Quick Phonics Screener Third Edition Sample

Contents

About Quick Phonics Screener, Third Edition ............................................................. 2

Skill Sets ........................................................................................................................................... 2

Quick Phonics Screener (QPS) .................................................................................... 3

QPS Assessment Overview ............................................................................................................... 3

QPS Assessment, Form A, Skill Sets 1–4 ......................................................................................... 4

QPS Examiner Scoring Sheet for Haley, a First-Grade Student ..................................................... 6

QPS Summary Score Sheet for Haley, a First-Grade Student .........................................................7

Quick Spelling Survey (QSS) ....................................................................................... 8

QSS Assessment Overview ............................................................................................................... 8

QSS Assessment, Form B, Skill Sets 1–5 ......................................................................................... 9

QSS Student Response Form for Jackson, a First-Grade Student ................................................ 11

QSS Summary Score Sheet for Jackson, a First-Grade Student .................................................... 12

can

cane

dog

mug

misplace

replace

Sample

n Quick Phonics Screener

n Quick Spelling Survey

About Quick Phonics Screener, Third Edition

The third edition of QPS includes both Quick Phonics Screener and the new Quick Spelling Survey.

Quick Phonics Screener (QPS) is a phonics assessment that teachers have successfully used for more

than 10 years to diagnose a student’s strengths and instructional needs in phonics and decoding skills.

Quick Spelling Survey (QSS) is a spelling assessment that a teacher can administer to a group or a

whole class. The words used in QSS follow the same phonics continuum of skills used in QPS.

Administering QSS before QPS can save signicant assessment time. A teacher can use QSS to screen

a group or a whole class of students to determine which students should be given QPS (a one-to-one

assessment) and on which skill set the assessment should begin.

Both QPS and QSS can be administered across a school year (fall, winter, spring) to monitor a

student’s performance. QPS provides information about the student’s progress in phonics and

decoding skills. The QSS results across a school year can conrm that the student has learned the

phonics and decoding skills and can apply those skills when spelling words with the same patterns.

Skill Sets

These assessments are untimed, criterion-referenced diagnostic assessments that measure a student’s

ability to recognize, decode, and pronounce or spell the following phonics elements organized into 13

skill sets:

n Skill Set 1: Letter names

n Skill Set 2: Letter sounds

n Skill Set 3: VC (vowel-consonant, e.g., am) and CVC (consonant-vowel-consonant, e.g., cat)

n Skill Set 4: Common beginning- and ending-consonant digraphs (e.g., ch, –ng)

n Skill Set 5: CVCC (consonant-vowel-consonant-consonant, e.g., fast) and CCVC (consonant-

consonant-vowel-consonant, e.g., glad)

n Skill Set 6: Silent e (e.g., cane, hope)

n Skill Set 7: R-controlled vowels (e.g., barn, term)

n Skill Set 8: Advanced consonant sounds, silent consonants, and consonant digraphs (e.g., soft c, kn,

tch)

n Skill Set 9: Vowel digraphs, diphthongs, and advanced vowel sounds (e.g., oa, oi, igh)

n Skill Set 10: Common prexes and common suxes

n Skill Set 11: Two syllables

n Skill Set 12: Three syllables

n Skill Set 13: Four syllables

Assessment Overview

Quick

Phonics

Screener

Before administering QPS, read the detailed instructions in the Quick Phonics Screener Examiner’s Manual. Use this overview

as a reference when you administer the QPS assessment or for a quick review of the steps.

To administer the assessment, you need the QPS Assessment Book, a copy of the corresponding QPS Examiner Scoring

Sheets (Form A, B, or C), the cover card, and a pencil. Use the cover card to hide the skill set that the student is not reading.

Procedure for Skill Sets 1 and 2

1. Directions:

Say to the student: I’m going to ask you to tell me the names (sounds) of some letters, so I can ﬁnd out which ones you

already know and which ones you still need to learn. I want you to try to do your best. We’ll stop if they get too hard. Do you

have any questions?

