Wraparound Research & Evaluation · Web viewThe Process of the Evaluation is illustrated within...

Wraparound Research & Evaluation

A brief guide for data collection

The information contained aims to supplement the Wraparound Spelling tracker. The tracker has been designed by the Highland Council Psychological Service with the aim of distributing it to those

who have attended Wraparound Spelling workshops.

For support and guidance surrounding Wraparound spelling, contact:

Jenny WilsonLiteracy Development Officer

[email protected]

For any issues, queries or feedback regarding the tracker, contact:

Grant MurrayResearch Assistant

[email protected]

Note: Cells with an orange fill are the only cells which require input! There is no need to touch anything else.

mailto:[email protected]

mailto:[email protected]

The Process

There are currently two tools we will use to examine the impact Wraparound Spelling. 1. The Blackwell Spelling Assessment2. Wraparound Screening & Monitoring Tools

Examples of these tools can be found within Appendices One & Two, and they should be available within the packs provided to you.

The Process of the Evaluation is illustrated within the Excel document. An example timeline with dates can be viewed below.

You do not have to follow these dates prescriptively, the earlier the implementation the better. But either way, aim to keep the time intervals between screening and assessment relatively consistent.

A screening and monitoring session should be completed approximately every 6 weeks Blackwell Spelling Assessment should completed approximately every 18 weeks

Baseline

Blackwell & Monitoring

01/10/18

Monitoring

12/11/18

Monitoring

17/12/18

Mid Point

Blackwell & Monitoring

07/01/19

Monitoring

18/02/19

Monitoring

01/04/19

EndBlackwell & Monitoring

06/06/19

Introduction Upon opening the Wraparound Spelling Tracker, you will be introduced to the Introduction

Page.

This contains brief information, but most importantly the means in which you can navigate throughout the sheet.

Each section is named after and aligned to each appropriate time point, which includes the information you will collect.

You can navigate through the sheet using the colour tabs below; or through the hyperlinks which will take you straight to each sheet.

Introduction Worksheet

Register The Register will contain the most amount of information. You will only need to complete

this once.There is information at the top of the page to complete, such as the name of the school and the nature of the class. For example, if the class is a Primary 3 or a Primary 3/4 composite.

The majority of the information to input is self-explanatory, but there is a codebook for some variables. This aims to capture a lot of information through simply labelling categories as numbers.

It is important to make yourself familiar with the codebook from sheet to sheet, as it may change slightly throughout the codebook. Below are some notes on the information you will input for the register.

Name: Enter the full name of the individual. Gender: This can be a simple M or F for Male or Female. Initials: The initials for any forenames and surnames. Date of Birth: The date of birth of the individual

(DD/MM/YYYY). SIMD: The Scottish Index of Multiple Deprivation. This is scored

between 1-10, where 1 is the most deprived and 10 is the least deprived.

ASN: For ASN, note the number and assign appropriately. If an individual has a diagnosis of Dyslexia and ADHD, you can enter ‘1, 2’. Or if it is a case that the individual has Dyslexia and an additional support need not listed, it would appropriate to input ‘1, 5’.

EAL: English as an Additional Language. 0 is for native English speakers, 1 is for individuals who have learned English as a second language.

Previous Experience of Wraparound: This is to account for individuals who may have been exposed to the Wraparound Spelling materials in the last session. Where ‘Y’ is that they have had experience of it, and ‘N’ is where they have not.

CfE Level: Curriculum for Excellence Level. The CfE level for the child is currently performing at in terms of reading, as outlined within the Experiences and Outcomes.

Remember to work along the rows, and double check you are entering the correct information for the right individual. It can be easy to mistakenly input the information for the wrong person!

The Register

Baseline The Baseline page, as previously mentioned, aligns to the baseline point in time. This is

where the first phase of data collection is conducted prior to implementation of the materials.

As described, this consists of a Blackwell Spelling Assessment & the appropriate spelling screening and monitoring tool.

You’ll notice that a considerable amount of the details from the register page is present. Where you have inputted this information into the register page, you’ll find it will have transferred appropriately.

