CVC Words

coj mup kem

lif kev waz
zut yat mub
wuk hiv yop
bim quif sig
len hod ruv
kej tef nub
gac vox sog
Name __________________________ WPM: ________
coj mup kem
lif kev waz
zut yat mub
wuk hiv yop
bim quif sig
len hod ruv
kej tef nub
gac vox sog

Name __________________________ WPM: ________

coj mup kem
lif kev waz
zut yat mub
wuk hiv yop
bim quif sig
len hod ruv
kej tef nub
gac vox sog
 Beginning: Developing: Proficient: Mastered:
Needs Needs guided Practice for Reached
intervention practice automaticity automaticity
Correctly identifies
Vowels:
a e i o u
Correctly identifies
Consonants

Blends phonemes
accurately and smoothly.

Rate

Beginning: Developing: Proficient: Mastered:

Needs Needs guided Practice for Reached
intervention practice automaticity automaticity
Correctly identifies
Vowels:
a e i o u
Correctly identifies
Consonants:

Blends phonemes
accurately and smoothly.

Rate
Getting the MOST
out of your
 Identify a student’s
STRENGTHS and WEAKNESSES
(Specific Skills to Focus on)

!  A re t hey m i x i ng u p VOW E L sou nd s?

!  D o t hey k now eve ry CO N S O N A N T sou nd?
!  Is t he re CO N SIST E N C Y to t hei r e r rors?
!  Ca n t hey BL E N D sou nd s to get he r once t hey
ha ve ide nt ified t hem?
!  How AU TO M AT IC a re t hey w it h ide nt ify i ng
a nd ble ndi ng sou nd s to read t he word?
!  A re t hey m i x i ng u p VOW E L sou nd s?
!  Ye s: I nte r ve nt io n w i t h vowe l s
!  N o: C he c k s om et h i n g e l s e.

! D o t hey k now eve ry CO N S O N A N T sou nd?

!  Ye s: C he c k s om et h i n g e l s e.
!  N o: Ide nt i fy w h ic h l et te r t hey do not k now. T he n,
p rov ide p ract ice w i t h t ho s e l et te r s.

!  Is t he re CO N SIST E N C Y to t hei r e r rors?

!  Ye s: Ta rget t ho s e s k i l l s fo r fu rt he r p ract ice.
!  N o: P rov ide i nte r ve nt io n fo r p ho ne m ic
a wa re ne s s, s ou nd/sy m b ol, a nd de co di n g.

!  Ca n t hey BL E N D sou nd s to get he r?

!  Ye s: C he c k s om et h i n g e l s e.
!  N o: P rov ide i nte r ve nt io n fo r p ho ne m ic
a wa re ne s s, s p e ci f ica l l y w i t h b l e ndi n g a nd
s e g m e nt i n g p ho ne m e s. Co nt i nu e p ract ici n g
de co di n g a s lo n g a s t hey a re p rof icie nt w i t h l et te r
ide nt i f ica t io n.

!  A re t hey AU TO M AT IC w it h ide nt ify i ng a nd

ble ndi ng sou nd s to read t he word?
! Ye s: T hey a re p rof icie nt a nd re ady fo r t he ne x t
p ho n ic s s k i l l.
! N o: Co nt i nu e to p rov ide p l e nty of g u ide d a nd
i nde p e nde nt p ract ice to i m p rove ra te.
 Identify a student’s
STRENGTHS and WEAKNESSES
(Specific Skills to Focus on)

W ha t t h i s a s s e s s m e nt te l l s you:
• S tr e n g t h s : T h i s st u d e nt i s a b l e to o ra l l y b l e n d t he
p h o n e m e s a t a d e c e nt ra te fo r t h i s p o i nt i n t h e ye a r.
T h i s te l l s m e t ha t t he p ro b l e m i s not p h o n e m e
b l e ndi n g.
• A r e a s o f N ee d : I n t h i s e xa m p l e, t he st u d e nt’ s
e r ro r s a r e m a i n l y d u e to vowe l c o n fu s io n. T he re a re
a l s o a co u p l e o f c o n s o n a nts t ha t a r e m i x e d u p .
N e x t Ste p s:
I wou ld fol low u p w i t h a q u ic k s ou nd/sy m b ol
a s s e s s m e nt to s ee e xact l y w h ic h l et te r a nd s ou nd s
t h i s st u de nt k nows.
I nte r ve nt io n:
P rov ide mo re i n str u ct io n, mo de l i n g, a nd g u ide d
p ract ice w i t h t ho s e vowe l s a nd co n s o na nts u nt i l t hey
a re ma ste re d.
 Identify a student’s
STRENGTHS and WEAKNESSES

What this assessment tells you:

• Strengths: This student identified all the letters and sounds
correctly, so the problem is not with sound/symbol knowledge.
• Note: I wrote stop where the 1 minute time was up. I only had the student continue so I could
see if he would identify the sounds in the next two words correctly.

• A reas of Need: The student begins by saying the correct sounds
for each letter, BUT when it is time to blend those sounds together,
he is unable to do so.
Next Steps:
Follow up with a quick phonological awareness assessment to see
which skills he is able to do (rhyming, syllables, blending & segmenting
phonemes, etc.)
Intervention:
Provide more instruction, modeling, and guided practice with
phonemic awareness and decoding. (Begin with decoding two
phonemes and move up to three. Try onset and rime blending, instead of
three separate phonemes.)
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