time	__ /4	bike hide mine pine	__ /4
o_e	CVCe long /ō/	home note woke code	__ /4	bone hole rose pole	__ /4
u_e	CVCe long /ū/	cute huge dune	__ /3	tube mule fume	__ /3
ai / ay	Vowel team /ā/	rain mail day play	__ /4	tail wait ray stay	__ /4
ee / ea	Vowel team /ē/	feet keep meat read	__ /4	week seen leaf beat	__ /4
oa / ow	Vowel team /ō/	coat road slow snow	__ /4	foam toad flow glow	__ /4
igh	Long /ī/	night fight light right	__ /4	sight might bright tight	__ /4
LONG VOWEL TOTAL			__ /31		__ /31

✔ MASTERY CRITERION: 26/31 (84%) = Mastery — Long Vowels

R-Ctrl	Sound	Form A Words	Score	Form B Words	Score
ar	/ɑːr/	star barn park hard	__ /4	cart dark yard far	__ /4
er	/ɜːr/	fern term verb herd	__ /4	germ perm stern clerk	__ /4
ir	/ɜːr/	girl shirt first stir	__ /4	dirt firm quirk swirl	__ /4
or	/ɔːr/	storm port fort lord	__ /4	born cork torch worn	__ /4
ur	/ɜːr/	turn curl burp hurt	__ /4	curb fur purr surf	__ /4
R-CTRL TOTAL			__ /20		__ /20

✔ MASTERY CRITERION: 17/20 (85%) = Mastery — R-Controlled

B-9 & B-10 Diphthongs/Variant Vowels + Nonsense Word Decoding

B-9: SAY: 'Read each word.' Mark (+) for each correct reading.

B-10: SAY: 'These are MADE-UP words. Use your letter sounds to read them. Do your best!'

B-10 SCORE: Count phonemes correct for partial credit, or score whole-word-correct only.

Pattern	Sound	Form A Words	Score	Form B Words	Score
oi / oy	/ɔɪ/	coin join toy boy	__ /4	soil foil joy annoy	__ /4
ou / ow	/aʊ/	cloud found cow down	__ /4	shout round crowd town	__ /4
oo (long)	/uː/	food pool room cool	__ /4	booth broom gloom zoom	__ /4
oo (short)	/ʊ/	cook look wood stood	__ /4	brook foot good hood	__ /4
au / aw	/ɔː/	cause fault claw draw	__ /4	sauce haul lawn yawn	__ /4
B-9 TOTAL			__ /20		__ /20

✔ MASTERY CRITERION: 16/20 (80%) = Mastery — Diphthongs

B-10: NONSENSE WORD DECODING — Student Stimulus Strip

FORM A → tib fom dap gule shim thop bract clund frep splag

FORM B → meb vot hup nake chig whop bleft strum crep splond

Word	Phonemes (A)	Max	Score A	Word	Phonemes (B)	Max	Score B
tib	/t/ /ɪ/ /b/	3		meb	/m/ /ɛ/ /b/	3
fom	/f/ /ɒ/ /m/	3		vot	/v/ /ɒ/ /t/	3
dap	/d/ /æ/ /p/	3		hup	/h/ /ʌ/ /p/	3
gule	/g/ /juː/ /l/	3		nake	/n/ /eɪ/ /k/	3
shim	/ʃ/ /ɪ/ /m/	3		chig	/tʃ/ /ɪ/ /g/	3
thop	/θ/ /ɒ/ /p/	3		whop	/w/ /ɒ/ /p/	3
bract	/b/ /r/ /æ/ /k/ /t/	5		bleft	/b/ /l/ /ɛ/ /f/ /t/	5
clund	/k/ /l/ /ʌ/ /n/ /d/	5		strum	/s/ /t/ /r/ /ʌ/ /m/	5
frep	/f/ /r/ /ɛ/ /p/	4		crep	/k/ /r/ /ɛ/ /p/	4
splag	/s/ /p/ /l/ /æ/ /g/	5		splond	/s/ /p/ /l/ /ɒ/ /n/ /d/	6
TOTAL A		37	__ /37	TOTAL B		38	__ /38

✔ MASTERY CRITERION: 85% of total phonemes correct = Mastery

B-11 Sight Word Reading — High-Frequency Words

DO: Present word lists on a printed card. Point to each word.

SAY: 'Read each word as fast as you can. If you do not know it, say pass and move on.'

SCORE: (+) = read correctly within 3 seconds. (DC) = decoded slowly but correctly (still credit). (–) = incorrect or no response.

NOTE: Administer ONLY the level appropriate for the student. Use basal/ceiling rules.

Level	Word List (Form A — administer orally; print separately)	Score	Mastery (90%)
Level 1 (50 Dolch Pre-Primer)	a and the I is it of to in you he was for that on are at be this have from or one had by but not with as all were we when your can said there use an each which she do how their if will up other about out	__ /50	45+
Level 2 (40 Dolch Primer)	look like here go come good little make big where into two going play run help see away jump get give want put take every pretty soon ran eat four black white new must no please ride say well went	__ /40	36+
Level 3 (41 Dolch Grade 1)	after again an any ask by could every fly from give going had has her him his how just know let live may of old once open over put round some stop take thank them think walk were when	__ /41	37+
Level 4 (Dolch Grade 2 – 46 words)	always around because been before best both buy call cold does don't fast first five found gave goes green its made many off or pull read right sing sit sleep tell their these those upon us use very wash	__ /46	41+
Level 5 (Dolch Grade 3 – 41 words)	about better bring carry clean cut done draw drink eight fall far full got grow hold hot hurt if keep kind laugh light long much myself never only own pick seven shall show six small start ten today together	__ /41	37+
Level 6 (Fry 300–500 – 50 words)	able age also another between children city close country early earth enough example eye face family far food form four group hand idea important keep large last leave letter line list move near next number often open	__ /50	45+

FORM B uses alternate randomized presentation of the same word levels. Re-order the word cards or re-print in alternate order for Form B administration.

✔ MASTERY CRITERION: 90% at current level = Mastery. Do not advance to next level until current level is mastered.

B-12 Multisyllabic Word Reading

SAY: 'These are longer words. Take your time. Use what you know about syllables to read each one.'

SCORE: 1 point per word read correctly as a whole. May also note specific syllable errors for diagnostic purposes.

FORM A — 2-Syllable Words

1. basket (bas•ket) ✓ / –

2. napkin (nap•kin) ✓ / –

3. robot (ro•bot) ✓ / –

4. sunrise (sun•rise) ✓ / –

5. rainbow (rain•bow) ✓ / –

6. flower (flow•er) ✓ / –

7. trumpet (trum•pet) ✓ / –

8. blanket (blan•ket) ✓ / –

2-Syllable Score: ___ / 8

FORM A — 3 & 4-Syllable Words

1. adventure (ad•ven•ture) ✓ / –

2. important (im•por•tant) ✓ / –

3. umbrella (um•brel•la) ✓ / –

4. understand (un•der•stand) ✓ / –

5. celebrate (cel•e•brate) ✓ / –

6. complicated (com•pli•ca•ted) ✓ / –

3–4 Syllable Score: ___ / 6

FORM B — 2-Syllable Words

1. signal (sig•nal) ✓ / –

2. frozen (fro•zen) ✓ / –

3. pretend (pre•tend) ✓ / –

4. cartoon (car•toon) ✓ / –

5. mistake (mis•take) ✓ / –

6. harvest (har•vest) ✓ / –

7. complete (com•plete) ✓ / –

8. window (win•dow) ✓ / –

2-Syllable Score: ___ / 8

FORM B — 3 & 4-Syllable Words

1. consider (con•sid•er) ✓ / –

2. remember (re•mem•ber) ✓ / –

3. community (com•mu•ni•ty) ✓ / –

4. discover (dis•cov•er) ✓ / –

5. demonstrate (dem•on•strate) ✓ / –

6. independent (in•de•pen•dent) ✓ / –

3–4 Syllable Score: ___ / 6

✔ MASTERY CRITERION: 2-Syllable: 7/8 (87%) | 3–4 Syllable: 5/6 (83%) = Mastery

DOMAIN B TOTALS — Form A: ___ / ~100 Form B: ___ / ~100

DOMAIN C — READING FLUENCY

Passages Levels 1–7 | Kindergarten through Grade 8 | 1-Minute Oral Reading Probe

Level	Grade	Target WCPM (50th %ile Spring)	Passage Form A	Passage Form B
1	K	40–60 WCPM	The Big Red Bus (~50 wds)	The Little Yellow Boat (~52 wds)
2	Gr. 1	71–82 WCPM	The School Garden (~80 wds)	The Birthday Storm (~82 wds)
3	Gr. 2	100 WCPM	The Lighthouse Keeper (~101 wds)	The Wild Horses (~103 wds)
4	Gr. 3	115 WCPM	The Invention of Sliced Bread (~116 wds)	The Secret Life of Trees (~118 wds)
5	Gr. 4–5	133–150 WCPM	Harriet Tubman (~142 wds)	The Science of Volcanoes (~145 wds)
6–7	Gr. 6–8	162–165 WCPM	The Printing Press (~163 wds)	Climate and the Water Cycle (~168 wds)

MATERIALS: Print the passage. Place the student copy in front of the student. Keep the administrator copy (this page) for marking.

SAY: 'I want you to read this passage out loud. Do your best reading. When I say begin, start from the first word. If you do not know a word, I will tell it to you after 3 seconds.'

DO: Start your timer when the student reads the first word.