When completing the Blackwell Assessment information, you will only need the date in which the assessment is completed as well as the Raw Score, the results from the Assessment. This will automatically calculate the individual’s chronological age; as well as their equivalent age performance according to the Blackwell.For those with a score <10, you will need to click the box above the Raw Score column. This will highlight a new column which will display new age equivalent scores. Only take note of those who score <10.

For the screening tool, refer to the codebook. You will rely based on judgment in regards to the individual’s performance on the screening tools provided. The columns within this table align to the specific areas identified in the tools provided(see Apendix Two).

Finally, there are open text boxes as you scroll along to the right. The questions may differ from each point in time. Nonetheless, please feel free to engage with them and note down as much details as possible in order to collect as much information as possible.

Baseline worksheet

Screening Following the Baseline Point, you will just need to screen until the next Blackwell

Assessment. The codebook remains the same, with two screening tables per the one sheet. Again, the only information required is the date and the judgement of achievement as per

the codebook.

After the two screening periods after the baseline data collection phase, you will be coming to the Mid-Point data collection phase.

This is almost identical to the Baseline Sheet, but slightly different. For the Blackwell Assessment, you’ll notice two new columns. This will record whether there

has been a change in the CfE Level; and how many days absence there has been between the two time points.

The only other change to the sheet is the open ended questions which can be found if you scroll right.

Other than that, the rest of the functionality remains the identical to the Baseline Sheet.

Screening and Monitoring Worksheets

Mid-Point & End Point Worksheets

Screening & End Point This process between screening periods and returning to the Blackwell will repeat itself, with

little changes to the sheets. Just remember that for days absent, it is the number of days between the two time points.

Hence, you’ll be recording the number of days absent between the Baseline time point to the Mid-Point; and the Mid-point to the End-Point.

At the end of the entire process of evaluation, we would ask you to share the anonymised Raw Data sheet.

This contains information of the progress individuals have made, in which the results will be statistically analysed.

Information will be relayed back to individual schools regarding the findings, and the overall pooled findings may be produced within an official report.

To send the data back, you will access the Raw Data sheet at the very endo Note: This should not be altered in anyway. There is no need to input information

into this sheet, it is done automatically In order to do so, simply click the upper most left hand box – this will highlight the whole

sheet. Copy & paste this into a new Microsoft Excel sheet. Save the document and send it via email to the Literacy Development Officer.

Raw Data Worksheet

Appendix One

Instructions for marking the Blackwell Spelling Test

1. If at any point a student gets 5 words in a row wrong, you should stop marking the piece and calculate the total.

2. The formulas for working out the spelling age of the student is to put a decimal between the two figures in the total, then add 6 to the first number.For example: If a student gets a total of 36

Their spelling age is 9.6 If a student gets a total of 88 Their spelling age is 14.8

3. If a student gets single figures [very, very rare], place a zero and a decimal in front of the total figure and then add 6 to the first figure as normal.For example: If a student gets a total of 2

Then their total is 0.2 Their spelling age is 6.2

4. If a student gets 100 [I have never seen this happen], their spelling age is 16 years.

5. To decipher the student’s spelling colour-group, use the following information:

Red 0 – 8.0Orange 8.0 – 8.9Yellow 9 – 10.4Green 10.5 – 12.5Blue 12.6 – 13.4Violet 13.5 – 16

6. On the front of the students’ answer sheet, write down the following information:TotalSpelling ageSpelling colour-group

