Reading K-3: Road to the Common Core Phonological Awareness: Segmenting (K-1)
1.
Segmenting Compound Words
Goal of the assessment: Show the student’s ability to segment syllables within words, using compound words made up of two single-syllable words.
Materials:
Procedure:
Felt rectangles, or blocks, to represent the syllables in a word.
Follow the example shown below. Usually 4-5 words are enough to use with a student, if the student is completing the task with ease.
Teacher: Today we are going to work with syllables within a compound word.
Remember, a compound word is made up of two separate words.
Teacher: Listen to the word ‘notebook.’
Say the word with me.
Student: ‘notebook’
(The student can move felt rectangles or blocks as they say
‘notebook.’)
Teacher: We hear the word ‘note’ and the word ‘book.’
What two words do you hear?
Student: ‘note’ ‘book,’ ‘notebook.’
(Student slides their finger under the word—segmenting and pronouncing the word as a complete unit.)
Teacher: Now we will work with a few more compound words. Listen carefully.
(Continue in the same manner, using words from the word bank below. For example:)
Teacher: baseball—our word is baseball. What is the word?
Student: baseball
(The student can move blocks as they say ‘baseball.’)
Teacher: We hear the word ‘tooth and the word ‘paste.’
What two words do you hear?
Student: ‘tooth ‘paste,’ ‘toothpaste.’
(Student slides their finger under the word—segmenting and pronouncing the word as a complete unit.)
1 Phonological Awareness: Segmenting (K-1) Sample Assessments

Reading K-3: Road to the Common Core Phonological Awareness: Segmenting (K-1)
Repeat, using several compound words from the following word bank. baseball weekend snowflake bookmark toothbrush headphones
Word Bank flashlight daydream snowman mailbox downstairs fireplace toothpaste rainbow bookshelf
If a student has difficulty hearing the individual words within the compound word, use the following sequence.
What to do
Teacher: What compound word can you make from ‘tooth,’ (pause for one second before saying the second word)
‘paste.’
Student: ‘toothpaste ’
Teacher: What compound word can you make from ‘tooth,’ (pause for one second before saying the second word)
‘paste?’
Student: ‘toothpaste ’
Notes/Information
If the student is unable to connect the two parts, briefly discuss the meaning of each word within the compound word. Then discuss the meaning of the compound word. Then repeat the step.
If the student continues to experience difficulty, use pictures representing the compound words being practiced. Remember, because this practice is at the phonological-awareness level, no print is used.
This format can be used in small group instruction and then as an informal assessment, one-onone with a student.
Kindergarten students should be able to master the segmentation and blending of compound words.
2 Phonological Awareness: Segmenting (K-1) Sample Assessments

Reading K-3: Road to the Common Core Phonological Awareness: Segmenting (K-1)
2.
Syllable Deletion
Goal of the assessment: Show the student’s ability to manipulate syllables within words, using compound words made up of two single-syllable words.
Materials:
Procedure:
Felt squares to represent the syllables in a word.
Follow the example shown below. Usually 4-5 words are enough to use with a student, if the student is completing the task with ease.
What to do
Teacher: Say ‘mailbox’
Student: ‘mailbox’
Teacher: Say ‘mailbox’ without ‘box’
Student: ‘mail’
Teacher: Say ‘downstairs’
Student: ‘downstairs’
Teacher: Say ‘downstairs’ with ‘stairs’
Student: ‘down’
Continue using 2-3 additional words, using the same format.
This format can be used in small group instruction and then as an informal assessment, one-onone with a student.
Kindergarten students should be able to master the segmentation and blending of compound words.
3 Phonological Awareness: Segmenting (K-1) Sample Assessments