The assessment tools in this section are not readiness tests. As in all aspects of emerging literacy, development of phonemic awareness and letter-sound knowledge can proceed at the same time as children's involvement in reading and writing activities.

Assessment Tools and Techniques

Phonemic Awareness

1. Use the sample instrument on the following page or design a similar one to use in making instructional decisions for children in grades one to three. Teachers can add to, or substitute, other words for the ones used on the sample form.
2. With young children, keep each individual assessment period short. You may find it best to do only one section each time.
3. Assess children:
   • at the beginning of the year in grade one and continue to assess periodically those students who cannot complete all the tasks correctly.
   • at any point in the year if you have new students in grades one to three.
   • toward the end of the year in kindergarten if they are able to participate confidently in phonemic awareness activities.
4. Keep the procedures informal. Introduce the assessment as you would a language game.
5. Stop if students show any sign of frustration.

Younger students who have not developed phonemic awareness as a natural result of informal instruction require greater periods of time devoted to language play, listening to stories that feature rhyme and alliteration, and learning songs, poems, and chants. These opportunities can be incorporated into large group activities during a Shared Language routine (see Exploring Sound Patterns, p. 85) and into small group instruction that focuses students' attention on particular aspects of phonemic awareness (see Phonemic Awareness Activities, pp. 84-92).

In large and small group instruction, make use of a whole, to part, to whole process to the greatest extent possible. See Mini-units Using Predictable Books (page 142) for further guidance on the design of whole, to part, to whole activities.

Phonemic Awareness: Sample Diagnostic Assessment Form