1. last I caught the last train home.2. till I went to the till at the supermarket.3. pink He was wearing a pink shirt.4. button The shirt was missing a button.5. time I looked at the clock to see the time.6. lake The water in the lake looked cold.7. cage The bird didn’t like being in a cage.8. nice It’s nice to see you all.9. shame It’s a shame we’re in school!10. those Those uniforms look very smart!11. dear You usually start a letter with dear Mr smith12. coal An open fire may have coal in it.13. flow The flow of the river is fast.14. street The street looks busy with all the cars.15. shirt That pink shirt has a new button16. stout He is a short and stout man17. afternoon In the afternoon he plays golf18. because That’s because he has retired19. anything And anything is better than watching TV all day!20. would Would you like to watch TV all day?21. report You could write a report on daytime TV.22. between We could debate the differences between shows,23. stream The stream contained lots of fish.24. mistake He made a mistake25. invite He wanted to invite his mum fishing26. fright He thought the maggots would give her a fright27. instead So instead he asked his dad28. knee So he could sit on dad’s knee29. monkey But a monkey got there first.30. flour A cake is made with flour31. month The cake wouldn’t last a month in my house!32. work I work here at school33. engine The car’s engine is powerful34. picture I have a picture of it on my wall35. daisies I like making chains from the daisies in the garden36. friend My friend does too37. people The people on the street are friendly38. surprise It’s a surprise when you bump into someone you know.39. health Hopefully we are all in good health40. laugh And we like to laugh41. insect I don’t think an insect can laugh42. length The length of an insect is very short43. speech Maybe we could watch a speech about insects44. feather Or birds that have lost a feather45. avoid It’s best to avoid losing feathers46. mountain Especially up a mountain47. shelter It’s hard to find shelter up a mountain48. powerful The winds are powerful49. parcel You wouldn’t get a parcel up a mountain

50. happiness Your happiness is very important in school

51. soldier The soldier is happy fighting52. bury But not when he has to bury a colleague53. writing You are writing the correct spellings 54. stretch Time to stretch your hands55. electric The lights are electric56. measure We could measure the brightness of the lamps57. build We could build a new classroom58. straight The walls need to be straight59. beautiful It could look beautiful60. curve A circle has a curve61. bandage You wear a bandage over a bad wound62. carriage The train only had one carriage63. cupboard There were lots of cups in the cupboard64. chief The woman in charge was the chief65. weight The weight of the car was two tonnes66. autumn Autumn comes after summer67. favourite It is my favourite season68. anxious Winter makes me anxious69. injury You could sustain an injury70. strength That depends on the strength of the storm71. sincerely We write sincerely at the end of a letter72. invitation We put RSVP at the end of an invitation73. disappear Magicians can disappear into thin air74. mischief They create mischief with their tricks75. possible It is possible they are hiding something.76. accident It is not an accident77. knowledge They have superior knowledge78. choir The choir sang in harmony79. quarrel But had a nasty quarrel when it sounded bad80. chocolate Most people like chocolate cake81. information The information office had lots of visitors82. competition Sports day involved a big competition83. official The official referee was called in84. accommodation The athlete’s accommodation was very plush85. occasion It was a brilliant occasion86. success The Olympics were a big success87. decision It was a good decision to hold it in the UK88. gradual The cyclist went up a gradual incline89. business The business made lots of money90. foreign The foreign visitors enjoyed their trips91. mysterious The mysterious lights were a spaceship92. fascinated It fascinated the people below93. especially Especially the locals94. society Society has welcomed the new arrivals to earth95. honour The mayor gave them the honour of visiting the queen96. mosquitoes But the mosquitoes bit them as their blood was tasty97. separate They had to be kept separate98. privilege It was a privilege to visit them99. awkward It felt awkward to say goodbye100.recommend I would recommend going to visit them before they leave

Appendix Two

Early Level – Wraparound Spelling Screening 1

1. Stretching a wordWhen I hear the word cup, I can stretch it like this: c – u – p cup.Can you stretch the word cup?Can you say and stretch the word sock?Answer: s – o – ck sockCan you say and stretch the word jump?Answer: j – u – m - p jump

2. Counting the soundsWhen I stretched the word cup, I said c – u – p cup.I can count the sounds in the word.c - u - p

3 sounds

Can you stretch and count the sounds in the word sock?Answer: s – o – ck sock = 3 soundsCan you stretch and count the sounds in the word jump?Answer: j – u – m - p jump = 4 sounds

3. Grapheme identificationWhen I stretch the word c – u – p I can match each sound to a letter.c – u – p (child points to the grapheme (letter) which matches each phoneme (sound)Can you point to the letter/s which you would use to show each sound in the word sock?Answer: s – o – ckCan you point to the letter/s which you would use to show each sound in the word jump?Answer: j – u – m - p

4. Rhyming - Does not need to be a real wordWhen I say the word cup, I can rhyme it and say tupcup - tupCan you think of a word to rhyme with sock?Can you think of a word to rhyme with jump?