DO: Follow along on your copy. Mark errors with a slash ( / ) through each error word.

ERRORS: Count mispronunciations, substitutions, omissions, and words told after 3-second pause.

DO NOT COUNT as errors: Repetitions, self-corrections, insertions.

DO: At exactly 1 minute, say STOP. Place a bracket ] after the last word read.

CALCULATE: WCPM = Total Words Read minus Errors. Accuracy % = (WCPM ÷ Total Words Read) × 100

Domain C — Reading Fluency — LEVEL 1 — Kindergarten (Pre-Reader)

Student Name: _______________________________

Date of Birth: _______________________________

Assessment Date: _______________________________

Grade / Level: _______________________________

Administrator: _______________________________

Age: _______________________________

LEVEL 1 — Kindergarten (Pre-Reader) Target: 40–60 WCPM

▶ FORM A — PRE-ASSESSMENT

FORM A — THE BIG RED BUS (~50 words)

The big red bus came down the road. Sam ran to get on. He sat in the back. His dog was not on the bus. The dog ran and ran. The dog got on the bus too. Sam and his dog had a good ride. They got off at the park. The park was fun. Sam and his dog played all day.

Metric	Result
Total Words in Passage	50
Total Words Read in 1 Minute
Number of Errors
WCPM (Words Read − Errors)
Accuracy % (WCPM ÷ Words Read × 100)
Prosody Score (1–4)	1=Word-by-word 2=Some phrasing 3=Developing 4=Fluent
At / Above / Below Target (40–60 WCPM)

▶ FORM B — POST-ASSESSMENT

FORM B — THE LITTLE YELLOW BOAT (~52 words)

The little yellow boat went on the lake. Jess held the rope. Her cat sat in the boat. A big fish swam by. The cat saw the fish and jumped. The cat got wet! Jess laughed. She helped the cat get back in the boat. They went home. Jess dried the cat. The cat purred.

Metric	Result
Total Words in Passage	52
Total Words Read in 1 Minute
Number of Errors
WCPM
Accuracy %
Prosody Score (1–4)
At / Above / Below Target (40–60 WCPM)

✔ MASTERY CRITERION: At or above 40–60 WCPM with 95%+ accuracy = Mastery at this level

Domain C — Reading Fluency — LEVEL 2 — Grade 1 (Beginning Reader)

Student Name: _______________________________

Date of Birth: _______________________________

Assessment Date: _______________________________

Grade / Level: _______________________________

Administrator: _______________________________

Age: _______________________________

LEVEL 2 — Grade 1 (Beginning Reader) Target: 71–82 WCPM

▶ FORM A — PRE-ASSESSMENT

FORM A — THE SCHOOL GARDEN (~80 words)

Our class planted a garden at school. We dug the dirt and put in the seeds. Every day we gave the plants water and checked for bugs. After three weeks, small green plants began to grow. The teacher said we needed to be patient. We also had to pull out the weeds so the plants could get sunlight. By the end of spring, we had tomatoes and beans. We picked them and made a salad. Everyone in class got to try it. It was the best salad we ever had.

Metric	Result
Total Words in Passage	80
Total Words Read in 1 Minute
Number of Errors
WCPM (Words Read − Errors)
Accuracy % (WCPM ÷ Words Read × 100)
Prosody Score (1–4)	1=Word-by-word 2=Some phrasing 3=Developing 4=Fluent
At / Above / Below Target (71–82 WCPM)

▶ FORM B — POST-ASSESSMENT

FORM B — THE BIRTHDAY STORM (~82 words)

It was Lily's birthday. She wanted to have a party outside. But in the morning, dark clouds filled the sky. By noon, rain began to fall. Lily felt sad. Then her dad had a big idea. They pushed the tables inside. Lily's friends came with umbrellas and boots. They played games inside and ate cake. Lily's dad made paper hats for everyone. By the time the cake was gone, the sun came out. Lily said it was the best birthday she ever had.

Metric	Result
Total Words in Passage	82
Total Words Read in 1 Minute
Number of Errors
WCPM
Accuracy %
Prosody Score (1–4)
At / Above / Below Target (71–82 WCPM)

✔ MASTERY CRITERION: At or above 71–82 WCPM with 95%+ accuracy = Mastery at this level

Domain C — Reading Fluency — LEVEL 3 — Grade 2 (Developing Reader)

Student Name: _______________________________

Date of Birth: _______________________________

Assessment Date: _______________________________

Grade / Level: _______________________________

Administrator: _______________________________

Age: _______________________________

LEVEL 3 — Grade 2 (Developing Reader) Target: 100 WCPM

▶ FORM A — PRE-ASSESSMENT

FORM A — THE LIGHTHOUSE KEEPER (~101 words)

Long ago, a man named Thomas lived in a lighthouse on the rocky shore. Every evening, he climbed to the top and lit the great lamp. Ships far out at sea could see the flashing light and know where the rocks were. Thomas loved his job. On stormy nights, the waves crashed against the stone walls. The wind howled and the rain poured down. But Thomas never missed a night. He said the sailors were counting on him. One winter, a young ship was caught in a terrible fog. Thomas kept the lamp burning. The ship passed safely. The captain wrote Thomas a thank-you letter.

Metric	Result
Total Words in Passage	101
Total Words Read in 1 Minute
Number of Errors
WCPM (Words Read − Errors)
Accuracy % (WCPM ÷ Words Read × 100)
Prosody Score (1–4)	1=Word-by-word 2=Some phrasing 3=Developing 4=Fluent
At / Above / Below Target (100 WCPM)

▶ FORM B — POST-ASSESSMENT

FORM B — THE WILD HORSES (~103 words)

In the open plains of the West, wild horses still roam free. These horses live in groups called herds. Each herd has a leader, called a stallion. The stallion protects the herd from danger. When a coyote comes near, the stallion stamps his hooves and snorts loudly. The other horses run away quickly. Wild horses eat grass and drink from streams. In summer, they travel great distances to find food and water. In winter, they use their hard hooves to dig through snow to reach the grass beneath. People have admired wild horses for thousands of years. They are a symbol of freedom and strength.

Metric	Result
Total Words in Passage	103
Total Words Read in 1 Minute
Number of Errors
WCPM
Accuracy %
Prosody Score (1–4)
At / Above / Below Target (100 WCPM)

✔ MASTERY CRITERION: At or above 100 WCPM with 95%+ accuracy = Mastery at this level

Domain C — Reading Fluency — LEVEL 4 — Grade 3 (Transitional Reader)

Student Name: _______________________________

Date of Birth: _______________________________

Assessment Date: _______________________________

Grade / Level: _______________________________

Administrator: _______________________________

Age: _______________________________

LEVEL 4 — Grade 3 (Transitional Reader) Target: 115 WCPM

▶ FORM A — PRE-ASSESSMENT

FORM A — THE INVENTION OF SLICED BREAD (~116 words)

Most people have heard the saying the greatest thing since sliced bread. But have you ever wondered where sliced bread actually came from? Before 1928, people bought loaves of bread and cut their own slices at home. Then an inventor named Otto Rohwedder built a machine that could slice an entire loaf at once. A bakery in Missouri was the first to sell machine-sliced bread. Customers loved it immediately. Within a few years, most bakeries across the country were using the new machines. The invention made breakfast faster and lunches easier to pack. It also created a need for bags to keep bread fresh. Sliced bread changed the way Americans ate and even how they talked.

Metric	Result
Total Words in Passage	116
Total Words Read in 1 Minute
Number of Errors
WCPM (Words Read − Errors)
Accuracy % (WCPM ÷ Words Read × 100)
Prosody Score (1–4)	1=Word-by-word 2=Some phrasing 3=Developing 4=Fluent
At / Above / Below Target (115 WCPM)

▶ FORM B — POST-ASSESSMENT

FORM B — THE SECRET LIFE OF TREES (~118 words)

Scientists have discovered that trees communicate with each other in surprising ways. Beneath the forest floor, the roots of trees are connected to a web of tiny fungi. These fungi carry signals and nutrients from tree to tree. When one tree is attacked by insects, it sends a chemical warning through the network. Nearby trees respond by producing chemicals that make their leaves taste bad to insects. Some researchers call this the wood wide web. Trees also help each other survive during droughts by sharing water through the fungal network. Older trees, called mother trees, often send extra nutrients to younger, smaller trees growing in the shade. The forest, it turns out, works more like a community than a collection of separate plants.

Metric	Result
Total Words in Passage	118
Total Words Read in 1 Minute
Number of Errors
WCPM
Accuracy %
Prosody Score (1–4)
At / Above / Below Target (115 WCPM)

✔ MASTERY CRITERION: At or above 115 WCPM with 95%+ accuracy = Mastery at this level

Domain C — Reading Fluency — LEVEL 5 — Grades 4–5 (Expanding Reader)

Student Name: _______________________________

Date of Birth: _______________________________

Assessment Date: _______________________________

Grade / Level: _______________________________

Administrator: _______________________________

Age: _______________________________

LEVEL 5 — Grades 4–5 (Expanding Reader) Target: 133–150 WCPM

▶ FORM A — PRE-ASSESSMENT

FORM A — HARRIET TUBMAN AND THE UNDERGROUND RAILROAD (~142 words)

Harriet Tubman was born into slavery in Maryland around 1822. From childhood, she endured brutal conditions, including being struck in the head with a heavy metal weight — an injury that caused her to experience sudden blackouts for the rest of her life. In 1849, Tubman escaped to Philadelphia, following the North Star and trusting a network of abolitionists and free Black families who sheltered runaways along the Underground Railroad. Rather than remaining safe in the North, Tubman returned south thirteen times to guide enslaved people to freedom. She never lost a single passenger. Slave owners placed a bounty of forty thousand dollars on her head. During the Civil War, she served as a spy and scout for the Union Army, leading a military raid that liberated more than seven hundred enslaved people. She is one of the most courageous figures in American history.

