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

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

Transcript of Presenters: Kay Macartney ( APL&S Tamworth) & Anne-Maree...

  • 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