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Small Steps Tracker-Assessing and Monitoring
Small Stepped Progress of Pupils with SEN
2017 Edition
Materials for: Assessing and Monitoring Small Stepped Progress of Pupils with SEN.The following assessment materials are offered as one way in which SENCos and all teachers can:
judge the achievement of individuals and groups track individual progress inform the grouping of learners with similar needs review medium and short term planning
Use professional judgement to determine a learner’s capacity to complete this assessment in one session; several sessions may be needed over the course of a week. It is envisaged that the data collated from the summative assessments, shown through the pupil progress tracker, will sit with the class teacher, but will be shared with SENCos for monitoring purposes.
2
The toolkit: Phonological Awareness Check - skills of blending and segmenting
Assessment of:
1. Grapheme/phoneme correspondence (single letters)2. Reading phonically regular words 3. Grapheme/phoneme correspondence (vowel graphemes at phases 3/5)4. Spelling phonically regular words5. Reading and spelling high frequency words - first 100 6. Reading and spelling high frequency words - next 200
Intervention Monitoring Sheet
Pupil Progress Tracker
3
This is an informal check to consider how the learner is able to:
blend phonemes to form words segment words into their constituent phonemes
It can be considered alongside the phonic check to see where a possible breakdown in phonic skills may be occurring. e.g. the learner may have a weak auditory memory. S/he may therefore have difficulty holding onto a string of letters and blending them into a word.
The results of this assessment are not recorded in the data collection sheets (Pupil Progress Tracker) but can be used to inform the way in which the phonics intervention is carried out.
Phonological Awareness Check Name: Date:
Phonological Awareness Check –skills of blending and segmenting
2 Oral segmentation You say the word; can the pupil say all the separate phonemes in that word?
or response1 am2 zip3 net4 dog5 grin6 blot7 mint8 sand9 crash10 stamp
Grapheme/Phoneme Correspondence NameDate
1 Oral blending Say the phonemes; can the pupil tell you the word?
practice m-u-m c-a-t
or response
1 a-n2 s-o-ck3 c-u-p4 p-e-g5 f-i-sh6 f-l-a-g7 p-r-a-m8 h-a-n-d9 t-e-n-t10 s-t-a-m-p
5
For reading –use a set of tactile letters. Show pupil letter; pupil says phoneme/soundFor writing – say phoneme/sound, pupil writes the grapheme/letter
Read Writeabcdefghijkl
mnopqrstuvwxyz
This section contains: Record sheet Word sheet for pupil
The word sheet for the pupil has been devised with the intention that the pupil only sees one section at a time. The sheet can be cut up (number cues
Number correct: ReadWrite
Reading Assessment –Phonically regular words
6
are given at the bottom of each section to indicate the order) or sections can be hidden with card.
BASELINE ASSESSMENT:Estimate the level at which the pupil is working. If unsure, give one or two words from each section to pitch the level.Annotate the record sheet to show how the pupil has read or tried to read each word e.g. step Read on sight
step Sounded out each letter (dot under each letter). . . .
step Sounded out each letter and blended the phonemes (without prompting) . . . .
petstep Sounded out each letter but said the word 'pet' . . . .
stebstep Mis-read p as b
Continue giving words, in the order they present, until the learner has reached the point where they are less than 50% accurate.
This marks the point where the learner will need support through an intervention programme
REVIEW of LEARNING:
The adult begins the assessment with the area that the learner has been working on through the intervention. Therefore, if a learner had been identified as having a problem reading words with adjacent consonants [CCVC words] and they had subsequently been supported, through an intervention programme looking at CCVC words, then they would be given the Phase 4 words
Record the number of correct responses on the tracking sheet.
Consider if the pupil requires further support in this area [using the intervention’s exit criteria] or will need support in other areas.