Metric	Result
Total Words in Passage	142
Total Words Read in 1 Minute
Number of Errors
WCPM (Words Read − Errors)
Accuracy % (WCPM ÷ Words Read × 100)
Prosody Score (1–4)	1=Word-by-word 2=Some phrasing 3=Developing 4=Fluent
At / Above / Below Target (133–150 WCPM)

▶ FORM B — POST-ASSESSMENT

FORM B — THE SCIENCE OF VOLCANOES (~145 words)

Volcanoes are one of Earth's most powerful natural forces. They form where tectonic plates — the massive slabs of rock that make up Earth's outer layer — meet, separate, or slide against each other. When pressure builds beneath Earth's crust, magma, which is molten rock mixed with gases, forces its way upward through cracks and vents. Once magma reaches the surface, it is called lava. The temperature of lava can exceed 1,100 degrees Celsius. Some eruptions are explosive, launching ash and debris miles into the sky. Others are slower, releasing rivers of lava that creep across the landscape. Volcanoes have shaped much of Earth's surface over millions of years. Islands like Hawaii were formed entirely by volcanic activity. Although dangerous, volcanoes also enrich the surrounding soil with minerals, making volcanic regions some of the most fertile farmland on the planet.

Metric	Result
Total Words in Passage	145
Total Words Read in 1 Minute
Number of Errors
WCPM
Accuracy %
Prosody Score (1–4)
At / Above / Below Target (133–150 WCPM)

✔ MASTERY CRITERION: At or above 133–150 WCPM with 95%+ accuracy = Mastery at this level

Domain C — Reading Fluency — LEVELS 6–7 — Grades 6–8 (Fluent/Advanced Reader)

Student Name: _______________________________

Date of Birth: _______________________________

Assessment Date: _______________________________

Grade / Level: _______________________________

Administrator: _______________________________

Age: _______________________________

LEVELS 6–7 — Grades 6–8 (Fluent/Advanced Reader) Target: 162–165 WCPM

▶ FORM A — PRE-ASSESSMENT

FORM A — THE PRINTING PRESS AND THE SPREAD OF IDEAS (~163 words)

Before Johannes Gutenberg developed his printing press around 1440, books were painstakingly copied by hand, primarily by monks in European monasteries. The process was so slow and expensive that a single Bible could take a scribe years to produce. Only wealthy institutions, noblemen, and the Church could afford books. Information, consequently, was tightly controlled by those in power. Gutenberg's press changed everything. By using movable metal type and an oil-based ink, he could produce hundreds of identical pages in the time it formerly took to copy one. Within fifty years of Gutenberg's invention, European printers had produced more than twenty million books. Literacy rates began to climb as texts became affordable. New ideas in science, theology, philosophy, and politics spread rapidly across national borders. The Reformation, the Scientific Revolution, and ultimately the Enlightenment were all accelerated by the printing press. Scholars argue that no single invention has had a greater impact on human civilization than the ability to mass-produce the written word.

Metric	Result
Total Words in Passage	163
Total Words Read in 1 Minute
Number of Errors
WCPM (Words Read − Errors)
Accuracy % (WCPM ÷ Words Read × 100)
Prosody Score (1–4)	1=Word-by-word 2=Some phrasing 3=Developing 4=Fluent
At / Above / Below Target (162–165 WCPM)

▶ FORM B — POST-ASSESSMENT

FORM B — CLIMATE PATTERNS AND THE WATER CYCLE (~168 words)

Earth's water cycle is one of the most fundamental processes sustaining life on the planet. It describes the continuous movement of water between Earth's surface and atmosphere through the processes of evaporation, condensation, precipitation, and collection. When the sun heats water in oceans, lakes, and rivers, that water evaporates — transforming from liquid into water vapor that rises into the atmosphere. As water vapor ascends to higher altitudes, it cools and condenses around tiny particles of dust or smoke, forming clouds. When enough water droplets gather in a cloud, gravity pulls them back to Earth as precipitation — rain, snow, sleet, or hail, depending on atmospheric conditions. This precipitation collects in rivers, lakes, and underground aquifers, eventually returning to the ocean, where the cycle begins again. The water cycle is not merely a scientific curiosity; it governs regional weather patterns, agricultural productivity, and freshwater availability across the globe. Disruptions to the cycle — whether from deforestation, urbanization, or climate change — have cascading consequences for ecosystems and human societies.

Metric	Result
Total Words in Passage	168
Total Words Read in 1 Minute
Number of Errors
WCPM
Accuracy %
Prosody Score (1–4)
At / Above / Below Target (162–165 WCPM)

✔ MASTERY CRITERION: At or above 162–165 WCPM with 95%+ accuracy = Mastery at this level

DOMAIN D — VOCABULARY

Subtests D-1 through D-5 | Grade 1 through Grade 8 | Tier 2 Academic + Tier 3 Domain Vocabulary

GENERAL ADMINISTRATION: All vocabulary subtests may be administered orally (examiner reads, student responds orally) for students below Grade 3.

For Grades 3+, items may be read silently with oral or written response. Always accept oral response.

Domain D — Vocabulary — D-1: Listening Vocabulary (Ages 3–6)

Student Name: _______________________________

Date of Birth: _______________________________

Assessment Date: _______________________________

Grade / Level: _______________________________

Administrator: _______________________________

Age: _______________________________

D-1 Listening Vocabulary — Receptive (No Reading Required)

SAY: 'I am going to say a word. Tell me what it means, or use it in a sentence.'

SCORE: 1 = clearly correct definition or correct use. 0.5 = partial understanding. 0 = incorrect.

NOTE: For ages 3–5 accept gestures, examples, or pointing. For ages 6+ require definition or sentence.

FORM A — Listening Vocabulary

1. WET _______________ (Has water on it; not dry)

2. LOUD _______________ (Makes a big noise)

3. SAFE _______________ (Not in danger; protected)

4. STRANGE _______________ (Unusual; weird; different)

5. DISCOVER _______________ (To find for the first time)

6. SIMILAR _______________ (Almost the same; alike)

7. ENORMOUS _______________ (Very very big; huge)

8. INVESTIGATE _______________ (To look carefully; study)

9. HESITATE _______________ (To pause; unsure what to do)

10. CONSEQUENCE _______________ (Result of an action)

FORM A TOTAL: ___ / 10

FORM B — Listening Vocabulary

1. COLD _______________ (Low temperature; not warm)

2. BRAVE _______________ (Not afraid; courageous)

3. GENTLE _______________ (Soft; careful; not rough)

4. PERSIST _______________ (Keep trying; not give up)

5. DESCRIBE _______________ (Tell what something is like)

6. COMPARE _______________ (Show how things are same/diff)

7. SUBSTANTIAL _______________ (Large; significant; important)

8. ELABORATE _______________ (Add more detail; explain fully)

9. CONTRADICT _______________ (Say the opposite; disagree)

10. EVIDENCE _______________ (Facts that prove something)

FORM B TOTAL: ___ / 10

✔ MASTERY CRITERION: 8/10 (80%) = Mastery

D-2 Tier 2 Academic Vocabulary — Grades 1–4

SAY: 'I will read a sentence with a missing word. Choose the best word from the three choices.'

DO: Read the sentence and choices aloud. Student responds orally (or circles if printed).

▶ FORM A — PRE-ASSESSMENT

#	Sentence + Choices (read aloud)	Ans	✓/–
1	The explorer made a great ___ when she found a new type of bird. A) discovery B) disaster C) decoration	A
2	Please ___ your answer by giving three reasons. A) ignore B) support C) forget	B
3	The two paintings were ___ in size but different in color. A) opposite B) similar C) alone	B
4	Scientists went to ___ how much damage had been done. A) examine B) escape C) enjoy	A
5	She tried to ___ what would happen next in the story. A) predict B) pretend C) prevent	A
6	The ___ of the project was to build a model of the solar system. A) reason B) purpose C) problem	B
7	He made a chart to ___ the data from the experiment. A) organize B) erase C) copy	A
8	They had to ___ carefully before giving an answer. A) hurry B) consider C) sleep	B
9	The ___ of the story was that hard work always pays off. A) chapter B) character C) theme	C
10	The result was ___, meaning it had the opposite effect. A) effective B) unintended C) successful	B
	FORM A TOTAL		__ /10

▶ FORM B — POST-ASSESSMENT

#	Sentence + Choices (read aloud)	Ans	✓/–
1	The scientist kept detailed ___ of every experiment. A) records B) recipes C) rivers	A
2	To solve the problem, we need to ___ the information. A) delete B) analyze C) copy	B
3	The two events happened at the same time; they were ___. A) separate B) simultaneous C) singular	B
4	His explanation was clear and easy to ___. A) confuse B) ignore C) follow	C
5	The results ___ that eating vegetables improves health. A) suggest B) prevent C) ignore	A
6	She gave a ___ answer — one that covered all the important details. A) inaccurate B) immediate C) thorough	C
7	The table shows a clear ___ between exercise and energy. A) relationship B) reaction C) review	A
8	The author's main ___ was that people should respect nature. A) argument B) adventure C) answer	A
9	The data showed great ___ across the sample. A) variety B) value C) volume	A
10	The new rules will ___ every student in the school. A) affect B) activate C) accuse	A
	FORM B TOTAL		__ /10

✔ MASTERY CRITERION: 8/10 (80%) = Mastery

D-3 Tier 2 Academic Vocabulary — Advanced (Grades 5–8)

SAY: 'Read each sentence and circle the best answer, OR I will read it to you and you tell me your choice.'

