Phonemic Awareness Skills Assessment: Kindergarten

Assessment Directions for Kindergarten Teachers & Parents:

Literacy Resources, Inc. created this Phonemic Awareness Assessment to align to the Common Core State
Standards and to assess a childs progress with phonemic awareness throughout the Kindergarten school year.
The skills are labeled with the Reading Foundations Common Core State Standard for Kindergarten. Each skill
that is assessed is part of the daily phonemic awareness lessons written by Dr. Michael Heggerty, founder of
Literacy Resources, Inc. In July 2014, the first and fourth assessments were updated to include most of the
phonemic awareness activities that are part of the daily lessons. This is meant to provide teachers with baseline
data and data at the end of the school year that aligns to all of the Phonemic Awareness skills taught in the
curriculum.
Phonemic Awareness is auditory, and should be assessed in this way. Students are not expected to read or write
any of the words in the assessment; the teacher says the words or sounds aloud and the student responds orally.
Student assessment pages are included for Alphabet Recognition and Letter Sound Identification, since students
will be identifying letters and sounds of the graphemes.
A phoneme is the smallest unit of sound. Students are asked to respond with the sounds the letters make, not the
letter name. As the assessment administrator, you will be providing students with letter sounds, not letter names.

Assessment Administration Guidelines:

The assessments are meant to inform your instruction. We have created four assessments that can be given
throughout the school year to monitor student progress. If your school year operates on a quarterly schedule, you
may choose to assess your students at the end of each quarter. If your school operates on trimesters, you can
administer the first assessment at the beginning of the school year, and then at the end of each trimester.

When using the provided student assessment pages (For Alphabet Recognition, Letter Sound Identification, or
Print Concepts), you may use another piece of paper or a bookmark to cover most of the page, so that only one
line of print is shown to the student when he or she is responding.

There is a separate and optional student administration page for the Multiple Letter Sounds Assessment, found in
Phonemic Awareness Assessments 3 & 4. The page includes pictures that correspond to each letter sound, and
using this for assessment purposes is optional. Below is a list of the pictures that correspond to each letter:
e: elephant, eagle w: watermelon
l: ladybug k: kite
s: sun; runs (/z/) g: guitar; giraffe
r: red q: quilt
u: umbrella; cube m: moon
p: pencil a: apple; acorn, asleep
d: dog f: fish
o: octopus; oval, love i: igloo; ice cream; chili
v: van h: hat
b: bananas y: yellow; happy; mystery; cry
j: jump sh: shark
n: nest ch: chair
t: tiger th: thirteen
c: cat; circle wh: whistle
x: fox
z: zebra

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 Phonemic Awareness Skills Assessment: Kindergarten
Student Name: _______________________________________ Assessment Date: __________
Phonemic Awareness Assessment 1: Baseline Assessment
Administration Directions: Record all results on these pages. Use the included student pages for the Alphabet
Recognition and Letter Sound Identification Assessments. Skills 4-8 are oral assessments, and no student page is needed.

Phonemic Awareness Skills: Results

Skill 1: Alphabet Recognition Uppercase Letters CCSS.ELA-LITERACY.RF.K.1.D
Teacher Administration Directions: Point to the letter and say, What letter is this? Teacher circles the letters below that are incorrect
and records score in the column.

C A H S V R P U T N E B M L

G J X F Z W I Q K Y O D ____ /26

Skill 2: Alphabet Recognition Lowercase Letters CCSS.ELA-LITERACY.RF.K.1.D

Teacher Administration Directions: Point to the letter and say, What letter is this? Teacher circles the letters below that are incorrect
and records score in the column.

o n d y h r p l e m t k j f g z w i

x q c v a s u b a g ____ /28

Skill 3: Letter Sound Identification CCSS.ELA-LITERACY.RF.K.2

Teacher Administration Directions: Point to the letter and say, What sound does this letter make? Teacher circles the letters below
that are incorrect and records score in the column.
*Students are expected to provide the short vowel sounds and the hard sounds of c & g.

