tn foundational skills curriculum supplement sounds first ...tdoe+fs101+2020...thousand, 2...
TRANSCRIPT
TN Foundational Skills
Curriculum Supplement
Sounds First AssessmentsSecond Grade
The following materials can also be found within the TN Foundational Skills Curriculum Supplement Unit Teacher Guides. They have been pulled out here as a separate set of materials in the event that users find it helpful to have the sounds-first activities published as an ancillary material.
CONTRIBUTORS TO THESE MATERIALS
TN Department of Education TN Educators
Dr. Lisa Coons Kathy Daugherty, Rutherford County Schools
Dr. Darlene Estes-Del Re Angie Manor, Hickman County Schools
Dr. Rachel Bradshaw Marianne Gilbert, Williamson County Schools
Melanie Kosko Joyce Harrison, Shelby County Schools
Ashley Kelley Carissa Comer, Putnam County Schools
Cindy Ables Janet Sexton, Knox County Schools
Tabatha Siddiqi Kelley Key, Cleveland City Schools
Christina Meeks Aliyah Washington Smith, Metro Nashville Public Schools
Grace Jones Melody Collier, Dyersburg City Schools
Matt Holt Laura Hardy, Lawrence County Pre-K Coach
Lisa Montgomery Jan Gillum, Murfreesboro Pre-K Coach
Rachel Darnell, Elizabethton City Schools
Sarah Kosak, Knox County Schools
TN Foundational Skills
Curriculum Supplement
Under the following conditions:
• Attribution — You must attribute the work in the following manner: This work is based on an
original work of the Core Knowledge© Foundation made available through licensing under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. This does not in
any way imply that the Core Knowledge Foundation endorses the work.
• Noncommercial — You may not use this work for commercial purposes.
• Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work
only under the same or similar license to this one.
ACKNOWLEDGMENTS
A special thank you to the Core Knowledge Foundation, E. D. Hirsch, Jr., Linda Bevilacqua, and David and Meredith Liben. We are beyond grateful for your shared time, expertise, and resources that greatly contributed to the exceptional quality of this TN Foundational Skills Curriculum Supplement.
Table of Contents
Assessment Overview ……………………………………………………………………………………………………. 1
Whip Around Assessments ……………………………………………………………………………………………. 3 Delete Second Sound in Initial Blend (Week 3) ……………………………………………………………… 4 Substitute the Second Sound in Initial Blend (Week 6) …….………………………………………….….5 Substitute the Final Sound of Words (Week 9) …………………………………………………………..…. 6 Substitute the Final Sound of Words with Blends (Week 12) ……………………………………….…. 7 Delete the First Sound in the Final Blend (Week 15) ……………………….………………………..….. 8 Substitute the First Sound in Final Blend (Week 18) ………………………………………..….………… 9
Cumulative Assessment ………………………………………………………………………………….…….……… 10
TN Phonemic Awareness Sequence: Assessment Overview
Introduction With any essential foundational skill, it is important to know how well your students are mastering different aspects of the skill. This is true in phonemic awareness, where automaticity in perceiving, blending, segmenting, isolating, and manipulating phonemes are part of the bedrock for becoming successful readers. Speedy phonemic skill and successful decoding signal that students are well on their way to gaining automatic word recognition so their brains can be freed for all the other aspects of successful reading.
This program has been designed to be lively and fun every step of the way. It has also been designed to build accuracy and automaticity through a developmental progression that stretches from pre-K through 2nd grade.
To help you keep track of each of your student’s progress, there are two different kinds of assessments available to you:
● ‘Whip Around’ Assessments● Cumulative Assessment (one per year)
The Whip Around Assessments There is a Whip Around Assessment to use during every Mastering week, which is the final week of focus for each skill when students are supposed to be fully automatic (throughout the program, ‘automatic’ is defined as responding accurately in less than two seconds). As the name ‘Whip Around’ implies, these are designed to be very fast so as not to interrupt teaching and learning too much. We recommend gathering your students in groups of 5 to be assessed lightning fast. Each student will get 3 chances to demonstrate speed and ability with just that one skill. The forms are easy to use, with simple directions and easy scoring. You should take a moment between groups to make notes on which students need follow-up, but still, you should easily be able to assess each group of 5 students in 6-7 minutes or less.
● Pre-K – There are 3 optional Whip Arounds to assess students’ skill with rhyming. There is noexpectation of mastery with any of the phonemic awareness skills during pre-K. The workchildren do here will pay off in speed and accuracy (and expanded vocabulary!) all the years tofollow.
● Kindergarten – Students are asked to demonstrate mastery (speed and accuracy) with the 3rhyming Whip Arounds and 6 phonemic awareness skills (total of 9).
● First Grade – Students are asked to demonstrate mastery (speed and accuracy) in WhipArounds with 7 phonemic awareness skills.
● Second Grade – Students are asked to demonstrate mastery (speed and accuracy) in WhipArounds with 6 phonemic awareness skills. Second graders also have extra time built in afterthe lesson sequences end (after 90 lessons) to gain mastery with any earlier skills they did notyet achieve.
Note: there a few weeks in K and 1st grade where two skills come to mastery the same week. Please
feel free to adjust the timing of the Whip Around so you do no more than one in a week!
