READING INTERVENTION - Cumbria · Web viewUse of meaning to predict unknown words Say: “Let's go back and read that again.” Read pages 1 to 5. On page 6, raising your tone to

CUMBRIA READING INTERVENTION

DIAGNOSTIC TESTS (t1) AND RECORD SHEETS

(for use with children at the start of the twelve weeks of CRI training)

P J Hatcher

Page

Contents

Assessments 17Concepts about print 19High frequency words 23Text reading: running record 39Letter identification 45Written language 52Early writing vocabulary 59Sounds in writing 63Sound Linkage: test of phonological awareness (Peter Hatcher) 67Sound Linkage: from assessment to teaching 73Burt (rearranged) word reading test 74Schonell graded word spelling test 78

Summary sheets 83Cumbria Reading Intervention: summary test record sheets 85Cumbria Reading Intervention: summary strategy sheet 89Cumbria Reading Intervention: pre- and post-intervention test summary 93

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Assessments

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18

Concepts about Print

Aims

To determine whether children have mastered significant concepts about print, including:

the fact that the book has to be correctly oriented for reading the fact that the print carries the ‘message’ the directional rules of print the fact that there is a one-to-one relationship between spoken and written words awareness of specific words and phrases that are used to refer to parts of a story, or a word the notion that, as in speech, a sequence of printed words can be used to ‘guess’ at unrecognised

words the function of specific punctuation marks.

Materials

the book ‘Look What I've Got!’ by A. Browne. Make sure you have numbered the pages of this book in advance

two pieces of card (approx. 9 x 7 cm)

Instructions

Sit alongside the child.

Correct orientation of book and concept of print carrying the message

Hold the book vertically by its outside edge (spine towards the child) and say:

“I want to read this story to you. Will you show me where to start reading?”

Did the child open the book the right way round? [ ] Was the child able to guide you to the first section of print? [ ]

Total [ ]/2

Directional rules of print

Read the first page (do not point to the words with your finger). After doing so, turn to page 2 and ask:

“Where should I start?”

Was the child able to point you to the left part of the print on page 2? [ ]

Read page 2. Then, ask:

“Where should I go now?”

Was the child able to indicate the first word of the first line on page 3? [ ]

Point to the first word on page 3 and say:

“Which way do I go?”

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Was the child able to indicate that you should go from left to right along the line? [ ]

“Where should I go after that?”

Was the child able to indicate a return-sweep to the next line? [ ]

Total [ ]/4

One-to-one matching of spoken and written words

Read page 3, say:

“Now I want you to point while I read the story.”

Read the page slowly but fluently. Do not point to the words.

Was the child able to point to the words one-by-one as you read them? [ ]

Total [ ]/1

Use of meaning to predict unknown words

Say:

“Let's go back and read that again.”

Read pages 1 to 5.

On page 6, raising your tone to show that you expect the child to complete the sentence,read the words:

“Are you all ..........?”

If the child doesn't respond, say:

“I keep missing a bit out. What should it be?”

“Are you all ............?”

Was the child able to supply a word that makes sense? [ ]

Read pages 7 to 10. On page 11, again raising your tone to show that you expect the childto complete the sentence, omit the word ‘pleased’ from the end of the sentence.

“The park-keeper didn't seem very ....... .”


Read pages 12 to 16. On page 17, omit the word ‘terrified’ from the end of the sentence.

“Sam was ........ .”


Total [ ]/3

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Concepts of ‘first’, ‘last’, ‘top’, and ‘bottom’

Finish the story. After doing so, say:

“Show me the bit you like best in that book.”

After the child has done so, say:

“Show me the first part of the story.”

Was the child able to point to either the first line, word or letter of the story? [ ]

“Show me the last part of the story.”

Was the child able to point to either the last line, word or letter of the story? [ ]

Turn to page 21, and say:

“Show me the bottom of the page.”

Was the child able to show you the bottom of the page? [ ]

“Show me the top of the page.”