e l s r u p d o v b j n t c x z w

k g q m a f I h y sh ch th wh ____ /30
Skill 4: Rhyme Recognition CCSS.ELA-LITERACY.RF.K.2.A
Teacher Administration Directions: Tell me if these two words rhyme. The students can repeat the words aloud and then say if the
word rhyme. Place an x or + on the line if the student answers correctly. If the student responds incorrectly, circle or highlight the word
pair.
1. hen, pen _____ 6. hot, cot _______
2. we, did _____ 7. fun, sun _______
3. sick, pick _____ 8. jet, ham _______
4. nap, map _______ 9. yell, tell _______
___/10
5. mom, mad _______ 10. pig, got _____

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Skill 5: Onset Fluency: Isolate the Initial Phoneme CCSS.ELA-LITERACY.RF.K.2.D

Teacher Administration Directions: Tell me the first sound you hear in each of the words. Teacher says the word and the student says
the first sound. Write the sound the child says. Write an x or + if the student responds correctly. If the student responds incorrectly,
record the incorrect response. Answers provided.
Example: The word cat begins with the /c/ sound. The word top begins with the /t/ sound.

1. mad ____ /m/ 5. dig ____ /d/ 9. lamp ____ /l/

2. rock ____ /r/ 6. fish ____ /f/ 10. bike _____ /b/

3. pet ____ /p/ 7. kite ____ /k/ ____ /10

4. hot ____ /h/ 8. seal ____ /s/
Skill 6: Blending Compound Words & Syllables CCSS.ELA-Literacy.RF.K.2b
Teacher Administration Directions: I will say two words or two word parts. You will blend the words together and tell me the big word.
Teacher says the word parts, pausing between the two. The student responds with the whole word. Write an x or + if the student
responds correctly. If the student responds incorrectly, record the incorrect response.
1. foot ball __________ 5. sunglasses ________ 9. wig-gle __________
2. outside __________ 6. win-dow __________ 10. par-ty __________
3. bedroom __________ 7. pur-ple __________ _____/10
4. rainbow __________ 8. tar-get __________
Skill 7: Segmenting Words into Compound Words & Syllables CCSS.ELA-Literacy.RF.K.2b
Teacher Administration Directions: I will say a big word, and I would like you to take the word apart. The teacher says the word listed the below
and the student responds by saying the word parts. Write an x or + if the student responds correctly. If the student responds incorrectly,
record the incorrect response.
1. footprint ___________ 5. inside ___________ 9. coming ___________
2. anyone ___________ 6. cloudy ___________ 10. table ___________
3. bookmark ___________ 7. after ___________ _____/10
4. sunlight ___________ 8. turkey ___________
Skill 8: Identifying Final Sounds in Words CCSS.ELA-Literacy.RF.K.2d
Teacher Administration Directions: Tell me the last sound you hear in each of the words. Teacher says the word and the student says
the final sound. Write an x or + if the student responds correctly. If the student responds incorrectly, record the incorrect response.
Example: The word cat ends with the /t/ sound. The word top ends with the /p/ sound.
1. pick ____ /k/ 5. had ____ /d/ 9. robe ____ /b/

2. bus ____ /s/ 6. come ____ /m/ 10. move _____ /v/

3. feet ____ /t/ 7. ten ____ /n/ ____ /10

4. jog ____ /g/ 8. off ____ /f/

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 Phonemic Awareness Skills Assessment: Kindergarten
Teacher Administration Directions: Teachers can use any childrens book to have students demonstrate their
knowledge of print concepts, along with the student page found on page 5. Teacher prompts are in italicized font.

Print Concepts CCSS.ELA-Literacy.RF.K.1

Demonstrates how to hold a book with correct orientation
1 Yes No
Show me how you would hold this book to read.
Distinguishes pictures from words by pointing when prompted
2 Yes No
Teacher opens the book and says, Point to a word on this page.
Locates on a printed page where to start reading with multiple lines of text
3 Yes No
Show me where I would being to read.
Demonstrates that the left page of a book is read before the right page of a book
4 Yes No
Which page do I read first? Teacher points to the left page and the right page, & student shows where to begin reading.
Track text with a finger on a printed page from left to right
5
Show me how you would read the words on this page. The teacher could also model by reading and sentence aloud, Yes No
and then the student demonstrates.
Demonstrates that pages are turned one at a time in a sequence from front to back
6 Yes No
What should I do when I finish reading this page?
7 Points to individual words using one-to-one correspondence
Teacher reads a short sentence from the book aloud, pointing to each word as he or she reads. The student repeats the Yes No
sentence, pointing to each word as he or she reads.
8 Isolates words within printed text
After repeating the sentence read for the above skills, ask student to locate a word. What is this word? Teacher points Yes No
to a word that the student just read and the student supplies the word.