5. SyllablesWhen I say the word cup, I just clap once. It has one syllable.Say and clap the syllables in the word sock.Say and clap the syllables in the word jump.

6. Grow a wordWhen I say the word cup, I can grow it to cups or cupping or cupped.Can you grow the word sock?Can you grow the word jump?

7. Parts of SpeechThe word cup is the name of something so it is a noun.Is the word sock a noun or a verb?Answer: nounIs the word jump a noun or a verb?Answer: verb


1. Stretching a wordWhen I hear the word cup, I can stretch it like this: c – u – p cup.Can you stretch the word cup?Can you say and stretch the word hen?Answer: h – e – n henCan you say and stretch the word giggle?Answer: g – i – gg – le giggle


3 sounds

Can you stretch and count the sounds in the word sock?Answer: s – o – ck sock = 3 soundsCan you stretch and count the sounds in the word hen?Answer: : h – e – n hen = 3 soundsCan you stretch and count the sounds in the word giggle?Answer: g – i – gg – le giggle = 4 sounds

3. Grapheme identificationWhen I stretch the word c – u – p I can match each sound to a letter.c – u – p (child points to the grapheme (letter) which matches each phoneme (sound)Can you point to the letter/s which you would use to show each sound in the word hen?Answer: : h – e – nCan you point to the letter/s which you would use to show each sound in the word giggle?Answer: g – i – gg – le

4. Rhyming - Does not need to be a real wordWhen I say the word cup, I can rhyme it and say tupcup - tupCan you think of a word to rhyme with hen?Can you think of a word to rhyme with giggle?

5. SyllablesWhen I say the word cup, I just clap once. It has one syllable.Say and clap the syllables in the word hen. One syllableSay and clap the syllables in the word giggle. Two syllables

6. Grow a wordWhen I say the word cup, I can grow it to cups or cupping or cupped.Can you grow the word hen? hens,Can you grow the word giggle? giggling, giggled

7. Parts of SpeechThe word cup is the name of something so it is a noun.Is the word hen a noun or a verb? Answer: nounIs the word giggle a noun or a verb? Answer: noun


1. Stretching a wordWhen I hear the word cup, I can stretch it like this: c – u – p cup.Can you stretch the word cup?Can you say and stretch the word table?Answer: t – a – b - le tableCan you say and stretch the word wave?Answer: w – a – ve wave


3 sounds

Can you stretch and count the sounds in the word table?Answer: : t – a – b - le table = 4 soundsCan you stretch and count the sounds in the word wave?Answer: w – a – ve wave = 3 sounds

3. Grapheme identificationWhen I stretch the word c – u – p I can match each sound to a letter.c – u – p (child points to the grapheme (letter) which matches each phoneme (sound)Can you point to the letter/s which you would use to show each sound in the word table?Answer: : t – a – b - leCan you point to the letter/s which you would use to show each sound in the word wave?Answer: w – a – ve

4. Rhyming - Does not need to be a real wordWhen I say the word cup, I can rhyme it and say tupcup - tupCan you think of a word to rhyme with table?Can you think of a word to rhyme with wave?

5. SyllablesWhen I say the word cup, I just clap once. It has one syllable.Say and clap the syllables in the word table. Two syllableSay and clap the syllables in the word wave. One syllables

6. Grow a wordWhen I say the word cup, I can grow it to cups or cupping or cupped.Can you grow the word table? tables, tableclothCan you grow the word wave? waving, waved, waves

7. Parts of SpeechThe word cup is the name of something so it is a noun.Is the word table a noun or a verb? Answer: nounIs the word wave a noun or a verb? Answer: verb (could be noun – ask for the word in a sentence make sure they have identified it correctly.


