Reading Diagnosis PDF

Overview
The Diagnostic Placement Tests and Phonics Survey for Grades 46 are designed as entry-level
assessments for your students. The Diagnostic Placement Test is intended to be used at the beginning of the school year and has three main purposes:
to determine each childs level of proficiency in reading, based on grade-level skills.
to identify specific instructional needs for individual students and for the group as a whole.
to provide a baseline from which to measure a childs growth in reading.
During the first weeks of school, it is important to determine childrens reading levels. The
Diagnostic Placement Test, designed to be
administered to groups of students, measures
Phonological awareness is an umbrella
important skills in Phonics/Phonological
term that includes phonemic awareness,
or awareness of words at the phoneme
Awareness, grade-level Vocabulary, and Reading
level. It also includes an awareness of
Comprehension. For most students, results from
word units larger than the phoneme.
this test will provide the initial screening inforPhonological awareness includes
the following (Eldridge, 1995):
mation youll need for instructional planning.
words within sentences
After completing the Diagnostic Placement Test,
rhyming units within words
you may want to collect more information about
beginning and ending sounds within
some children by administering the CORE
words
Phonics Survey* (pages 6270) to individuals.
syllables within words
This survey measures alphabet skills, reading and
phonemes, or sounds, within words
decoding skills, and spelling skills.
(phonemic awareness)
Assessment information from prior years may
features of individual phonemes
also provide valuable information about each
such as how the mouth, tongue,
vocal cords, and teeth are used to
childs current level of proficiency and his or her
produce the sound
instructional needs for the coming year.
Description of the Placement Tests

Directions for administering and scoring the tests appear on the next few pages. The Diagnostic
Placement Test has three sections:
* 1999 by CORE.
Reading Placement Tests: 4th to 6th Grade Scholastic Teaching Resources
Phonics/Phonological Awareness This first part of the test assesses skills in phonics and
phonological awareness. (10 Questions)
Vocabulary This part of the test assesses childrens familiarity with grade-level vocabulary
words. All vocabulary words are tested in sentence context. (15 Questions)
Comprehension This last part of the test assesses childrens comprehension of reading selections, both fiction and nonfiction. Children respond to comprehension questions based on
fundamental grade-level skills. (25 Questions)
All questions on the Diagnostic Placement Test are in multiple-choice format. Each test
item has four answer choices. Below you will find directions for administering the tests. Then
turn to pages 5761 for information on scoring the tests, and using the results.
Directions for Administering the Tests

The Diagnostic Placement Test is designed to be administered to a group of students, in either
one or more sittings. You, the teacher, should read aloud the directions. Students will read the
questions and reading selections themselves and will respond to questions either by filling in
bubbles beside the answers they choose or by circling their answer choice on the answer sheet
(final page of the Student Pages).
These tests are not intended to be timed; allow as much time as children need to complete
each part of the test. However, for planning purposes, the chart below shows the estimated time
required for administering the test.
Estimated Time for Administering Tests
Phonics:
Vocabulary:
Comprehension:
10 minutes
15 minutes
25 minutes
Total:
50 minutes
Make sure each child has a copy of the reproducible Diagnostic Placement Test Student Pages
and two pencils. Before starting, have each child write his or her name on the cover or on the
Answer Sheet, whichever will be turned in for grading.
When you are ready to begin the test, read the directions on the front cover. Then have
children answer the sample question. Make sure children know how to mark their answers.
Once everyone understands how the test works, have children turn to page 2 to begin.
Grade 6 Page 1
Name ____________________________ Date ____________________
Diagnostic Placement Test

Student Pages
6th Grade
Directions
This is a Reading test. Each question in this test has four
answer choices. Read each question carefully. Then choose
the best answer. Fill in the bubble for the answer you
choose or circle your answer choice on the Answer Sheet.
Sample Question
Read the sentence. Which word best fits in the blank?
Captain Perez _____ the ship through the narrow channel.