TN Foundational Skills Page 1 of 12 Second Grade Assessments
Cumulative Assessment (A ‘rolling’ process throughout the year) There is a comprehensive assessment available for each grade. These will let you get a full picture of your students’ progress in phonemic awareness up to 4 times during the year. Below is a sample assessment schedule to consider. However, you may already have well-established protocols for foundational skills assessment.
SAMPLE SCHEDULE
Baseline, beginning of year
Before second grading period
Before third grading period
Before final grading period
Pre-K
Kindergarten
First Grade
Second Grade
Pre-K, of course, has fewer skills to assess than the other grades, and mastery is not expected. Students in any grade assessed early in each school year will not yet have been exposed to all the skills taught and practiced in their grade. As a result, the comprehensive assessment should be given just for the skills you’ve already taught to mastery at the point of giving the assessment. If, however, you administer the full assessment, understand the results to be simply a snapshot of where the student is at that point in the year.
The assessment is designed to be cumulative. You will not re-test skills a student has already displayed mastery in. Because of this, the process of assessing your students 1:1 in the cumulative assessment will get lighter and faster each time.
The final assessment done each school year will ideally be shared with the students’ next teachers so the skills can accumulate coherently across the 4 years of the program.
It is strongly recommended that 2nd grade teachers do a baseline assessment using the cumulative assessment as early in the school year as possible so that students who aren’t automatic in skills from lower grades get the practice and exposure they need to the skills so they can attain mastery by the end of the year.
2nd graders are introduced to fewer skills in their advanced phonemic awareness sequence. This is by design so that second graders who need more practice with any of the skills to achieve mastery with them can continue to practice in small groups.
The ability to manipulate phonemes rapidly is essential. 2nd graders should ideally demonstrate mastery (speed and accuracy) with all skills in the sequence by the end of the year, and most will.
If phonemic awareness mastery is not achieved by the end of 2nd grade, older students should be supported in getting additional phonemic awareness skills practice until they too can speedily manipulate phonemes. That ability will carry over to greater decoding speed and accuracy as well as reading success!
TN Foundational Skills Page 2 of 12 Second Grade Assessments
Grade 2
Whip Around Assessments
TN Foundational Skills Page 3 of 12 Second Grade Assessments
Ⓜ D
ate
Ad
min
iste
red:
___
__
__
__
__
__
__
W
hip
Aro
un
d A
sse
ssm
en
t -
De
lete
Se
co
nd
So
un
d i
n I
nit
ial B
len
d
We
ek 3
Skill
: C
ut
the
Se
co
nd
Sou
nd
in
In
itia
l B
len
d.
Dire
ction
s:
Use a
nytim
e d
urin
g t
he M
aste
rin
g W
ee
k.
Pre
pa
re c
opie
s o
f th
is a
ssessm
ent
ahe
ad o
f tim
e. M
ake
sure
every
stu
den
t is
in
clu
de
d in a
gro
up
an
d e
ach
nam
e is w
ritt
en a
bo
ve th
e c
olu
mn o
f 3
word
s to
use.
Yo
u w
ill a
ssess a
nd
re
cord
resu
lts fo
r u
p to
fiv
e s
tude
nts
at
a t
ime
. T
his
is a
quic
k p
roce
ss, d
esig
ne
d to
be s
tre
ss-f
ree f
or
every
one
! S
corin
g g
uid
an
ce is b
elo
w t
he w
ord
lis
t ta
ble
.
Ca
ll u
p t
he first
gro
up
. E
xp
lain
to
ea
ch g
rou
p t
hat yo
u w
ant to
se
e h
ow
fa
st
and w
ell
they c
ut th
e s
eco
nd
so
un
d in t
he f
irst
ble
nd
no
w t
hat th
ey’v
e
pra
ctice
d it fo
r a
fe
w w
eeks.
Let th
em
kn
ow
th
ey w
ill t
ake t
urn
s r
espo
nd
ing
an
d th
ey s
hou
ld n
ot h
elp
ea
ch
oth
er
or
talk
wh
en
it’s n
ot th
eir tu
rn.
Ea
ch s
tude
nt
will
get 3
turn
s. Ju
st
as in
th
e le
ssons,
yo
u w
ill a
sk th
em
to c
ut th
e s
eco
nd
so
un
d in
the
initia
l b
lend
.
Wa
rm-u
p m
ode
l fo
r th
e g
roup
. T
: S
ay s
kip
.
S: sk
ip
T:
Now
sa
y s
kip
witho
ut k
.
S
: sip
<2 ✔
<2 ✔
<2 ✔
<2 ✔
<2 ✔
twin
→tin
sla
m→
Sam
slo
pe
→so
ap
g
rab
→g
ab
b
led
→b
ed
slit→
sit
dri
ll→dill
sc
old
→so
ld
bra
n→
ba
n
sk
it→
sit
flo
w→
foe
cra
mp
→cam
p
gre
at→
ga
te
sp
y→
sig
h
sc
oop
→so
up
Sco
rin
g a
nd
Ne
xt
Ste
ps:
Ⓜ (
There
may n
ot b
e m
an
y k
inders
tha
t show
maste
ry!)
