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Handout 1 (1 of 5)4TRA: Word IdentificationQuick Phonics Screener (QPS)Starting the QPSSay to the student: “I’m going to ask you to read some words and sentences to me so I can findout what kinds of words are easy for you to read and what kinds of words you still need to learn.I want you to try to do your best. We probably won’t do this whole page; we’ll stop if it getstoo hard. Any questions?”For the NAMES task, have students name the letter Q, not the qu digraph.For the SOUNDS task, have students give you the SHORT sound for each of the VOWELS. If they saythe long sound (letter name), say: “That is one sound that letter makes. Do you know the shortsound for that letter?”Procedures for AdministrationSTARTING POINT:For students in Grade 4, the recommended starting point is Task 3a.MOVING FROM TASK TO TASK:If the student misses five words in Task 3a, have the student read the sentences in 3b. Then go backand administer Task 2b.Administer each section of each task (i.e., words in isolation and then words in text).ERROR CORRECTION:If a student does not know a word, tell him/her to skip it and move on to the next one. Do not readthe word for the student.STOPPING TESTING:Stop the assessment when the student appears frustrated or tired. NOT ALL TASKS MUST BEADMINISTERED, but try to assess as many as possible so you will have sufficient information to planinstruction.When a student misses five words in the word box, move to the words in text. Then, move to thenext word box task. If the student misses five words in that word box, complete that task(administer the sentences), and stop the assessment.A teacher may choose to administer additional tasks in order to gain further information but care mustbe taken not to frustrate the student.Scoring the QPSMark errors and make notes/comments to help you remember how the student responded.The QPS is scored by each individual task ONLY. Record the ratio of CORRECT responses over the totalnumber POSSIBLE (e.g., 13/21 or 8/10) for each task. For Tasks 2b, 3b, 4b, 5b, and 6b, only theunderlined word counts, but note or make comments about how well other words were read.NOTE: The grade level listed above each task is an APPROXIMATE level at which those phonics skills aretaught. Results from the QPS CANNOT be used to determine a student’s grade-level performance inreading, only their strengths/needs in key phonics skills.Adapted from Hasbrouck, J., & Parker, R. (2001). Quick phonics screener. College Station, TX: Texas A&M University. 2001.
Handout 1 (2 of 5)4TRA: Word Identification()Q U I CK P H O N I CS S C REE N E RStudent Copy - page 1m t a s i r d f og l h u c n b j ky e w p v qu x zTask1(a)Task1(b)Task2(a)Task2(b)Task3(a )Task3(b)Task4(a)Task4(b)Task5(a )Task5(b)dadfoglettubinsitcupredm apSam and Ben hid the gum.Pat had a nap in bed.Mom had a top on a big pot.Tim can sit in a tub.gasp rompmint justsoft clubbransnipprodonsledGlen will swim past the raft in the pond.The frog must flip and spin and jump.nice mole rule doze fate ripe cave tile cane voteMike and Jane use a rope to ride the mule.Pete has five tapes at home.cart pork verb shirt furl torn fern markturnstirThe dark tar on his torn shirt burned and hurt him.The bird hid under the ferns in the park.Adapted from Hasbrouck, J., & Parker, R. (2001). Quick phonics screener. College Station, TX: Texas A&M University. 2001.
Handout 1 (3 of 5)4TRA: Word IdentificationQ U I CK P H O N I CS S C REE N E RStudent Copy - page 2Task6(a)Task6(b)lick sling sunk wrap ship whiz moth sigh chin knobThe ducks chomp on the knot.What is that on the right?Wring the wet dish cloth in the sink.foam roast flea creak mood scoop steep bleedraise waist fold scold spray gray shout mountTask7spoil join toejoy royal haul fault brawl strawgoes chew jewel thrown pillowdiscount dismiss nonsense nonstop index intent return regardstation motion famous jealous madness witness mission session Task8portable drinkable fastest dampest battle handle mouthful fearful traffic plastic beware beneath decay demandTask9(a)Task9(b)Task9(c)moment crater bacon spider escape crazy mascot address basket iorsolitaryvitalityemergencyAdapted from Hasbrouck, J., & Parker, R. (2001). Quick phonics screener. College Station, TX: Texas A&M University. 2001.
Handout 1 (4 of 5)4TRA: Word IdentificationQ U I CK P H O N I CS S C REE N E R — S cori n g F ormStudent:Teacher:Date:K-1stSCORE(a) Names(b) SoundsSCOREN A M ESTask 1. LettersmtglyahesiuwcpS OUN DSrdfonbjkvquxt amgzley/ 26h(b) in TextTask 3. CVCC & CCVC(a) in List(b) in TextirucnwGr. 1Task 2. VC & CVC(a) in ListspvCOMMENTSdadfo gl ett ubinsitcu predm aponSam and Ben hid the gum. Pat had a nap in bed.Mom had a top on a big pot. Tim can sit in a tub.gasprompmintjustsoftclubbransnipprodsledGlen will swim past the raft in the pond.The frog must flip and spin and jump.dbquofjx/21co n s .kz/5v ow el sSCORE/10/20/10/10Gr. 1-2Task 4. Silent E CVC-e(a) in List(b) in TextTask 5. R-Control Vowels(a) in List(b) in TextnicemoleruledozefateripecavetilecanevoteMike and Jane use a rope to ride the mule.Pete has five tapes at home.cartporkverbshirtfurltornfernmarkturnstirThe dark tar on his torn shirt burned and hurt him.The bird hid under the ferns in the park./10lickwhiz/10/10/10/10Gr. 1-3Task 6. ConsonantDigraphsth, ng, sh, wh, ch,igh, ck, kn, wr, nkslingmothsunksighwrapchinshipknob(a) in List(b) in TextTask 7. Vowel Digraphs &Diphthongsoa, ea, oo, ee, ai,ol, ay, ou, oi, oy,au, aw, oe, ew, owThe ducks chomp on the knot. What is that onthe right? Wring the wet dish cloth in the sink.foam roast fleacreak moodscoop steepraise waist foldscold spraygray shoutspoiljoin joyroyal haulfault brawltoegoes chew jewel thrown pillow/10bleedmountstraw/30Gr. 2 - 6Task 8. Prefixes & Suffixesdis-, non-, in-, re-, -tion,-ous, -ness, -ion, -able,-est, -le, -ful, -ic, be-, de-Task 9. Multi-Syllable(a) 2 - Syllable(b) 3 - Syllable(c) 4 - ardwitnessdampestplastic yprehistoric rgency/30/10/10/10Adapted from Hasbrouck, J., & Parker, R. (2001). Quick phonics screener. College Station, TX: Texas A&M University. 2001.
Student NameTask 1Letter-sounds26215Task 2VC & CVC1020Task 3CVCC &CCVC1010Task 4VCe1010Task 5Vowel r1010Task 6Cons.Digraph10Task 7VowelPair30Task 8Prefix/Suffix302syl10Task 934sylsyl1010Handout 1 (5 of 5)Adapted from Denton, C. (2002). QPS class summary. Houston, TX: Center for Academic and Reading Skills, University of Texas, Houston; Third Grade Teacher ReadingAcademy. (2002). Austin, TX: UT System; Texas Education Agency; Education Service Center Region 13; Education Service Center Region 4.4TRA: Word Identification 2003 UT System/TEAQPS Class Summary
4TRA: Word Identification Handout 1 Starting the QPS Say to the student: "I'm going to ask you to read some words and sentences to me so I can find out what kinds of words are easy for you to read and what kinds of words you still need to learn.