7
Reading Assessment - Phonically regular words
Name
Date
Score /100
Comment
2 letter words /5
at up if it an
Adult’s Assessment Sheet
8
Simple Consonant Vowel Consonant (Phase 3i) /10 sad yet dig fox hum
jet sip bun pan rod
Consonant Digraphs [Phase 2) + qu and zz (Phase 3i)
/6 hiss well huff rack quiz jazz
Consonant Digraphs (Phase 3) / 7
chap shot thin much cash moth long
Adjacent Consonants (CCVC) (Phase 4) /21
step brim from grass pram trip
crab blot clap flip glad plug
slip smell snap spot skip swim twig drab scab
Sub total /49
Adjacent Consonants (CVCC) (Phase 4) /16
bump help tuft belt fund held
wept self fist milk dusk sink
fact next mint wisp
Vowel graphemes* (Phase 3) /14
peel sigh soap boot wood farm
fork burn town coin fear fair
sure boxer
Vowel graphemes* (Phase 5) /15
9
clay clue lawn scout lie drew
bead woe joy birth haul jockey
brief deaf glow
Consonant grapheme (Phase 5) NB. wh is not tested
Philip /1
Split Vowel Digraph* (Phase 5) /5
same theme pine flute note
Total /100
* If learners are working at Phases 3/5 vowel graphemes, use the vowel grapheme cards to test knowledge too. This is because learners may just be able to read the words presented in the phonically regular word assessment but not know and apply the graphemes.
Pupil’s version
at up if it an
1
sad yet dig fox hum
jet sip bun pan rod
2
10
hiss well huff rack quiz jazz
3
chap shot thin much cash moth
long
4
step brim from grass pram trip
crab blot clap flip glad plug
slip smell snap spot skipswim
twig drab scab 5
bump help tuft belt fundheld
wept self fist milk dusk sink
fact next mint wisp 6
peel sigh soap boot woodfarm
fork burn town coin fear fair
sure boxer7
clay clue lawn scout lie drew
11
bead woe joy birth haul jockey
brief deaf glow8
Philip9
same theme pine flute note10
This section contains:
The checklist The vowel graphemes - print these onto card.
Suggested use
Make individual cards of the vowel graphemes.
Show each card to the pupil.
Reading Assessment – Vowel grapheme/phoneme correspondence
at Phase 3 and Phase 5
12
On the checklist - put the date at the top of the first column. Tick if the pupil knows the grapheme.
After a period of intervention, put the date at the top and re-test.
Periodically monitor the pupil’s retention of the graphemes by re-testing.
Checklist Name
Phases of Letters and Sounds
Date Date Date Date Date
Phase 3aieeighoaoo,(moon) oo (took)arorurow (cow)oiearairureer
13
Phase 5ayou ie (field)ie (tie)ea (eat)ea (bread)ow (snow)oyirueawewoeaueya-ee-ei-eo-eu-e
14
15
16
17
18
19
20
BASELINE ASSESSMENT:
When completing the baseline assessment [at the start of an intervention], begin at the section BEFORE you feel the pupil is experiencing difficulties.
If you are completing the baseline assessment at the beginning of the academic year [September], give the learner the words from the Summer Term’s list.The adult says the word twice; the pupil writes the word on their sheet.
Continue giving words, in the order they present, until the learner has reached the point where they are less than 50% accurate.
This marks the point where the learner will need support through an intervention programme,
REVIEW of LEARNING (half- termly or termly):
The adult would only give the words for the term that they are working in [e.g. Autumn Term words for an October Review] and only for the area that the learner has been supported in through the intervention. For example, if a learner had been identified that they had a problem writing words with adjacent consonants [CCVC words] and they had subsequently been supported through an intervention programme looking at CCVC words, then they would be given the Phase 4 words, for that term.
Record the number of correct responses on the tracking sheet. Consider if the pupil requires further support in this area [using the
intervention’s exit criteria] or will need support in other areas.
