1st Grade Oral Phonemic Awareness Assessment

Phonemic Awareness Assessment for 1st Grade
Assessment Directions for 1st Grade Teachers & Parents:

Literacy Resources, Inc. created this Phonemic Awareness Assessment to align to the Phonological
Awareness Standards of the Common Core State Standards for 1st grade, and to assess a childs progress
with phonemic awareness throughout the school year. The skills are labeled with the Reading
Foundations Common Core State Standard for Grade 1. Each phonemic awareness skill that is assessed
is part of the daily phonemic awareness lessons written by Dr. Michael Heggerty, founder of Literacy
Resources, Inc.
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 phonemic awareness portion of the assessment; the teacher says the
words or sounds aloud and the student responds orally.
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.
If you are concerned that a student has not yet mastered the letter names and letter sounds, you can
administer a separate assessment, the Letter & Sound Recognition assessment, which can be found on
the LRI website, with the Kindergarten assessment.
Assessment Administration Guidelines:
The assessments are meant to inform your instruction. We have created three assessments that can be
given throughout the school year to monitor student progress. The three assessments can be given at the
beginning of the year, at the midpoint of the school year, and at the end of the school year. Teachers
should review incorrect student responses to evaluate and determine future lessons and intervention.
There is a section on each assessment for teachers to include comments and an evaluation of the
students strengths and areas of need. This can be especially helpful when planning intervention activities
to help a child master a skill.
Please contact Literacy Resources, Inc. with any questions or comments about the assessments:
alisa@literacyresourcesinc.com.
Literacy Resources, Inc. 2015

Student Name ___________________________________________
Date of Assessment ____________
Baseline Assessment for Phonemic Awareness Skills

Teacher Administration Directions: In this assessment, the teacher says the words aloud and students respond
orally. Students are not expected to read the words in print. Teacher records x or + if the student responds
correctly; if the student responds incorrectly, record the response on the line. Answers are provided for teacher
reference.
Skill 1: Onset Fluency: Isolate the Initial Phoneme
CCSS.ELA-LITERACY.RF.1.2.C
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.
2.
3.
4.
peach ____
bell ____
cost ____
lake ____
/p/
5.
name ____
/n/
9.
see ____
/s/
/b/
6.
goat ____
/g/
10.
watch _____
/w/
/c/
7.
dance ____
8. rice ____
/d/
/l/
____ /10
/r/
Skill 2: Rhyme Production

Teacher Administration Directions: Can you tell me a word that rhymes with ____? A nonsense word is an acceptable response.
Write an x or + if the student responds correctly. If the student responds incorrectly, record the incorrect response.
1.
fan ______
5.
sun ______
9.
blue ______
2.
red ______
6.
kite ______
10.
coat ______
3.
fish ______
7.
bake ______
4.
hop ______
8.
seed ______
____ /10
Skill 3: Identifying Final Sounds in Words
CCSS.ELA-LITERACY.RF.1.2.C
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.
zip ______
/p/
5.
doll ______
/l/
9.
2.
ham ______
/m/
6.
tag ______
/g/
10.
3.
sock ______
/k/
7.
miss ______
/s/
4.
nut ______
/t/
8.
pine ______
/n/
dive ______
feed ______
/v/
/d/
____ /10
Skill 4: Blending Phonemes
CCSS.ELA-Literacy.RF.1.2.B
Teacher Administration Directions: I will say the sounds in a word. You will blend the sounds together and tell me the whole word.
Teacher says individual phonemes & student blends phonemes into the whole word. Write an x or + if the student responds correctly. If
the student responds incorrectly, record the incorrect response.
1.
w--n ______
(win)
5.
n--k _____
(neck)
9.
s--t _____
(sight)
2.
g--t ____
(get)
6.
p--d ______
(paid)
10.
t--b _____
(tube)
3.
h--z ____
(has)
7.
c--p ______
(cup)
j--b ______
(job)
8.
n--z _____
(nose)
4.
_____/10
Skill 5: Segmenting Words into Phonemes
CCSS.ELA-Literacy.RF.1.2.D
Teacher Administration Directions: I will say a word, and I would like you to segment the word into sounds.
Teacher says whole word & student segments the word into phonemes. Write an x or + if the student responds correctly. If the
student responds incorrectly, record the incorrect response.
1.
sun ______
(s--n)
5.
nap ______
(n--p)
9.
2.
less ______
(l--ss)
6.
vote ______
(v--t)
10.
3.
rain ______
(r--n)
7.
fix ______
(f--x)
4.
feed ______
(f--d)
8.
cave ______
(c--v)
Skill 6: Identifying Medial Sounds in Words
ride ______
(r--d)
huge ______
(h--j)
_____/10
CCSS.ELA-LITERACY.RF.1.2.A & CCSS.ELA-Literacy.RF.1.2.C
Teacher Administration Directions: Tell me the middle sound (or vowel sound) you hear in each of the words.
Teacher says the word and the student says the middle (vowel) sound. Ask students to identify if the vowel is long or short. Write
an x or + if the student responds correctly. If the student responds incorrectly, record the incorrect response. Example: In the
word, pan, the middle sound is //.
1.
red ______
5.
van ______
9.
goat ______
2.
lip
______
6.
mix ______
10.
nine ______
3.
nut ______
7.
lake ______
4.
sock ______
8.
bead ______
____ /10
Skill 7: Adding Phonemes to Words