A. stared
C. steered
B. stored
D. stowed
40
Grade 6 Page 2
Phonics
Questions 110. Read each sentence. Choose the word that best fits in the blank.
1.
That sun is very _____.
A. brute
B. bright
2.
Ms. Collins picked up a piece of _____ and drew a circle.
F. chalk
G. check
3.
C. pipe
D. stripe
A word that has three syllables is _____.
F. marine
G. independent
5.
H. cheek
J. choke
The new state flag has eight stars and one white _____.
A. gripe
B. swipe
4.
C. brought
D. bride
H. colony
J. toothbrush
Rico should have gotten the third out, but he _____ the ball.
A. misplayed
B. displayed
C. replayed
D. downplayed
6. When Samantha checked the table, she realized that it was not _____.
F. lever
G. level
7.
H. levee
J. levy
Manny heard some _____ noises coming from that empty house.
A. weird
B. ward
C. wired
D. word
41
Grade 6 Page 3
8.
A scientist came to test the _____ of the water.
F. purely
G. purist
9.
H. purity
J. pure
Uncle Jack thinks that we _____ to go fishing tomorrow.
A. aught
B. eight
C. ought
D. out
10. Coach Martin stood on the _____ and called to her players on the field.
F. sideboard
G. sideline
H. sidestep
J. sidetrack
42
Grade 6 Page 4
Vocabulary
Questions 1125. Choose the word that best fits in each sentence.
11.
People in the audience began to _____ before the song was over.
A. applaud
B. propel
12.
Mrs. Monet wore an _____ gown to the ball.
F. orphan
G. elegant
13.
C. hibernate
D. scrawl
Instead of walking down the stairs, Marcy slid down the _____.
F. banister
G. drawback
17.
H. nugget
J. poodle
Neil used a stick to _____ his name in the sand.
A. appoint
B. decline
16.
C. ravine
D. agony
The grand prize winner at the dog show was a white _____.
F. kernel
G. trout
15.
H. inland
J. admiral
A rope bridge was the only way to get across the _____.
A. mandarin
B. pulse
14.
C. fulfill
D. regard
H. trowel
J. quicksand
In April, rainy weather is _____ in New England.
A. immortal
B. typical
C. manual
D. racial
43
Grade 6 Page 5
18.
Anna found a _____ of twenty-dollar bills on the ground.
F. vane
G. gong
19.
Grandma was _____ by the amount of food that was wasted.
A. appalled
B. overcast
20.
C. culprit
D. rendezvous
The thief will _____ his time until he has a chance to steal the jewels.
F. tutor
G. confront
25.
H. decipher
J. tinker
These chestnut trees are beautiful, but my favorite is that old _____.
A. sycamore
B. gunwale
24.
C. spiny
D. hazel
Harrison worked on the code for hours but could not _____ the message.
F. elevate
G. muzzle
23.
H. lilac
J. parka
Minnie has brown hair and _____ eyes.
A. utmost
B. flimsy
22.
C. employed
D. uprooted
The _____ cleans all the classrooms every afternoon.
F. mackerel
G. janitor
21.
H. knack
J. wad
H. ignite
J. bide
In England, many great works of _____ art were destroyed during the 1600s.
A. moderate
B. corduroy
C. medieval
D. homeward
44
Grade 6 Page 6
Comprehension
Questions 2650. Read the passages and answer the questions. Choose the best
answer to each question.
The New Kid

When Nicos first moved to Kensington in August, he was miserable. He had lived
in New York City his entire life, and there was always something exciting happening there. He knew every kid in his building and in his neighborhood. He and his
friends were always playing street hockey or soccer or doing any of a million
other things.
Kensington was a culture shock for Nicos. His fathers company had opened a
new plant in Kensington and transferred him there to make sure all the machines
worked smoothly. Nicos noticed right away that Kensington was very quiet
unlike New York, which was always noisy.
Nicos dreaded the start of school because he hadnt met any other kids yet.
One day he decided to ride his bike to the town park. He was pleased to see
people his age there, but the kids seemed to ignore him. Then he noticed some
of them glancing at him and whispering to one another. Uh-oh, he thought,
they probably dont like outsiders.
He stood tensely when a tall, skinny kid with carrot-colored hair broke away
from the group and headed toward him. The boy stopped a few feet away. Nicos
didnt know what to do, but suddenly the other boy grinned at him. Hey, he said.
Hey, Nicos replied.
Whats your name? asked the boy.
Nicos. Whats yours? asked Nicos.
Im Tim. Nicos is an unusual name. Wheres it from? Tim asked.
Its Greek, answered Nicos.
Tims eyes widened. Cool, are you from Greece? he asked.
Well, my family is, but Im from New York City, said Nicos.
45
Grade 6 Page 7
New York City! exclaimed Tim. Thats awesome! He motioned to the group and
shouted, Hey, this guys from New York City!
An excited murmur rippled through the crowd. The other kids headed toward Tim
and Nicos. This is Nicos, said Tim.
The other kids introduced themselves as Kevin, Michelle, Lee, Martin, Chad, Cory,
and Keith. They crowded around him and started asking him questions so fast he
couldnt keep up. Is New York totally crazy? Isnt it way too crowded? Whats the
subway like? Have you seen the Statue of Liberty? Is there fun stuff to do there, or
is it just museums and stuff?
Hey, were going to a pool party at Nicoles house this afternoon, said Lee. You
want to come with us?
Nicos grinned. Sure! he said. Chad lived near him, so he and Chad rushed home
together on their bikes to get their swim trunks and towels.
Nicos had a great time that afternoon. Everyone was so friendly!
Nicos spent the last two weeks of summer hanging out with Tim and the other kids.
When school opened, he was glad to see that his fears werent going to materialize.
Even though almost everyone in Kensington knew almost everyone else, there was still
room for someone new.
26.
Why did Nicoss family move out of New York?
27.
F. They wanted to be closer to his grandmother.

