818 Willis Mill Road
Atlanta, GA 30311
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| MRP PublishersTM | ||||||||||||||||||||||
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| TEST OF PHONICS SKILLS | ||||||||||||||||||||||
| ToPhS | ||||||||||||||||||||||
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| Directions | ||||||||||||||||||||||
| Each test on the following Grade Levels has an alternative test that requires rhyming. The procedures for taking these tests are to mark a line from a word in one column to a rhyming word in another column (see Sample Test). These tests can be taken without the teacher's guidance and at the students' individual pace. | ||||||||||||||||||||||
| Pre - K: Say the first letter (a) in the upper left hand corner. At the same time, point to it to initiate the student?s enunciation of the alphabets on the test. Circle each letter that the student miss. | ||||||||||||||||||||||
| Kindergarten: Unsound the first letter in the upper left hand corner. At the same time, point to the first letter to start the student. Point to each letters. Circle the missed letters. Allow students a choice where indicated. Proceed until all letters are tested on the test page. Refer to the items missed on the page to determine the basic skills needed for reading readiness.* The teacher should proceed with a literacy program for the student focusing on the missed components. | ||||||||||||||||||||||
| Grade 1/ Level A: Start with the first blend (long vowel) on the Level A appropriate test. Each test column represents a completely separate test. The columns that the student is not being tested on must be concealed (cover with a blank sheet of paper) during the test. Point to where you want the student to start enunciating. Enunciate the first two blends of the test chosen, for example: ba, be. Now you continue. Circle the missed long vowel blends. *Complete the Level A test (all pages). Start over with the first blend (long vowel) on the Level A appropriate test. Each test column represents a completely separate test. The columns that the student is not being tested on must be concealed during the test. Point to where you want the student to start enunciating. Enunciate the first two blends of the test chosen, for example: ba, be. Now you continue. Mark X across the short vowel blends that the student mis-pronounces. Complete the Level A test* (all pages). | ||||||||||||||||||||||
| Grade 2/ Level B: Start with the first word on the Level B appropriate test. Each test column represents a completely separate test. The columns that the student is not being tested on must be concealed (cover with a blank sheet of paper) during the test. Point to where you want the student to start enunciating. The examiner must enunciate the first word of the test chosen, then say, now you continue. Circle the missed words. When the student misses five consecutive words* - stop. | ||||||||||||||||||||||
| Grade 3/ Level C: Start with the first word on the Level C appropriate test. Conceal the columns that the student is not being tested on. Point to where you want the student to start enunciating. The examiner must enunciate the first word of the test chosen, then say, now you continue. Circle the missed words. Stop when students miss five words in a row.* | ||||||||||||||||||||||
| *Reference the level-unit test page on which the student stopped to the Sequencing and Criteria Scale. The teacher should proceed with a literacy program for the student that focuses on those skills that the student has not mastered. | ||||||||||||||||||||||
| mrp@phonicsrhythmsrhymes.com | ||||||||||||||||||||||
| Click Here for Purchase/Order Page | ||||||||||||||||||||||
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| MRP Publishers, Inc. 818 Willis Mill Road Atlanta, GA 30311 |
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