Teacher Administration Directions: Teacher says the word and then says, Add /*/ to the beginning and the word is?
Example: Teacher: Say -un. Student repeats -un. Teacher: Add /s/ to the beginning, and the word is? Student reply: sun
Record + on the line if the student responds correctly. If the student responds incorrectly, record their response on the line.
Word
1. and
Add
Add /s/ to the beginning
Response
Add /f/ to the beginning
3.
in
own
Add /b/ to the beginning
sand
fin
bone
4.
eat
Add /m/ to the beginning
meat
_____
5.
am
Add /j/ to the beginning
jam
_____
2.
_____
_____
_____
____ /5
3
Skill 8: Deleting Initial Phonemes in Words

Teacher Administration Directions: Teacher says the word and then says, without /*/ and the word is?
Example: Teacher: Say the word, pin. Student repeats pin. Teacher: Without /p/, the word is? Student reply: in
Word
1. cup
2. beach
3. fit
4. mat
5. wall
Delete
Without /c/
Without /b/
Without /f/
Without /m/
Without /w/
Response
up
each
it
at
all
_____
_____
_____
_____
_____
____ /5
Skill 9: Substituting Initial Phonemes in Words

Teacher Administration Directions: Teacher says the word and then says, change the /*/ to /*/ and the word is?
Example: Teacher: Say big. Student repeats big. Teacher: Change /b/ to /p/ and the word is? Student reply: pig
Word:
Change to:
1. take
Change /t/ to /r/
rake
_____
2.
let
Change /l/ to /w/
wet
_____
3.
pick
Change /p/ to /s/
sick
_____
4.
guess
Change /g/ to /m/
mess
_____
5.
soap
Change /s/ to /h/
hope
_____
*use sounds
Response:
6.
wish
Change /w/ to /d/
dish
_____
7.
jump
Change /j/ to /b/
bump
_____
8.
fast
Change /f/ to /l/
last
_____
9.
cone
Change /c/ to /z/
zone
_____
10.
read
Change /r/ to /s/
seed
_____
____ /10
Overall Results: After the assessment has been given, the teacher identifies areas of strength and need for the child & records
the findings here.
Areas of Strength:
Areas of Need & Plan for Intervention:

Student Name ___________________________________________
Mid-Year Assessment for Phonemic Awareness Skills

reference.
Skill 1: Onset Fluency: Isolate the Initial Phoneme
CCSS.ELA-Literacy.RF.1.2.C
Teacher Administration Directions: Tell me the first sound (or consonant blend or digraph) 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 stop begins with /st/. The word shop begins with /sh/.
1. shout ____
/sh/
____
/th/
3. clock ____
/cl/
4. drum ____
/dr/
2. they
5. chart
____
/ch/
9. where
6. slow
/sl/
10. plant _____
7.
____
frog ____
swim ____
/fr/
8.
____
/wh/
/pl/
____ /10
/sw/
Teacher Administration Directions: Can you tell me a word that rhymes with ____? A nonsense word is an acceptable response.
1. sand ______
5. rug ______
9. time ______
2. net ______
6. chest ______
10. slow ______
3. ring ______
7. shore ______
4. top ______
8. jeep ______
____ /10
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.
call ______
/l/
5.
foot ______
/t/
9.
2.
sneeze ______
/z/
6.
brown ______
/n/
10.
3.
golf ______
/f/
7.
trick ______
/k/
4.
loud ______
/d/
8.
grass ______
/s/
stem ______
/m/
wish ______
/sh/
____ /10
Teacher says individual phonemes & student blends phonemes into the whole word. Write an x or + if the student responds correctly. If the
student responds incorrectly, record the incorrect response.
1.
th--n ______
(then)
5.
b-l--k _____
(black)
9.
t-r--t _____
(treat)
2.
sh--n ____
(shine)
6.
d-r--v ______
(drive)
10.
s-w--m _____
(swim)
3.
wh--ch ____
(which)
7.
b-r--n ______
(brain)
4.
f-l--p ______
(flap)
8.
sh--l-f _____
(shelf)
_____/10
Teacher Administration Directions: I will say a word, and I would like you to segment the word into sounds. Teacher says whole
word & student segments the word into phonemes. Write an x or + if the student responds correctly. If the student responds incorrectly,
record the incorrect response.
1. math ______
(m--th)
5. class ______
(c-l--s)
9. smell ______
(s-m--l)
2. white ______
(wh--t)
6. glow ______
(g-l-)
10. speak ______
(s-p--k)
3. shake ______
(sh--k)
7. drop ______
(d-r--p)
4. check ______
(ch--ck)
8. truck ______
(t-r-u-ck)
_____/10
CCSS.ELA-LITERACY.RF.1.2.A
Teacher Administration Directions: Tell me the middle sound (or vowel sound) you hear in each of the words.
Teacher says the word and the student says the middle (vowel) sound. Ask students to identify if the vowel is long or short. Write an
x or + if the student responds correctly. If the student responds incorrectly, record the incorrect response. Example: In the word,
pan, the middle sound is //.
1.
map ______
5.
kite ______
9.
nod ______
2.
will
6.
cone ______
10.
cute ______
3.
meet ______
7.
face ______
4.
nut ______
8.
bed ______
______
____ /10
Skill 7: Adding Phonemes to Words