FORM A — Advanced Tier 2

1. INFER — From the clues, we can ___ that the character is angry. A) infer B) inflate C) ignore ✓ Ans: A

2. AMBIGUOUS — His instructions were ___ — no one was sure what he meant. A) clear B) ambiguous C) aggressive ✓ Ans: B

3. DIMINISH — Over time, the noise began to ___. A) increase B) diminish C) demonstrate ✓ Ans: B

4. VALIDATE — The experiment was designed to ___ the theory. A) reject B) complicate C) validate ✓ Ans: C

5. COHERENT — A ___ essay has ideas that flow logically. A) scattered B) coherent C) complex ✓ Ans: B

6. EXEMPLIFY — Her behavior helps to ___ what it means to lead. A) exemplify B) explain C) excuse ✓ Ans: A

7. PERSPECTIVE — Reading from multiple ___ helps understanding. A) solutions B) perspectives C) purposes ✓ Ans: B

8. SUBSEQUENT — The earthquake occurred; the ___ fires made it worse. A) previous B) subsequent C) similar ✓ Ans: B

9. BIAS — An article written with ___ presents facts one-sidedly. A) balance B) clarity C) bias ✓ Ans: C

10. ELABORATE — Please ___ on your answer — give more details. A) elaborate B) erase C) estimate ✓ Ans: A

FORM A TOTAL: ___ / 10

FORM B — Advanced Tier 2

1. ASSERT — She ___ that the experiment proved her theory correct. A) doubted B) asserted C) avoided ✓ Ans: B

2. PLAUSIBLE — The student's excuse seemed ___ — it could have been true. A) plausible B) peculiar C) pointless ✓ Ans: A

3. SCRUTINIZE — The editor will ___ every sentence for errors. A) skim B) scrutinize C) summarize ✓ Ans: B

4. CONTRADICT — His actions ___ his words. A) support B) contradict C) extend ✓ Ans: B

5. IMPLICIT — The rule was ___ — never stated, but understood. A) explicit B) important C) implicit ✓ Ans: C

6. SYNTHESIZE — The student had to ___ information from five sources. A) separate B) synthesize C) select ✓ Ans: B

7. CHRONOLOGICAL — Events in ___ order are arranged by when they happened. A) alphabetical B) chronological C) categorical ✓ Ans: B

8. AMBIVALENT — She felt ___ — excited about the trip but sad to leave home. A) confident B) ambivalent C) determined ✓ Ans: B

9. CORROBORATE — The witness came forward to ___ the story. A) deny B) ignore C) corroborate ✓ Ans: C

10. NUANCED — A ___ argument acknowledges complexity and avoids oversimplification. A) simple B) nuanced C) narrow ✓ Ans: B

FORM B TOTAL: ___ / 10

✔ MASTERY CRITERION: 8/10 (80%) = Mastery

D-4 & D-5 Tier 3 ELA Vocabulary + Science & Social Studies

SAY: 'I will read each word and three choices. Tell me which choice best defines the word.'

NOTE: Administer D-4 (ELA terms) for all students Grades 2+. Administer D-5 (content area) for Grades 3+.

▶ FORM A — PRE-ASSESSMENT

D-4 FORM A — ELA Tier 3 Terms

#	Term + Choices	Ans	✓/–
1	protagonist A) the villain B) the main character C) the setting	B
2	metaphor A) comparison using 'like/as' B) direct comparison without 'like/as' C) repeated beginning sound	B
3	inference A) info stated in text B) conclusion drawn from clues C) author's opinion	B
4	narrative A) a poem B) a list C) a story describing events	C
5	alliteration A) rhyming words B) repeated beginning sounds C) words that sound like what they mean	B
6	genre A) a type or category of literature B) the main idea C) the ending	A
7	exposition A) the climax B) the introduction and background C) the turning point	B
8	theme A) the title B) the setting C) the central message or life lesson	C
9	point of view A) the author's name B) the perspective the story is told from C) the type of book	B
10	foreshadowing A) hints about future events B) a flashback C) the resolution	A
	D-4 FORM A TOTAL		__ /10

D-5 FORM A — Science Tier 3

#	Term + Choices	Ans	✓/–
1	photosynthesis A) animal migration B) process plants use sunlight to make food C) water cycle	B
2	hypothesis A) a proven fact B) a conclusion C) a testable educated guess	C
3	ecosystem A) a type of weather B) all living things and environment in an area C) Earth's core	B
4	vertebrate A) animal without backbone B) animal with backbone C) a type of plant cell	B
5	erosion A) growth of rocks B) wearing away of land by wind/water/ice C) volcanic eruption	B
6	condensation A) water vapor turning to liquid B) liquid turning to gas C) ice melting	A
7	orbit A) the path of a planet around the sun B) the moon's surface C) a star's explosion	A
8	chromosome A) a type of atom B) part of digestive system C) cell structure carrying genetic info	C
	D-5 SCIENCE FORM A TOTAL		__ /8

▶ FORM B — POST-ASSESSMENT

D-4 FORM B — ELA Tier 3 Terms

#	Term + Choices	Ans	✓/–
1	antagonist A) the main character B) the setting C) character who opposes the protagonist	C
2	simile A) a direct comparison B) comparison using 'like' or 'as' C) a repeated sound	B
3	connotation A) the dictionary meaning B) emotional meaning a word carries C) a spelling rule	B
4	plot A) the sequence of events B) the setting C) the author's purpose	A
5	onomatopoeia A) a comparison B) a word imitating the sound it represents C) exaggeration	B
6	conflict A) the resolution B) the main character C) the problem or struggle in a story	C
7	hyperbole A) a factual statement B) deliberate extreme exaggeration C) a type of poem	B
8	context clues A) dictionary entries B) nearby words that help define an unknown word C) proper nouns	B
9	mood A) the emotion a reader feels while reading B) author's tone C) the setting	A
10	syntax A) the meaning of words B) the structure and arrangement of sentences C) punctuation rules	B
	D-4 FORM B TOTAL		__ /10

✔ MASTERY CRITERION: D-4: 8/10 = Mastery | D-5: 6/8 (75%) = Mastery

DOMAIN D TOTALS — Form A: ___ / 48 Form B: ___ / 48

DOMAIN E — READING & LISTENING COMPREHENSION

Subtests E-1 through E-5 | Kindergarten through Grade 8 | Literal, Inferential & Applied Comprehension

E-1 through E-2 LISTENING COMPREHENSION: Administrator reads the passage aloud. Student does NOT see text.

E-2 through E-5 READING COMPREHENSION: Student reads the passage independently (silently or orally).

ALL LEVELS: Student may look back at the passage when answering questions. This is not a memory test.

Domain E — Comprehension — E-1: Listening Comprehension — Grades K–1 (Ages 5–7)

Student Name: _______________________________

Date of Birth: _______________________________

Assessment Date: _______________________________

Grade / Level: _______________________________

Administrator: _______________________________

Age: _______________________________

E-1 Listening Comprehension — Grades K–1 (Ages 5–7)

LEVEL: K–Gr.1

ADMINISTRATION: READ ALOUD — Do NOT show text to student.

▶ FORM A — PRE-ASSESSMENT

FORM A — 'The Rabbit and the Garden'

One sunny morning, a small rabbit named Pip hopped into Farmer Brown's garden. Pip saw rows of bright orange carrots, red tomatoes, and leafy green lettuce. He was very hungry. Just as Pip reached for a big carrot, he heard Farmer Brown's boots crunching on the path. Pip froze. His heart beat fast. Then he squeezed under the fence and ran as fast as his legs could carry him. He did not stop until he reached his burrow. Pip was safe — but still very hungry.

#	Question	Type	Acceptable Answer	Score
1	What is the name of the rabbit?	Literal	Pip
2	Where did Pip go at the beginning?	Literal	Farmer Brown's garden
3	Why did Pip run away?	Literal	He heard the farmer's boots / the farmer was coming
4	How do you think Pip felt when he heard the farmer? Why?	Inferential	Scared/frightened; heart beat fast; he froze
5	What do you think will happen the next time Pip is hungry?	Inferential	Any reasonable prediction with justification
	FORM A TOTAL			__ /5

▶ FORM B — POST-ASSESSMENT

FORM B — 'The Lost Kite'

On a windy afternoon, Maya took her new kite to the park. The kite was red with a yellow star. She held the string tight as the kite soared high into the blue sky. Then a strong gust of wind came and — snap! — the string broke. The kite flew higher and higher until it disappeared behind a cloud. Maya sat on the bench and cried. An old man on the next bench noticed her tears. He smiled kindly and opened his bag. Inside was a bright green kite. 'Would you like to try mine?' he asked. Maya wiped her eyes and smiled back.

