Sit with your child somewhere cozy. This takes about 5 minutes and feels like a game — not a test.
Video from Goldie — 30 sec welcome
You’ll observe your child, try a few quick activities together, then tap the answer that best matches what you see. There are no wrong answers — every response tells us something helpful.
Before We Begin
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First Things First
How old is your child right now?
This helps us match the questions to your child’s age and stage.
One More Thing
So we can personalize your results —
Is your little one a boy or a girl?
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Wow — Let’s Keep Going!
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Let’s Find the Right Fit
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Part 1 of 2
What You Already Notice
These first five questions are about things you may have already seen your child do at home. No activity needed — just think about what you’ve observed.
Question 1 of 9
Hearing
Singing & Sound Play
Does your child enjoy singing songs, reciting nursery rhymes, and playing with sounds — like making silly rhymes, repeating fun words, or singing along to favorites?
Question 2 of 9
Seeing
Books & Pages
Question 3 of 9
Seeing
Print in Everyday Life
Question 4 of 9
Seeing
Letter Curiosity
Question 5 of 9
Using
Pretend Play Stories
Does your child create stories during pretend play — giving characters names, describing where they are, and narrating what happens?
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Part 2 of 2
Try These Together
Grab a cozy spot with your child — the next four questions are quick, playful activities. About 3 minutes.
Question 6 of 9
Hearing
Echo the Rhyme
Say this to your child
“Listen — bat, cat. Can you say that back to me? Bat, cat.”
Then try: “hop, mop” and “big, pig.”
You’re listening for whether your child can echo the rhyming pair back to you.
Question 7 of 9
Hearing
Clap the Beats
Say this to your child
“Let’s clap the parts of words! I’ll go first.”
🍿 Pop-corn
(clap 2 times)
☀️ Sun-shine
(clap 2 times)
“Now you try! Clap the parts of CUPCAKE.” 🧁 Then: “How about RAINBOW?” 🌈
💡 Parent tip: Compound words like popcorn and sunshine have the clearest syllable breaks — no guessing where one part ends and the next begins.
Question 8 of 9
Using
Who Was in the Story?
Read any short picture book, then ask
“Who was in that story?” “Where were they?”
You’re listening for whether they can recall at least the character and the setting.
Question 9 of 9
Using
What Happened Next?
Read this short story aloud to your child
🐦 The Little Bird
A little bird sat in a tree. She was hungry. She flew down to the ground and found a worm. She ate the worm and flew back up to her tree. She sang a happy song.
Now ask your child
“What happened first? Then what happened? And what happened at the end?”
You’re listening for any sense of order — first, then, last.
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Part 1 of 2
What You Already Notice
This first question is about something you may have already seen your child do. No activity needed.
Question 1 of 9
Using
Emergent Writing
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Part 2 of 2
Try These Together
Grab a cozy spot with your child — these eight activities are quick and playful. About 4 minutes.
Question 2 of 9
Hearing
First Sound Game
Say these words one at a time and listen for the answers
☀️ “What’s the first sound in SUN?” → /s/
🐟 “What’s the first sound in FISH?” → /f/
🏔️ “What’s the first sound in MOUNTAIN?” → /m/
💡 Parent tip: They need to say the SOUND, not the letter name. /s/ is the hissing sound, not “ess.”
Question 3 of 9
Hearing
Finish the Rhyme
Say this to your child
“I’m going to start a little rhyme, and you finish it!”
“The cat wore a funny little ”
If they don’t get it, try: “I can jump so high, way up to the ___”
Any real rhyming word counts — hat, bat, mat, sky, fly.
Question 4 of 9
Hearing
Word Smash
Say this to your child
“Say the word BASEBALL. Now say BASEBALL but don’t say BASE. What’s left?”
⚾
base + ball
→
🏀
ball!
If they get it, try: “Say PANCAKE without PAN.” (cake)
You’re listening for whether they can hold the whole word in their head and drop a piece.
Question 5 of 9
Seeing
Letter Names & Sounds
Say this to your child
“Can you tell me the name of each letter? And what sound does it make?”
A
M
S
T
💡 Here’s what to listen for: A = /ă/ as in ant 🐜 · M = /m/ as in mountain 🏔️ S = /s/ as in sun ☀️ · T = /t/ as in toad 🐸
Question 6 of 9
Seeing
Letter Set 2
Say this to your child
“Great job! Now let’s try four more. Name and sound!”