1. Stretching a wordWhen I hear the word cup, I can stretch it like this: c – u – p cup.Can you stretch the word cup?Can you say and stretch the word chicken?Answer: ch – i – ck – e - n chickenCan you say and stretch the word swim?Answer: s – w – i - m swim


3 sounds

Can you stretch and count the sounds in the word chicken?Answer: : ch – i – ck - e – n chicken = 5 soundsCan you stretch and count the sounds in the word walk?Answer: s – w – i - m swim = 4 sounds

3. Grapheme identificationWhen I stretch the word c – u – p I can match each sound to a letter.c – u – p (child points to the grapheme (letter) which matches each phoneme (sound)Can you point to the letter/s which you would use to show each sound in the word chicken?Answer: : ch – i – ck – e - nCan you point to the letter/s which you would use to show each sound in the word swim?Answer: s – w – i - m

4. Rhyming - Does not need to be a real wordWhen I say the word cup, I can rhyme it and say tupcup - tupCan you think of a word to rhyme with chicken?Can you think of a word to rhyme with swim?

5. SyllablesWhen I say the word cup, I just clap once. It has one syllable.Say and clap the syllables in the word chicken. Two syllableSay and clap the syllables in the word swim . One syllables

6. Grow a wordWhen I say the word cup, I can grow it to cups or cupping or cupped.Can you grow the word chicken? chickensCan you grow the word swim? Swimming, swims, swimmer

7. Parts of SpeechThe word cup is the name of something so it is a noun.Is the word chicken a noun or a verb? Answer: nounIs the word swim a noun or a verb? Answer: verb

First Level – Wraparound Spelling Screening 1

1. Stretching a wordWhen I hear the word cup, I can stretch it like this: c – u – p cup.Can you stretch the word cup?Can you say and stretch the word window?Answer: w – i – n – d - ow windowCan you say and stretch the word shout?Answer: sh – ou – t shout


3 soundsCan you stretch and count the sounds in the word window?Answer: w – i – n – d - ow window = 5 soundsCan you stretch and count the sounds in the word shout?Answer: sh – ou – t shout = 3 sounds

3. Grapheme identificationWhen I stretch the word c – u – p I can match each sound to a letter.c – u – p (child points to the grapheme (letter) which matches each phoneme (sound)Can you point to the letter/s which you would use to show each sound in the word window?Answer: w – i – n – d - owCan you point to the letter/s which you would use to show each sound in the word shout?Answer: sh – ou – t

4. Rhyming – Does not need to be a real wordWhen I say the word cup, I can rhyme it and say tupcup - tupCan you think of a word to rhyme with window?Can you think of a word to rhyme with shout?

5. SyllablesWhen I say the word cup, I just clap once. It has one syllable.Say and clap the syllables in the word window. Win/dow Two syllablesSay and clap the syllables in the word jump. Jump One syllable

6. Grow a wordWhen I say the word cup, I can grow it to cups or cupping or cupped.Can you grow the word window? Windowpane, windows, windowsillCan you grow the word shout? Shouted, shouting, shouts

7. Parts of SpeechThe word cup is the name of something so it is a noun.Is the word window a noun, a verb, an adverb or adjective?Answer: nounIs the word shout a noun or a verb?Answer: verb

8. SentencesSay a sentence with the word window? Can you grow the sentence to add more information?Say a sentence with the word shout? Can you grow the sentence to add more information?


1. Stretching a wordWhen I hear the word cup, I can stretch it like this: c – u – p cup.Can you stretch the word cup?Can you say and stretch the word happy?Answer: h – a – pp – y happyCan you say and stretch the word animal?Answer: a – n – i – m – a – l animal?


3 soundsCan you stretch and count the sounds in the word happy?Answer: h – a – pp – y happy = 4 soundsCan you stretch and count the sounds in the word computer?Answer: a – n – i – m – a – l animal = 6 sounds

3. Grapheme identificationWhen I stretch the word c – u – p I can match each sound to a letter.c – u – p (child points to the grapheme (letter) which matches each phoneme (sound)Can you point to the letter/s which you would use to show each sound in the word happy?Answer: h – a – pp – yCan you write the letter codes for each sound in the word computer?Answer: a – n – i – m – a – l

4. Rhyming – Does not need to be a real wordWhen I say the word cup, I can rhyme it and say tupcup - tupCan you think of a word to rhyme with happy?Can you think of a word to rhyme with animal?