9 Locates a word on a printed page within text (reads own name). *Use page 5 Yes No

10 Distinguish letters from numbers on a printed page by pointing *Use page 5 Yes No
11 Listen to spoke sentence(s) and state individual words in the sentence(s)
Yes No
Language Awareness activity: I like to read. Teacher says the sentence aloud, and the student repeats it back.

Overall Results: After the assessment has been given, the teacher identifies areas of strength and need for each child & records
findings here.

Areas of Strength: ________________________________________________________________________________________

Areas of Need & Plan for Intervention: _____________________________________________________________________

_______________________________________________________________________________________________________

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 Phonemic Awareness Skills Assessment: Kindergarten

Print Concepts Student Page for Skills 9 and 10:

Skill 9: Locates a word on a printed page within text.

Teacher Administration Directions: Teacher writes the childs name on the line below. Ask the students to point to his or
her name in the sentence. Then the teacher reads the sentence aloud.
*You may write this sentence on a small dry erase board or on a laminated sentence strip, if you do not want to make
individual copies of this assessment page.

_____________ is a smart student in my class.

Skill 10: Distinguish letters from numbers on a printed page by pointing.

Teacher Administration Directions: When I point to each item, tell me if it is a letter or a number. The teacher points one by
one and the students responds by indicating if it is a letter or a number. The child may respond with the letter name or the
number.

s 5 m 2 6
P 3 h b 7

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 Phonemic Awareness Skills Assessment: Kindergarten
Student Page for Skill 1: Letter Identification: Uppercase Letters

C A H S V
R P U T N
E B M L G
J X F Z W
I Q K Y O
D
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 Phonemic Awareness Skills Assessment: Kindergarten
Student Page for Skill 2: Letter Identification: Lowercase Letters

o n d y h
r p l e m
t k j f g
z w i x q
c v a s u
b a g
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 Phonemic Awareness Skills Assessment: Kindergarten
Student Page for Skill 3: Letter Sound Identification

e l s r u
p d o v b
j n t c X
z w k g q
m a f i h
y sh ch th wh

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 Phonemic Awareness Skills Assessment: Kindergarten
Phonemic Awareness Assessment 2:
Administration Directions: Record all results on these pages. Use the included student pages for the Alphabet
Recognition and Letter Sound Identification Assessments. Skills 4-8 are oral assessments, and no student page is needed.
Teacher uses the italicized prompts to provide directions for the student.

Phonemic Awareness Skills Results

Skill 1: Alphabet Recognition Uppercase Letters CCSS.ELA-Literacy.RF.K.1d
Teacher Administration Directions: Point to the letter and say, What letter is this? Teacher circles the letters below that are incorrect
and records score in the column.

C A H S V R P U T N E B M L
____ /26
G J X F Z W I Q K Y O D
Skill 2: Alphabet Recognition Lowercase Letters CCSS.ELA-Literacy.RF.K.1d
Teacher Administration Directions: Point to the letter and say, What letter is this? Teacher circles the letters below that are incorrect
and records score in the column.

o n d y h r p l e m t k j f g z w i

x q c v a s u b a g ____ /28

Skill 3: Letter Sound Identification CCSS.ELA-Literacy.RF.K.3a

Teacher Administration Directions: Point to the letter and say, What sound does this letter make? Teacher circles the letters below
that are incorrect and records score in the column.
*Students are expected to provide the short vowel sounds and the hard sounds of c & g.

e l s r u p d o v b j n t c x z w

k g q m a f I h y sh ch th wh ____ /30
Skill 4: Onset Fluency: Isolate Initial Phonemes CCSS.ELA-Literacy.RF.K.2d
Teacher Administration Directions: Tell me the first sound you hear in each of the words. Teacher says the word and the student says
the first sound. Write an x or + if the student responds correctly. If the student responds incorrectly, record the incorrect response.
Answers are provided. **Example: The word cat begins with the /c/ sound.