#	Question	Type	Acceptable Answer	Score
1	What happened to Maya's kite?	Literal	The string broke and it flew away
2	What did Maya's kite look like?	Literal	Red with a yellow star
3	Why do you think the old man offered his kite?	Inferential	He saw she was sad; he wanted to be kind
4	How did Maya feel at the end? How do you know?	Inferential	Better/happy; she wiped her eyes and smiled
5	What lesson could you learn from this story?	Applied	Accept: kindness helps; good things happen; generosity...
	FORM B TOTAL			__ /5

✔ MASTERY CRITERION: 4/5 (80%) = Mastery

Domain E — Comprehension — E-2: Reading Comprehension — Grade 2 (Level 3)

Student Name: _______________________________

Date of Birth: _______________________________

Assessment Date: _______________________________

Grade / Level: _______________________________

Administrator: _______________________________

Age: _______________________________

E-2 Reading Comprehension — Grade 2 (Level 3)

LEVEL: Gr.2

ADMINISTRATION: Student reads independently. May look back at text.

▶ FORM A — PRE-ASSESSMENT

FORM A — 'Penguins Don't Fly'

Penguins are birds, but they cannot fly. Instead of using their wings for flying, they use them like flippers to swim through the ocean. Penguins are remarkable swimmers and can reach speeds of up to 15 miles per hour underwater. Most penguins live in the cold southern regions of the world, especially Antarctica. Emperor penguins, the largest of all penguins, can stand nearly four feet tall and survive in temperatures below -40 degrees Fahrenheit. During winter, male emperor penguins keep their eggs warm by balancing them on their feet and covering them with a warm flap of skin called a brood pouch. They huddle together in groups to share warmth while the females are away at sea finding food. By the time the eggs hatch, the fathers may not have eaten for two months.

#	Question	Type	Acceptable Answer	Score
1	How do penguins use their wings?	Literal	Like flippers to swim
2	What is a brood pouch?	Literal	A warm flap of skin used to cover eggs
3	How fast can penguins swim?	Literal	Up to 15 miles per hour
4	Why do male penguins huddle in winter?	Inferential	To share body warmth / stay warm
5	What can you conclude about emperor penguins?	Inferential	They are devoted parents; adapted to extreme cold
6	What is the main idea of this passage?	Applied	Penguins are remarkable birds adapted for aquatic, cold life
7	How is a penguin SIMILAR to and DIFFERENT from other birds?	Evaluative	Similar: has wings, is a bird. Diff: cannot fly, swims
	FORM A TOTAL			__ /7

▶ FORM B — POST-ASSESSMENT

FORM B — 'The Hummingbird's Secret'

The hummingbird is one of nature's most extraordinary creatures. These tiny birds — some no bigger than a human thumb — are the only birds in the world that can fly backwards. They beat their wings up to 80 times per second, which creates the humming sound that gives them their name. To fuel this incredible speed, hummingbirds must eat constantly. A hummingbird can visit between 1,000 and 2,000 flowers in a single day to drink nectar. Their long, thin beaks are perfectly shaped to reach deep inside flowers. As they feed, pollen sticks to their heads and gets carried to the next flower, helping plants reproduce. This makes hummingbirds important pollinators. Despite their beauty and importance, hummingbirds are incredibly territorial. They will chase away other birds — and even large insects — to protect a good food source.

#	Question	Type	Acceptable Answer	Score
1	What makes hummingbirds unique among birds?	Literal	Only birds that can fly backwards
2	Why are hummingbirds important to plants?	Literal	They carry pollen / are pollinators
3	How many wing beats per second?	Literal	Up to 80
4	Why do hummingbirds need to eat so much?	Inferential	They use enormous energy flying so fast
5	What does 'territorial' mean in this passage?	Vocab in Context	Protective of space/food; will chase others away
6	What is the main idea?	Applied	Hummingbirds are remarkable birds with amazing adaptations
7	How does the beak help the hummingbird survive?	Applied	Long/thin shape reaches deep into flowers for nectar
	FORM B TOTAL			__ /7

✔ MASTERY CRITERION: 6/7 (85%) = Mastery

Domain E — Comprehension — E-3: Reading Comprehension — Grades 3–4 (Level 5)

Student Name: _______________________________

Date of Birth: _______________________________

Assessment Date: _______________________________

Grade / Level: _______________________________

Administrator: _______________________________

Age: _______________________________

E-3 Reading Comprehension — Grades 3–4 (Level 5)

LEVEL: Gr.3–4

ADMINISTRATION: Student reads independently. May look back at text.

▶ FORM A — PRE-ASSESSMENT

FORM A — 'The Life of a Monarch Butterfly'

The monarch butterfly undergoes one of the most astonishing migrations in the animal kingdom. Each autumn, millions of monarchs travel up to 3,000 miles from Canada and the United States to the oyamel fir forests of central Mexico, where they spend the winter clustered in enormous groups on tree branches. What makes this journey particularly remarkable is that no single butterfly makes the round trip. The butterflies that travel south in autumn are not the same individuals that traveled north the previous spring. Scientists call these the 'super generation' — a generation that lives several months longer than normal monarchs. The entire migration is guided by a combination of the sun's position and an internal magnetic compass. Habitat loss and the decline of milkweed — the only plant monarch caterpillars can eat — have caused monarch populations to drop dramatically over recent decades. Conservation efforts, including citizen science programs that ask volunteers to plant milkweed and track butterfly populations, are helping to slow the decline.

#	Question	Type	Acceptable Answer	Score
1	How far do monarchs travel in migration?	Literal	Up to 3,000 miles
2	What is the 'super generation'?	Literal	A generation that lives much longer and completes the southern migration
3	What do monarch caterpillars eat?	Literal	Milkweed only
4	How do scientists think butterflies navigate?	Literal	Sun position + internal magnetic compass
5	Why is the migration 'remarkable' according to the author?	Inferential	No single butterfly makes the full round trip
6	What does 'conservation' mean in this passage?	Vocab	Protecting/preserving monarchs and habitat
7	Name TWO causes of monarch decline.	Literal	Habitat loss + decline of milkweed
8	What is the author's purpose?	Applied	To inform and inspire conservation action
	FORM A TOTAL			__ /8

▶ FORM B — POST-ASSESSMENT

FORM B — 'How Spiders Build Their Webs'

Spiders are among the most skilled engineers in the natural world. A single spider can produce several types of silk from different glands in its body. Some silk is used for the structural frame of the web; other silk is used for the sticky spirals that trap insects. The process of web building is precise and instinctive. The spider begins by releasing a silk thread that catches on a surface, then walks across to anchor the other end. It adds more frame threads, then fills in the pattern with a spiraling sticky web. The entire structure can be completed in under an hour. Spider webs are extraordinarily strong — some spider silks are, by weight, stronger than steel. Scientists have studied spider silk for decades in hopes of creating materials for medical sutures, bulletproof vests, and parachute cords. Despite being so strong, webs must be rebuilt often — wind, rain, and trapped insects damage the structure daily.

#	Question	Type	Acceptable Answer	Score
1	What are two types of silk a spider produces?	Literal	Structural silk + sticky spiral silk
2	What does a spider do first when building a web?	Literal	Releases a thread that catches on a surface
3	How long does building a web take?	Literal	Under an hour
4	Why do spiders need to rebuild webs often?	Inferential	Wind, rain, and insects damage them daily
5	What does 'instinctive' mean in this passage?	Vocab	Natural; not learned; built into the animal's behavior
6	What is one way scientists hope to use spider silk?	Literal	Medical sutures, bulletproof vests, or parachutes
7	What makes spider silk remarkable?	Inferential	Stronger than steel by weight yet incredibly lightweight
8	What is the main idea of this passage?	Applied	Spiders are remarkable engineers whose silk has amazing properties
	FORM B TOTAL			__ /8

✔ MASTERY CRITERION: 7/8 (87%) = Mastery

Domain E — Comprehension — E-4: Reading Comprehension — Grades 5–6 (Level 6)

Student Name: _______________________________

Date of Birth: _______________________________

Assessment Date: _______________________________

Grade / Level: _______________________________

Administrator: _______________________________

Age: _______________________________

E-4 Reading Comprehension — Grades 5–6 (Level 6)

LEVEL: Gr.5–6

ADMINISTRATION: Student reads independently.

▶ FORM A — PRE-ASSESSMENT

FORM A — 'Microplastics: The Invisible Threat'

Microplastics are tiny plastic particles less than five millimeters in size — smaller than a grain of rice. They form when larger plastic items break down in the environment, or they are manufactured at that tiny size for use in products like facial scrubs, toothpaste, and synthetic fabrics. Because they are so small, they pass easily through water filtration systems and accumulate in oceans, rivers, and soil. Scientists have detected microplastics in rainwater, deep-ocean sediments, Arctic ice, the bloodstream of marine mammals, and — most recently — in human blood and lungs. Research is still ongoing, but early studies suggest that microplastic exposure may disrupt hormones, damage cells, and carry harmful chemical pollutants deep into the body. The scale of the problem is staggering: researchers estimate that by 2050, there will be more plastic in the ocean by weight than fish. Addressing microplastic pollution requires action at multiple levels — individual consumer choices, corporate responsibility in manufacturing, and international policy agreements that regulate the production and disposal of single-use plastics.