5. SyllablesWhen I say the word cup, I just clap once. It has one syllable.Say and clap the syllables in the word happy. ha/ppy Two syllablesSay and clap the syllables in the word computer. com/pu/ter Three syllable

6. Grow a wordWhen I say the word cup, I can grow it to cups or cupping or cupped.Can you grow the word happy? unhappy, happily, unhappinessCan you grow the word computer? computers

7. Parts of SpeechThe word cup is the name of something so it is a noun.Is the word happy a noun, a verb, an adverb or adjective?Answer: verb or adjective (you may have to ask them to explain as some words can be more than one part of speech)Is the word computer a noun or a verb?Answer: noun

8. SentencesSay a sentence with the word happy? Can you grow the sentence to add more information?Say a sentence with the word computer? Can you grow the sentence to add more information?


1. Stretching a word

When I hear the word cup, I can stretch it like this: c – u – p cup.Can you stretch the word cup?Can you say and stretch the word flower? Answer: f – l – ow – e – r flowerCan you say and stretch the word whistle? Answer: wh – i – s – tle whistle?


3 soundsCan you stretch and count the sounds in the word flower?Answer: f – l – ow – e – r flower = 5 soundsCan you stretch and count the sounds in the word computer?Answer: wh – i – s – tle whistle = 4 sounds

3. Grapheme identificationWhen I stretch the word c – u – p I can match each sound to a letter.c – u – p (child points to the grapheme (letter) which matches each phoneme (sound)Can you point to the letter/s which you would use to show each sound in the word flower?Answer: f – l – ow – e – rCan you write the letter codes for each sound in the word whistle?Answer: wh – i – s – tle

4. Rhyming – Does not need to be a real wordWhen I say the word cup, I can rhyme it and say tupcup - tupCan you think of a word to rhyme with flower?Can you think of a word to rhyme with whistle?

5. SyllablesWhen I say the word cup, I just clap once. It has one syllable.Say and clap the syllables in the word flower. flow/er Two syllablesSay and clap the syllables in the word whistle. whi/stle Two syllable

6. Grow a wordWhen I say the word cup, I can grow it to cups or cupping or cupped.Can you grow the word flower? flowery, flowers, floweringCan you grow the word whistle? Whistled, whistling, whistler

7. Parts of SpeechThe word cup is the name of something so it is a noun.Is the word flower a noun, a verb, an adverb or adjective?Answer: noun (could also be a verb – ask for a sentence with the word. Check they have chosen the correct figure of speech to match the sentence.)Is the word whistle a noun or a verb?Answer: verb (could also be a noun – ask for a sentence with the word. Check they have chosen the correct figure of speech to match the sentence.)

8. SentencesSay a sentence with the word flower? Can you grow the sentence to add more information?Say a sentence with the word whistle? Can you grow the sentence to add more information?



When I hear the word cup, I can stretch it like this: c – u – p cup.Can you stretch the word cup?Can you say and stretch the word light? Answer: l – igh – t lightCan you say and stretch the word relax? Answer: r - e – l – a – x relax?


3 soundsCan you stretch and count the sounds in the word light?Answer: l – igh – t light = 3 soundsCan you stretch and count the sounds in the word relax?Answer: r – e – l – a – x relax = 5 sounds

3. Grapheme identificationWhen I stretch the word c – u – p I can match each sound to a letter.c – u – p (child points to the grapheme (letter) which matches each phoneme (sound)Can you point to the letter/s which you would use to show each sound in the word light?Answer: : l – igh – tCan you write the letter codes for each sound in the word relax?Answer: r - e – l – a – x

4. Rhyming – Does not need to be a real wordWhen I say the word cup, I can rhyme it and say tupcup - tupCan you think of a word to rhyme with light?Can you think of a word to rhyme with relax?