If th
e s
tuden
t re
spo
nds a
uto
matically
(in
less th
an a
“1 o
ne-t
ho
usand
, 2 o
ne
-thousan
d”
coun
t), put
a
✔ in
the
<2 b
ox.
If a
stu
de
nt is
auto
matic for
2 o
r m
ore
word
s, re
cord
tha
t stu
den
t as a
uto
ma
tic for
this
skill
.
Ⓚ If th
e s
tuden
t answ
ers
corr
ectly, but ta
kes m
ore
tim
e, put
a ✔
in t
he ✔
box. If t
he s
tudent
is in
corr
ect, lea
ve the b
oxes b
lank. If
th
e s
tuden
t is
corr
ect, b
ut
slo
wer,
the s
tuden
t ne
eds m
ore
pra
ctice. D
o m
ore
Ⓚ a
nd Ⓜ
pra
ctice in s
ma
ll gro
ups w
ith t
hose s
tuden
ts.
Ⓚ If th
e s
tuden
t can
’t d
o th
is s
kill
at
any s
pe
ed,
that
stu
den
t ne
eds m
ore
exp
erie
ncin
g t
ime
. D
o m
ore
Ⓚ p
ractice in s
mall
gro
ups a
nd u
se
the h
and
motio
ns
aga
in.
●
Wri
te n
ote
s in
th
e l
ast
bo
x t
o r
eco
rd w
here
each
stu
den
t is
(th
is c
an
be d
on
e a
fter
each
gro
up
is a
ss
essed
or
so
on
aft
er)
.
●
Pro
gre
ss t
o t
he n
ext
less
on
s w
ith
eve
ryo
ne w
hil
e s
up
po
rtin
g t
ho
se s
tud
en
ts w
ho
need
mo
re t
ime i
n s
mall g
rou
ps.
TN Foundational Skills Page 4 of 12 Second Grade Assessments
Ⓜ D
ate
Ad
min
iste
red:
_______________
Wh
ip A
rou
nd
As
se
ssm
en
t -
Su
bs
titu
te t
he
2n
d S
ou
nd
in
In
itia
l B
len
d
We
ek 6
Skill
: C
han
ge th
e 2
nd
So
un
d in
an
In
itia
l B
lend
.
Dire
ction
s:
Use a
nytim
e d
urin
g t
he M
aste
rin
g W
ee
k.
Pre
pa
re c
opie
s o
f th
is a
ssessm
ent
ahe
ad o
f tim
e. M
ake
sure
every
stu
den
t is
in
clu
de
d in a
gro
up
an
d e
ach
nam
e is w
ritt
en a
bo
ve th
e c
olu
mn o
f 3
word
s to
use.
Yo
u w
ill a
ssess a
nd
re
cord
resu
lts fo
r u
p to
fiv
e s
tude
nts
at
a t
ime
. T
his
is a
quic
k p
roce
ss, d
esig
ne
d to
be s
tre
ss-f
ree fo
r e
very
one
! S
corin
g g
uid
an
ce is b
elo
w t
he w
ord
lis
t ta
ble
.
Ca
ll u
p t
he first
gro
up
. E
xp
lain
to
ea
ch g
rou
p t
hat yo
u w
ant to
se
e h
ow
fa
st
and w
ell
they c
an c
hang
e a
so
un
d t
o m
ake a
new
wo
rd n
ow
th
at
they’v
e p
racticed it fo
r a
fe
w w
eeks. L
et th
em
kn
ow
th
ey w
ill t
ake tu
rns r
esp
on
din
g a
nd
th
ey s
hou
ld n
ot h
elp
ea
ch o
ther
or
talk
wh
en
it’s n
ot th
eir
turn
. E
ach s
tude
nt
will
ge
t 3 t
urn
s. R
em
ind s
tuden
ts t
hey w
ill b
e m
akin
g a
new
wo
rd w
hen
th
ey c
ha
ng
e t
he s
oun
d. N
onse
nse
word
s a
re f
ine!
Wa
rm-u
p m
ode
l fo
r th
e g
roup
. T
: sn
ore
S
: sn
ore
T
: N
ow
sa
y s
no
re b
ut ch
ang
e /n
/ to
/t/
.
S
: sto
re
<2 ✔
<2 ✔
<2 ✔
<2 ✔
<2 ✔
sn
ail→
t (s
tale
)
sn
ow
→l (s
low
)
fl
am
e→
r (f
ram
e)
fly
→r
(fry
)
sm
oke→
p (
spo
ke
)
cla
m→
r (c
ram
)
cra
sh→
l (c
lash)
sp
y→
k (
sky)
gro
w→
l (g
low
)
clo
ck→
r (c
rock)
skip
→n (
sn
ip)
sp
ill→
k (
skill
)
sca
r→t (s
tar)
plo
d→
r (p
rod)
skim
→w
(sw
im)
Sco
rin
g a
nd
Ne
xt
Ste
ps:
Ⓜ If th
e s
tudent
respon
ds a
uto
matically
(in
less th
an a
“1 o
ne
-tho
usand
, 2 o
ne
-thousan
d”
coun
t), put
a ✔
in the
<2 b
ox.