Was the child able to show you the top of the page? [ ]

Total [ ]/4

Punctuation marks

Turn to pages 6, 8 and 15. Point to the punctuation marks indicated below, or, trace themwith a pencil, and for each one ask:

“What’s this?” and “What’s this for?”

Was the child able to either give the name and/or explain the function of:

Name Functionfull stop [ ] [ ]question mark [ ] [ ]speech mark [ ] [ ]exclamation mark [ ] [ ]comma? [ ] [ ]

Total Name [ ]/5Total Function [ ]/5

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Letter and word awareness

Turn to page 12. Give the two pieces of card to the child and before each of the followingitems say:

"Can you move the cards so you can only see

Was the child able to show you:

a letter [ ]two letters [ ]a word [ ]two words [ ]the first letter of a word [ ]the last letter of a word [ ]a letter in the middle of a word [ ]a capital letter?” [ ]

Total [ ]/8

22

High Frequency Words

Aim

To determine the extent to which children can recognise the first 100 high frequency words.

Materials

High Frequency Words: Window Sheet high frequency words test sheets High Frequency Words: Record Sheets

Instructions

Cut out the rectangle on the window-sheet. Expose each line of words to children and ask them to tell you any of the words that they know.

Begin with the sheet containing Phase 2 words from letters/sounds. If children can read more than 24 of these, continue with the next two sheets containing words from Phases 3-5. Otherwise discontinue.

Record children’s responses on the corresponding record sheets. When recording, do not lose information. If a child ‘sounds out’ a word note this on the record sheet. If a child reads a word wrongly, note the word they said.

Do not put children in a position of repeated failure. If the child is struggling, select words you think they may know and ask:

“Do you know this one?”

“Or this one?”

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24

High Frequency Words: Window Sheet

cut out this rectangle

25

26

a had if

I back got

mum to up

it into but

dad him can

is put at

big the on

go off in

get and no

as not his

an of

27

28

will he for

that see we

look be this

them now my

with they her

was down all

are she then

me too you

help one out

when children what

so little just

come

29

30

went have house

said like do

some were here

very there from

time day oh

about called their

it’s Mr looked

your saw could

asked made don’t

old Mrs make

people by I’m

came

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High Frequency Words: Record Sheet

Name ...................................................................................................... Date ......../…..../.......

Write any incorrect responses adjacent to the word read by the child.

a had if

I back got

mum to up

it into but

dad him can

is put at

big the on

go off in

get and no

as not his

an of

33

34

will he for

that see we

look be this

them now my

with they her

was down all

are she then

me too you

help one out

when children

what

so little just

come

35

36

went have house

said like do

some were here

very there from

time day oh

about called their

it’s Mr looked

your saw could

asked made don’t

old Mrs make

people by I’m

came

Number of words correctly identified by the child: [ ]

Comments:

37

38

Text Reading: Running Record

Aims

To determine:

the Hatcher levels at which children can read text at easy, instructional and hard levels children’s strengths and weaknesses in reading text at different levels (easy, 95%+ reading

accuracy; instructional, 90 to 94% reading accuracy; and hard,<90% reading accuracy).

Materials

texts thought to be respectively at the easy, instructional and hard levels of difficulty. It is suggested that children’s responses to the High Frequency Words test be used as an initial guide to their level of text reading

Running Record: Practice Sheet or a piece of plain paper and a pen/pencil

Instructions

Administration

Select passages of 100 to 200 words from each text. At the early reading level, fewer words can be used. Introduce the book in the way described in Section 6 of this handbook.

Using the coding procedure outlined in the section ‘Learning to Take a Running Record’, record everything that the children say and do as they read passages. Administer passages until easy, instructional and hard text levels have been identified.

If there is any doubt about the child’s sense of reading direction ask them to:

“Use your finger to help you to read it.”

When children have finished reading, write the correct words, from the text, under the errors on the running record.

Score the running record in terms of percentage reading accuracy as outlined in the section ‘Learning to Take a Running Record’.

Score the running record in terms of self-correction (SC) rate as outlined in the section ‘Learning to Take a Running Record’.