Phonically regular word assessment– Spelling
21
Adult’s SheetPhonically Regular Words [Spelling]
1. VC Words [ Phase 2]
at it am up in = / 5
2. Simple Consonant Vowel Consonant (Phase 3i)
Autumn cat wet lid run man bed tub tin top nut
Spring ran get sun red did not bud pin bag cut
Summer can let fed hid pot mad rug win leg bat
= / 10
3. Double Letters (Phase 2 ) + qu and zz (Phase 3i)
Autumn off pill pack quin jazz hiss
Spring cuff doll rock quid buzz miss
Summer huff fell back quit fizz moss
= / 6
4. Consonant Digraphs (Phase 3)
Autumn shop chop thud cash rich moth ring
Spring ship chin then bash much path bang
Summer shut chap thin mash such bath sing
= / 7
5. Adjacent Consonants (CCVC) (Phase 4]:
22
Autumn step brim from grass pram trip crab blot clap flip glad plum slip smell snap spot skip swim twig drab scab
Spring stab brag frog grin prim trim crop black clip flop glum plug slug smash snip spell skin swing twin drill scan
Summer stem brass frill grab prod trod crush bless clam flat glob plan slap smack snag spin skid swish twit drip scoff = /21
6. Adjacent Consonants (CVCC ) (Phase 4):
Autumn bump help tuft belt fund held wept self fist milk dusk sink fact next mint wisp
Spring jump yelp left melt fond cold kept shelf nest silk tusk pink tact next tent gasp
Summer limp help * lift tilt pond sold slept shelf cost bulk rusk wink pact next* dent clasp
= /16
* Same word given for Autumn and Summer as few words end in -lp/lf/xt
7. Vowel graphemes (Phase 3iii):Autumn feel night coat boot cook bark cord
Spring feet sight goat cool book card fork
Summer seem fight road moon took park born
23
hurt cow join fear pair pure hammer
burn owl soil near fair sure dinner
turn now coin year stair cure ladder
= / 15
8. Vowel graphemes (Phase 5):Autumn play clue lawn scout pie drew seat woe toy birth haul jockey brief deaf glow
Spring tray glue yawn cloud lie blew treat toe joy shirt haunt donkey thief bread flow
Summer clay true claw proud tie chew heap doe Roy skirt launch chimney chief head grow
= /15
9. ph (5): Autumn Philip
Spring dolphin
Summer phantom
= /1
10. Split Vowel Digraph (Phase 5] : Autumn cake Eve nine bone tube
Spring make theme prize stone rude
Summer take Pete ripe woke prune = /
5
Total = /100
High Frequency Words – Reading and Writing 24
This section contains:
Adult’s Record sheet 1 (first 100 words) Pupil’s version 1* (first 100 words) Adult’s Record sheet 2 (next 200 words) Pupil’s version* 2 (next 200 words)
* You may wish to enlarge the print depending on the age of the pupil.
The word lists are taken from Letters and Sounds. The first 100 words have VC and simple CVC words omitted, resulting in 82 words. The next 200 words have simple CVC , CCVC and CVCC words omitted, resulting in 129 words.
NB There is a column on the Pupil Progress Tracker for recording the scores of the first '100' words.
Suggestions for administration.
ReadingShow the pupil one column at a time (cover up the others)Record pupil's success and attempts on the adult’s sheet.When the pupil has difficulty, ask to see if any known words can be found. Make sure s/he points to the word when s/he says it. Stop when you believe the pupil has read as many as possible.
Spelling
The adult says the word twice and the pupil writes the words on their sheet. Stop when the learner has made 10 errors in total (this provides the initial words to target).