If a
stu
de
nt is
auto
matic for
2 o
r m
ore
word
s, re
cord
th
at stu
den
t as a
uto
matic for
this
skill
.
Ⓚ If th
e s
tuden
t answ
ers
corr
ectly, but ta
kes m
ore
tim
e, put
a ✔
in t
he ✔
box. If t
he s
tudent
is incorr
ect, lea
ve the b
oxes b
lank. If
th
e s
tuden
t is
corr
ect, b
ut
slo
wer,
the s
tuden
t ne
eds m
ore
pra
ctice. D
o m
ore
Ⓚ a
nd Ⓜ
pra
ctice in s
ma
ll gro
ups w
ith t
hose s
tuden
ts.
Ⓚ If th
e s
tuden
t can
’t d
o th
is s
kill
at
any s
pe
ed,
that
stu
den
t ne
eds m
ore
exp
erie
ncin
g t
ime
. D
o m
ore
Ⓚ p
ractice in s
mall
gro
ups.
●
Wri
te n
ote
s in
th
e l
ast
bo
x t
o r
eco
rd w
here
each
stu
den
t is
(th
is c
an
be d
on
e a
fter
each
gro
up
is a
ss
essed
or
so
on
aft
er)
.
●
Pro
gre
ss t
o t
he n
ext
less
on
s w
ith
eve
ryo
ne w
hil
e s
up
po
rtin
g t
ho
se s
tud
en
ts w
ho
need
mo
re t
ime i
n s
mall g
rou
ps.
TN Foundational Skills Page 5 of 12 Second Grade Assessments
Ⓜ D
ate
Ad
min
iste
red:
___
__
__
__
__
__
__
W
hip
Aro
un
d A
sse
ssm
en
t -
Su
bs
titu
te t
he
Fin
al S
ou
nd
of
Wo
rds
We
ek 9
Skill
: C
han
ge th
e F
ina
l S
oun
d o
f W
ord
s.
Dire
ction
s:
Use a
nytim
e d
urin
g t
he M
aste
rin
g W
ee
k.
Pre
pa
re c
opie
s o
f th
is a
ssessm
ent
ahe
ad o
f tim
e. M
ake
sure
every
stu
den
t is
in
clu
de
d in a
gro
up
an
d e
ach
nam
e is w
ritt
en a
bo
ve th
e c
olu
mn o
f 3
word
s to
use.
Yo
u w
ill a
ssess a
nd
re
cord
resu
lts fo
r u
p to
fiv
e s
tude
nts
at
a t
ime
. T
his
is a
quic
k p
roce
ss, d
esig
ne
d to
be s
tre
ss-f
ree fo
r e
very
one
! S
corin
g g
uid
an
ce is b
elo
w t
he w
ord
lis
t ta
ble
.
Ca
ll u
p t
he first
gro
up
. E
xp
lain
to
ea
ch g
rou
p t
hat yo
u w
ant to
se
e h
ow
fa
st
and w
ell
they c
an c
hang
e a
so
un
d t
o m
ake a
new
wo
rd n
ow
th
at
they’v
e p
racticed it fo
r a
fe
w w
eeks. L
et th
em
kn
ow
th
ey w
ill t
ake tu
rns r
esp
on
din
g a
nd
th
ey s
hou
ld n
ot h
elp
ea
ch o
ther
or
talk
wh
en
it’s n
ot th
eir
turn
. E
ach s
tude
nt
will
ge
t 3 t
urn
s. R
em
ind s
tuden
ts t
hey w
ill b
e m
akin
g a
new
wo
rd w
hen
th
ey c
ha
ng
e t
he s
oun
d. N
onse
nse
word
s a
re f
ine!
Wa
rm-u
p m
ode
l fo
r th
e g
roup
. T
: see
d
S
: se
ed
T
: N
ow
sa
y s
eed
bu
t ch
ang
e /d
/ to
/t/.
S
: se
at
<2 ✔
<2 ✔
<2 ✔
<2 ✔
<2 ✔
that→
n (
than
)
se
t→d (
sa
id)
room
→t (r
oot)
gem
→t (jet)
w
ish
→th
(w
ith)
ch
in→
p (
ch
ip)
mo
on
→v (
mo
ve)
wh
en
→b
(w
eb)
lead
→f (le
af)
sack→
t (s
at)
hop
e→
z (
hose
)
te
ar→
m (
team
)
w
ake
→j (w
age
)
ja
m→
z (
jazz)
yet→
s (
ye
s)
Sco
rin
g a
nd
Ne
xt
Ste
ps:
Ⓜ If th
e s
tudent
respon
ds a
uto
matically
(in
less th
an a
“1 o
ne
-tho
usand
, 2 o
ne
-thousan
d”
coun
t), put
a ✔
in the
<2 b
ox.
If a
stu
de
nt is
auto
matic for
2 o
r m
ore
word
s, re
cord
th
at stu
den
t as a
uto
matic for
this
skill
.
