Kindergarten Literacy InterimQ2

Student:

Sound Beg. ID Segment Blend ID Ending Syllables Read CVC Read

ID Sounds Sounds Sentences

______/11 _______/4 _______/5 _______/5 _______/5 _______/5 _______/5 ______/18

Total Points ______/ 58

1-11: Letter-Sound Identification. I want you to point to each letter and tell me the sound the
letter makes.

k z u
o v f
w r d
x n
Letter-Sound Identification ______/11
FSPWR.K.1.a. Know and apply grade-level phonics and word analysis skills in decoding words: Demonstrate fluent knowledge of one-
to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.

1215: Identifying Beginning Sounds. "Now you will match beginning sounds. Beginning
sounds match when they are the same. For example, monkey and mouse have matching
sounds because they both start with /m/. I am going to say a word. Then you will tell which
word has the same beginning sound.

12. This is a ring. Circle the word that starts with the same sounds as ringring? Car? Truck? Rake?

13. This is a duck. Circle the word that starts with the same sounds as duckduck? Donut? Train? Lamp?

14. This is a leg. Circle the word that starts with the same sounds as legleg? Lion? Fan? Dog?

15. This is a pig. Circle the word that starts with the same sounds as pig? Flag? Pie? Eight?

Identifying Beginning Sounds ______/4

FSPA.K.1.m. Demonstrate understanding of spoken words, syllables, and sounds (phonemes): Match and generate spoken words that
beginning with the same initial sound as a given word.
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 Kindergarten Literacy InterimQ2
We are going to play a word game. I am going to give you a
16 20: Segmenting.
word, and you are going to tell me the sounds you hear in the word. Like this, if
I say cot you will say /c/ /o/ /t/. Lets try one together, if I say go you will
say.(ER: /g/ /o/).

bat (3: /b//a/ /t/) Y N

see (2: /s//e/) Y N
fat (3: /f/ /a/ /t/) Y N
mit (3: /m//i//t/) Y N
bust (4: /b//u//s//t/) Y N
Segmenting ______/5
FSPA.K.1.b. Demonstrate understanding of spoken words, syllables, and sounds (phonemes): Count, pronounce, blend, and segment
syllables in spoken words

21 25. Blending Phonemes. Now, when I say the sounds /b/ /u/ /s/, I can say them together
fast, made them glide and blend the word BUS! I am going to say the sounds and then you are
going to put them together. Lets try one /c/ /u/ /t/ (ER from S: cut)

/b//a/ /g/ (bag) Y N

/c//u//p/ (cup) Y N

/g//o/ (go) Y N

/m//a//k/ (make) Y N

/c//u/ /t/ (cut) Y N

Blending Phonemes ______/5

FSPA.K.1.b. Demonstrate understanding of spoken words, syllables, and sounds (phonemes): Count, pronounce, blend, and segment
syllables in spoken words

26-30. Identify Ending Sounds.

26. Im on the bus. Say bus. What sound do you hear at the end of the word bus?
*If student says a letter, you can prompt by saying What sound do you hear?

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 Kindergarten Literacy InterimQ2
___________ Y N
27. Who has the cat? Say cat. What sound do you hear at the end of the word cat?
*If student says a letter, you can prompt by saying What sound do you hear?

___________ Y N

28. She put juice in my cup. Say cup. What sound do you hear at the end of the word cup?
*If student says a letter, you can prompt by saying What sound do you hear?

___________ Y N

29. I hurt my leg. Say leg. What sound do you hear at the ending of the word leg?
*If student says a letter, you can prompt by saying What sound do you hear?

___________ Y N

30. My favorite color is red. Say red. What sound do you hear at end of the word red?
*If student says a letter, you can prompt by saying What sound do you hear?

___________ Y N

Identifying Ending Sounds ______/5

FSPA.K.1.i Demonstrate understanding of spoken words, syllables, and sounds (phonemes): Order phonemes in a word or syllable as
beginning, middle, or end

31-35: Segmenting Syllables: Im going to say a word. You break it up into syllables and tell me
how many syllables. It sounds like this, if you hear window, you break it up into syllables: win/dow.
When I ask how many, you say 2. [Demonstrate with the word window. Use the strategy you
taught your class when modeling (ex: chin, clap, count.]

31. carpet _______________ How many? _______ Y N

32. head _______________ How many? _______ Y N

33. volcano _______________ How many? _______ Y N

`
34. table _______________ How many? _______ Y N

35. television _______________ How many? _______ Y N

Syllables. ______/5
FSPA.K.1.b. Demonstrate understanding of spoken words, syllables, and sounds (phonemes): Count, pronounce, blend, and segment

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 Kindergarten Literacy InterimQ2
syllables in spoken words
36-40: Read words- (CVC words) I am going to show you some words. I want you to read the words
out loud to me. You can sound each sound and blend the word.

top Y N
red Y N
sun Y N
lap Y N
wig Y N
Read CVC ______/5
FSPWR.K.1.e. Know and apply grade-level phonics and word analysis skills in decoding words: Distinguish between similarly spelled
words by identifying the sounds of the letters that differ.

40-42: Read sentence- (Sight and CVC words) Good readers find sight words and use their blending
strategies. I am going to show a sentence, and I want you to read the words out loud to me. You can
sound each sound and blend the word.

(Students will receive 1 point for correctly reading sight words and 2 points for correctly decoding CVC words.
For example, in the first sentence, students will receive 1 point each for the and was but 2 points each for
dog and fat. So the total score possible for each sentence is 6.)

40. The dog is fat. _____________/6

41. A cat likes to hop. _____________/6
42. We go to the hut. _____________/6

Read Sentence ______/18

FSF.K.1 Read STEP 4/Level E text fluently by the end of the year. (Read emergent-reader texts with purpose and understanding.)

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