25
Adult's record sheet High Frequency Words 1 NAME ______________ Date ____________
Read Write Read Write Read Write Read Write Read Writethe with then look yourand all were don't coulda we go come hous
eto are little will oldsaid my as into toohe her no back byI what one from dayof there them children madewas out do Mr timeyou this me just I’mthey have down now helpshe went when came Mrsis be it’s oh calledfor like see about herehis some looked their offthat so very people asked
sawmake
Score /82
Reading – High Frequency Words 1 Pupil’s Version
the with then look yourand all were don't coulda we go come houseto are little will oldsaid my as into toohe her no back byI what one from dayof there them children madewas out do Mr timeyou this me just I'mthey have down now helpshe went when came Mrs.is be it’s oh calledfor like see about herehis some looked their offthat so very people asked
sawmake
Adult's record sheet 1 0f 2 High Frequency Words 2 NAME ______________ Date ____________
27
Read Write Read Write Read Write Read Write Read Writewater again through something onlyaway new way may manygood after been found laughedwant wanted door live let'sover everyon
eright say suddenly
how our sea soon anothergoing two these night greatwhere play began narrator whywould take boy small criedor thought animals car keeptook more never couldn't roomschool I’ll first three jumpedhome round work head becausewho tree need town evendidn't magic that's I've beforeknow shouted baby around clothesbear other gave every keycan’t food mouse garden place
Sub-total /72
Adult's record sheet 2 0f 2 High Frequency Words 2 (cont'd) NAME ______________ Date ____________
Read Write Read Write Read Write Read Write
28
mother trees ever we'reboat tea park flywindow eyes lived growsleep friends birdsfeet dark horsemorning grandad rabbitqueen there's whiteeach looking comingbook better he'sgreen across riverdifferent gone likedgirl hard giantwhich floppy looksinside really useany eggs alongunder once plantssnow please dragonair stopped pulled
Pupil's version 1 0f 2 High Frequency Words 2 (Enlarge so that the font size is appropriate for learner's age)
water again through something only
Sub-total for this page /57
Total /129
29
away new way may manygood after been found laughedwant wanted door live let'sover everyon
eright say suddenly
how our sea soon anothergoing two these night greatwhere play began narrator whywould take boy small criedor thought animals car keeptook more never couldn't roomschool I’ll first three jumpedhome round work head becausewho tree need town evendidn't magic that's I've beforeknow shouted baby around clothesbear other gave every keycan’t food mouse garden Place
Pupil's version 2 of 2 High Frequency Words 2 (cont'd) (Enlarge so that the font size is appropriate for learner's age)
mother trees ever we're
30
boat tea park flywindow eyes lived growsleep friends birdsfeet dark horsemorning grandad rabbitqueen there's whiteeach looking comingbook better he'sgreen across riverdifferent gone likedgirl hard giantwhich floppy looksinside really useany eggs alongunder once plantssnow please dragonair stopped pulled
31
INTERVENTION MONITORING FOR ___________________________
Area of need addressedEntrance criteriaExit criteria [by end of programme]Weeks needed for programmeTime needed for programmeNumber of pupils in group
Impact Pupil Progress Tracker:Initials Baseline
Assessment
Date Interim Assessment
Date End Intervention Results
Date Details of progress/ Out
come[+/-/=]
Group Target [s]:
Evaluating Provision’s ImpactIntervention:
Best Pupil Attainment Over Time (Present Skills / NC levels/ RA + SA/ IEP target reached )
Attainment Further Needs
Lowest Pupil Attainment Over Time (Present Skills / NC levels/ RA + SA/ IEP target reached )
Attainment Further Needs
Average progress made by pupils over time Baseline Latest
Other Points
Evaluation
PUPIL PROGRESS TRACKERAssessment Record for Year Group
Phase 2 Phase 3i Phase 2 & 3 Phase 3ii Phase 4 Phase 3iii Phase 5
Name
Area of
Need
Place on
Record
DateGPC VC Words CVC Words Double
LettersConsonant Digraphs CCVC Words CVCC Words Vowel
Graph Vowel Graphemes
Consonant Grapheme
Split Vowel Digraph
High Frequency Words NC Levels Formal
R/26
W/26
R/5
S/5
R/10
S/10
R/6
S/6
R/7
S/7
R/21
S/21
R/16
S/16
R/14
S/14
R/15
S/15
R/1
S/1
R/5
S/5
Read/82
Write/82 Read Writin
gMaths May - May
RA SA
Base
Oct
Feb
May
Base
Oct
Feb
May
Base
Oct
Feb
May
Base
Oct
Feb
May
Base
Oct
Feb
May
Base
Oct
Feb
May
R = Reading Phonically Regular Words W = Write SA = Spelling AgeS = Spelling Words RA = Reading Age
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