G. The city was too dangerous.
H. His dad got a job transfer.
J. The city was too noisy.
How is New York different from Kensington?
A. The people are friendlier in New York.

B. Theres nothing to do in Kensington.
C. There arent any other kids in Kensington.
D. New York is noisier and busier than Kensington.
46
Grade 6 Page 8
28.
How did Nicos feel when he saw the kids in the park looking at him?
29.
G. confident
H. brave
J. nervous
Why did the other kids ask so many questions when they first met Nicos?
30.
F. ashamed
A. They did not trust him.

B. They were curious about New York.
C. They did not want to talk about Kensington.
D. They wanted to make sure he was telling the truth.
In the story, Nicos was glad to see that his fears werent going to materialize.
The word materialize means _____.
31.
G. turn into cloth

H. become expensive
J. disappear without a trace
What will most likely happen the longer Nicos lives in Kensington?
32.
F. come true
A. Hell learn that its a good place to live.

B. Hell become more homesick for New York.
C. Hell get picked on for being an outsider.
D. Hell become a better swimmer.
Which sentence expresses a theme of this story?
F. The city is better than the country.

G. Being new doesnt mean people wont like you.
H. The park is a good place to make friends.
J. Kids from the country are boring.
47
Grade 6 Page 9
In Spite of Edison
Granville T. Woods was an African-American inventor. Over the years, he invented many
kinds of machines. Still, he spent much of his life struggling against prejudice. At one
point he even had to go to court in a suit against the famous inventor Thomas Edison.
Granville Woods was born in 1856 in Ohio, before the Civil War. He was not a
slave, but that did not mean he was well treated. Ohio had some unfair laws at that
time. The laws made it hard for African Americans to get jobs. Woods could not even
check books out of the library, but he had white friends who would do it for him.
Woods left school at age ten, but he continued learning. He taught himself
engineering. Later, he worked for the railroad and for steel mills.
While working for the railroad, Woods realized that the railroad needed a better way
to communicate with the train engineers. He invented the Synchronous Multiplex
Railway Telegraph. It used a combination of the telephone and the telegraph. It was used
to inform engineers of the distance of trains in front or behind them, preventing mishaps.
Soon afterward, Thomas Edison sued Woods. Edison claimed that he was the
inventor of the railway telegraph, not Woods. In those days, most African Americans
would not fight back against someone as famous and powerful as Edison, but Woods
did. He fought the case and surprised the world by winning.
Afterward, Alexander Graham Bell, the inventor of the telephone, bought the railway telegraph from Woods. With the money he got from Bell, Woods quit his job
and began inventing full-time. Edison later challenged him over other inventions, but
Woods won again. Edison eventually offered Woods a job, but Woods refused and
started his own company.
Over the course of his life, Woods had more than 60 inventions, which included
the third-rail subway system that is still used today. He died in 1910.
33.
Which sentence states a main idea of this passage?
A. The railroad needed a better way to communicate with engineers.

B. Granville Woods overcame many obstacles to become a successful
inventor.
C. Ohio had some unfair laws that kept people from getting jobs.
D. Granville Woods was not a slave when he lived in Ohio.
48
Grade 6 Page 10
34.
What happened soon after Woods invented the railway telegraph?
35.
G. Thomas Edison took him to court.

H. Woods got a job working for the railroad.
J. Alexander Graham Bell hired him.
From this passage, you can conclude that _____.
36.
F. Woods taught himself engineering.
A. Woods was more educated than Thomas Edison

B. Woods thought he was smarter than anyone else
C. Thomas Edison actually admired Woods inventions
D. Alexander Graham Bell didnt like Thomas Edison
The passage says that Woods telegraph was used in preventing mishaps.
What are mishaps?
37.
G. train cars
H. engineers
J. accidents
What did Woods do after winning the second case against Edison?
38.
F. fires
A. He began working for Edison.

B. He sold the telegraph to Bell.
C. He got a job with the railroad.
D. He started his own company.
What did Woods prove by winning the case against Edison?
F. His invention was more important than Edisons.