Word or Word Part
Add
Response
1. air
Add /ch/ to the beginning
chair
_____
2. age
Add /st/ to the beginning
stage
_____
3. ice
Add /pr/ to the beginning
price
_____
4. ink
Add /th/ to the beginning
think
_____
5. ease
Add /pl/ to the beginning
please
_____
____ /5
6
Skill 8: Deleting Initial Phonemes in Words

Word
1. smile
2. flake
3. slice
4. shout
5. prize
Delete
Without /sm/
Without /fl/
Without /sl/
Without /sh/
Without /pr/
Response
Ill
ake (ache)
ice
out
-ize (eyes)
_____
_____
_____
_____
_____
____ /5
Skill 9: Substituting Initial Phonemes in Words

Word:
Change to:
1. snap
Change /sn/ to /tr/
trap
_____
2. shed
Change /sh/ to /sl/
sled
_____
3. drip
Change /dr/ to /fl/
flip
_____
4. chess
Change /ch/ to /pr/
press
_____
5. grow
Change /gr/ to /gl/
glow
_____
6. floor
Change /fl/ to /st/
store
_____
7. crew
Change /cr/ to /bl/
blue
_____
8. fridge
Change /fr/ to /br/
bridge
_____
9. play
Change /pl/ to /th/
they
_____
10. clean
Change /cl/ to /gr/
green
_____
*use sounds
Response:
____ /10
the findings here.
Areas of Strength:

Student Name ___________________________________________
End of Year Assessment for Phonemic Awareness Skills

reference.
Skill 1: Onset Fluency: Isolate the Initial Blend or Digraph
Teacher Administration Directions: Tell me the blend or digraph 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 small begins with /sm/. The word chop begins with /ch/.
1. share ____
5. cheer
/sh/
____
/fr/
3. plate ____
/pl/
4. smart ____
/sm/
2. frame
____
/ch/
9. close
6. street
/str/
10. thought _____
7.
____
wheat ____
great ____
/wh/
8.
____
/cl/
/th/
____ /10
/gr/
Teacher Administration Directions: Can you tell me a word that rhymes with ____? Nonsense word is an acceptable response.
1. art ______
5. boy ______
9. sound ______
2. corn ______
6. draw ______
10. blow ______
3. spring ______
7. book ______
4. talk ______
8. shirt ______
____ /10
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 fish ends with the /sh/ sound. The word was ends with the /z/ sound. Students can use Punch It Out.
1.
moon ______
/n/
5.
foil ______
/l/
9.
lunch ______
/ch/
2.
skirt ______
/t/
6.
chirp ______
/p/
10.
crib ______
/b/
3.
shook ______
/k/
7.
sponge ______
/j/
4.
mouth ______
/th/
8.
moose ______
/s/
____ /10
Teacher says individual phonemes & student blends phonemes into the whole word. Write an x or + if the student responds correctly. If
the student responds incorrectly, record the incorrect response.
1.
p-ar-k ______
(park)
5.
m-ou-s _____
(mouse)
9.
h-aw-k _____
(hawk)
2.
n-or-th ____
(north)
6.
f-or-k ______
(fork)
10.
sh-oo-k _____
(shook)
3.
d-r-aw ____
(draw)
7.
s-oi-l ______
(soil)
4.
t-ur-n ______
(turn)
8.
c-r-ow-n _____
(crown)
_____/10
Teacher Administration Directions: I will say a word, and I would like you to segment the word into sounds.
Teacher says whole word & student segments the word into phonemes. Write an x or + if the student responds correctly. If the student
responds incorrectly, record the incorrect response.
1. third ______
(th-ir-d)
5. force ______
(f-or-s)
9. grow ______
(g-r-ow)
2. purse ______
(p-ur-s)
6. count ______
(c-ou-n-t)
10. stood ______
(s-t-oo-d)
3. claw ______
(c-l-aw)
7. hard ______
(h-ar-d)
4. point ______
(p-oi-n-t)
8. bloom ______
(b-l-oo-m)
_____/10
Teacher Administration Directions: Tell me the middle sound you hear in each of the words. Teacher says the word and the student
says the middle (vowel) sound. Write an x or + if the student responds correctly. If the student responds incorrectly, record the
incorrect response. Example: In the word, mouth, the middle sound is /ou/.
1.
dark ______
5.
shout ______
9.
noon ______
2.
look
6.
hawk ______
10.
house ______
3.
girl ______
7.
storm ______
4.
coin ______
8.
curb ______
______
____ /10
Skill 7: Adding Phonemes to the End of Words