Ⓚ If th
e s
tuden
t answ
ers
corr
ectly, but ta
kes m
ore
tim
e, put
a ✔
in t
he ✔
box. If t
he s
tudent
is incorr
ect, lea
ve the b
oxes b
lank. If
th
e s
tuden
t is
corr
ect, b
ut
slo
wer,
the s
tuden
t ne
eds m
ore
pra
ctice. D
o m
ore
Ⓚ a
nd Ⓜ
pra
ctice in s
ma
ll gro
ups w
ith t
hose s
tuden
ts.
Ⓚ If th
e s
tuden
t can
’t d
o th
is s
kill
at
any s
pe
ed,
that
stu
den
t ne
eds m
ore
exp
erie
ncin
g t
ime
. D
o m
ore
Ⓚ p
ractice in s
mall
gro
ups.
●
Wri
te n
ote
s in
th
e l
ast
bo
x t
o r
ec
ord
wh
ere
each
stu
den
t is
(th
is c
an
be d
on
e a
fter
each
gro
up
is a
ss
essed
or
so
on
aft
er)
.
●
Pro
gre
ss t
o t
he n
ext
less
on
s w
ith
eve
ryo
ne w
hil
e s
up
po
rtin
g t
ho
se s
tud
en
ts w
ho
need
mo
re t
ime i
n s
mall g
rou
ps.
TN Foundational Skills Page 6 of 12 Second Grade Assessments
Ⓜ D
ate
Ad
min
iste
red:
_______________
Wh
ip A
rou
nd
As
se
ssm
en
t -
Su
bs
titu
te t
he
Fin
al S
ou
nd
of
Wo
rds
wit
h B
len
ds
We
ek 1
2 S
kill
: C
han
ge
th
e F
ina
l S
ou
nd o
f W
ord
s w
ith
Ble
nd
s.
Dire
ction
s:
Use a
nytim
e d
urin
g t
he M
aste
rin
g W
ee
k.
Pre
pa
re c
opie
s o
f th
is a
ssessm
ent
ahe
ad o
f tim
e. M
ake
sure
every
stu
den
t is
in
clu
de
d in a
gro
up
an
d e
ach
nam
e is w
ritt
en a
bo
ve th
e c
olu
mn o
f 3
word
s to
use.
Yo
u w
ill a
ssess a
nd
re
cord
resu
lts fo
r u
p to
fiv
e s
tude
nts
at
a t
ime
. T
his
is a
quic
k p
roce
ss, d
esig
ne
d to
be s
tre
ss-f
ree fo
r e
very
one
! S
corin
g g
uid
an
ce is b
elo
w t
he w
ord
lis
t ta
ble
.
Ca
ll u
p t
he first
gro
up
. E
xp
lain
to
ea
ch g
rou
p t
hat yo
u w
ant to
se
e h
ow
fa
st
and w
ell
they c
an c
hang
e a
so
un
d t
o m
ake a
new
wo
rd n
ow
th
at
they’v
e p
racticed it fo
r a
fe
w w
eeks. L
et th
em
kn
ow
th
ey w
ill t
ake tu
rns r
esp
on
din
g a
nd
th
ey s
hou
ld n
ot h
elp
ea
ch o
ther
or
talk
wh
en
it’s n
ot th
eir
turn
. E
ach s
tude
nt
will
ge
t 3 t
urn
s. R
em
ind s
tuden
ts t
hey w
ill b
e m
akin
g a
new
wo
rd w
hen
th
ey c
ha
ng
e t
he s
oun
d. N
onse
nse
word
s a
re f
ine!
Wa
rm-u
p m
ode
l fo
r th
e g
roup
. T
: ha
rd
S
: h
ard
T
: N
ow
sa
y h
ard
but ch
ang
e /d
/ to
/t/.
S
: h
ea
rt
<2 ✔
<2 ✔
<2 ✔
<2 ✔
<2 ✔
burn
→d
(b
ird
)
lu
ng
e→
ch (
lunch)
wa
rn→
t (w
art
)
a
rk→
m (
arm
)
tu
rn→
m (
term
)
wo
rse
→d
(w
ord
)
firm
→n (
fern
)
dart
→k (
dark
)
els
e→
k (
elk
)
se
nse→
d (
se
nd)
wrist→
k (
risk)
bun
ch
→k (
bun
k)
heart
→p (
harp
)
co
rk→
d (
cord
)
ch
arm
→t (c
hart
)
Sco
rin
g a
nd
Ne
xt
Ste
ps:
Ⓜ If th
e s
tudent
respon
ds a
uto
matically
(in
less th
an a
“1 o
ne
-tho
usand
, 2 o
ne
-thousan
d”
coun
t), put
a ✔
in the
<2 b
ox.
If a
stu
de
nt is
auto
matic for
2 o
r m
ore
word
s, re
cord
th
at stu
den
t as a
uto
matic for
this
skill
.
Ⓚ If th
e s
tuden
t answ
ers
corr
ectly, but ta
kes m
ore
tim
e, put
a ✔
in t
he ✔
box. If t
he s
tudent
is incorr
ect, lea
ve the b
oxes b
lank. If
th
e s
tuden
t is
corr
ect, b
ut
slo
wer,
the s
tuden
t ne
eds m
ore
pra
ctice. D
o m
ore
Ⓚ a
nd Ⓜ
pra
ctice in s
ma
ll gro
ups w
ith t
hose s
tuden
ts.