Analysis

Directional movement

Did the child have control over directional movement

Yes Sometimes Noleft to right [ ] [ ] [ ]top to bottom [ ] [ ] [ ]return sweep? [ ] [ ] [ ]

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Clues used to read unknown words

To be as objective as possible, all the errors and self-corrections should be looked at in terms of the following questions:

Did the child use Meaning? (Did the error make sense within the context of the story?) Yes Sometimes No

[ ] [ ] [ ]

Did the child use Syntax? (Did the error fit the grammar of the text?) Yes Sometimes No

[ ] [ ] [ ]

Did the child use letter-sounds (Auditory Cues) forYes Sometimes No

the initial letter [ ] [ ] [ ]the final letter [ ] [ ] [ ]a middle letter? [ ] [ ] [ ]

Did the child use letter combinations such asYes Sometimes No

initial blends [ ] [ ] [ ]final blends [ ] [ ] [ ]vowel digraphs [ ] [ ] [ ]consonant digraphs? [ ] [ ] [ ]

Did the child use visual cues?

Did the child respond to ‘obvious’ features of words e.g. recognising house because of the ‘s’, or cat because of the ‘t’? Yes Sometimes No

[ ] [ ] [ ]

Did the child use rimes (e.g. ‘ouse’ in house, and ‘at’ in cat?) Yes Sometimes No

[ ] [ ] [ ]

Did the child identify other letter strings such asYes Sometimes No

the first syllable [ ] [ ] [ ]the last syllable? [ ] [ ] [ ]

Did the child make visual errors such as reversals? Yes Sometimes No

[ ] [ ] [ ]

If the letters M, S, V or A are entered over each error on the running record, to signify the use of meaning, syntax, visual or auditory cues, the frequency of circled letters can be used to give an indication of the strategies being used by the child.

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Self-correction

Before, or after, making an error did the child:Yes Sometimes No

seek help [ ] [ ] [ ]pause [ ] [ ] [ ]try again [ ] [ ] [ ]return to the beginning of the line [ ] [ ] [ ]return back just a few words [ ] [ ] [ ]repeat the word only [ ] [ ] [ ]repeat the initial sound [ ] [ ] [ ]read to the end of the line? [ ] [ ] [ ]

Cross-checking strategies

Did the child take note of discrepancies between meaning, syntax, visual and auditory cues? Yes Sometimes No

[ ] [ ] [ ]

Record any examples of the MSVA strategies being used incombination.

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Running Record: Practice Sheet

Book ........................................................................................…………….. Hatcher level …………………………

|Total words (TW) = .......|-------------------------------------------|Errors: No.||Omissions .......||Insertions .......||Miscues/told .......||TTA .......||Total (E) = .......|--------------------------------------------|Self-help behaviour: No.||Self-corr. (SC)= .......||Soundings out = .......||Repetitions = .......|--------------------------------------------|Adult-centred behaviour: No.||Telling child a word .......||Child appealing .......|--------------------------------------------|% R.A. = [(TW - E)/TW] x 100|| ( - )| = --------------- x 100 = .......| .......|--------------------------------------------|Text level||Easy (95%+) .......||Instructional (90-94%) .......||Hard (80-89%) .......|--------------------------------------------|% S.C. = [SC/(E+SC)] x 100|| ....…| = --------------- x 100 = .......| ( + )_____________________________

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Book ..........................................................................................………. Hatcher level …………………………

|Total words (TW) = .......|Total errors (E) = .......|TW - E = .......|___________________________|% R.A. = [(TW - E)/TW] x 100| |= -------------- x 100 = .......| .......|____________________________|Text level Tick||Easy (95+%) .......|Instructional (90-94%) .......|Hard (80-89%) .......|____________________________||Self-corr. (SC) = .......|____________________________|% S.C. = [SC/(E+SC)] x 100|| ….…| = --------------- x 100 = .......| ( + )_____________________________

Book ..........................................................................................………. Hatcher level ………………………….

|Total words (TW) = .......|Total errors (E) = .......|TW - E = .......|___________________________|% R.A. = [(TW - E)/TW] x 100| |= -------------- x 100 = .......| .......|____________________________|Text level Tick||Easy (95+%) .......|Instructional (90-94%) .......|Hard (80-89%) .......|____________________________||Self-corr. (SC) = .......|____________________________|% S.C. = [SC/(E+SC)] x 100|| ....…| = --------------- x 100 = .......| ( + )_____________________________

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Letter Identification

Aims

To determine:

the letters that can be identified, by ‘name’ and ‘sound’, or by association with words e.g. ‘b’ with ball

the preferred mode for letter identification the identity of any letters that are confused.

