Presenters: Kay Macartney ( APL&S Tamworth) & Anne-Maree...
Transcript of Presenters: Kay Macartney ( APL&S Tamworth) & Anne-Maree...
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Presenters: Kay Macartney ( APL&S Tamworth) & Anne-Maree Goodwin (APL&S Armidale)
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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.
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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.
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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.
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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.
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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
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Analyse Running Records (without the student present)
Student Summary Sheet: Transfer information to the
Student Summary Sheet and make appropriate comments.
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Johnson Word List or 100 Most Used Words.
Neal Phonemic Screening Test (Educheck)
Sutherland Phonological Awareness Test (SPAT)
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Student Summary – Additional Assessments: Transfer
‘Additional Assessment Summary Sheet’.
Planning for Teaching / Individual or group learning plan
Write SMART goal
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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.
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SMART
Click on Student Analysis (at the top)
Click on student’s name
Click on the question
Click on Teaching Strategies
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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
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Contextual Understanding
Questions
Type 1 Literal Comprehension
Type 2 Inferential Comprehension
Type 3 Applied Comprehension
Semantic Understanding
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Analyse Running Records
Transfer information (Running
Records, Contextual Information and
Semantic Understanding) onto
Student Summary Sheet
Additional Assessments????
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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
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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.
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Assess sight word knowledge.
Gauge automaticity of words.
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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)
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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
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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:
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Write Individual/Group Learning Plan - Reading
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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.
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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._______________________________________________________
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Programming and Strategies Handbook
Teaching Reading Comprehension Strategies a practical
classroom guide - Sheena Cameron (Pearson)
SMART teaching strategies