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Download these FREE Diagnostic Reading and ELA Assessments, designed for students ages 8 and older.

Teachers need diagnostic assessments to determine what students know and what they do not know.  Following are FREE comprehensive reading and English-language arts assessments to provide the data teachers need to target instruction. The assessments feature comprehensive, easy-administration audio files, self-correcting Google forms (or print), and progress-monitoring matrices. Optional programs provide worksheets and instructional activities, corresponding to each assessment item. Or use your own resources.

FREE Diagnostic Reading and ELA Assessments (Click links to download and print.)

Phonics Assessments

The phonics assessments feature nonsense words and test all common sound-spellings.

FREE Vowel Sounds Phonics Assessment

Print, Google Forms, Google Sheets and 10:42 Audio File

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FREE Consonant Sounds Phonics Assessment

Print, Google Forms, Google Sheets and 12:07 Audio File

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Fluency Assessment

The fluency assessment is designed in a tiered reading level format, beginning at the first grade level and proceeding to the seventh grade level. This assessment is individually administered and is timed for two minutes.

FREE Multi-level Pets Fluency Assessment

Print

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Diagnostic Spelling Assessments

Most common spelling patterns are included in this assessment. Administer part or all of the Diagnostic Spelling Assessment (American English Version) test items, according to grade-level criteria.

• Grade 3: (#s 1‒64)
• Grade 4:  (#s 1‒79)
• Grade 5: (#s 1‒89)
• Grade 6: (#s 1‒98)
• Grade 7: (#s 1‒98)
• Grade 8: (#s 1‒102)

Most common spelling patterns are included in this assessment. Administer part or all of the Diagnostic Spelling Assessment (Canadian English Version) test items, according to grade-level criteria

• Grade 3: (#s 1‒64)
• Grade 4:  (#s 1‒79)
• Grade 5: (#s 1‒89)
• Grade 6: (#s 1‒98)
• Grade 7: (#s 1‒98)
• Grade 8: (#s 1‒106)

FREE Multi-level Diagnostic American English Spelling Assessment: Print Assessment with “Normal speed” 22:38 and “Quick version 17:26 audio file links. Recording Matrix for Progress Monitoring

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FREE Multi-level Diagnostic Canadian English Spelling Assessment: Print Assessment with “Normal speed” 18:53 and “Quick version 21:12 audio file links, recorded by a Canadian teacher. Recording Matrix for Progress Monitoring

CORRESPONDING INSTRUCTIONAL RESOURCES–VIEW ENTIRE GRADE LEVEL PROGRAMS

Grammar, Usage, and Mechanics Assessments

Use this 45 item grammar and usage assessment to determine student’s knowledge of parts of speech, subjects and predicates, types of sentences, fragments and run-ons, pronoun usage, modifiers, verb tenses and verb forms.

FREE Grammar and Usage Assessment

Use this 32 item mechanics assessment to test students’ ability to apply correct usage of commas, capitalization, and all other essential punctuation.

Print and Google Forms

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FREE Mechanics Assessment (Punctuation, Capitalization, Quotations)

As an option, the grammar, usage, and mechanics assessments are combined as a Google form.

Print and Google Forms

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FREE Diagnostic Grammar, Usage, and Mechanics Assessment 

Print and Google Forms

Vocabulary Assessments

The Tier 2 academic language vocabulary has been derived from the research-based Academic Word List (AWL).  The Academic Word List (Coxhead) has been ordered into grade level lists by frequency. Each grades 4, 5, 6, 7, and 8 Academic Language Assessment includes 56 Tier 2 words. The Tier 2 words are the academic language words that are most-often generalizable across the academic domains. For example, the word analyze is used in English-language arts, social science, history, science, math, and the arts.

FREE Multi-level Diagnostic Academic Language Assessments Grades 4, 5, 6, 7, and 8 

Google Forms

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Data Recording Matrices for Progress-Monitoring

FREE Diagnostic Assessment Matrices for Progress-Monitoring

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FREE Executive Function and Study Skills Self-Assessment and Mastery Matrix

This 56-item assessment includes questions on motivation, spelling, grammar, mechanics, essay writing, memorization strategies, test-preparation and test-taking skills, reading strategies and skills, time management, active listening, organization, best research practices, and note-taking. Each item is keyed to specific lessons in the author’s Essential Study Skills and Targeted Independent Practice: Executive Function and Study Skills programs.

FREE Literacy Knowledge Self-Assessment and Mastery Matrix

This 85-word assessment includes questions on 20 narrative/sensory descriptive genres, language structures, literary elements, literary and poetic devices. Includes a mastery matrix. Each item is keyed to specific lessons in the author’s Targeted Independent Practice: Literacy Knowledge program.

Phonemic Awareness Assessments

Use these five phonemic awareness to determine reading readiness. Each of the 5 assessments is administered whole class and includes audio files.

FREE Syllable Awareness Assessment

Print and 5:48 Audio File

FREE Syllable Rhyming Assessment

Print and 5:38 Audio File

FREE Phonemic Isolation Assessment

Print and 5:54 Audio File

FREE Phonemic Blending Assessment

Print and 5:53 Audio File

FREE Phonemic Segmenting Assessment

Print and 5:21 Audio File

FREE Alphabetic Awareness Assessments

Print and Alphabet Cards

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Heart Words Assessment

This 108-word assessment tests student knowledge of high frequency words with an irregular sound-spelling (the part to learn by heart). As an option, teachers may require students to identify the irregular sound spellings by drawing hearts.