5. SyllablesWhen I say the word cup, I just clap once. It has one syllable.Say and clap the syllables in the word light. light One syllablesSay and clap the syllables in the word relax. re/lax Two syllable

6. Grow a wordWhen I say the word cup, I can grow it to cups or cupping or cupped.Can you grow the word light? lightning, lighter, lightestCan you grow the word relax? relaxing, relaxed

7. Parts of SpeechThe word cup is the name of something so it is a noun.Is the word light a noun, a verb, an adverb or adjective?Answer: noun (could also be a verb – ask for a sentence with the word. Check they have chosen the correct figure of speech to match the sentence.)Is the word relax a noun or a verb?Answer: verb

8. SentencesSay a sentence with the word light? Can you grow the sentence to add more information?Say a sentence with the word relax? Can you grow the sentence to add more information?

Second Level – Wraparound Spelling Screening 1

1. Stretching a wordWhen I hear the word cup, I can stretch it like this: c – u – p cup.Can you stretch the word cup?Say and stretch the word descend? Answer: d – e – sc – e – n - d descendSay and stretch the word photograph? Answer: ph - o – t – o – g – r – a - ph photograph?


3 soundsCan you stretch and count the sounds in the word descend?Answer: d – e – sc – e – n - d descend = 6 soundsCan you stretch and count the sounds in the word photograph?Answer: ph – o – t – o – g – r – a – ph photograph = 8 sounds

3. Grapheme identificationWhen I stretch the word c – u – p I can match each sound to a letter.c – u – p (child points to the grapheme (letter) which matches each phoneme (sound)Can you point to the letter/s which you would use to show each sound in the word descend?Answer: d – e – sc – e – n - dCan you write the letter codes for each sound in the word photograph?Answer: ph – o – t – o – g – r – a – ph

4. Rhyming – Does not need to be a real wordWhen I say the word cup, I can rhyme it and say tupcup - tupCan you think of a word to rhyme with descend?Can you think of a word to rhyme with photograph?

5. SyllablesWhen I say the word cup, I just clap once. It has one syllable.Say and clap the syllables in the word descend. De/scend Two syllablesSay and clap the syllables in the word photograph. Pho/to/graph Three syllable

6. Grow a wordWhen I say the word cup, I can grow it to cups or cupping or cupped.Can you grow the word descend? descending, descendedCan you grow the word photograph? photographed, photographer

7. Parts of SpeechThe word cup is the name of something so it is a noun.Is the word descend a noun, a verb, an adverb or adjective?Answer: verbIs the word photograph a noun, a verb, an adverb or adjective?Answer: verb noun (could also be a verb – ask for a sentence with the word. Check they have chosen the correct figure of speech to match the sentence.)

8. SentencesSay a sentence with the word descend. Can you grow the sentence to add more information?Say a sentence with the word photograph. Can you grow the sentence to add more information?



When I hear the word cup, I can stretch it like this: c – u – p cup.Can you stretch the word cup?Say and stretch the word mirror? Answer: m – i – rr – o – r mirrorSay and stretch the word ginger? Answer: g - i – n – g – e – r ginger?


3 soundsCan you stretch and count the sounds in the word mirror?Answer: m – i – rr – o – r mirror = 5 soundsCan you stretch and count the sounds in the word photograph?Answer: g - i – n – g – e – r ginger = 6 sounds

3. Grapheme identificationWhen I stretch the word c – u – p I can match each sound to a letter.c – u – p (child points to the grapheme (letter) which matches each phoneme (sound)Can you point to the letter/s which you would use to show each sound in the word mirror?Answer: m – i – rr – o – rCan you write the letter codes for each sound in the word ginger?Answer: g - i – n – g – e – r

4. Rhyming – Does not need to be a real wordWhen I say the word cup, I can rhyme it and say tupcup - tupCan you think of a word to rhyme with mirror?Can you think of a word to rhyme with ginger?

5. SyllablesWhen I say the word cup, I just clap once. It has one syllable.Say and clap the syllables in the word mirror. Mi/rror Two syllablesSay and clap the syllables in the word ginger. Gin/ger Three syllable

6. Grow a wordWhen I say the word cup, I can grow it to cups or cupping or cupped.Can you grow the word mirror? mirrors, mirroringCan you grow the word ginger? gingery, gingerly

7. Parts of SpeechThe word cup is the name of something so it is a noun.Is the word mirror a noun, a verb, an adverb or adjective?Answer: nounIs the word ginger a noun, a verb, an adverb or adjective?Answer: adjective (could also be a noun – ask for a sentence with the word. Check they have chosen the correct figure of speech to match the sentence.)