Materials

letter identification sheet Letter Identification: Record Sheet two different coloured pens for recording responses

Instructions

N.B. Every letter, upper and lower case, has a name and a sound that is commonly associated with it. There are therefore 104 possible correct responses relating to the names and sounds associated with letters

Do not ‘prime’ children by asking for letter names or sounds.

Present the lower case letters to the child and say:

"What do you call these?"

If the child’s response suggests that they will be able to identify some of the letters by name, sound or word association point to each letter (going across the rows) and ask:

"What is this?" "Do you know this one?" "and this?"

Record the child’s responses on the record sheet under the headings ‘name’, ‘sound’, or ‘word’ as appropriate. (A ‘word’ response for the letter ‘b’ may be ‘ball’, for example.) Repeat the above procedure with the upper-case letters.

After this first administration, record the child’s preferred mode of response to both upper and lower case letters in the spaces provided at the bottom of the record sheet.

Using a different coloured pen, the assessment should then be repeated until children have had an opportunity to give the ‘names’ and ‘associated-sounds’ of all letters. Go through both lower and upper case letters again until you have elicited as much information as possible with regard to the child’s knowledge of letter names and sounds.

The following requests for information may be used:

1. To get more information about letters for which the sound has been given but not the name:

“You called this letter a (saying its name as you point to the letter), that’s its name. Do you know the names for any more letters?” OR, depending on the number of letters that have not already been identified in this way “Do you know the name for this letter or this one?” (pointing to letters for which the name has not already been given)

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2. To get more information about letters for which the name has been given but not the sound:

“You called this letter a (saying its sound as you point to the letter), that’s its sound. Do you know the sound for any more letters?” OR, depending on the number of letters that have not already been identified in this way “Do you know the sound for this letter or this one?” (pointing to letters for which the sound has not already been given)

Record the children’s responses on the Letter Identification: Record Sheet under the headings ‘name’ or ‘sound’. After the second administration count the total number of names and sounds known for upper and lower case and record in the spaces provided on the Record Sheet.

If the child is really struggling, follow the Instructions for children with very limited letter knowledge below.

Instructions for children with very limited letter knowledge

If, after administering the first row of letters the child does not appear to have much, if any, letter identification knowledge point to the first letter of their name and ask questions such as:

"Do you know this one?"

"Do you know a word that starts like this?"

"Do you know the name for this letter?"

"What sound does it make?"

Children should then be allowed to identify letters of their choice from the sheet. In order to avoid the child experiencing repeated failures, discontinue the test after five consecutive incorrect responses have been made.

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a f k p w z

b h o j u

c y l q m

d n s x i

e g r v t

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48

A F K P W Z

B H O J U

C Y L Q M

D N S X I

E G R V T

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Letter Identification: Record Sheet

Name ...................................................................................................... Date ......./......./.......

Letter Name Sound Word Letter Name Sound Worda Af Fk Kp Pw Wz Zb Bh Ho Oj Ju Uc Cy Yl Lq Qm Md Dn Ns Sx Xi Ie Eg Gr Rv Vt TTotals after first administration

Preferred mode of identification after first administration (tick one box, either name/sound/by association with a word, for lower case letters and one box for upper case letters)

Total knowledge about letter names and sounds after eliciting as much information as possible about the child’s letter knowledge

Total [ ]/104

Written Language

Aims

To determine:

the language level of children’s written communication the degree to which children are able to:

o form letters correctlyo follow the rules of print (direction and punctuation)o read back what has been writteno spell words correctly, and/or use spelling strategies.