G. He was smarter than Thomas Edison.
H. By standing up for himself, he can achieve justice.
J. Alexander Bell was a better inventor than Edison.
49
Grade 6 Page 11
How Hummingbirds Learned to Fly

A long time ago, there were many kinds of birds in the countryside, and all but
one of them could fly. There were blackbirds and bluebirds, robins, cardinals,
starlings, sparrows, and many others. There were butterflies, too. They flitted
through the air and drank the nectar of brightly colored flowers. Only the hummingbird could not fly, for his tiny wings could not lift his body into the air. Oh,
how he craved to drink the sweet nectar like the butterflies, but he was stuck on
the ground, sipping from wildflowers in the grass.
Every day Hummingbird flapped his little wings as hard as he could, but his
feet never left the ground. The other birds laughed and jeered at him.
Youll never soar across the sky, little bird, said Blackbird.
You may have pretty feathers, but you sure dont have much use for those
wings, said Sparrow.
Mmm, this nectar sure is tasty, giggled Butterfly.
Hummingbird did not lose heart. The taunts he endured only made him more
determined. In secret he would flap his wings as hard as he could, but still he
got nowhere.
Then came a beautiful summer day. The sun was bright, and the flowers looked
cheery. The other birds and the butterflies flew back and forth from tree to bush.
They called to Hummingbird, Wouldnt you like a taste of this sweet nectar?
Hummingbird couldnt stand it anymore. He flapped his little wings with all
his might. The other birds laughed and joked, but he only flapped his wings
harder. He flapped them so hard they seemed to disappear. Only bright splashes
of color showed. Then slowly, ever so slowly, his body lifted off the ground.
Im flying, Im flying! he cried out. The other birds didnt know what to say.
They had never seen wings beat so fast. Fifty-five times a second, the hummingbirds wings beat. He moved from flower to flower with more ease than even the
most skilled butterfly. The nectar he tasted was more wonderful than he could
have imagined. It was so delicious that he drank it all day long, and never again
did the other birds make fun of Hummingbird.
50
Grade 6 Page 12
39.
What was Hummingbirds main problem?
40.
D. The flowers were too close to the ground.
F. flew lightly
G. sorted into groups
H. left a trail
J. drank from flowers
A. excited and proud

B. lonely and frustrated
C. courageous and bold
D. nervous and worried
How are hummingbirds like butterflies?
43.
C. He did not like nectar.
How did Hummingbird feel at the beginning of the story?
42.
B. The other birds did not like him.
The story says, They flitted through the air. The word flitted means ____.
41.
A. He could not fly.
F. They are both insects.

G. They both drink nectar.
H. They both eat insects.
J. Neither of them can fly.
What is the theme of this story?
A. Making fun of others doesnt pay off.

B. Some creatures are smarter than you think.
C. You can achieve your goals if you keep trying.
D. Hummingbirds fly faster than any other bird.
51
Grade 6 Page 13
44.
What can you tell about hummingbirds from this passage?
F. They beat their wings faster than other birds.

G. They dont like other birds.
H. They eat butterflies.
J. They are very plain.
52
Grade 6 Page 14
Global Warming
Global warming is one of our most serious problems today. The Earths climate is
changing because heat is being trapped in the atmosphere by greenhouse gases.
These gases have always been there. They have kept the planet from being too cold.
Now they are building up because of pollution, and our planet is getting warmer.
The burning of fuels such as gasoline and oil is one cause of global warming.
Factories and mining add to the pollution. Cutting down trees also contributes to
the problem. There are fewer trees to help clean the air.
Scientists do not know what the exact effects of global warming will be, but it
is already causing the sea level to rise. In the past 100 years, the level of the sea
has risen between four and ten inches. Ice at the North and South Poles is beginning to melt. Temperatures are getting higher, causing some places to get wetter
and others to get drier. Deserts will grow larger. Storms will become stronger and
cause more damage.
Animal and plant life will be affected because of climate changes. As the
world changes, some animals and plants may die out. Such losses will have an
impact on all living things.
Many states are working to cut down on greenhouse gases. In some states,
every car is tested for pollution every year. If a car causes too much pollution, it
must be fixed or taken off the road.
Some companies, too, are working on ways to reduce pollution. For example,
carmakers have built cars that run on a mix of gas and electricity. In the future, many
people believe that cars will run on electricity alone or on power from the sun.
People are helping to cut down on pollution in other ways, too. Walking or
bicycling instead of driving cars helps. Recycling is a good way to cut down on
pollution, and simply using less power helps. That means turning off lights that
arent being used and wearing a sweater instead of turning up the heat.
Global warming is not a problem that is going to go away. However, by
working to understand its causes and effects, people can improve the situation.
Even little changes can have a big impactfor better or for worse.
53
Grade 6 Page 15
45.
Which sentence states a main idea of this passage?
46.
A. Plants cant grow in the desert.