FREE Heart Words Assessment

Print

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ARE THESE DIAGNOSTIC ASSESSMENTS RESEARCH-BASED? These are teacher/reading specialist-created comprehensive diagnostics. None are normed. You won’t find them on What Works… As you probably know, comprehensive diagnostics need not meet research-based criteria for external validity since there is no sampling. However, each assessment is evidence-based and has internal validity/reliability. Read on!

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High Frequency Words?

Although systematic explicit phonemic awareness and  phonics instruction should be the core of beginning reading instruction, as a reading specialist I support an eclectic approach to ensure success for all students. One such approach that I have used with success is teaching the basic word families, also known as rimes.

Now to be certain that I don’t lead you astray, let’s be clear that I do mean rimes, and not rhymes. Although the two are certainly related, especially in terms of instructional practice. Simply defined, the rime consists of a vowel and final consonants, such as “ack.” The rime usually follows an initial consonant, e.g. “b,” or consonant blend, e.g. “bl,” to form words, e.g., “back” or “black.”

Learning the common rimes can help beginning readers recognize common chunks of letters within words. Margaret Moustafa’s research has demonstrated that beginning readers tend to figure out new words through analogy (1997). In other words, they connect “what they already know” to “what they need to know” through word similarities. Goswami found that both beginning and dyslexic readers benefit from learning and practicing rimes (2000). To summarize, if beginning readers learn to recognize the “ack” rime, they will be able to use that chunk to learn words with different single consonant onsets to form words such as “back,” “hack,” “jack,” “lack,” “rack,” “sack,” “tack,” as well as words with different consonant blend onsets, such as “black,” “crack,” and “stack.”

Reading specialists will note that this approach features analytic phonics, not synthetic phonics. The science of reading movement has featured the latter approach and, like Dr. Tim Shanahan, I favor synthetic phonics for beginning reading instruction; however, like Dr. Tim Shanahan, I also see a role for analytic phonics to help students who have challenges orthographically mapping the phoneme-grapheme relationships.

Now, good reading teachers will note that teaching rimes could be used to side-step blending the individual vowel and final consonant sounds, just as teaching the consonant blends could side-step blending the individual consonant sounds. Thus, with the consonant blend onset “bl” and its rime “ack,” the word black becomes two pronunciation units, rather than four. I certainly would not advocate these short-cuts; however, once beginning readers have mastered, or are in the process of mastering how to blend, I see no reason to avoid practicing blending automaticity with rimes. I do suggest leaving the consonant blends to the traditional blending strategies rather than practicing these as chunks because mispronunciations, such as “bluh” for bl, will create more harm than good. Again, students should be taught to decode each sound-spelling; however, to map the word orthographically, analogous onsets and rimes help students form and apply sight syllables with automaticity.

Parents can be helpful partners in practicing rimes with their children. Although oftentimes well-intentioned parents can do more harm than good when they teach their children to blend improperly, practicing rimes is almost foolproof. A good list of rimes, such as in the following Word Family (Rimes Activities), will give parents the tools they need. Also, reading rhyming books, such as Dr. Seuss, are wonderful practice.

For older students, say second-graders or reading intervention students (think Response to Intervention Tiers Ii and III), this Rimes Assessment with recording matrix can provide the data teachers need to effectively differentiate instruction.

So for those of you who have read this far, here are some terrific Word Families (Rimes) Activities to practice rimes in the classroom. You may also wish to use the phonics materials and activities found in these articles: Phonics Games and in How to Teach Phonics. Also, check out these related Phonemic Awareness Activities.

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Teaching Reading Strategies

The Science of Reading Intervention Program

Pennington Publishing provides two reading intervention program options for ages eight–adult. The Teaching Reading Strategies (Intervention Program) is a full-year, 55 minutes per day program which includes both word recognition and language comprehension instructional resources (Google slides and print). The word recognition components feature the easy-to-teach, interactive 5 Daily Google Slide Activities: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spelling Independent Practice 4. Heart Words Independent Practice 5. The Sam and Friends Phonics Books–decodables 1ith comprehension and word fluency practice for older readers. The program also includes sound boxes and personal sound walls for weekly review.  The language comprehension components feature comprehensive vocabulary, reading fluency, reading comprehension, spelling, writing and syntax, syllabication, reading strategies, and game card lessons, worksheets, and activities. Word Recognition × Language Comprehension = Skillful Reading: The Simple View of Reading and the National Reading Panel Big 5.

If you only have time for a half-year (or 30 minutes per day) program, the The Science of Reading Intervention Program features the 5 Daily Google Slide Activities, plus the sound boxes and personal word walls for an effective word recognition program.

FREE DOWNLOADS TO ASSESS THE QUALITY OF PENNINGTON PUBLISHING RESOURCES: The SCRIP (Summarize, Connect, Re-think, Interpret, and Predict) Comprehension Strategies includes class posters, five lessons to introduce the strategies, and the SCRIP Comprehension Bookmarks.

Get the SCRIP Comprehension Strategies FREE Resource:

Get the Diagnostic ELA and Reading Assessments FREE Resource:

Get the Syllable Awareness Assessment FREE Resource:

Get the Syllable Rules FREE Resource:

Get the Accent Rules FREE Resource:

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