#	Question	Type	Acceptable Answer	Score
1	How are microplastics formed? Give two ways.	Literal	Large plastics breaking down OR manufactured small for products
2	Where have scientists found microplastics?	Literal	Rain, ocean, Arctic ice, animal blood, human blood/lungs
3	What does 'accumulate' mean?	Vocab	To build up / collect over time
4	Why is the 2050 prediction significant?	Inferential	Shows extreme severity — more plastic than fish
5	Why does addressing the problem require 'multiple levels'?	Inferential	Too big for any single person/entity to solve alone
6	What is the author's overall argument?	Applied	Microplastics are a serious threat requiring urgent coordinated action
7	What action should individuals take, according to the author?	Applied	Reduce single-use plastics / make different consumer choices
8	Is the author persuading, informing, or both? Explain.	Evaluative	Both: provides facts (inform) + ends with call to action (persuade)
	FORM A TOTAL			__ /8

▶ FORM B — POST-ASSESSMENT

FORM B — 'The Power of Habit'

Scientists who study human behavior have discovered that nearly 40 percent of daily actions are not conscious decisions — they are habits. A habit forms through a simple neurological loop: a cue, a routine, and a reward. The cue triggers the brain to go into automatic mode. The routine is the behavior itself. The reward tells the brain whether this loop is worth remembering. Over time, the brain begins to crave the reward, which strengthens the habit. This is why habits are so difficult to break: the neural pathway associated with the habit becomes deeply grooved through repetition. However, neuroscientists have found that habits can be changed if the cue and reward are kept the same but the routine is replaced with a different behavior. This principle has been used in addiction treatment, sports psychology, and workplace productivity programs. Charles Duhigg, who popularized this research in his book The Power of Habit, argues that understanding the habit loop gives individuals and organizations the power to deliberately redesign their behaviors — and ultimately, their lives.

#	Question	Type	Acceptable Answer	Score
1	What percentage of daily actions are habits?	Literal	Nearly 40 percent
2	Name the three parts of the habit loop.	Literal	Cue, routine, reward
3	Why are habits hard to break?	Literal	Neural pathway deepens through repetition
4	What does 'neurological' mean in this context?	Vocab	Related to the brain and nervous system
5	How can habits be changed, according to scientists?	Inferential	Keep cue and reward; replace the routine
6	What is the author's main claim?	Applied	Understanding the habit loop allows people to deliberately change behavior
7	What is one real-world application of this research?	Literal	Addiction treatment, sports psychology, or workplace programs
8	How does the writer make the argument more convincing?	Evaluative	Uses research, statistics, named expert (Duhigg), and examples
	FORM B TOTAL			__ /8

✔ MASTERY CRITERION: 7/8 (87%) = Mastery

Domain E — Comprehension — E-5: Reading Comprehension — Grades 7–8 (Level 7)

Student Name: _______________________________

Date of Birth: _______________________________

Assessment Date: _______________________________

Grade / Level: _______________________________

Administrator: _______________________________

Age: _______________________________

E-5 Reading Comprehension — Grades 7–8 (Level 7)

LEVEL: Gr.7–8

ADMINISTRATION: Student reads independently.

▶ FORM A — PRE-ASSESSMENT

FORM A — 'The Paradox of Choice' (adapted)

In contemporary Western society, freedom of choice is widely regarded as one of the highest goods. We celebrate the supermarket with fifty varieties of salad dressing and the streaming service with thousands of films. Yet psychologist Barry Schwartz has argued, in his influential work The Paradox of Choice, that the proliferation of options may actually be reducing — rather than enhancing — human well-being. Schwartz draws on a now-famous study in which shoppers at a gourmet grocery store were offered either six or twenty-four varieties of jam to sample. When only six jams were offered, 30% of shoppers made a purchase. When twenty-four were offered, only 3% did so. The abundance of choice, it appears, can lead to decision paralysis — an inability to choose at all. Moreover, Schwartz argues that even when we do choose from a large set, we are less satisfied with our choice, because we cannot help comparing it to all the options we rejected. He terms this the 'opportunity cost of foregone alternatives.' The implications extend beyond grocery shopping. In education, healthcare, career paths, and personal relationships, the expansion of choice has created a new and unexpected source of anxiety: the burden of infinite possibility.

#	Question	Type	Acceptable Answer	Score
1	What is Barry Schwartz's main argument?	Literal	Too many choices reduces well-being, not increases it
2	Summarize the jam study and its finding.	Literal	More choices = fewer purchases; less choice = more buying
3	What is 'decision paralysis'?	Vocab	Being unable to decide because of too many options
4	Explain 'opportunity cost of foregone alternatives.'	Vocab/Infer	The regret of not choosing the other options we gave up
5	Why does the author say expanding choice creates 'anxiety'?	Inferential	Infinite choices = pressure to choose perfectly; fear of regret
6	Is the jam study sufficient evidence? Why/why not?	Evaluative	Open — strong responses note one study cannot prove a universal claim
7	What text structure does this passage primarily use?	Text Structure	Claim + evidence; argumentative/expository
8	How might this argument apply to education?	Applied	Too many elective choices could overwhelm students...
	FORM A TOTAL			__ /8

▶ FORM B — POST-ASSESSMENT

FORM B — 'The Ethics of Artificial Intelligence'

Artificial intelligence systems now make decisions that affect millions of people daily — from approving loan applications and screening job candidates to recommending medical treatments and determining prison sentences. These systems are not neutral. They reflect the data they were trained on, and that data often contains the biases of a society that has not always treated all people equally. In 2016, a study found that a criminal risk-assessment algorithm used across the United States was twice as likely to falsely flag Black defendants as future criminals compared to White defendants. The creators of such systems frequently argue that the algorithm treats everyone the same — it processes numbers, not people. Critics respond that this is precisely the problem: embedding historical inequities into a formula does not make them disappear; it makes them harder to see and challenge. Regulating AI raises difficult questions. Too little regulation may allow discriminatory systems to persist. Too much may stifle innovation that could improve lives in medicine, climate science, and education. Navigating this tension requires not just technical expertise but ethical clarity — a willingness to ask not only 'can we build this?' but 'should we?'

#	Question	Type	Acceptable Answer	Score
1	What types of decisions do AI systems make?	Literal	Loans, job screening, medical treatment, sentencing
2	What did the 2016 study find?	Literal	Algorithm 2x more likely to falsely flag Black defendants as future criminals
3	What does 'neutral' mean in this context?	Vocab	Free of bias; treating all equally and without prejudice
4	Why does the author say algorithms don't make bias 'disappear'?	Inferential	They encode historical inequity and make it harder to challenge
5	What tension does the author identify about AI regulation?	Inferential	Too little = discrimination persists; too much = stifles innovation
6	What is the author's central claim?	Applied	AI ethics requires both technical and moral judgment about what should be built
7	Identify one counterargument the author presents.	Evaluative	AI creators argue algorithms treat everyone equally via numbers
8	How is this passage structured? Is it effective?	Evaluative	Problem → evidence → counterargument → call for ethical reflection
	FORM B TOTAL			__ /8

✔ MASTERY CRITERION: 7/8 (87%) = Mastery

DOMAIN F — WRITING, SPELLING & EXPRESSION

Subtests F-1 through F-5 | Ages 3 through Grade 8 | Letter Formation, Spelling, Sentence & Composition Writing

GENERAL: All writing subtests require pencil and paper. Prepare lined paper (wide-ruled for K–2, college-ruled for Gr.3+).

SUBTEST F-1 (Letter Formation): Use blank or wide-ruled paper.

SUBTESTS F-2 & F-3 (Spelling): Dictate each word. Use it in the provided sentence. Say the word again. Allow 30 seconds per word.

SUBTEST F-4 (Sentence Writing): Dictate each sentence. Student writes it. Score for capitalization, punctuation, spelling, and completeness.

SUBTEST F-5 (Written Expression): Student writes in response to prompt. Score with the 6-Trait Analytic Rubric.

Domain F — Writing — F-1: Letter Formation from Dictation

Student Name: _______________________________

Date of Birth: _______________________________

Assessment Date: _______________________________

Grade / Level: _______________________________

Administrator: _______________________________

Age: _______________________________

F-1 Letter Formation from Dictation

DO: Give student blank or lined paper. Write student name in corner.

SAY: 'I am going to say a letter name. Write that letter as neatly as you can.'

DO: Dictate letters in order shown. Allow 10 seconds between each. Do NOT show a model.

SCORE: 1 = legible, correctly formed. 0.5 = recognizable but reversed or poorly formed. 0 = unrecognizable.

FORM A — Dictate in this order:

T b M d F p S q A n G l R m J w K h X e Z i V u O y

T: UC ___

b: LC ___

M: UC ___

d: LC ___

F: UC ___

p: LC ___

S: UC ___

q: LC ___

A: UC ___

n: LC ___

G: UC ___

l: LC ___

R: UC ___

m: LC ___

J: UC ___

w: LC ___

K: UC ___

h: LC ___

X: UC ___

e: LC ___

Z: UC ___

i: LC ___

V: UC ___

u: LC ___

O: UC ___

y: LC ___

Reversals noted: _______________________

FORM A TOTAL: ___ / 26

FORM B — Dictate in this order:

L t N g H f C r B s D k P j A v W c E z Y o Q x U a

L: UC ___

t: LC ___

N: UC ___

g: LC ___

H: UC ___

f: LC ___

C: UC ___

r: LC ___

B: UC ___

s: LC ___

D: UC ___

k: LC ___

P: UC ___

j: LC ___

A: UC ___

v: LC ___

W: UC ___

c: LC ___

E: UC ___

z: LC ___

Y: UC ___

o: LC ___

Q: UC ___

x: LC ___

U: UC ___

a: LC ___

Reversals noted: _______________________

FORM B TOTAL: ___ / 26

✔ MASTERY CRITERION: 24/26 (92%) legibly formed. Any b/d/p/q reversals after age 7 = flag for follow-up.

F-2 & F-3 Spelling — Developmental Inventory + Grade-Level Words

F-2 DEVELOPMENTAL (Pre-K–Gr.1): SAY: 'Write each word as best you can. Some may be hard — just try.' No corrections.