Word or Word Part

1. mash
Add
Response
2. low
3. lap
Add /b/ to the beginning

Add /f/ to the beginning
smash _____
blue
_____
flap
_____
4. raw
Add /d/ to the beginning
draw
_____
5. top
stop
_____
____ /5
Skill 8: Deleting Final Phonemes in Words

Word
1. broom
2. spool
3. train
4. swish
5. clock
Delete
Without /b/
Without /s/
Without /t/
Without /s/
Without /c/
Response
room
pool
rain
wish
lock
_____
_____
_____
_____
_____
____ /5
Skill 9: Substituting Vowels in Words

Word:
Change to:
1. can
Change // to //
cane _____
2. sell
Change // to //
seal
_____
3. slid
Change // to //
slide
_____
4. hope
Change // to //
hop
_____
5. plan
Change // to //
plane
_____
6. dart
Change /ar/ to /ir/
dirt
_____
7. cute
Change // to //
cut
_____
8. turn
Change /ur/ to /or/
torn
_____
9. spin
Change // to //
spine
_____
10. feed
Change // to //
fed
_____
*use sounds
Response:
____ /10
the findings here.
Areas of Strength:
10

1st Grade Oral Phonemic Awareness Assessment

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1st Grade Oral Phonemic Awareness Assessment

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Phonemic Awareness Assessment for 1st Grade

Assessment Directions for 1st Grade Teachers & Parents:

Literacy Resources, Inc. 2015

Phonemic Awareness Assessment for 1st Grade

Date of Assessment ____________

Baseline Assessment for Phonemic Awareness Skills

Skill 1: Onset Fluency: Isolate the Initial Phoneme

Skill 2: Rhyme Production

Skill 3: Identifying Final Sounds in Words

Literacy Resources, Inc. 2015

Phonemic Awareness Assessment for 1st Grade

Skill 4: Blending Phonemes

Skill 5: Segmenting Words into Phonemes

Skill 6: Identifying Medial Sounds in Words

CCSS.ELA-LITERACY.RF.1.2.A & CCSS.ELA-Literacy.RF.1.2.C

Skill 7: Adding Phonemes to Words

Add /f/ to the beginning

Add /b/ to the beginning

Add /m/ to the beginning

Add /j/ to the beginning

Literacy Resources, Inc. 2015

Phonemic Awareness Assessment for 1st Grade

Skill 8: Deleting Initial Phonemes in Words

Skill 9: Substituting Initial Phonemes in Words

Change /t/ to /r/

Change /l/ to /w/

Change /p/ to /s/

Change /g/ to /m/

Change /s/ to /h/

Change /w/ to /d/

Change /j/ to /b/

Change /f/ to /l/

Change /c/ to /z/

Change /r/ to /s/

Areas of Need & Plan for Intervention:

Literacy Resources, Inc. 2015

Phonemic Awareness Assessment for 1st Grade

Date of Assessment ____________

Mid-Year Assessment for Phonemic Awareness Skills

Skill 1: Onset Fluency: Isolate the Initial Phoneme

10. plant _____

10. slow ______

Skill 3: Identifying Final Sounds in Words

Literacy Resources, Inc. 2015

Phonemic Awareness Assessment for 1st Grade

Skill 4: Blending Phonemes

Skill 5: Segmenting Words into Phonemes

10. speak ______

Skill 6: Identifying Medial Sounds in Words

Skill 7: Adding Phonemes to Words

Word or Word Part

Add /ch/ to the beginning

Add /st/ to the beginning

Add /pr/ to the beginning

Add /th/ to the beginning

Add /pl/ to the beginning

Literacy Resources, Inc. 2015

Phonemic Awareness Assessment for 1st Grade

Skill 8: Deleting Initial Phonemes in Words

Skill 9: Substituting Initial Phonemes in Words

Change /sn/ to /tr/

Change /sh/ to /sl/