Ⓚ If th
e s
tuden
t can
’t d
o th
is s
kill
at
any s
pe
ed,
that
stu
den
t ne
eds m
ore
exp
erie
ncin
g t
ime
. D
o m
ore
Ⓚ p
ractice in s
mall
gro
ups.
●
Wri
te n
ote
s in
th
e l
ast
bo
x t
o r
eco
rd w
here
each
stu
den
t is
(th
is c
an
be d
on
e a
fter
each
gro
up
is a
ss
essed
or
so
on
aft
er)
.
●
Pro
gre
ss t
o t
he n
ext
less
on
s w
ith
eve
ryo
ne w
hil
e s
up
po
rtin
g t
ho
se s
tud
en
ts w
ho
need
mo
re t
ime i
n s
mall g
rou
ps.
TN Foundational Skills Page 7 of 12 Second Grade Assessments
Ⓜ D
ate
Ad
min
iste
red:
___
__
__
__
__
__
__
W
hip
Aro
un
d A
sse
ssm
en
t -
De
lete
th
e F
irs
t S
ou
nd
in
th
e F
ina
l B
len
d
We
ek 1
5 S
kill
: C
ut o
ut th
e F
irst
So
und
in
th
e F
ina
l B
lend
.
Dire
ction
s:
Use a
nytim
e d
urin
g t
he M
aste
rin
g W
ee
k.
Pre
pa
re c
opie
s o
f th
is a
sse
ssm
ent
ahe
ad o
f tim
e. M
ake s
ure
every
stu
de
nt
is in
clu
de
d in a
gro
up
an
d e
ach
nam
e is w
ritte
n a
bo
ve
th
e c
olu
mn o
f
3 w
ord
s t
o u
se. Y
ou w
ill a
ssess a
nd r
ecord
re
sults f
or
up t
o f
ive s
tuden
ts a
t a t
ime.
Th
is is a
quic
k p
roce
ss,
desig
ne
d to b
e s
tre
ss-f
ree f
or
every
one
! S
co
ring g
uid
an
ce is b
elo
w th
e w
ord
lis
t ta
ble
.
Ca
ll u
p t
he first
gro
up
. E
xp
lain
to
ea
ch g
rou
p t
hat yo
u w
ant to
se
e h
ow
fa
st
and w
ell
they c
ut o
ff th
e f
irst so
un
d in
a f
inal b
lend
no
w t
hat th
ey’v
e
pra
ctice
d it fo
r a
fe
w w
eeks.
Let th
em
kn
ow
th
ey w
ill t
ake t
urn
s r
espo
nd
ing
an
d th
ey s
hou
ld n
ot h
elp
ea
ch
oth
er
or
talk
wh
en
it’s n
ot th
eir tu
rn.
Ea
ch s
tude
nt
will
get 3
turn
s. Ju
st
as in
th
e le
ssons,
yo
u w
ill a
sk th
em
to c
ut th
e first so
un
d in
the
fin
al b
lend
.
Wa
rm-u
p m
ode
l fo
r th
e g
roup
. T
: S
ay c
oa
st.
S: co
ast
T:
Now
sa
y c
oa
st
with
ou
t s.
S
: co
at
<2 ✔
<2 ✔
<2 ✔
<2 ✔
<2 ✔
task→
s (
tack)
co
ld→
l (c
ode
)
nes
t→s (
net)
lis
p→
s (
lip)
jest→
s (
jet)
melt→
l (m
et)
ch
om
p→
m (
ch
op
)
d
raft
→f (d
rat)
act→
c (
at)
ru
st→
s (
rut)
sp
lint→
n (
sp
lit)
gho
st→
s (
goat)
volt
→l (v
ote
)
pan
t→n
(p
at)
le
ft→
f (le
t)
Sco
rin
g a
nd
Ne
xt
Ste
ps:
Ⓜ (
There
may n
ot b
e m
an
y k
inders
tha
t show
maste
ry!)
If th
e s
tuden
t re
spo
nds a
uto
matically
(in
less th
an a
“1 o
ne
-tho
usand
, 2 o
ne
-thousan
d”
coun
t), put
a
✔ in
the
<2 b
ox.
If a
stu
de
nt is
auto
matic for
2 o
r m
ore
word
s, re
cord
tha
t stu
den
t as a
uto
ma
tic for
this
skill
.
Ⓚ If th
e s
tuden
t answ
ers
corr
ectly, but ta
kes m
ore
tim
e, put
a ✔
in t
he ✔
box. If t
he s
tudent
is incorr
ect, lea
ve the b
oxes b
lank. If
th
e s
tuden
t is
corr
ect, b
ut
slo
wer,
the s
tuden
t ne
eds m
ore
pra
ctice. D
o m
ore
Ⓚ a
nd Ⓜ
pra
ctice in s
ma
ll gro
ups w
ith t
hose s
tuden
ts.
Ⓚ If th
e s
tuden
t can
’t d
o th
is s
kill
at
any s
pe
ed,
that
stu
den
t ne
eds m
ore
exp
erie
ncin
g t
ime
. D
o m
ore
Ⓚ p
ractice in s
mall
gro
ups a
nd u
se
the h
and
motio
ns
aga
in.
