Presenters: Kay Macartney ( APL&S Tamworth) & Anne-Maree Goodwin (APL&S Armidale)

To use selected NAPLAN Reading texts and other

assessment tools to identify each student's strengths and

needs in reading. Then using this data to develop

individualised programs/adjustments to improve student’s

skills in reading and or access to the curriculum. Writing a

SMART goal as a starting point for the intervention.

INDIVIDUAL FOLLOW UP – NAPLAN READING 2013 Year 3 and Year 5

This follow up to the NAPLAN 2013 should be used with students who:

Did not do the NAPLAN

Are in Year 3 and are below the national minimum standard (NMS), that is scored Band 1 or 2

Are in Year 5 and are below the national minimum standard (NMS), that is scored Band 3 or 4

Have been identified as needing additional assistance through other assessment processes.

INDIVIDUAL FOLLOW UP – NAPLAN READING 2013 Year 7 and Year 9

This follow up to the NAPLAN 2011 should be used with students who:

Did not do the NAPLAN

Are in Year 7 and are below the national minimum standard (NMS), that is scored Band 4 or 5

Are in Year 9 and are below the national minimum standard (NMS), that is scored Band 5 or 6

Have been identified as needing additional assistance through other assessment processes.

The purpose of the Follow Up is to provide in-depth information about students’ use and understanding of:

The three cue sources of information in reading (meaning, structure and visual information)

Accuracy and fluency

Phonological awareness and phonological word processing skills

High frequency word knowledge

Comprehension at a literal, inferential and evaluative level

This will assist teachers to plan and implement programs, which target students’ individual needs in reading.

Take a Running Record on a familiar text

Take a Running Record on the NAPLAN Text

Three Level Questioning Guides – Semantic Understanding

of NAPLAN Text – Teacher asks questions orally and records

exact student responses.

Alternate Format – Three Level Questioning – Multiple

Choice questions

Analyse Running Records (without the student present)

Student Summary Sheet: Transfer information to the

Student Summary Sheet and make appropriate comments.

Johnson Word List or 100 Most Used Words.

Neal Phonemic Screening Test (Educheck)

Sutherland Phonological Awareness Test (SPAT)

Student Summary – Additional Assessments: Transfer

‘Additional Assessment Summary Sheet’.

Planning for Teaching / Individual or group learning plan

Write SMART goal

Computer:

Log in

Home page. Click on SMART

Click on school / Click Agree

Click on Reports (at the top)

Click on Student scores and bands

Literacy Results (Reading, Writing, Spelling, Grammar and

Punctuation)

Identify students in the targeted bands in reading.

SMART

Click on Student Analysis (at the top)

Click on student’s name

Click on the question

Click on Teaching Strategies

Familiar text.

NAPLAN text.

Strategies used?

Accuracy

Self-correction rate 1: _

Correct words per minute

Below 90%- hard text, 90% to 95% - instructional text,

above 95% accuracy – easy text

Contextual Understanding

Questions

Type 1 Literal Comprehension

Type 2 Inferential Comprehension

Type 3 Applied Comprehension

Semantic Understanding

Analyse Running Records

Transfer information (Running

Records, Contextual Information and

Semantic Understanding) onto

Student Summary Sheet

Additional Assessments????

seen

pert

raid

bum

oats

meal

jaw cart ray firm head curt

loom fowl nigh mall tow guy

ck engaged

FROM ASSESSMENT TO PROGRAMMING Assisting students requiring additional support in reading Part 1 -Assessment

Specific level assessment tasks

educheck Developing behaviouraland instructionalsolutions

NEAL PHONEMIC SKILLS SCREENING TEST

NAME: AGE: DATE:

LETTER PHONEMIC SOUNDS SKILLS

a if up at on pug wit fez m cv

s lag zip bud yen rod wax jut eve e

r chop thick shun whet chuck chess d consonant

f quiz which thud lash quit shock digraphs i

t swim spat trot grim drum flog glen n consonant

e skip bled crab twig scab fret plop blends ccve 0 ..

h wept gulp zest list colt bust limp fold u cons. blends

g tiff next ramp sink rift yell kelp jazz cvcc & double I consonants

w hitch scrub strap fetch thrip botch v cons.blends

p splat bunch shrug clutch prompt strict 3 consonants/ b digraphs

y cube hive cute nape mile poke lame wage long vowels X cvccand

j vice globe rote slate gripe crime graze froze c:Onsonant z blef¥1 ccvc

qu loin hom coax th vowel

er gout laud pew digraphs/ sh hoe soy thief diphthongs

wh picnic visit cricket umbrella expect reject compound ch

hopeless undertake pressing wicked message sufftx, preftx,

multi syllable

words

00 lamb measure blind canyon dispute ration oa Mise or salmon knit various gnaw initial vague

wrong phrase cough echo concise physics

ai gac kez vum hon jis al Pseudowords ea chen thack shol whid quox ou

ar Dagmar Neal A.U.A., Dip. T. (Adel.), B.A.. M.A. (Macq.) Educheck 1988

ir Permission to reproduce granted (First Developed 1984)

ur

Gauge reader’s use of phonemic skills

FROM ASSESSMENT TO PROGRAMMING Assisting students requiring additional support in reading

Part 1 – Assessment

Specific level assessment tasks

Teacher’s copy

Johnson basic vocabulary

Student’s name:.............................................................. Date:...............................

the

out

our

how

of

so

over

too

and

said

man

little

to what me good

a

up

even

very

in

its

most

make

that

about

made

world

is into after still

was

than

did

own

he

them

many

see

for

can

before

men

it

only

must

work

with other through long

as new back get

his

some

years

here

on

could

where

between

be time much both

at

these

your

under

by two way never

I may well day

this

then

down

same

had do should if

not first those my

are any people now

no like Mr because

Assess sight word knowledge.

