Phonemic Awareness Assessments from LRI


LRI has created these English assessments for Preschool, Kindergarten and 1st grade. The assessments were created to inform teachers about a child’s progress with phonemic awareness throughout the school year, and they can be used as a tool for determining where to start the Phonemic Awareness curriculum when implementing the lesson mid-year. The assessments align with the Phonological Awareness Standards of the Common Core State Standards.

Assessment Scoring Guides

Spanish Phonemic Awareness Assessments

Common Core in relation to Phonological Awareness (K-1)

Alignment to the Common Core State Standards for Phonological Awareness: Kindergarten

Alignment to the Common Core State Standards for Phonological Awareness: Grade 1


BVSD Universal Screeners for Elementary Math

BVSD Universal Screeners for Elementary Math

The BVSD Universal Screeners for Elementary Mathematics are a set of number sense assessments. The series consists of fall interview assessments for kindergarten through fifth grade, and mid-year and spring assessments for grades k – 4 that combine an interview with paper and pencil tasks.
Follow these links to access everything that you need.
These screening measures are being made available for free.

The information that teachers, schools, and districts gathered from these Screeners is intended to provide formative assessment information and:

1.       Alert teachers to students at risk of struggling and who would benefit from additional, diagnostic assessment and intervention.

2.       Help teachers with to form a strategic grouping of struggling students

3.       Inform RtI Tiers 1 and 2.  Are there skills and concepts will need to be retaught to the whole class?  Which prerequisite skills and concepts that will need to be addressed quickly?

4.       Inform district-level professional development and planning.  How do our students perform on these assessments?  Where skills do our students show more success in?  Are there skills and concepts where they seem to struggle?  How do we intervene for students who need additional support?  Etc.

5.      Alert districts regarding concentrations of struggling students.  How can we compensate proactively to respond to those concentrations?

Online data collection tools are available from to support districts, schools, and teachers in the systematic collection of data.   

Basic Phonics Skills Test 3rd Edition (BPST III)



Basic Phonics Skills Test III (BPST III) (For students reading below a 4th-grade decoding level) by John Shefelbine

Basic Phonics Skills Test III

The Basic Phonics Skills Test III (BPST) is a phonics assessment that consists of the recognition of letter sounds, specific phonics patterns, and the blending of single syllable and polysyllabic words out of context. The BPST is a tool for teacher to isolate the phonics sounds students can identify and blend successfully.

– Give the student a copy of the BPST Student sheets.
– Begin with the letter sounds portion of the test, or begin with the word lists if
individual letter sounds have already been identified or are not a concern.
– Ask the student to read the sound and/or words aloud from left to right. Words must be blended, not simply sounded out, to be considered correct.
– Record the student’s correct responses with a check mark above the corresponding letter and/or word on the BPST Teacher sheet.
– You may choose to also record the student’s incorrect responses by writing the mispronunciation given above the corresponding letter and/or word.
– Consider stopping when the student is unable to correctly read all or most of the words in two consecutive rows.
– Do not offer the student any assistance except to ask him/her to move on to the next word as needed.

– Consider carefully the errors the student made in each section to determine
possible areas for instruction and intervention. Any section in which a student
achieved less than 80% proficiency represents a possible area of focus. The order of
sections does not represent a particular instructional sequence.
– It is important to note that a student who mispronounces polysyllabic words out of
context may demonstrate a need for vocabulary instruction versus phonics intervention. Listen to the child read polysyllabic words in the context of an
appropriately leveled text to determine if a vocabulary need is present



BPST-III – – Basic Phonic Skills Test (Word Doc)


Why is this important?

Phonics is the process of mapping the sounds in words to written letters. This is one of the earliest reading skills children should develop, because it introduces them to the link between letters and sounds, known as the alphabetic principle.

A lack of phonics instruction in early childhood can lead to reading difficulties further down the track. It’s important that children can grasp the concept that printed text represents the sounds of spoken words. There are many phonics activities that you can do with your child at home, which will help your child to develop early phonics skills, although it’s important to remember that these activities should always be complemented with regular reading.


We use measures like the BPST 3 to help understand the child’s level of phonics competency to help inform our instruction. Some children who score low will need additional practice with developing their understanding of phonics.

Tools and Screenings


I recently found a site through res_uwmedicalcenter books in the Treatments That Work™ series that currently have resources available for download. I have used a few and wanted to take a chance and post it to the blog for future reference.

First Treatments That Work- Here



On these topics:


Differentiating Instruction


The graphic above demonstrates the “Interdependence of Key Classroom Elements” when executing Differentiated Instruction.