B. People must learn to recycle.
C. Global warming is a serious problem.
D. Walking and biking are healthful.
The passage says Such losses will have an impact on all living things.
The word impact means _____.
47.
F. benefit
G. advantage
H. effect
J. disaster
Which is the best summary of the problem described in this passage?
A. Greenhouse gases are building up because there are fewer trees

left in the worlds forests.
B. Pollution is causing a build-up of greenhouse gases in the

atmosphere, which leads to global warming.
C. Ice at the North and South Poles is melting, and that will raise the
sea level.
D. The burning of fuels such as gasoline and oil causes pollution in

the air.
48.
From this passage, what can you conclude about the Earth 200 years ago?
F. There were more people living on Earth.

G. The sea level was quite a bit lower.
H. There was not as much ice at the poles.
J. The average temperatures were cooler.
54
Grade 6 Page 16
49.
Many states and some companies are working to _____.
50.
A. enlarge deserts
B. change our climate
C. stop recycling
D. reduce pollution
Major changes in our climate will directly cause which of the following?
F. Many factories and mines will close.

G. Some plants and animals will die out.
H. Most people will wear sweaters more often.
J. All cars will be tested for pollution.
55
Grade 6 Answer Sheet

Name __________________________________________________ Date _________________________
PHONICS
VOCABULARY
Sample:
A
COMPREHENSION
11. A
26. F
12. F
27. A
13. A
28. F
1. A
14. F
29. A
2. F
15. A
30. F
3. A
16. F
31. A
4. F
17. A
32. F
5. A
18. F
33. A
6. F
19. A
34. F
7. A
20. F
35. A
8. F
21. A
36. F
9. A
22. F
37. A
10. F
23. A
38. F
24. F
39. A
25. A
40. F
41. A
42. F
43. A
44. F
45. A
46. F
47. A
48. F
49. A
50. F
56
Scoring the Tests

To score the Diagnostic Placement Test, refer to the Answer Keys below. Each test item should
be scored correct or incorrect. You may mark each item on the test page, or you may use a
Scoring Chart (page 59). To find the total score for each part of the test or the total test, add the
number of items answered correctly.
To use the Scoring Chart, make a copy of the chart for each child. Mark each correct answer
by circling the item number on the chart. Mark each incorrect answer by drawing an X through
the item number. To find the total score for each part of the test or the total test, add the number
of items answered correctly.
To find the percentage score for each part of the test or total test, refer to the table at the
back of this book (page 71). Find the number of correct answers in the left-hand column. Follow
the row across to the appropriate column for the total number of items. For example, a child who
answers 7 out of 10 items correctly in Phonics has achieved a Phonics score of 70 percent correct.
Mark the scores for each part of the test and the total test on the childs test book or on the
scoring chart. Use the Placement Test Summary Chart (page 60) to record the results for all children in the class.
Grade 6 Answer Key

Phonics
1. B (Vowel /i/i, y, ie, igh)
2. F (Silent Letters)
3. D (Blends)
4. H (Open and Closed
Syllables)
5. A (Prefixes and
Combining Forms)
6. G (Syllabication:
/e/, /r/, / l/ )
7. A (Vowel Teams)
8. H (Suffixes -ity, -ness)
9. C (Vowel Teams)
10. G (Compound Words)
e
Vocabulary
11. A
12. G
13. C
14. J
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
D
F
B
J
A
G
D
H
A
J
C
Comprehension
26. H (Cause/Effect)
27. D (Compare/Contrast)
28. J (Character)
29. B (Make Inferences)
30. F (Context Clues)
31. A (Make Predictions)
32. G (Theme)
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
B
G
C
J
D
H
A
F
B
G
C
F
C
H
B
J
D
G
(Main Idea/Details)
(Sequence)
(Draw Conclusions)
(Context Clues)
(Sequence)
(Draw Conclusions)
(Plot)
(Context Clues)
(Character)
(Compare/Contrast)
(Theme)
(Make Inferences)
(Main Idea/Details)
(Context Clues)
(Summarize)
(Draw Conclusions)
(Main Idea/Details)
(Make Predictions)
57
Diagnostic Placement Test Scoring Chart

Students Name _________________________________________ Grade ________________
Teachers Name _________________________________________ Date _________________
Test Section
Test Item Numbers
Number of
Correct Responses
Percentage
Score
Phonics/Phonological Awareness
1
10
10
Vocabulary
11
14
17
20
23
12
15
18
21
24
13
16
19
22
25
15
Comprehension
26
31
36
41
46
27
32
37
42
47
28
33
38
43
48
29
34
39
44
49
30
35
40
45
50
25
Total Test
50
Comments/Notes
59
Placement Test Summary Chart

Teacher Name _________________________________________
NAME
PHONICS
Grade ________________
VOCABULARY
COMPREHENSION
TOTAL
60
Using the Results