F-3 GRADE-LEVEL (Gr.1–6): SAY: 'Write each word correctly. I will say it, use it in a sentence, and say it again.'

SCORE F-2: Use the Developmental Stage rubric in the HLAI main manual. Score F-3: 1 point per correctly spelled word.

▶ FORM A — PRE-ASSESSMENT

#	F-2 Dev. Word (Form A)	Dictation Sentence	Student Writes	Stage Note
1	fan	The fan blew cool air.
2	pet	She has a pet cat.
3	dig	He will dig a hole.
4	hope	I hope it will be sunny.
5	wait	Please wait for me.
6	sled	We rode the sled down the hill.
7	stick	The dog chased the stick.
8	shine	The sun will shine today.
	Stage Identified:

Grade	F-3 Grade-Level Word (Form A)	Dictation Sentence	Student Writes	✓/–
Gr.1	map	Use a map to find the way.
Gr.1	chin	My chin is itchy.
Gr.1	flag	The flag waved in the wind.
Gr.2	bake	Bake the bread for one hour.
Gr.2	night	Good night!
Gr.2	bird	A bird sang outside my window.
Gr.3	running	She is running in the race.
Gr.3	replay	Can you replay that song?
Gr.3	helpful	He is a very helpful friend.
Gr.4	gracious	She gave a gracious smile.
Gr.4	necessary	Sleep is necessary for health.
Gr.5	conscience	Let your conscience guide you.
Gr.5	temperature	Check the temperature outside.
	FORM A SPELLING TOTAL			__ /13

▶ FORM B — POST-ASSESSMENT

#	F-2 Dev. Word (Form B)	Dictation Sentence	Student Writes	Stage Note
1	nap	The baby took a nap.
2	bed	Go to bed early.
3	win	I want to win the race.
4	cute	The puppy is very cute.
5	rain	The rain made puddles.
6	clap	Clap your hands!
7	black	The night sky was black.
8	chase	She likes to chase butterflies.
	Stage Identified:

Grade	F-3 Grade-Level Word (Form B)	Dictation Sentence	Student Writes	✓/–
Gr.1	tap	Tap on the door twice.
Gr.1	ship	The ship sailed away.
Gr.1	frog	The frog jumped into the pond.
Gr.2	cave	We explored the dark cave.
Gr.2	light	Turn off the light please.
Gr.2	girl	The girl smiled at me.
Gr.3	sitting	He is sitting quietly.
Gr.3	reread	Please reread the directions.
Gr.3	careful	Be careful near the stairs.
Gr.4	patient	The doctor asked us to be patient.
Gr.4	possible	Is it possible to finish today?
Gr.5	science	Science is her favorite subject.
Gr.5	literature	We read world literature this year.
	FORM B SPELLING TOTAL			__ /13

✔ MASTERY CRITERION: Grade-Level Words: 80% at target grade level = Mastery. Developmental: identify stage using main manual rubric.

F-4 Sentence Writing — Conventions & Construction

DO: Give student lined paper.

SAY: 'I am going to say some sentences. Write each sentence exactly as I say it. Use correct spelling, capital letters, and punctuation.'

DO: Dictate each sentence clearly and at a natural pace. Repeat ONCE if asked.

SCORE: 1 point each for: Initial capital | Correct end punctuation | Internal punctuation | Spelling (90%+) | Complete sentence = 5 pts per sentence × 5 sentences = 25 pts total

FORM A — Dictate these sentences:

1. The brown dog ran fast.

2. She ate three apples for lunch.

3. Did you see the rainbow yesterday?

4. The children laughed and played in the park.

5. My teacher said that reading every day makes you smarter.

SCORING — FORM A

1: Cap__ Punct__ Internal__ Spell__ Complete__ /5

2: Cap__ Punct__ Internal__ Spell__ Complete__ /5

3: Cap__ Punct__ Internal__ Spell__ Complete__ /5

4: Cap__ Punct__ Internal__ Spell__ Complete__ /5

5: Cap__ Punct__ Internal__ Spell__ Complete__ /5

FORM A TOTAL: ___ / 25

FORM B — Dictate these sentences:

1. Two birds sat on a branch.

2. He finished his homework before dinner.

3. Where did you put my blue jacket?

4. The storm knocked down several tall trees.

5. Scientists have discovered many new species in the deep ocean.

SCORING — FORM B

1: Cap__ Punct__ Internal__ Spell__ Complete__ /5

2: Cap__ Punct__ Internal__ Spell__ Complete__ /5

3: Cap__ Punct__ Internal__ Spell__ Complete__ /5

4: Cap__ Punct__ Internal__ Spell__ Complete__ /5

5: Cap__ Punct__ Internal__ Spell__ Complete__ /5

FORM B TOTAL: ___ / 25

✔ MASTERY CRITERION: 21/25 (84%) = Mastery

F-5 Written Expression — Composition (Select ONE level)

DO: Select the prompt level appropriate for the student. Administer Form A for pre-assessment, Form B for post-assessment.

DO: Read the prompt aloud AND place it in writing in front of the student.

SAY: 'Write your best response. Take your time and use your best spelling and grammar.'

TIME ALLOWED: Level 1: 10 min | Level 2: 20 min | Level 3–4: 30–40 min

SCORE using the 6-Trait Analytic Rubric below. Score each trait 0–6. Total = 30 points.

Level	Grade	Form A Prompt	Form B Prompt
1 (K–1)	K–1	Draw a picture of your favorite animal. Write ONE sentence about why you like it.	Draw a picture of something you love to do. Write ONE sentence about it.
2 (Gr.2–3)	2–3	Write a paragraph (5+ sentences) about your favorite season. Tell why you like it and give two specific examples.	Write a paragraph (5+ sentences) about an interesting animal. Include at least two facts about it.
3 (Gr.4–5)	4–5	Should children be allowed to have cell phones in school? Write 2–3 paragraphs with your opinion and two supporting reasons.	Should students have homework every night? Write 2–3 paragraphs stating and defending your position with two reasons.
4 (Gr.6–8)	6–8	What is the most important challenge facing young people today? Write a 3–5 paragraph essay with a clear claim, evidence, and one opposing viewpoint.	What historical figure had the greatest positive impact on the world? Write a 3–5 paragraph essay defending your choice with specific evidence.

Trait	6 — Advanced	4–5 — Proficient	2–3 — Developing	0–1 — Beginning	Form A	Form B
IDEAS & CONTENT	Clear, focused, specific details	Topic clear, some detail	Underdeveloped	No clear topic
ORGANIZATION	Strong intro/body/conclusion; transitions	Recognizable structure	Uneven structure	No structure
VOICE & WORD CHOICE	Engaging; precise vocabulary	Some voice; adequate words	Flat; repetitive	No voice
SENTENCE FLUENCY	Varied structures; reads smoothly	Some variety	Choppy or run-ons	Fragments
CONVENTIONS	Few or no errors	Some errors; readable	Frequent errors	Pervasive errors
TOTAL					__ /30	__ /30

✔ MASTERY CRITERION: 24/30 (80%) = Mastery. Target lowest-scoring trait(s) for writing instruction.

DOMAIN G — GRAMMAR & MORPHOLOGY

Subtests G-1 through G-3 | Grades 2–8 | Parts of Speech, Sentence Structure, Prefixes/Suffixes/Roots

FOR GRADES 2–3: Administer orally. Read items aloud; student responds orally.

FOR GRADES 4+: Student may read independently and respond in writing or orally.

Domain G — Grammar — G-1: Parts of Speech + G-2: Advanced Grammar

Student Name: _______________________________

Date of Birth: _______________________________

Assessment Date: _______________________________

Grade / Level: _______________________________

Administrator: _______________________________

Age: _______________________________

G-1 & G-2 Parts of Speech + Advanced Grammar

▶ FORM A — PRE-ASSESSMENT

#	G-1 Form A: Sentence + Question	Answer	✓/–
1	The fluffy cat slept on the warm rug. — What part of speech is 'cat'?	Noun
2	She ran quickly to the door. — What part of speech is 'ran'?	Verb
3	The tall man wore a blue hat. — What is 'blue'?	Adjective
4	He spoke very softly. — What part of speech is 'softly'?	Adverb
5	She gave her book to him. — What is 'her'?	Pronoun (possessive)
6	The dog ran under the table. — What is 'under'?	Preposition
7	I like apples and oranges. — What is 'and'?	Conjunction
8	Wow! That was amazing! — What is 'Wow'?	Interjection
9	The children played happily in the park. — Name ALL nouns.	children, park
10	Although it rained, we played outside. — What type of sentence?	Complex sentence
	G-1 FORM A TOTAL		__ /10

#	G-2 Form A: Advanced Grammar	Answer	✓/–
1	Correct the error: 'Neither the students nor the teacher were ready.'	was ready (SVA)
2	Identify the clause type: 'when the storm ended'	Dependent clause
3	Combine with semicolon: 'I was tired. I kept working.'	I was tired; I kept working.
4	What is the antecedent of 'they': 'The birds flew south because they sensed winter.'	birds
5	Change to passive voice: 'The dog chased the cat.'	The cat was chased by the dog.
6	Identify the error: 'Running to the store, the rain started to fall.'	Dangling modifier
7	What is the function of the dash in: 'One skill — persistence — sets leaders apart.'	Parenthetical emphasis
8	'She sings well' vs. 'She sang well.' What grammatical feature changes?	Verb tense
9	What type of phrase is 'in the morning' in: 'She exercises in the morning'?	Prepositional phrase (adverbial)
10	Correct: 'Between you and I, this is difficult.'	Between you and me...
	G-2 FORM A TOTAL		__ /10

▶ FORM B — POST-ASSESSMENT

#	G-1 Form B: Sentence + Question	Answer	✓/–
1	Three tiny birds sat on the fence. — What part of speech is 'fence'?	Noun
2	The wind howled through the trees. — What is 'howled'?	Verb
3	She wore a sparkly dress. — What is 'sparkly'?	Adjective
4	He finished his work quite rapidly. — What is 'rapidly'?	Adverb
5	They brought their lunch to school. — What is 'their'?	Pronoun (possessive)
6	The cat sat beside the fireplace. — What is 'beside'?	Preposition
7	We can go, but we must leave early. — What is 'but'?	Conjunction
8	Ouch! That really hurt! — What is 'Ouch'?	Interjection
9	The generous teacher gave extra time to every student. — Name ALL adjectives.	generous, extra, every
10	Because he studied hard, he passed the test. — What type of sentence?	Complex sentence
	G-1 FORM B TOTAL		__ /10

✔ MASTERY CRITERION: G-1: 8/10 (80%) | G-2: 8/10 (80%) = Mastery

G-3 Morphological Awareness — Prefixes, Suffixes & Latin/Greek Roots

SAY: 'I will ask you questions about word parts — beginnings, endings, and roots. Use what you know to figure out the meaning.'