Whether you need motivation to implement differentiated instruction in the classroom or simply need reassurance that it’s working, you’ll find inspiration in these words of wisdom from Tomlinson:

  1. Every child is entitled to the promise of a teacher’s optimism, enthusiasm, time, and energy.
  2. Educators should be champions of every student who enters the schoolhouse doors.
  3. Teachers in the most exciting and effective differentiated classrooms don’t have all the answers. What they do have is optimism and determination.
  4. It is a human birthright to be a learner. There is little we do that is more important.
  5. Like students, teachers grow best when they are moderately challenged. Waiting until conditions are ideal or until you are sure of yourself yields lethargy, not growth.
  6. Teachers change either because they see the light or because they feel the heat.
  7. A great coach never achieves greatness for himself or his team by working to make all his players alike.
  8. Becoming an expert at differentiation is a career-long goal. One step at a time, you will get there.
  9. Don’t feel compelled to grade everything. There’s a time for students to figure things out and a time for judging whether they did, but the two shouldn’t always be the same.
  10. If curriculum and instruction are the heart and limbs of sound teaching, then classroom management is the central nervous system. Without the heart, there is no life, but without the nervous system, there is no function. Source

The below graph helps to further describe what the  specific aim of Differentiated Instruction.




How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition by Carol Ann Tomlinson

Differentiating Instruction: Making It Happen in Classrooms By Dr. Vicki Gibson

Differentiated Instruction: A Primer

Differentiated Instruction for Students with Learning Disabilities

Great PowerPoint on Using Assessment to Drive Instruction

Using Assessment to Drive Instruction PDF of a PPT

Assessments to help with the process of Differentiating Instruction

Differentiated Instruction Self-Assessment

LINK- The Bender Classroom Structure Questionnaire (a self-evaluation of your classroom)

Scoring the BCSQ

Scoring the BCSQ may be done either formally or informally. Because these techniques generally represent “best practices,” a higher score on the BCSQ is more desirable and indicates that a teacher is employing the instructional techniques that should facilitate successful inclusion. To get a general score, one may merely total the circled score for each indicator, resulting in a score that ranges from 40 (the lowest possible score) to 200. Bender (1992) reported that a group of 127 general education teachers in Georgia (from Grades 1 through 8) generated a total score of 143 (SD = 19) on this questionnaire. A group of 50 teachers from New Jersey (Grades 3 through 12) generated a score of 139 (SD = 19) on this scale. These general scores may provide some indication of how you provide varied instruction for students with learning disabilities in your class.



The Abecedarian Reading Assessment



In working through the pre-referral process with teachers to help identify reading issues, we ran across the Abecedarian Reading Assessment. It is free and easy to use and have found that the information it provides helps to guide the interventions we use in the Student Study Team process.

The Abecedarian Reading Assessment was designed to test what research has shown to be the most essential knowledge domains for developing reading skills.  The knowledge domains assessed by the Abecedarian include:

• Letter Knowledge
• Phonological Awareness (Rhyme and Phoneme Identity)
• Phoneme Awareness (First and Last Sounds and Phoneme Segmentation)
• Knowledge of the Alphabetic Principle
• Vocabulary (Production, Synonyms, and Antonyms)
• Decoding (Fluency, Regular Words and Irregular Words)

Written by two reading researchers, Sebastian Wren and Jennifer Watts, the Abecedarian is available for you to download and use for free.  It is a large document (over 50 pages long), so it may take a while to download if you have a telephone connection.  The authors have given permission for this document to be reproduced freely on two conditions:

• The Abecedarian may not be altered.
• Appropriate credit must be given for authorship.

San Diego Quick Reading Assessment


San Diego Quick Assessment List

The San Diego Quick Assessment List is a very useful, quick way to determine a child’s approximate instructional reading level. It is certainly not a substitute for giving an Individual Reading Inventory with its graded word lists and graded reading passages. However, if a reading teacher merely wants a very easy, quick estimation of a child’s approximate instructional reading level, we have found it to be fairly useful for that purpose. NOTE: The San Diego Quick Assessment List never should be thought of as a substitute for an Individual Reading Inventory, but it can be useful for the purpose for which it was designed.


1. Type out each list of words on index cards.

2. Begin with a card that is at least two years below the child’s grade-level assignment.

3. Ask the child to read the words aloud to you. If he or she misreads any on the list, drop to easier lists until he or she makes no errors. This indicates the base level.

4. Write down all incorrect responses, or use diacritical marks on your copy of the list. For example, acrid might be read and recorded as acid. Molecule might be recorded a mole (long o) cule.

5. Encourage the child to read words that he or she does not know so that you can identify the techniques he or she uses for word identification. 6. Have the child read from increasingly difficult lists until he or she misses at least three words.


1. The list in which the child misses no more than one of the ten words is the level at which he or she can read independently. Two errors indicate the instructional reading level. Three or more errors indicate material that may be too difficult (frustration reading level).

2. An analysis of the child’s errors is useful. Among those that occur with the greatest frequency are the following: Error Example reversal how for who consonant book for look consonant blend string for spring short vowel note for not long vowel rod for road prefix protest for pretext suffix entering for entered miscellaneous (omission of accent, etc.)

3. As with other reading assessment devices, teacher observation of student behavior is very important. Such things as posture, facial expression, and voice quality may signal nervousness, lack of confidence, or frustration while reading

San Diego Quick Reading Assessment (PDF)

San Diego Quick Reading Assessment (PDF) #2

San Diego Quick Reading Assessment (DOC)