1. zip ____ /z/ 4. top____ /t/ 7. jet____ /j/ 9. got____ /g/

2. not____ /n/ 5. bug ____ /b/ 8. win____ /w/ 10. pat_____ /p/
____ /10
3. can____ /c/ 6. van ____ /v/

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 Phonemic Awareness Skills Assessment: Kindergarten

Skill 5: Rhyme Recognition CCSS.ELA-Literacy.RF.K.2a

Teacher Administration Directions: Tell me if these two words rhyme. Write an x or + if the student responds correctly. If the student
responds incorrectly, circle or highlight the incorrect word pair.

1. mop, top ___ 3. bad, hot ___ 5. hit, sit ____ 7. fun, sun ___ 9. boat, coat __

2. ham, get ___ 4. tub, rub ____ 6. pan, big ____ 8. dog, zip ____ 10. wet, net __ ____ /10

Skill 6: Blending Onset & Rime CCSS.ELA-Literacy.RF.K.2c

Teacher Administration Directions: Teacher says the word in parts and students blend the onset and rime together & say the whole word. Write
an x or + if the student responds correctly. If the student responds incorrectly, record the incorrect response.

1. s-un ____ 3. b-ed ____ 5. d-ime____ 7. m-ad____ 9. f-ox____

____ /10
2. l-ip ____ 4. r-ag ____ 6. w-eb ____ 8. f-eet____ 10. c-up ____
Skill 7: Segmenting Words into Onset-Rime CCSS.ELA-Literacy.RF.K.2c
Teacher Administration Directions: Teacher says the whole word and students respond by segmenting the word into onset (beginning sound) and
rime. Write an x or + if the student responds correctly. If the student responds incorrectly, record the incorrect response.
1. nap _____ 3. tin _____ 5. gum _____ 7. pen _____ 9. lock _____
n-ap t-in g-um p-en l-ock
2. mop _____ 4. red _____ 6. has _____ 8. will _____ 10. bug _____ ____ /10
m-op r-ed h-as w-ill b-ug
Skill 8: Blending Syllables CCSS.ELA-Literacy.RF.K.2b
Teacher Administration Directions: Teacher says the word in parts and the student is expected to blend the syllables and say the whole word. Write
an x or + if the student responds correctly. If the student responds incorrectly, record the incorrect response.

1. nap-kin ___ 3. ba-by ____ 5. pen-cil ____ 7. flow-er ____ 9. sis-ter _____

2. in-sect ___ 4. tick-et ____ 6. pump-kin ___ 8. wel-come __ 10. mon-key __ _____ /10
Skill 9: Segmenting Words into Syllables CCSS.ELA-Literacy.RF.K.2b
Teacher Administration Directions: Teacher says the word and the student is expected to segment the word into two syllables. Write an x or + if the
student responds correctly. If the student responds incorrectly, record the incorrect response.

1. thunder ___ 3. yellow ____ 5. happy ____ 7. reading ___ 9. fourteen ___
_____ /10
2. princess __ 4. mountain ___ 6. teacher ____ 8. slowly ____ 10. candle __
Overall Results: After the assessment has been given, the teacher identifies areas of strength and need for each child & records
findings here.
Areas of Strength: ________________________________________________________________________________________

Areas of Need & Plan for Intervention: ________________________________________________________________________

_______________________________________________________________________________________________________

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 Phonemic Awareness Skills Assessment: Kindergarten
Teacher Administration Directions: Teachers can use any childrens book to have students demonstrate their
knowledge of print concepts, along with the student page found on page 5. Teacher prompts are in italicized font.