NOTE: Full prefix/suffix/root reference chart is in Appendix D of the HLAI main manual.

FORM A — Morphology

1. What does 'un-' mean in 'unlock'? Ans: Not; to reverse the action

2. What does '-ful' mean in 'hopeful'? Ans: Full of; having the quality of

3. If 'port' = carry, what does 'transport' mean? Ans: To carry across; move from place to place

4. Break apart 'unhelpful' and explain it. Ans: un-(not) + help + -ful(full of) = not helpful

5. If 'vis' = see, what does 'invisible' mean? Ans: Not able to be seen

6. Use 're-' to say 'read again.' Ans: reread

7. What root do predict/dictionary/contradict share? Ans: dict = to say/tell

8. What does 'disruption' mean? (dis+rupt+ion) Ans: Breaking apart; act of disturbing

9. What part of speech is 'careless'? Why? Ans: Adjective; -less suffix creates adjective

10. What does 'chron' mean? (chronology) Ans: Time

11. What does 'autobiography' mean? Ans: Self+life+write = story of one's own life

12. Change 'happy' to a noun. Ans: happiness (-ness suffix)

FORM A TOTAL: ___ / 12

FORM B — Morphology

1. What does 'misunderstand' mean? Ans: To understand incorrectly or wrongly

2. What does '-tion' tell you about a word's POS? Ans: It's a noun

3. If 'aud' = hear, what does 'auditorium' mean? Ans: A place you go to hear performances

4. What does 'prehistoric' mean? Ans: Before (pre-) recorded history

5. What root do describe/manuscript/prescribe share? Ans: scrib/script = write

6. Add a suffix to 'create' to make a noun. Ans: creation (-tion) or creator (-or)

7. What does 'microphone' mean? Ans: Small(micro)+sound(phon) = captures small sounds

8. What does 'nonfiction' mean? Ans: non-(not)+fiction = factual writing

9. What does 'predictable' mean? Ans: pre+dict+able = able to be known before it happens

10. If 'sub'=under, 'terr'=earth, what is 'subterranean'? Ans: Underground; beneath the earth

11. Change 'biology' to an adjective. Ans: biological (-ical suffix)

12. What does 'telescope' help you do? Ans: tele(far)+scope(look) = look at things far away

FORM B TOTAL: ___ / 12

✔ MASTERY CRITERION: 10/12 (83%) = Mastery

DOMAIN G TOTALS — Form A: ___ / 32 Form B: ___ / 32

DOMAIN H — PRINT CONCEPTS & PRE-READING (Ages 3–5 Only)

Subtests H-1 through H-3 | AGES 3–5 ONLY | Administer before Domains A–F for students not yet reading

Domain H — Pre-Reading — H-1: Concepts About Print | H-2: Shape Copying | H-3: Oral Language

Student Name: _______________________________

Date of Birth: _______________________________

Assessment Date: _______________________________

Grade / Level: _______________________________

Administrator: _______________________________

Age: _______________________________

H-1 Concepts About Print — Book Handling & Print Knowledge

MATERIALS: Any simple picture book.

SAY each prompt to the child. Observe what the child does. Mark (+) if correct, (–) if not.

DO NOT correct the child during the assessment.

#	Prompt (Say or Do with the book)	Skill	Form A ✓/–	Form B ✓/–
1	Show me the FRONT of this book.	Front cover
2	Show me where to START reading.	Beginning of book
3	Show me ONE word on this page.	Word concept
4	Show me ONE letter.	Letter concept
5	Show me where to start reading on THIS page.	Left-to-right
6	Which way do I go when I reach the end of the line?	Return sweep
7	Show me the PERIOD in this sentence.	Period / punctuation
8	Show me where to go when I finish this page.	Page turning
9	How many WORDS are in this sentence? (point to a sentence)	Word boundaries
10	Show me a CAPITAL letter. Show me a lowercase letter.	Upper/lowercase
	TOTAL		__ /10	__ /10

✔ MASTERY CRITERION: 8/10 (80%) = Mastery. Below 8 at age 5 = explicit print concept instruction needed.

H-2 & H-3 Shape/Letter Copying + Oral Language Observation

H-2: DO: Draw each shape on paper and slide it to the child to copy.

H-3: Observe natural conversation. Use the checklist below. This is NOT a formal test — observe naturally.

H-2: SHAPE & LETTER COPYING

FORM A & B (same shapes): Draw each; child copies. Mark legible copy (+).

Vertical line (typical: Age 2–3) A:___ B:___

Horizontal line (typical: Age 2–3) A:___ B:___

Circle (typical: Age 3) A:___ B:___

Cross (+) (typical: Age 4) A:___ B:___

Square (typical: Age 4–5) A:___ B:___

Triangle (typical: Age 5) A:___ B:___

Diagonal line (typical: Age 4–5) A:___ B:___

Letter T (typical: Age 4–5) A:___ B:___

Letter O (typical: Age 4–5) A:___ B:___

Letter L (typical: Age 4–5) A:___ B:___

TOTAL Copied Legibly: A: ___/10 B: ___/10

H-3: ORAL LANGUAGE OBSERVATION (Ages 3–5)

Mark Y (observed) or N (not yet) during natural conversation.

Speaks in 3-word sentences or more (age 3) Y / N

Answers simple who/what/where (age 3) Y / N

Knows 5+ colors by name (age 3–4) Y / N

Tells a 2–3 event story (age 4) Y / N

Asks 'why' questions (age 3–4) Y / N

Uses past tense correctly (age 4–5) Y / N

Speaks in complete sentences (age 4–5) Y / N

Follows 3-step oral directions (age 4–5) Y / N

Vocabulary of ~1,500 words (age 4) Y / N

Retells story: begin/middle/end (age 5) Y / N

Rhymes and plays with language (age 4–5) Y / N

Recognizes own name in print (age 4–5) Y / N

TOTAL Observed: ___ / 12 (10/12 by age 5 = on track)

✔ MASTERY CRITERION: H-2: 8/10 shapes = Fine motor on track | H-3: 10/12 skills by age 5 = Language on track. Below 7/12 at age 5 = recommend speech/language screening.

DOMAIN I — ORAL READING ANALYSIS: RUNNING RECORD

Running Record + Miscue Analysis | Grades 1–8 | Use with any fluency passage from Domain C

MATERIALS: Print any Domain C passage. Use one copy as the student copy. Mark errors on your administrator copy.

SAY: 'Read this story out loud to me. Do your best. If you get stuck, I will help after 3 seconds.'

DO: Mark every word. Use Running Record conventions: ✓ = correct [word] = substitution — = omission [+word] = insertion T = told SC = self-corrected R = repeated

CALCULATE: Accuracy % = (Total Words − Errors) ÷ Total Words × 100

READING LEVEL: 96–100% = Independent | 90–95% = Instructional | Below 90% = Frustrational

Field	Form A — Pre	Form B — Post
Student Name
Date
Passage Used / Level
Total Words in Passage
Total Words Read in 1 Min.
Number of Errors
Number of Self-Corrections
WCPM
Accuracy %
Reading Level (Ind/Inst/Frust)
SC Rate (E+SC ÷ SC)
Dominant Error Type (M/S/V)
Prosody Score (1–4)

MISCUE ANALYSIS GRID — Record each error below:

Pg	Text Says	Student Said	M?	S?	V?	SC?	Notes










TOTALS			__ /	__ /	__ /	__ /

Error Pattern	What It Suggests	Instructional Response
High M+S, Low V	Uses meaning/grammar; ignores letters	Strengthen phonics; point-by-point decoding
High V, Low M+S	Decodes but ignores meaning	Strengthen comprehension; semantic cues
Low M+S+V	Guessing randomly	Foundational phonics + oral language needed
All High	Flexible, proficient reader	Advance to more complex text
Many SCs	Actively monitoring meaning	Celebrate; support this strategy
Few or no SCs	Not monitoring comprehension	Teach 'Does that make sense?' strategy

✔ MASTERY CRITERION: Instructional level (90–95% accuracy) = appropriate challenge. Independent level = can read alone.

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Friday, March 20, 2026

K-8 Science of Reading Test Book with Answer Key: Homeschool Literacy Assessment Inventory

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