2. Administering the assessment:

n Skill Set 1, point to the ﬁrst letter and say: Please say the name of each letter.

n Skill Set 2, point to the ﬁrst letter and say: Please say the sound of each letter.

3. Deciding how to proceed:

If a student’s score for either skill set is 20 items or more correct, proceed to the next skill set.

n If the student’s total score for Skill Set 1 is fewer than 20 correct, say to the student: We’ll stop here. Thank you.

n If the student’s total score for Skill Set 2 is fewer than 20 correct, and the student has completed Skill Set 1, say to the

student: We’ll stop here. Thank you. If the student has not yet attempted Skill Set 1, back up and administer it.

Procedure for Skill Sets 3–9

1. Directions:

Say to the student: I’m going to ask you to read some words and sentences to me, so I can ﬁnd out which kinds of words are

easy for you to read and which kinds of words you still need to learn. Some of these are not real words. I want you to try to do

your best. We’ll stop if the words get too hard. Do you have any questions?

2. Administering the assessment:

n Task A, point to the ﬁrst word and say: Please read these words. These are not real words. Read across the page.

n Task B, point to the ﬁrst sentence and say: Please read these sentences. The words in the sentences are real words.

3. Deciding how to proceed:

If a student’s scores on both Task A and Task B are half or more correct, proceed to the next skill set. If the student’s

score on either task is fewer than half correct, decide how to proceed.

n If the student completed the previous/easier skill set, say to the student: We’ll stop here. Thank you.

n If the student has not attempted the previous skill set, back up and administer it. Continue backing up and assessing

until the student scores at least half of the items correct on a skill set.

Procedure for Skill Sets 10–13

1. Directions:

Say to the student: I’m going to ask you to read some words, so I can ﬁnd out which kinds of words are easy for you and which

ones you still need to learn. I want you to try to do your best. We’ll stop if the words get too hard. Do you have any questions?

2. Administering assessment:

For each skill set, point to the ﬁrst word and say to the student: Please read these words. These are real words.

3. Deciding how to proceed:

If a student’s score on a skill set is half or more correct, proceed to the next skill set. If the student’s score on a skill set is

fewer than half correct, decide how to proceed.

n If the student completed the previous/easier skill set, say to the student: We’ll stop here. Thank you.

n If the student has not yet attempted the previous skill set, back up and administer it. Continue backing up and

assessing until the student scores at least half of the items correct on a skill set.

Assessment Tips

n To pace the student and give yourself time to record responses, you may want to tell the student to wait until you say

next before going to the next item. If the student does not respond, point to the next item and say next.

n Make every eort to have a student complete a skill set once it has been started. However, you may stop at any time if

the student appears to be very frustrated.

n For eciency, calculate the student’s score at the end of each skill set (for Skill Sets 3-9, calculate the score after each

task). Refer to the examiner’s manual for information on scoring the assessment and interpreting results.

Quick Phonics Screener

Form A

m t a s i r d f o g l h u

c n b j k y e w p v q x z

t a m r s i o f d h g l c

n b u k e j w p y qu v z x

Quick Phonics Screener

Form A

fod mip noz sib lec

tut gat cug taf hev

Ben hid the gum. Tim sat in a tub. Mom had a big pot.

Tom is on the bed. Don can nap. Ted did run.

lesh voth jing gack mich

whum chun thog shif thip

The duck had a wet wing. The big ship is long.

Can Chet pack much in the bag? When did sh get in that tub?

QPS Examiner Scoring Sheet Examples

QPS Examiner Scoring Sheet for Haley, a First-Grade Student

The “Interpreting QPS Results” section in the QPS Examiner’s Manual provides a full explanation of

Haley’s results.

fast!

not as confident—no response on several sounds

slow—guessing

//stop

feb

tok

noze

cof

leak

heal

pad

hid

Tim

tube

napkin

Dad

Haley

McNamara

September 1st

Assessment

began with

Skill Set 1

Assessment

ended after

Skill Set 3

QPS Summary Score Sheet for Haley, a First-Grade Student

Haley

1st

Sept.: needs o, d, g, k, e, qu,

v, x

McNamara

Jan.: needs qu, x

Sept.: needs short o, u, e

Jan.: needs short e, u

Jan.: needs sh, ch

May: needs ch

Jan.: needs l blends, nt, nd

Jan.: knows a_e, i_e

needs ir

needs wr, qu, soft c, soft g

knows oy, ay, oa, ai

4 8

Sept.