Use the test scores from the Diagnostic Placement Test to determine each students current level
of reading proficiency and to help determine instructional plans for the beginning of the year.
Information from other assessments may be used to support or supplement instructional decisions.
For example, children may have different developmental needs in reading and writing.
To use the results of the Diagnostic Placement Test, evaluate each childs scores on the test.
The total test scores may be used to identify those children who are reading below grade level, at
grade level, or above grade level, as defined below.
A total test score of
Suggests that
Less than 60%
The child is reading below grade level.
60%89%
The child is reading at grade level.
90% or higher
The child is reading above grade level.
Scores on each part of the test may be used to help determine instructional plans. For any part in
which a child scores 60 percent or less, the child will probably need additional focused instruction. For example, a child might score 80 percent in Phonics, 50 percent in Vocabulary, and 70
percent in Comprehension. This child is probably at grade level in Phonics and Comprehension
but will need additional help to improve Vocabulary.
To help pinpoint specific needs for children, you can refer to the Answer Key. For each test
item in Phonics and Comprehension, the answer key lists the skill or strategy measured by the item.
You may use this information to help identify a childs specific needs. For example, a child might
answer four of ten Phonics items incorrectly, and all four items concern long and short vowels. This
information might suggest that the child needs additional instruction in vowels and vowel sounds.
For any child whose test scores are ambiguous or seem inconclusive, additional, individualized
assessment is recommended. You may want to administer the CORE Phonics Survey (page 62).
Follow-up
Many students develop reading skills rapidly and at different rates. The Diagnostic Placement
Test provides an entry-level assessment and a baseline from which to judge childrens progress.
However, each child should be assessed periodically to monitor his or her progress and help make
adjustments in instructional plans or grouping.
61
SKILL ASSESSED: Phonics
CORE Phonics Survey
GRADE LEVEL: K-6

GROUPING: Individual
APPROX. TESTING TIME:
1015 Minutes
MATERIALS
Pencil and Lined Paper
Record Form (5 pages)
Student Material (3 pages)
SOURCE
Consortium On Reading
Excellence (CORE)
WHAT The CORE Phonics Survey assesses the phonics and phonicsrelated skills that have a high rate of application in beginning reading.
The survey presents a number of lists of letters and words for the student
to identify or decode. Pseudowords, or made-up words, are included since
the student must use decoding skills to pronounce these words correctly
and cannot have memorized them. This assessment is best used to plan
instruction for students in the primary grades and to develop instructional
groups. It may be administered every four to six weeks.
WHY A students ability to use knowledge of sound/letter correspondences (phonics) to decode words determines, in large measure, his or
her ability to read individual words. A detailed assessment of a students phonics skills points
to areas in which the student is likely to benefit most from systematic, explicit phonics
instruction. Also, knowing the skills that the student does possess will help in selecting reading tasks that offer the most effective reinforcement of those skills.
HOW Instructions for administering each part of the survey are included on the Record Form
(pages 6367). Students read from the Student Material (pages 6870). To focus the students
attention on the part of the test being given, cover the other parts with a piece of paper. The
Record Form shows the same material that appears on the Student Material, in a reduced
size, so that you may easily record the students responses.
Following administration, score each of the test parts and transfer the results to the first
page of the Record Form under Skills Summary. Retest every four to six weeks but only on
parts not yet mastered. Be aware of the students behavior during testing. If the student is
tiring or making many consecutive errors, discontinue testing at that time.
WHAT IT MEANS This test is a mastery test. It is expected that students will ultimately get
all items correct.
In five-item subtests, a student who misses two or more items would benefit from more
direct instruction in the indicated element.
In ten-item subtests, three or more errors warrant attention.
WHATS NEXT? Use the information to monitor phonics instruction and to design skill groups
in direct instruction in the particular element measured.
62
CORE Phonics Survey Record Form