8. SentencesSay a sentence with the word mirror. Can you grow the sentence to add more information?Say a sentence with the word ginger. Can you grow the sentence to add more information?


1. Stretching a wordWhen I hear the word cup, I can stretch it like this: c – u – p cup.Can you stretch the word cup?Say and stretch the word station? Answer: s – t – a – ti – o - n stationSay and stretch the word cycle? Answer: c - y – c – le cycle?


3 soundsCan you stretch and count the sounds in the word station?Answer: s – t – a – ti – o - n station = 6 soundsCan you stretch and count the sounds in the word cycle?Answer: c - y – c – le cycle = 4 sounds

3. Grapheme identificationWhen I stretch the word c – u – p I can match each sound to a letter.c – u – p (child points to the grapheme (letter) which matches each phoneme (sound)Can you point to the letter/s which you would use to show each sound in the word station?Answer: s – t – a – ti – o - nCan you write the letter codes for each sound in the word photograph?Answer: c - y – c – le

4. Rhyming – Does not need to be a real wordWhen I say the word cup, I can rhyme it and say tupcup - tupCan you think of a word to rhyme with station?Can you think of a word to rhyme with cycle?

5. SyllablesWhen I say the word cup, I just clap once. It has one syllable.Say and clap the syllables in the word station. Sta/tion Two syllablesSay and clap the syllables in the word cycle. Cy/cle Two syllable

6. Grow a wordWhen I say the word cup, I can grow it to cups or cupping or cupped.Can you grow the word station? stationary, stationsCan you grow the word cycle? cycling, cycler

7. Parts of SpeechThe word cup is the name of something so it is a noun.Is the word station a noun, a verb, an adverb or adjective?Answer: stationIs the word cycle a noun, a verb, an adverb or adjective?Answer: verb (could also be a noun – ask for a sentence with the word. Check they have chosen the correct figure of speech to match the sentence.)

8. SentencesSay a sentence with the word station. Can you grow the sentence to add more information?Say a sentence with the word cycle. Can you grow the sentence to add more information?


1. Stretching a wordWhen I hear the word cup, I can stretch it like this: c – u – p cup.Can you stretch the word cup?Say and stretch the word remember? Answer: r – e – m – e – m – b – e - r rememberSay and stretch the word elesphant? Answer: e - l – e – ph – a – n – t elephant?


3 soundsCan you stretch and count the sounds in the word remember?Answer: r – e – m – e – m – b – e - r remember = 8 soundsCan you stretch and count the sounds in the word elephant?Answer: e - l – e – ph – a – n – t elephant = 7 sounds

3. Grapheme identificationWhen I stretch the word c – u – p I can match each sound to a letter.c – u – p (child points to the grapheme (letter) which matches each phoneme (sound)Can you point to the letter/s which you would use to show each sound in the word remember? Answer: r – e – m – e – m – b – e - rCan you write the letter codes for each sound in the word elephant?Answer: e - l – e – ph – a – n – t

4. Rhyming – Does not need to be a real wordWhen I say the word cup, I can rhyme it and say tupcup - tupCan you think of a word to rhyme with remember?Can you think of a word to rhyme with elephant?

5. SyllablesWhen I say the word cup, I just clap once. It has one syllable.Say and clap the syllables in the word remember. Re/mem/ber Three syllablesSay and clap the syllables in the word elephant. El/e/phant Three syllable

6. Grow a wordWhen I say the word cup, I can grow it to cups or cupping or cupped.Can you grow the word remember? remembering, rememberedCan you grow the word elephant? elephants

7. Parts of SpeechThe word cup is the name of something so it is a noun.Is the word remember a noun, a verb, an adverb or adjective?Answer: verbIs the word elephant a noun, a verb, an adverb or adjective?Answer: noun

8. SentencesSay a sentence with the word remember. Can you grow the sentence to add more information?Say a sentence with the word elephant. Can you grow the sentence to add more information?

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