Print Concepts CCSS.ELA-Literacy.RF.K.1

Demonstrates how to hold a book with correct orientation
1 Yes No
Show me how you would hold this book to read.
Distinguishes pictures from words by pointing when prompted
2 Yes No
Teacher opens the book and says, Point to a word on this page.
Locates on a printed page where to start reading with multiple lines of text
3 Yes No
Show me where I would being to read.
Demonstrates that the left page of a book is read before the right page of a book
4 Yes No
Which page do I read first? Teacher points to the left page and the right page, & student shows where to begin reading.
Track text with a finger on a printed page from left to right
5 Show me how you would read the words on this page. The teacher could also model by reading and sentence aloud, Yes No
and then the student demonstrates.
Demonstrates that pages are turned one at a time in a sequence from front to back
6 Yes No
What should I do when I finish reading this page?
Points to individual words using one-to-one correspondence
7 Teacher reads a short sentence from the book aloud, pointing to each word as he or she reads. The student repeats the Yes No
sentence, pointing to each word as he or she reads.
Isolates words within printed text
8 After repeating the sentence read for the above skills, ask student to locate a word. What is this word? Teacher points Yes No
to a word that the student just read and the student supplies the word.

9 Locates a word on a printed page within text (reads own name). *Use page 4 Yes No

10 Distinguish letters from numbers on a printed page by pointing *Use page 4 Yes No
Listen to spoke sentence(s) and state individual words in the sentence(s)
11 Yes No
Language Awareness activity: I like to read. Teacher says the sentence aloud, and the student repeats it back.

Plan for intervention for Print Concepts, if necessary:

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 Phonemic Awareness Skills Assessment: Kindergarten
Phonemic Awareness Assessment 3:
Administration Directions: Record all results on these pages. Use the included student pages for the Letter Sound
Identification Assessments. Skills 2-6 are oral assessments, and no student page is needed.
Teacher uses the italicized prompts to provide directions for the student.

Phonemic Awareness Skills Results

Skill 1: Letter Sound Identification with Multiple Letter Sounds CCSS.ELA-Literacy.RF.K.3a
Teacher Administration Directions: Write each correct sound the student provides on the line. You may use the included assessment
pages with pictures for each letter to assist students with identifying the multiple letter sounds, or use page 8.

e_ _ l_ s_ _ r_ u_ _ p_ d_ o_ _ _ v_ b_ j_
n_ t_ c_ _ x_ z_ w_ k_ g_ _ q_ m_
a_ _ _ f_ i_ _ _ h_ y_ _ _ _ sh _ ch _ th _ wh _ ____ /30

Skill 2: Rhyme Production CCSS.ELA-Literacy.RF.K.2a

Teacher Administration Directions: Tell me a word that rhymes with the word I say. Write an x or + if the student responds correctly. If the
student responds incorrectly, circle the incorrect word pair. *Nonsense words can be accepted

1. mop ______ 3. tub ______ 5. red ______ 7. fun ______ 9. net ______

2. ham ______ 4. hip ______ 6. pat ______ 8. dog ______ 10. fish ______ ____ /10

Skill 3: Blending Phonemes into Words CCSS.ELA-Literacy.RF.K.2d

Teacher Administration Directions: Listen to the sounds; blend the sounds together to make a word. Teachers say the sounds separately
and students are expected to blend the sounds into a word. Write an x or + if the student responds correctly. If the student responds
incorrectly, record the incorrect response.

1. h-a-m _____ 4. s-i-t ______ 7. k-i-d _______ 9. m-o-m _______

2. n-e-k ______ 5. j-o-b ______ 8. t-a-g ______ 10. l-e-d ______
(neck)
____ /10
3. f-u-n _____ 6. b-u-g ______
Skill 4: Segmenting Words into Phonemes CCSS.ELA-Literacy.RF.K.2
Teacher Administration Directions: This time Im going to say a word, and you will say the sounds you hear. Write an x or + if the student
responds correctly. If the student responds incorrectly, record the incorrect response.

