EARLY LEARNING PROFILE (ELP)
PHONICS
Why Assess Phonics Knowledge?
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Phonics instruction teaches children how to decode letters into their respective sounds, a skill that is essential for them to read unfamiliar words by themselves. Including both systematic phonics instruction and opportunities to read text to gain meaning leads to successful outcomes for beginning readers. Explicit instruction is informed by an understanding of how phonics skills develop and build upon each other. This tool offers insight into what specific skills children need in order to move their reading and writing development forward. (Burkins & Yates, 2021).
Glossary of Terms?
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Blends: A phonics blend occurs when you have two or more letters appearing together and you can hear each sound that each consonant would normally make. (ie. tr, bl, sk)
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Digraphs: A combination of two letters representing one sound. (ie. sh, ch, th)
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r-Controlled Vowels: When a vowel is followed by an “r”, the sound of the vowel often changes and is said to be controlled by the vowel. (ie. ar, ir, er, ur)
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Diphthongs: A sound formed by the combination of two vowels where the vowel does not take the short of long sound of either vowel in the pair instead, they make a glided sound. (Mesmer, 2019) (ie. oi, oy, aw, au, ou, ow)​
Phonics Assessment Term Targets for Proficiency
Term | Grade 1 | Grade 2 |
|---|---|---|
1 | Short Vowels & Beginning Digraphs | Vowel Digraphs & Other Vowels |
2 | Beginning Blends | R-controlled Vowels, Diphthongs, & Multisyllabic |
3 | Final Blends, Final Digraphs, & Long Vowel Silent "e" |
HOW-TO USE THE PHONICS ASSESSMENT
*If the child has not previously been assessed using this tool, choose a starting point on the phonics knowledge assessment which most accurately matches the child's developmental understanding of phonics knowledge.
Procedure:
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Ask the child to read the words from the phonics assessment in ESGI.
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When the child reads the words, mark either a "yes" if the word was read correctly within 3 seconds, or a "no" if the word was read incorrectly. Both the phonics skill and the automaticity of word reading demonstrates proficiency. This assessment is a means of measuring oral reading fluency in conjunction with phonics knowledge. If you choose to make a note; for example, if a child mispronounced the word or takes longer than 3 seconds to sound out the word, you can add a comment to the "notes" box.
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If a child reads all the words correctly for that phonics sub-skill, advance to the next subskill assessment. If a child is unable to read all the words in the sub-skill correctly or within 3 seconds, then continue in class teaching around the subskill area to support the child with further development in this phonics skill. Re-assess the skill after targeted instruction.
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When to use Optional Nonsense Words:​ Some children may have stored the real words in the phonics assessment as sight words. If a child reads the words correctly for any phonics sub-skill, and there is wonder about the word being memorized or stored as a sight word, then consider using the nonsense words to ensure the specific phonics skill is being demonstrated.
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*This assessment is based upon the phonics assessment by Mesmer, H.K., & Duke N.K., (2019). Letter Lessons and First Words: Phonics Foundations That Work. Portsmouth, NH: Heinemann.
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PHONICS ASSESSMENT
HOW TO ADMINISTER VIDEOS
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How to Administer Video
(using Gr. 1 Short Vowels as an example)
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How to Administer Video
(using Gr. 1 Beginning Blends as an example)
INSTRUCTIONAL STRATEGIES
What instructional strategies and next steps can I take to be responsive to the needs of my students, and support the development of their phonics skills? Here are some of our favourite resources to support phonics development in the classroom. Click on the image below to learn more.
