WEBVTT

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Interviewer to student: I want to know what
letters you know today, okay?

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Pretty easy, right? Yeah.

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If you come to a letter you don't know, just
say, "I don't know,"

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because that will be okay.

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I just want to know what you already know.
All right?

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Okay, we will start with the first row.

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Student: B G H A.

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Interviewer: Good job, and the next row.

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Student: C l O P.

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Interviewer: You are quick.

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Student: T D M R

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Interviewer: Good job.

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Student: E F J I

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Interviewer: Good job.

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Student: S U W V.

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Interviewer: Excellent, and one last row.

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Student: Z X Y K N Q.

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Interviewer: Wonderful job, you know those
letters really well.

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Okay, you want to do the lower case?
Student: B G H A.

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Interviewer: Good job. You go so fast I need
to slow down. Hold on. Go ahead.

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Interviewer: Good job. You go so fast I need to slow down. Hold on. Go ahead. Student: C L O P.

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Student: C L O P.

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Interviewer: Excellent job.

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Student: T D M R E F J I S U W V Z X Y K

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Interviewer: "High-5." Good job. Those were
too easy.

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We have got to get you to do something a little
harder. Are you ready?

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Student: Yeah.

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Interviewer: Okay. now, each letter has a
sound, right?

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Okay. I want to know what sounds you know,
okay?

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Student: I know all of them.

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Interviewer: Oh well, this is going to be
so easy.

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I want to know which ones you 
know before we start.

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Sometimes letters make two sounds.
Student: I know.

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Interviewer: Okay. If you know the sounds
that that letter makes and if it has two sounds,

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I want you to tell me those two sounds as
well.

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Are you ready? Okay, when you are ready you
can start.

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Student: Baa.

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Interviewer: Good job.

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Student: Haa. Aaa.

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Interviewer: What was G? What sound does G
make? I didn't hear you.

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Student: Juh.

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Interviewer: Okay. Do you know the other sound
G makes?

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Student: No.
Interviewer: It says guh.

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Student: Oh, yeah.

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Interviewer: Good job, okay. What about this
one?

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Student: Sc ... oo ... p
Interviewer: Good job.

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Now, O says aaah, and has another sound. 
Do you know the other sound it makes?

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Student: no.

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Interviewer: Okay. O says its name; it says
o too sometimes.

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Student: If an E is next to it.

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Interviewer: You are right. The rule "Two
vowels go walking, first one does the talking."

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Do you know that rule?
Student: uh-huh.

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Interviewer: Yeah. Okay, let's try the next
row.

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Student: Tuh. Buh. Duh. Mmm. Rrr.

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Interviewer: Good job. And the next row?

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Student: Eee. Eff. Juh. Eh. Iii.

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Interviewer: Good job, okay.

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Student: Sss. uh. Eww.

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Student: Sss. uh. Eww.
Student: Wuh. Vuh.

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Student: Wuh. Vuh.
Interviewer: Good job.

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Student: Wuh. Vuh.

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Interviewer: Good job, and the last row.

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Student: Zuh. Xss. Y. Yuh. I. Eee. Kuh.

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Interviewer: You do know a lot of sounds for
Y, don't you?

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Student: Uh-huh.
Interviewer: Good job, Matt.

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That was pretty easy, wasn't it? 
We are going to do something else, okay?

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Student: Okay.

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Interviewer: And this will be pretty quick
as well.

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I want to know if you know some different
things, okay, because this is going to help

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when you are in first grade with what the
teacher can help you learn.

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Okay? All right. Do you know what rhyming
words are?

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Student: uh-huh.
Interviewer: Okay.

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Rhyming words are two words
that sound the same on the end like the words

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cat and mat because they both have at.

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Can you give me two words that rhyme?

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Student: Yellow and Jell-o.

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Interviewer: Ooh, nice ones. Okay, I am going
to say two words and I want you to tell me,

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"Yes, they rhyme" or "no, they don't."

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Let's do one for practice. What about the
words sun and fun?

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Student: Yes.
Interviewer: Good job. Bag, bun?

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Student: no.
Interviewer: Good job. Hen, pen?

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Student: Yes.
Interviewer: Good job. Foot, bam?

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Student: no. It goes in a pattern!
Interviewer: Rat, sat?

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Student: Yes.
Interviewer: Pig, wig?

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Student: Yes.

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Interviewer: Good job. Okay, now we need to
do something a little different.

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Sometimes words start with the same sounds,
like the words Sam and some.

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They both start with the sound sss, right?

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Student: Uh huh.

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Interviewer: Okay. I am going to say two words.

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If they start with the same sound, I want
you to say, "Yes, they start with the same

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sound," and if they don't start with the same
sound I want you to say, "no, they don't."

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Student: Okay.

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Interviewer: Let's do a practice one. Do these
two words start with the same sound:

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bag and cat?
Student: no.

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Interviewer: Good job. What about hat, come?
Student: no.

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Interviewer: Good job. What about pen, pig?
Student: Yes.

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Interviewer: Good job. What about bake, stem?
Student: no.

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Interviewer: Good job. And what about cut, cap?
Student: Yes.

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Interviewer: Good job. Okay. You ready for
something else?

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Student: Sure.

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Interviewer: Okay. We are going to play a
game called Guess My Word.

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I am going to say a word, but I am going to
say it slowly, and I want you to see if you

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can guess my word after I say all the parts
in the word. Okay?

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Let's do a practice one. What about this word?

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What's my word? See if you can guess it: s-at.
Student: Sat.

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Interviewer: Good job. What about c-ap?
Student: cap.

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Interviewer: R-un?
Student: Run.

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Interviewer: Good job. What about j-ump?
Student: Jump.

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Interviewer: Good Job. What about p-ig?
Student: Pig.

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Interviewer: Good job. Okay, let's play another
word game.

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This one's a little bit different.

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This time I am going to give you the word, and 
I want you to break up the sounds in the word.

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For example, if I said the word cat, you would
say...

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Student: c-at.

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Interviewer: Good job. Are you ready to try
it?

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Stretch that word like a rubber band, okay?
As far as you can.

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Here we go. Tell me the sounds in the word
pig.

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Student: Puh-i-gg.

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Interviewer: What about the sounds in the
word at?

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Student: A-t.

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Interviewer: What about the sounds in the
word bag?

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Student: Buh-a-g.

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Interviewer: What about the sounds in the
word plate?

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Student: P-l-ate.

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Interviewer: Good job. That was pretty easy,
wasn't it? We are finished.

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Taking a test should not be a stressful activity
for your students.

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They should come to a testing situation well
prepared and ready to show you everything

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they know about the assessment.

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Here are some tips to help you when assessing
your students.

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One, think about your classroom environment.

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Are you prepared? Do you have materials such
as pens and paper ready?

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And how knowledgeable are you about the assessment?

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Also, do your children know your expectations?

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Do they know what to do when they finish the
assessment?

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Or if you are testing on a one-on-one situation,
do they know what to do as to not interfere

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with that testing environment?

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Also, look at each individual child.

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If someone's not feeling well that day, stop
the assessment and do it on another day.

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We want them at their personal best, not their
personal worst.

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Take these test- taking tips, and I hope they
prove to be beneficial for you in the classroom.

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Good luck.

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The Reading Rockets series is a production of WETA.

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Major funding for Reading Rockets comes from 
the United States Department of Education,

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Office of Special Education Programs.

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For author interviews, recommended reading lists, 
and information about teaching kids to read,

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please visit us online at www.readingrockets.org