Jan.

May

Assessment Overview

can

cane

dog

mug

misplace

replace

Quick

Spelling

Survey

Before administering QSS, read the detailed instructions in the Quick Phonics Screener Examiner’s Manual. Use this overview as a

reference when you administer the QSS assessment or for a quick review of the steps.

To administer the assessment, you need the Assessment Book. Each student will need a QSS Student Response Form (for Skill

Sets 1 & 2 and/or for Skill Sets 3–13) and a pen or a pencil.

Procedure for Skill Sets 1 and 2

1. Directions:

a. Say to the student(s): Write your name, your teacher’s name, your grade, and the date at the top of your QSS Student Response

Form. Then say: Circle Form ___ (A, B, or C) at the top of your form.

b. Say to the student(s): I want to ﬁnd out which letter names (sounds) you already know and which ones you still need to learn.

I’m going to say a letter that represents the name (sound) of a letter. I want you to repeat the name (sound) of the letter aloud.

Then write that letter on your paper. If you do not know how to write the letter (or which letter makes that sound), leave the line

blank and wait until I say the next letter (sound). Write the next letter on the following line. (DEMONSTRATE.) Please look up

when you have ﬁnished writing the letter and are ready to go on. If you are not ready when I begin the next letter, raise your hand

and I will wait. Do you have any questions?

2. Administering assessment:

n Skill Set 1, say: Number ____. Please write the letter _____. What letter? (Students repeat the letter name.) Yes. Write the

letter ____.

n Skill Set 2, say: Number _____. Please write the letter that makes the sound _____. What sound? (Students repeat the sound.)

Yes. Write the letter that makes the sound ____.

3. Deciding how to proceed:

One-to-One Assessment: If a student’s score for either skill set is 20 items or more correct, proceed to the next skill set.

n If the student’s total score for Skill Set 1 is fewer than 20 correct, say to the student: We’ll stop here. Thank you.

n If the student’s total score for Skill Set 2 is fewer than 20 correct, and the student has completed Skill Set 1, say to the

student: We’ll stop here. Thank you. If the student has not yet attempted Skill Set 1, back up and administer it.

Group/Class Assessment: Before beginning QSS, determine how many skill sets you believe the students should attempt to

complete, and stop the assessment once all those skill sets have been administered.

Procedure for Skill Sets 3–13

1. Directions:

a. Say to the student(s): Write your name, your teacher’s name, the date, and your grade at the top of your QSS Student Response

Form. Then say: Circle Form ___ (A, B, or C) at the top of your form. Write Skill Set ___ at the top of the ﬁrst column.

b. Say to the student(s): I will be asking you to write words on your paper, similar to a spelling test. I want to ﬁnd out which

words you already know how to spell and which ones you still need to learn how to spell. I will say a word and use the word in a

sentence. Then I want you to repeat the word aloud and write the word using (printed or cursive) letters. (NOTE: BE CLEAR TO

THE STUDENTS ABOUT YOUR EXPECTATIONS FOR HOW TO WRITE THE WORDS.) If you make a mistake, just draw

a line through the word or letter and write a new word or letter. (DEMONSTRATE.) Please look up when you have ﬁnished

spelling the word and are ready to go on. If you are not ready when I begin the next word, raise your hand and I will wait. Do you

have any questions?

2. Administering assessment:

Say to the student(s): Number _____. Write the word _____. (Read the example sentence and say the word to be spelled again.)

Say: What word? (Students repeat the word.) Yes. Write ____. If you are not sure how to spell _____ correctly, try to spell it the

best you can.