Name ______________________________ Grade _______
Date
________________
SKILL SUMMARY
Alphabet Skills
_____/26
Letter Names uppercase
_____/26
Letter Names lowercase
_____/23
Consonant sounds
_____/5
Long vowel sounds
_____/5
Short vowel sounds
Reading and Decoding Skills
_____/10
Short vowels in CVC words
_____/10
Short vowels, digraphs, and -tch trigraph
_____/20
Short vowels and consonant blends
_____/10
Long vowels
_____/10
Vowel diphthongs
_____/10
r- and l-controlled vowels
_____/24
Multisyllabic words
Spelling Skills
_____/5
Initial consonants
_____/5
Final consonants
_____/5
CVC words
_____/5
Long vowel words
Skills to review: __________________________________________________________
________________________________________________________________________
Skills to teach: ___________________________________________________________
________________________________________________________________________
63
1. Letter NamesUppercase
Say to the student: Can you tell me the names of these letters? If the student cannot name three or
more consecutive letters, say: Look at all of the letters and tell me which ones you do know.
___/26
D
T
K
A
Y
U
N
E
G
S
C
B
X
O
F
Z
M
Q
J
R
V
L
P
I
H
W
2. Letter NamesLowercase
Say to the student: Can you tell me the names of these letters? If the student cannot name three or
more consecutive letters, say: Look at all of the letters and tell me which ones you do know.
___/26
d
t
k
a
y
u
n
e
g
s
c
b
x
o
f
z
m
q
j
r
v
l
p
i
h
w
3. Consonant Sounds
Say to the student: Look at these letters. Can you tell me the sound each letter makes? Be sure to ask
if he or she knows of another sound for the letters g and c. If the sound given is correct, do not
mark the Record Form. If it is incorrect, write the sound the student gives above each letter. If no
sound is given, circle the letter. If the student cannot say the sound for three or more consecutive
letters, say: Look at all of the letters and tell me which sounds you do know.
___/23
d
t
k
l
y
w
n
p
g
s
c
b
x
h
f
z
m
q
j
r
v
64
4. Vowel Sounds
Ask the student: Can you tell me the sounds of each letter? If the student names the letter, count it
as the long vowel sound. Then ask: Can you tell me the other sound for the letter? The student
should name the short vowel sound.
e __ __ i __ __ a __ __ o __ __ u __ __
l = long sound
s = short sound
Record l on the first line for the long sound (letter name) and s for the short sound on the
second line. If the student makes an error, record the error over the letter.
_____/5
Long vowel sounds (count the number of ls above)
_____/5
Short vowel sounds (count the number of ss above)
5. Reading and Decoding

For items A through G, students must read both real and pseudowords (made-up words). For the
first line of real words, tell the student: I want you to read these words. If the student cannot read
two or more of the real words, do not administer the line of pseudowords. Go to the next set of
items. Before asking the student to read the line of pseudowords, say: Now I want you to read some
made-up words. Do not try to make them sound like real words.
A. Short vowels in CVC words
_____/5
sit
cat
get
_____/5
vot
fut
dit
but
ket
hot
lat
(real)
(pseudo)
B. Short vowels, digraphs, and -tch trigraph

_____/5
when chop thin shut match (real)
_____/5
wheck shom thax phitch chud (pseudo)
C. Short vowels and consonant blends
_____/5
stop trap
quick spell
_____/5
stig
brab qued snop
_____/5
ring
fast
sank limp
_____/5
mang nast wunk kimp
plan
dran
held
jelt
(real)
(pseudo)
(real)
(pseudo)
65
D. Long vowels
_____/5
tape
_____/5
pofe
Pete
bine
cute
joad
paid
vay
feet
soat
(real)
(pseudo)
E. Vowel diphthongs
_____/5
few
down toy
_____/5
moit rew
fout
hawk coin
zoy
bawk
(real)
(pseudo)
F. r- and l-controlled vowels

_____/5
bark horn chirp
_____/5
ferm murd gair
roar
dall
(real)
(pseudo)
cold
chail
G. Multisyllabic words
Administer this item if the student is able to read most of the single-syllable real and pseudowords in the previous items. Say to the student: Now I want you to read down the first column of
words. Each of the real words in this column has two syllables. Point to the first column. If the student can read at least three out of eight of the words in this column, say: Now I want you to read
some made-up words. Do not try to make them sound like real words. Point to the second column.
Repeat the same procedure for the third column.
NOTE: The following made-up words can be pronounced in two ways: sunop (su-nop or
sun-op); wopam (wo-pam or wop-am); potife (po-tife or pot-ife); zuride (zu-ride or zur-ide); and
zubo (zu-bo or zub-o).
_____/3
_____/3
_____/3
_____/3
_____/3
_____/3
_____/3
_____/3
Closed-closed
Closed silent e
Open-closed
Open-open
Open silent e
Consonant le
r-controlled
Vowel team
kidnap
compete
depend
zero
locate
stable
further
outlaw
pugnad
slifnate
sunop
zubo
potife
grickle
tirper
doipnow
quibrap
prubkine
wopam
yodu
zuride
morkle
pharbid
loymaud
66
6. Spelling
A. Give the student a pencil and a sheet of lined paper. Tell the student: Listen to each of the
words I read and write the first sound you hear. Write the students responses over the words.
_____/5
fit
map pen
kid
hand
B. Tell the student: Listen to each of the words I read and write the last sound you hear. Write the
students responses over the words.
_____/5
rub
fled
leg
sell
less
C. Tell the student: Listen to each of the words I read and write the whole word.
_____/5
beg
yam sip
rod
tub
_____/5
train float steep drive spoon
67
CORE Phonics Survey