●
Wri
te n
ote
s in
th
e l
ast
bo
x t
o r
eco
rd w
here
each
stu
den
t is
(th
is c
an
be d
on
e a
fter
each
gro
up
is a
ss
essed
or
so
on
aft
er)
.
●
Pro
gre
ss t
o t
he n
ext
less
on
s w
ith
eve
ryo
ne w
hil
e s
up
po
rtin
g t
ho
se s
tud
en
ts w
ho
need
mo
re t
ime i
n s
mall g
rou
ps.
TN Foundational Skills Page 8 of 12 Second Grade Assessments
Ⓜ D
ate
Ad
min
iste
red:
___
__
__
__
__
__
__
W
hip
Aro
un
d A
sse
ssm
en
t -
Su
bs
titu
te t
he
Fir
st
So
un
d in
Fin
al B
len
d
We
ek 1
8 S
kill
: C
han
ge t
he
First S
oun
d in a
Fin
al B
len
d.
Dire
ction
s:
Use a
nytim
e d
urin
g t
he M
aste
rin
g W
ee
k.
Pre
pa
re c
opie
s o
f th
is a
ssessm
ent
ahe
ad o
f tim
e. M
ake
sure
every
stu
den
t is
in
clu
de
d in a
gro
up
an
d e
ach
nam
e is w
ritt
en a
bo
ve th
e c
olu
mn o
f 3
word
s to
use.
Yo
u w
ill a
ssess a
nd
re
cord
resu
lts fo
r u
p to
fiv
e s
tude
nts
at
a t
ime
. T
his
is a
quic
k p
roce
ss, d
esig
ne
d to
be s
tre
ss-f
ree fo
r e
very
one
! S
corin
g g
uid
an
ce is b
elo
w t
he w
ord
lis
t ta
ble
.
Ca
ll u
p t
he first
gro
up
. E
xp
lain
to
ea
ch g
rou
p t
hat yo
u w
ant to
se
e h
ow
fa
st
and w
ell
they c
an c
hang
e a
so
un
d t
o m
ake a
new
wo
rd n
ow
th
at
they’v
e p
racticed it fo
r a
fe
w w
eeks. L
et th
em
kn
ow
th
ey w
ill t
ake tu
rns r
esp
on
din
g a
nd
th
ey s
hou
ld n
ot h
elp
ea
ch o
ther
or
talk
wh
en
it’s n
ot th
eir
turn
. E
ach s
tude
nt
will
ge
t 3 t
urn
s. R
em
ind s
tuden
ts t
hey w
ill b
e m
akin
g a
new
wo
rd w
hen
th
ey c
ha
ng
e t
he s
oun
d. N
onse
nse
word
s a
re f
ine!
Wa
rm-u
p m
ode
l fo
r th
e g
rou
p. T
: lif
t
S
: lif
t
T
: N
ow
sa
y lift
but
cha
nge
/f/ t
o /s/.
S
: lis
t
<2 ✔
<2 ✔
<2 ✔
<2 ✔
<2 ✔
fist→
(ks)
fixe
d
test→
n (
tent)
ben
t→l (b
elt)
run
t→s (
rust)
w
ep
t→n
(w
ent)
wen
t→(p
) w
ept
wen
t→s (
we
st)
fa
ce
d→
n (
fain
t)
an
t→f (a
ft)
win
k→
s (
wh
isk)
nest→
ks (
next)
pan
t→k (
pact)
lin
t→f (lift)
m
ild
→n (
min
d)
text→
s (
test)
Sco
rin
g a
nd
Ne
xt
Ste
ps:
Ⓜ If th
e s
tudent
respon
ds a
uto
matically
(in
less th
an a
“1 o
ne
-tho
usand
, 2 o
ne
-thousan
d”
coun
t), put
a ✔
in the
<2 b
ox.
If a
stu
de
nt is
auto
matic for
2 o
r m
ore
word
s, re
cord
th
at stu
den
t as a
uto
matic for
this
skill
.
Ⓚ If th
e s
tuden
t answ
ers
corr
ectly, but ta
kes m
ore
tim
e, put
a ✔
in t
he ✔
box. If t
he s
tudent
is incorr
ect, lea
ve the b
oxes b
lank. If
th
e s
tuden
t is
corr
ect, b
ut
slo
wer,
the s
tuden
t ne
eds m
ore
pra
ctice. D
o m
ore
Ⓚ a
nd Ⓜ
pra
ctice in s
ma
ll gro
ups w
ith t
hose s
tuden
ts.
Ⓚ If th
e s
tuden
t can
’t d
o th
is s
kill
at
any s
pe
ed,
that
stu
den
t ne
eds m
ore
exp
erie
ncin
g t
ime
. D
o m
ore
Ⓚ p
ractice in s
mall
gro
ups.
●
Wri
te n
ote
s in
th
e l
ast
bo
x t
o r
eco
rd w
here
each
stu
den
t is
(th
is c
an
be d
on
e a
fter
each
gro
up
is a
ss
essed
or
so
on
aft
er)
.
●
Pro
gre
ss t
o t
he n
ext
less
on
s w
ith
eve
ryo
ne w
hil
e s
up
po
rtin
g t
ho
se s
tud
en
ts w
ho
need
mo
re t
ime i
n s
mall g
rou
ps.