3. Deciding how to proceed:

One-to-One Assessment: If a student’s score on a skill set is half or more correct, proceed to the next skill set. If the student’s

score on a skill set is fewer than half correct, decide how to proceed.

n If the student completed the previous/easier skill set, say to the student: We’ll stop here. Thank you.

n If the student has not yet attempted the previous skill set, back up and administer it. Continue backing up and assessing

until the student scores at least half of the items correct on a skill set.

Group/Class Assessment: Before beginning QSS, determine how many skill sets you believe the students should attempt to

complete, and stop the assessment once all those skill sets have been administered.

Assessment Tips

n To better analyze student(s) errors, have students cross out rather than erase a letter or word they believe is incorrect.

n Make every eort to have a student complete a skill set once it has been started. However, you may stop at any time if the

student appears to be very frustrated.

n Refer to the examiner’s manual for information on scoring the assessment and interpreting results.

Quick Spelling Survey

Form B

VC and CVC

Letter Names

Letter Sounds

1. m 2. s 3. i 4. a 5. t 6. f 7. d 8. o 9. r 10. l 11. g 12. n 13. b

14. h 15. c 16. j 17. k 18. u 19. w 20. e 21. y 22. v 23. p 24. z 25. q 26. x

1. /m/ 2. /t/ 3. /a/ 4. /s/ 5. /i/ 6. /r/ 7. /d/ 8. /f/ 9. /o/ 10. /g/ 11. /l/ 12. /h/ 13. /u/

14. /c/ 15. /n/ 16. /b/ 17. /j/ 18. /k/ 19. /y/ 20. /e/ 21. /w/ 22. /p/ 23. /v/

24. /qu/

25. /x/ 26. /z/

1. sit The girl will sit on the stool.

2. gum He is chewing bubble gum.

3. bed My dog is sleeping in her bed.

4. nap The man took a nap.

5. tub The tub was full of warm water.

6. get Susie will get a loaf of bread.

7. mop Mom used a mop to clean the oor.

8. had Blake had a snack after school.

9. did The big tree did fall down during the storm.

10. pot Juan is stirring a pot of soup.

Quick Spelling Survey

Form B

CVCC and CCVC

Common Beginning- and Ending-Consonant Digraphs

1. duck The duck is swimming on the pond.

2. wing The bird’s wing was broken.

3. ship The big ship is on the ocean.

4. long Michael took a long trip.

5. pack Pack a lunch for the picnic!

6. much How much does it cost to see a movie?

7. math Do your math homework rst.

8. rush My mom had to rush to the store.

9. then Then we had the best meal ever!

10. chat Carlos will chat on the phone.

1. swam Bob swam toward the shore.

2. past The road goes past the park.

3. raft Vicki built a raft to oat in the stream.

4. pond Fish swim in the pond.

5. frog The green frog hopped to the ower.

6. snip Caroline will snip the string with her scissors.

7. fast Marcos is a very fast swimmer.

8. op The sh started to op out of the water.

9. sand The hot sand burned my feet.

10. plug Andy will plug in the charger.

QSS Student Response Form Examples

QSS Student Response Form for Jackson, a First-Grade Student

The “Interpreting QSS Results” section in the QPS Examiner’s Manual provides a full explanation of

Jackson’s results.

sit

duk

duck

weng

wing

chip

ship

long

pack

much

math

rush

thin

then

shat

chat

swam

pas

past

raft

pon

pond

frog

snep

snip

fast

fop

flop

san

sand

plog

plug

gum

bed

nap

tub

git

get

nop

mop

had

ded

did

put

pot

Jackson

1st

2 0

Brown

Jan

12, 2017

Slow but methodical

handwriting.

Getting tired

Start at 4 to build confidence

QSS Summary Score Sheet for Jackson, a First-Grade Student

Jackson

1st

Brown

Jan

: Needs short e, i, o, m/n

May: Needs short e and i

Jan: Needs short e, i, ck/k, sh/ch

Jan

: Needs short e, i, -st, -nd, fl-

May: Needs -nd, fl-, short e

May: Needs a_e, i_e, u_e

Jan.

May