Gauge automaticity of words.

Assess sight word knowledge.

Gauge automaticity of words.

A. SYLLABIC AND SUBSYLLABIC LEVEL 1. SYlLABLE COUNTING *Stimulus Page 1 Demo: kangaroo Practice: alligator picnic.................... television............... elephant................. supermarket............

/4 p E F + 1-

2. RHYME DETECTION

* Stimulus Page 1 Demo: cat, bell. bat Practice: pig, dig,cup map, tap, kite.......... sun, shirt, gun.........

fox. box, zip........... wall, fish, ball.........

14 p E F +I-

3. RHYME PRODUCTION Demo: can, fan ... man Practice: cat, fat, ... night, fight,............ toe, show,.............. bed, red,................. four, sore,..............

14 p E F +I-

4. lDENTIFICATION OF ONSET Demo: ball Practice: sun fat....................... moon................... torch.................... girl......................

14 p E F +I-

B. PHONEMIC LEVEL (CVC) 5. lDENTIFICATION OF 6. SEGMENTATION (1)

ANAL PHONEME * Stimulus·Page 1 Demo: game Demo: up

7. BLENDING (VC, CV, CVC) Demo: i, ce Practice: m,oo, n S, ee....................

d. ay....................

r, oa, d................. (J a, te................. ""

14 p E F + 1-

8. DELETION OF lNITIAL PHONEME Demo: boat (-b) Practice: meat (-m) tame (-t)................ shout (-sh)............. bark (-b)............... mat (-m)...............

14 p E F +I-

Practice: boot bus...................... cap......................

roof..................... duck....................

14 p E F + 1-

Practice: pin am...................... go......................

seat..................... mug....................

14 p E F +I-

c. PHONEMIC LEVEL (BLENDS) 9. SEGMENTATION (2) *Stimulus Page 1 F Demo: sleep D Practice: snake trip..................... spoon.................. g beast.................... p bond....................

14 p E F + 1-

10.CC BLENDS: DELElE IRST PHONEME emo: play (-p)

Practice: clap (-c) smile (-s).........._,.... ruff (-g).............

late (-p)............... swing (-s)..............

14 p E F +I-

11. CC BLENDS: DELElE SECOND PHONEME

Demo: brake (-r)

Practice: smack(-m) stale (-t)................ plain (-1)................

frog (-r)................ slash (-1)...............

14 p E F + 1-

Scoring:

P: Pass = 3 or 4 correct E: Emergent = 1 or 2

correct

F: Fail = 0 correct +1- Referto Table 1:

Skills Analysis Subtotal: 144

D. GRAPHEME-PHONEME CORRESPONDENCES 12. NON-WORD READING * Stimulus Page 2 Write in child's response. Score I or 0.

ig ..................................................

taf ...............................................

spob ···········································

mesk ..........................................._. scrad ...........................................

fouse ............................................

ripadal .......................................... 17

13. NON-WORD SPEll.ING Dictate words. Use spare sheet of paper. Score I or 0.

af ...............................................

rog .............................................

speg ............................................

visk ......................................................

strom .............................................

bouse ..........................................

makidos ........................................ I 7 (1: phonetically acceptable 0: unacceptable)

I

SUTHERLAND PHONOLOGICAL AWARENESS TEST

Name: Date:

Grade: Age: Examiner:

TOTAL SCORE (Maximum= 58): (Refer to Figure I: SPAT Total Scores)

Conclaslons:

Sutherland Phonological Awareness Test

used with the permission of the author,Dr.Roslyn Neilson,1995

Measure student’s phonological awareness

Identify student’s skills

Transfer information

(Educheck, Johnson or

100 Most Used Words,

SPAT)

STUDENT SUMMARY – ADDITIONAL ASSESSMENTS NAPLAN Name ____________________________ Year ___ Date ______________

Neal Phonemic

Skills

Screening Test

Educheck

Vowels to be learned (underline/circle/highlight)

a e i o u

Consonants to be learned (underline/circle/highlight) Vowel digraphs

b c d f g h j k l m n p r s t v w x y z qu th er sh wh ch ck

oo oa or ai ea ou ar ir ur

Combinations to be learned (underline/circle/highlight)

CV CVC consonant digraphs CCVC CVCC 3 consonant long vowel vowel digraph/dipthongs multi-syllables miscellaneous pseudo words

Sight Words Graphological

Johnson List Score:

Score:

Comment / Word Attack Skills:

Or 100 Most Used Words

Score:

Comment / Word Attack Skills:

Sutherland Phonological Awareness Test

Score: Underline area of need Syllable counting Rhyme Detection Rhyme production Phoneme level Segmenting CVC Blending Segmenting CC blends Manipulating Comment:

General Comments:

Write Individual/Group Learning Plan - Reading

S – Specific

M – Measurable

A - Achievable

R – Relevant

T – Time–bound Write your SMART goal eg After 5 interventions, S

will read 10 focus words in the targeted text with automaticity and 100% accuracy.

What is the

most important

skill in reading

for the student to

learn next?

NAPLAN 2013 Follow-up Reading

Year _______

Student __________________ Class______ Teacher____________

SPECIFIC – MEASURABLE – ACHIEVABLE – RELEVANT – TIME-BOUND

SMART Goal

________________________________________________________

Intervention Steps

1.

2._______________________________________________________

3._______________________________________________________

3._______________________________________________________

4._______________________________________________________

5._______________________________________________________

Programming and Strategies Handbook

Teaching Reading Comprehension Strategies a practical

classroom guide - Sheena Cameron (Pearson)

SMART teaching strategies