P
F
I
N
💡 Here’s what to listen for: P = /p/ as in pond 🌊 · F = /f/ as in fish 🐟 I = /ĭ/ as in inchworm 🐛 · N = /n/ as in nest 🪺
Question 7 of 9
Seeing
Words on the Page
The cat sat.
Say this to your child
“Can you point to one word on this line? Now point to a different word.”
You’re checking if they can identify individual words on the page.
Question 8 of 9
Using
Retell a Story
Read this short story aloud
🐾 Max the Puppy
A little puppy named Max was hungry. He looked in his bowl, but it was empty. He sat by the kitchen door and barked. His mom came and filled the bowl with food. Max wagged his tail and ate every bite.
Now ask your child
“Can you retell that story? What happened first? Then what? How did it end?”
Listen for: character (Max), problem (hungry/empty bowl), what he did (barked), and ending (mom filled it, he ate).
Question 9 of 9
Using
Same & Different
Say this to your child
“Tell me — how are a dog and a cat the same? And how are they different?”
Listen for complete sentences like “They both have four legs” or “A dog barks and a cat meows.” If they struggle, try: banana and apple.
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Part 1 of 2
What You Already Notice
This first question is about something you may have already seen your child do. No activity needed.
Question 1 of 9
Using
Reaching for Books
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Part 2 of 2
Try These Together
These last eight activities are quick and playful. About 4 minutes with your child.
Question 2 of 9
Hearing
Sound Blending
Say these sounds slowly and listen for the answers
/m/ ... /a/ ... /t/ → “What word?” (mat)
/s/ ... /i/ ... /t/ → “What word?” (sit)
/h/ ... /o/ ... /p/ → “What word?” (hop)
💡 The sounds: /m/ as in mountain 🏔️, /a/ as in ant 🐜, /t/ as in toad 🐸 /s/ as in sun ☀️, /i/ as in inchworm 🐛 /h/ as in hive 🐝, /ŏ/ as in otter 🦦, /p/ as in pond 🌊
Question 3 of 9
Hearing
Break It Apart
Say these words and listen for the answers
“Tell me all the sounds in CAT.” → /k/ /a/ /t/
“Tell me all the sounds in PIG.” → /p/ /i/ /g/
💡 Parent tip: They should say each sound separately — /k/ ... /a/ ... /t/ — not the letter names.
Question 4 of 9
Hearing
Take Away a Sound
Say this to your child
“Say the word MEAT. Now say MEAT but don’t say /m/. What’s left?”
Try another: “Say SAND. Now say SAND without /s/.” (and)
💡 Parent tip: /m/ is the humming sound (as in mountain 🏔️), /s/ is the hissing sound (as in sun ☀️). This is the trickiest sound skill — they’re removing a single sound, not a whole word piece.
Question 5 of 9
Seeing
All 26 Sounds
Set 1A M S T
Set 2P F I N
Set 3O D C G
Set 4B E K H L
RemainingJ Q R U V W X Y Z
💡 Parent tip: The SOUND is different from the NAME. B’s name is “bee” but its sound is /b/ (as in bug 🐛) G’s name is “jee” but its sound is /g/ (as in goose 🪿) S’s name is “ess” but its sound is /s/ (as in sun ☀️)
Question 6 of 9
Seeing
Finger Tracking
I can see the big red dog.
Say this to your child
“Can you point to each word as you read this line to me?”
Watch for 1-to-1 matching — one finger tap per word, moving left to right.
Question 7 of 9
Seeing
Letter Pairs
Say this to your child
“These two letters work together to make one sound. Can you tell me what sound they make?”
SH
CH
TH
WH
💡 Parent tip: SH → /sh/ as in “ship” · CH → /ch/ as in “chip” TH → /th/ as in “this” · WH → /w/ as in “when”
Question 8 of 9
Using
Retell a Story
Read this story aloud
🦓 Ziggy the Zebra
Ziggy the zebra wanted to jump over the wide puddle. He felt nervous because it looked really big. He backed up, ran fast, and leaped! He landed right on the other side. Ziggy felt so proud he did a little dance.
Now ask your child
“Can you retell that story? Who was it about? What did he want to do? How did he feel? What happened?”
Listen for: character (Ziggy), problem (wide puddle), feeling (nervous), attempt (ran and leaped), and outcome (made it, felt proud).
Question 9 of 9
Using
Read These Words
sun map bed hop fin
Say this to your child
“Can you read these words for me? Sound them out if you need to.”
Sounding out counts — they don’t have to read them fluently. Any attempt to blend the sounds is a win.