1. dug ______ 2. has _______ 3. van _______ 4. red _______

/d/u/g/ /h/a/s/ /v/a/n/ /r/e/d/

5. bell _______ 6. not _______ 7. chip ______ 8. tub ________

/b/e/ll/ /n/o/t/ /ch/i/p/ /t/u/b/
9. fin ________ 10. box_________ ____ /10
/f/i/n/ /b/o/x/

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 Phonemic Awareness Skills Assessment: Kindergarten

Skill 5: Identifying Final Sounds in Words CCSS.ELA-Literacy.RF.K.2d

Teacher Administration Directions: Tell me the last sound you hear in each of the words. Teacher says the word and the student says the
final sound. Write an x or + if the student responds correctly. If the student responds incorrectly, record the incorrect response.
Answers provided.
**Example: The word cat ends with the /t/ sound. The word top ends with the /p/ sound. Students can use Punch It Out.
1. crab ____ /b/ 5. moon ____ /n/ 9. park ____ /k/

2. feet ____ /t/ 6. leaf ____ /f/ 10. buzz ____ /z/

3. cup ____ /p/ 7. bird ____ /d/

____ /10
4. bus ____ /s/ 8. storm ____ /m/
Skill 6: Adding and Deleting Phonemes in Words CCSS.ELA-Literacy.RF.K.2e
Teacher Administration Directions: Adding Phonemes: Teacher says the rime. Students repeat the rime. Teacher says, Add /*/ at the
beginning and the word is?
Deleting Phonemes: Teacher says the word. Students repeat the word. Teacher says, Without /*/ , the word is? (/*/ = say letter sounds)
Write an x or + if the student responds correctly. If the student responds incorrectly, record the incorrect response.
Adding Phonemes Deleting Phonemes
1. ed Add /r/ = _________ 6. bus without /b/ = ________
red us

2. up Add /k/ = _________ 7. man without /m/ = ________

cup an

3. ag Add /t/ = __________ 8. set without /s/ = ________

tag et

4. im Add /h/ = _________ 9. will without /w/ = ________

him ill

5. ob Add /j/ = __________ 10. box without /b/ = ________ ____ /10
job ox

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 Phonemic Awareness Skills Assessment: Kindergarten
Phonemic Awareness Assessment 4: Administer this assessment at the end of the school year.
Administration Directions: Record all results on these pages. Use the included student pages for the Letter Sound
Identification Assessments. Skills 2-8 are oral assessments, and no student page is needed.
Teacher uses the italicized prompts to provide directions for the student.

Phonemic Awareness Skills Results

Skill 1: Letter Sound Identification with Multiple Letter Sounds CCSS.ELA-Literacy.RF.K.3a
Teacher Administration Directions: Write each correct sound the student provides on the line. You may use the included assessment pages
with pictures for each letter to assist students with identifying the multiple letter sounds, or use page 8.

e_ _ l_ s_ _ r_ u_ _ p_ d_ o_ _ _ v_ b_ j_
n_ t_ c_ _ x_ z_ w_ k_ g_ _ q_ m_ a_ _ _
____ /30
f_ i_ _ _ h_ y_ _ _ _ sh _ ch _ th _ wh _
Skill 2: Rhyme Production CCSS.ELA-Literacy.RF.K.2a
Teacher Administration Directions: Tell me a word that rhymes with the word I say. Write an x or + if the student responds correctly. If the student
responds incorrectly, circle the incorrect word pair. *Nonsense words can be accepted

1. that _____ 3. trick _____ 5. shrug _____ 7. slid _____ 9. bend _____

2. rest _____ 4. shop _____ 6. stand _____ 8. float _____ 10. rock _____ ____ /10

Skill 3: Onset Fluency: Isolate the Initial Phoneme CCSS.ELA-LITERACY.RF.K.2.D

Teacher Administration Directions: Tell me the first sound you hear in each of the words. Teacher says the word and the student says
the first sound. Write the sound the child says. Write an x or + if the student responds correctly. If the student responds incorrectly,
record the incorrect response. Answers provided.
Example: The word cat begins with the /c/ sound. The word top begins with the /t/ sound.

1. shells _____ 3. thank _____ 5. lunch _____ 7. show _____ 9. black _____
/sh/ /th/ /l/ /sh/ /b/ or /bl/

2. cheese _____ 4. white _____ 6. them _____ 8. sled _____ 10. chalk ____ ____ /10
/ch/ /wh/ /th/ /s/ or /sl/ /ch/

Skill 4: Blending Phonemes into Words CCSS.ELA-Literacy.RF.K.2d

Teacher Administration Directions: Listen to the sounds; blend the sounds together to make a word. Teachers say the sounds separately and
students are expected to blend the sounds into a word. Write an x or + if the student responds correctly. If the student responds incorrectly, record
the incorrect response.