TN Foundational Skills Page 9 of 12 Second Grade Assessments
Grade 2
Cumulative Assessment
TN Foundational Skills Page 10 of 12 Second Grade Assessments
Tennessee PA & APA Component
Second Grade Assessment of Phonological Awareness
Cumulative Form
Student: ____________________________ Teacher:__________________________ Date:
Circle Grade: 2nd other
Directions: Read each sentence, distinguishing sounds clearly to the student. Record the response. Please note if the
student responded in fewer than 2 seconds by placing a ✔ in the automatic box for the item. You can stop testing a
level once the student gives an automatic and correct response. If the student answered correctly but took two seconds
or longer, place a ✔ in the ‘no time limit’ box for the item and continue assessing. If the student did not answer or
answered incorrectly, do not place a check anywhere and continue assessing.
Tracking student progress: If the student was automatic with a skill, highlight the level (Lev) in green. The student has
mastered this level! For prompts where the student was accurate but slow, highlight the level in yellow. The student
needs more ‘knowing’ practice in these levels together with any classmates who scored similarly for those levels. For
skills the student missed, highlight the level in orange. The student needs to return to ‘experiencing’ in these levels
with any classmates who also scored similarly.
Each time you re-assess, you will only assess items you have highlighted in yellow or orange.
Basic Phonemic Awareness “One thousand one,
one thousand two”
No Time
Limit
Item
s #1-2
1 a
re f
irst
gra
de
skil
ls. It
ems
#22-3
3 a
re s
econd g
rade
skil
ls
Prompt: (skill named in shaded rows) Correct Answer Mastered this: Untimed
Syllable Deletion - first syllable
1 “Say steamroller. Now say steamroller without /steam/.” -roller
Syllable Deletion - second syllable
2 “Say stumble. Now say stumble without /ble/.” -/stum/
Syllable Deletion – three-syllable word, first syllable
3 “Say amazing. Now say amazing without /a/.” -mazing
Syllable Deletion – three-syllable word, last syllable
4 “Say document. Now say document without /ment/.” /docu/
Delete initial phoneme in an onset blend
5 “Say bread. Now say bread without /b/.” red
6 “Say cram. Now say cram without /c/.” ram
Substitute single phoneme onset in an onset blend
7 “Say glow. Now instead of /g/ say /b/.” blow
8 “Say crew. Now instead of /k/ say /t/.” true
Substitute rime unit
9 “Say slant. Now instead of /ant/ say /ay/.” slay/sleigh
10 “Say tree. Now instead of /ee/ say /ue/.” true
Basic Phonemic Awareness:
Advanced Phonemic Awareness
Delete the initial phoneme in 2nd syllable
TN Foundational Skills Page 11 of 12 Second Grade Assessments
11 “Say paving. Now say paving without /v/.” paying
12 “Say wormy. Now say wormy without /m/.” worry
Substitute onset phoneme in 2nd syllable
13 “Say sicker. Now instead of /k/ say /p/.” sipper
14 “Say teasing. Now instead of /z/ say /ch/.” teaching
Split final blend and delete final phoneme
15 “Say stork. Now say stork without /k/.” store
16 “Say plant. Now say plant without /t/.” plan
Delete final phoneme
17 “Say howl. Now say howl without /l/.” how
18 “Say great. Now say great without /t/.” gray
Substitute the medial vowels
19 “Say cat. Now instead of /a/ say /i/.” kit
20 “Say fox. Now instead of /o/ say /a/.” fax
21 “Say mid. Now instead of /i/ say /a/.” mad
Delete the second sound in initial blend
22 “Say plan. Now say plan without /l/.” pan
23 “Say sneak. Now say sneak without /n/.” seek
Substitute the second sound in initial blend
24 “Say sweep. Now instead of /w/ say /l/.” sleep
25 “Say fruit. Now instead of /r/ say /l/.” flute
Substitute the final consonant sound
26 “Say pen. Now instead of /n/ say /t/.” pet
27 “Say mouth. Now instead of /th/ say /s/.” mouse
Substitute the final consonant sound after splitting a blend
28 “Say month. Now instead of /th/ say /ch/.” munch
29 “Say search. Now instead of /ch/ say /f/.” surf
Split and delete an ending blend
30 “Say haste. Now say haste without the /s/.” hate
31 “Say nest. Now say nest without the /s/.” net
Split and substitute an ending blend
32 “Say lift. Now instead of /f/ say /s/.” list
33 “Say paste. Now instead of /s/ say /n/.” paint
Advanced Phonemic Awareness Score:
Total Score:
Notes on scoring and interpretation:
There are 66 total points available for 2nd graders (all items assessed). A student who responds to many prompts slowly and/or has many errors definitely needs more experiences with those not-
yet-mastered skills while still getting the full class lessons.
This curriculum has many practice opportunities and repeated exposures throughout the sequence. Students new to
phonemic awareness, or slightly behind their peers, will likely gain proficiency through the natural lesson progression and
the high number of practice opportunities.
TN Foundational Skills Page 12 of 12 Second Grade Assessments