Student Material
1.
2.
3.
4.
68
2
5.
Reading and Decoding

A.
B.
C.
D.
sit
cat
get
but
hot
vot
fut
dit
ket
lat
when
chop
thin
shut
match
wheck
shom
thax
phitch
chud
stop
trap
quick
spell
plan
stig
brab
qued
snop
dran
ring
fast
sank
limp
held
mang
nast
wunk
kimp
jelt
tape
Pete
cute
paid
feet
pofe
bine
joad
vay
soat
69
E.
F.
G.
few
down
toy
hawk
coin
moit
rew
fout
zoy
bawk
bark
horn
chirp
roar
cold
ferm
murd
gair
dall
chail
kidnap
pugnad
quibrap
compete
slifnate
prubkine
depend
sunop
wopam
zero
zubo
yodu
locate
potife
zuride
stable
grickle
morkle
further
tirper
pharbid
outlaw
doipnow
loymaud
70
Percentage Scores Chart

Number
Correct
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
Total Number of Items

10
15
25
50
10%
7%
4%
2%
20%
13%
8%
4%
30%
20%
12%
6%
40%
27%
16%
8%
50%
33%
20%
10%
60%
40%
24%
12%
70%
47%
28%
14%
80%
53%
32%
16%
90%
60%
36%
18%
100% 67%
40%
20%
73%
44%
22%
80%
48%
24%
87%
52%
26%
93%
56%
28%
100% 60%
30%
80%
32%
85%
34%
90%
36%
95%
38%
100% 40%
42%
44%
46%
48%
50%
52%
54%
56%
58%
60%
62%
64%
66%
68%
70%
72%
74%
76%
78%
Number
Correct
40
41
42
43
44
45
46
47
48
49
50
# of Items
50
80%
82%
84%
86%
88%
90%
92%
94%
96%
98%
100%
71

Reading Diagnosis PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Reading Diagnosis PDF

Uploaded by

Copyright:

Available Formats

Overview

Description of the Placement Tests

Reading Placement Tests: 4th to 6th Grade Scholastic Teaching Resources

Directions for Administering the Tests

Reading Placement Tests: 4th to 6th Grade Scholastic Teaching Resources

Name ____________________________ Date ____________________

Diagnostic Placement Test

Captain Perez _____ the ship through the narrow channel.

Reading Placement Tests: 4th to 6th Grade Scholastic Teaching Resources

That sun is very _____.

Ms. Collins picked up a piece of _____ and drew a circle.

A word that has three syllables is _____.

Reading Placement Tests: 4th to 6th Grade Scholastic Teaching Resources

A scientist came to test the _____ of the water.

Uncle Jack thinks that we _____ to go fishing tomorrow.

Reading Placement Tests: 4th to 6th Grade Scholastic Teaching Resources

Mrs. Monet wore an _____ gown to the ball.

Neil used a stick to _____ his name in the sand.

In April, rainy weather is _____ in New England.

Reading Placement Tests: 4th to 6th Grade Scholastic Teaching Resources

Anna found a _____ of twenty-dollar bills on the ground.

Grandma was _____ by the amount of food that was wasted.

Minnie has brown hair and _____ eyes.

The _____ cleans all the classrooms every afternoon.

Reading Placement Tests: 4th to 6th Grade Scholastic Teaching Resources

The New Kid

Reading Placement Tests: 4th to 6th Grade Scholastic Teaching Resources

Why did Nicoss family move out of New York?

F. They wanted to be closer to his grandmother.

How is New York different from Kensington?

A. The people are friendlier in New York.

Reading Placement Tests: 4th to 6th Grade Scholastic Teaching Resources

A. They did not trust him.

G. turn into cloth

A. Hell learn that its a good place to live.

Which sentence expresses a theme of this story?

F. The city is better than the country.

Reading Placement Tests: 4th to 6th Grade Scholastic Teaching Resources

Which sentence states a main idea of this passage?

A. The railroad needed a better way to communicate with engineers.

What happened soon after Woods invented the railway telegraph?

G. Thomas Edison took him to court.

From this passage, you can conclude that _____.

F. Woods taught himself engineering.

A. Woods was more educated than Thomas Edison

A. He began working for Edison.

What did Woods prove by winning the case against Edison?

F. His invention was more important than Edisons.

Reading Placement Tests: 4th to 6th Grade Scholastic Teaching Resources

How Hummingbirds Learned to Fly

Reading Placement Tests: 4th to 6th Grade Scholastic Teaching Resources

What was Hummingbirds main problem?

D. The flowers were too close to the ground.

A. excited and proud

How are hummingbirds like butterflies?

C. He did not like nectar.

How did Hummingbird feel at the beginning of the story?

B. The other birds did not like him.

A. He could not fly.

F. They are both insects.

What is the theme of this story?

A. Making fun of others doesnt pay off.

Reading Placement Tests: 4th to 6th Grade Scholastic Teaching Resources

Name ________ Date