1. c-a-b _____ 3. m-e-s _____ 5. g-o-t _____ 7. h-a-z _____ 9. s-u-m ____
cab mess got has some

2. d-u-ck _____ 4. h-i-l ______ 6. w-e-b _____ 8. l-i-p _____ 10. f-o-ks ____ ____ /10
duck hill web lip fox

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 Phonemic Awareness Skills Assessment: Kindergarten

Skill 5: Segmenting Words into Phonemes CCSS.ELA-Literacy.RF.K.2

Teacher Administration Directions: This time Im going to say a word, and you will say the sounds you hear. Write an x or + if the student
responds correctly. If the student responds incorrectly, record the incorrect response.

1. not ______ 3. ham ______ 5. web ______ 7. lid ______ 9. ran ______
/n/o/t/ /h/a/m/ /w/e/b/ /l/i/d/ /r/a/n/

2. pet ______ 4. sit _______ 6. hop _______ 8. cup ______ 10. duck_____
/p/e/t/ /s/i/t/ /h/o/p/ /c/u/p/ /d/u/k/ ____ /10
Skill 6: Identifying Medial Sounds CCSS.ELA-Literacy.RF.K.2d
Teacher Administration Directions: I am going to say a word. Can you tell me the sound you hear in the middle of the word? Teacher says the
word and students isolate the vowel sound. Write an x or + if the student responds correctly. If the student responds incorrectly, record the
incorrect response. *Students can use roller coaster

1. fan _____ 2. bed_____ 3. mix_____ 4. got _____ 5. sun_____

// // // // //

6. top_____ 7. dug_____ 8. big _____ 9. map_____ 10. jet_____ ____ /10

// // // // //
Skill 7: Segmenting Words into Syllables CCSS.ELA-Literacy.RF.K.2b
Teacher Administration Directions: I am going to say a word and I want you to say the words in syllables (or word parts). Teacher says the word
and the student is expected to segment the word into syllables. How may syllables are in that word? Write an x or + if the student responds
correctly. If the student responds incorrectly, record the incorrect response. Student also counts the number of syllables in the word.
Indicate that score on the second line.

1. window ___ ___ 2. candy ___ ___ 3. donut ___ ___ 4. paper ___ ___ Segmenting
# Correct
win-dow (2) can-dy (2) do-nut (2) pa-per (2)
____ /10
5. tiger___ ___ 6. shampoo ___ ___ 7. dentist ___ ___
ti-ger (2) sham-poo (2) den-tist (2) Counting
Syllables
8. purple ___ ___ 9. finish ___ ___ 10. target ___ ___ # Correct
pur-ple (2) fin-ish (2) tar-get (3) ____ /10
Skill 8: Adding & Substituting Phonemes CCSS.ELA-Literacy.RF.K.2e
Teacher Administration Directions: Adding Phonemes: Teacher says the rime. Students repeat the rime. Teacher says, Add /*/ at the beginning
and the word is?
Substituting Phonemes: Teacher says the word. Students repeat the word. Teacher says, Change the /*/ to /*/ and the word is? (/*/ = say
letter sounds)
Write an x or + if the student responds correctly. If the student responds incorrectly, record the incorrect response.
Adding Phonemes Substituting Phonemes
1. at /b/ = _____ 1. van /m/ = _____
bat man
2. ig /p/ = _____ 2. hot /n/ = _____
Pig not
3. op /m/ = _____ 3. bun /s/ = _____
Mop sun
4. un /r/ = _____ 4. beg /l/ = _____
run leg
5. ed /f/ = _____ 5. sip /r/ = _____ _____ /10
Fed rip

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 Phonemic Awareness Skills Assessment: Kindergarten

Overall Results: After the assessment has been given, the teacher identifies areas of strength and need for each child & records
findings here.

Areas of Strength: ________________________________________________________________________________________

_______________________________________________________________________________________________________

Areas of Need & Plan for Intervention: ________________________________________________________________________

_______________________________________________________________________________________________________

Literacy Resources, Inc. Revised 2014 16