Materials

sharpened pencil Written Language: Record Sheet

Instructions

Either invite children to tell you about something of interest to them and discuss it with them, or, read and discuss the following story with them:

“The monster-man opened his big hungry eyes and looked around for something to eat. It must have been at least an hour since he had last eaten and now his stomach was growling ‘Err, grr, gimme, gimme, food!’

He skipped over to his favourite puddle and admired himself. ‘Grr, you do look ugly today,’ he said proudly, running his claws through his spiky green hair and blowing himself a kiss. ‘Now for lunch! Which dustbin should I search today?’”

Ask children to draw a picture about the topic they have been discussing.

Ask them if they can write anything about the story.

If the child says they cannot write, say:

"Well can you do something that looks like writing."

Where the child is willing to write a letter, word or sentence(s), explain that:

you would like them to try and do the writing on their own but you will help them afterwards if they want to write part of a word, they should write any letter(s) they know or can hear.

It might be the first letter (or sound) of the word, the last letter (or sound) of the word or the middle letter (or sound) of the word

if they cannot hear any of the sounds in a word, they could put lines (e.g. c - t), so that you can see where the letter is meant to be.

When they have finished, ask them if they can read what they have written. Make a record of what they say.

Help the children who would like to be helped and then rate what they have done on their own against the following criteria:

HandwritingYes Sometimes No

Did the child hold the pencil comfortably? [ ] [ ] [ ]

Which letters appeared to be well written?

a b c d e f g h I j

k l m n o p q r s t

u v w x y z

A B C D E F G H I J

K L M N O P Q R S T

U V W X Y Z

Which letters can be improved?

a b c d e f g h i j

k l m n o p q r s t

u v w x y z

A B C D E F G H I J

K L M N O P Q R S T

U V W X Y Z

NB. Further information about letter formation should be added to the above on completion of the Early Writing Vocabulary and Sounds in Writing assessments.

Where the children wrote more than a single letter did they:

Yes Sometimes No write from left to right [ ] [ ] [ ] leave spaces between words? [ ] [ ] [ ]

If the child wrote more than a single line, did they complete a satisfactory return sweep? Yes Sometimes

No[ ] [ ] [ ]

Language level

Highest level of language:

letters (letters only) [ ]word (any single recognisable word) [ ]phrase (any combination of two or more words) [ ]sentence (any simple sentence) [ ]story (any combination of two or more sentences) [ ]paragraphed story (two or more paragraphs with distinct themes). [

Punctuation

If the child wrote more than a word, indicate whether they used any of the following:

capital letter [ ]full stop [ ]comma [ ]speech marks. [ ]

Reading-back

Did the child appear to understand that the writing was conveying a message? Yes

No[ ] [ ]

Were they able to remember their story? [ ] [ ]

Were they able to read their story back? [ ] [ ]

Were there any words that the child couldn’t read back? [ ] [ ]

If yes and the number of words not read back was small, make a note of them below.

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Spelling

Indicate the number of words used in the text (W). [ ]

Indicate the number that were spelt correctly (C). [ ]

Calculate (C/W) x 100. [ ]

If the child wrote less than 10 words correctly, write them below.

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Where the child spelt words incorrectly, did they attempt to use:

Yes Sometimes Noinitial letter sounds [ ] [ ] [ ]final letter sounds [ ] [ ] [ ]medial sounds? [ ] [ ] [ ]

Written Language: Record Sheet

Name ...................................................................................................... Date ......./......./.......

Early Writing Vocabulary

Aims

To determine:

whether children have a basic writing vocabulary whether children can form letters correctly whether children can segment spoken words into sounds, and record them as printed words which parts of words children can write in this way (beginning, end, middle).

Materials

pencil Early Writing Vocabulary: Record Sheet

Instructions

Give children the pencil and the record sheet and say:

“Can you write your name?”

If the child answers ‘no’, say:

“See if you can write some of it. Write what you think it looks like.”

If the child answers ‘yes’, say:

“Good. Write your name in this box.”

Pointing to the box on the record sheet, say:

“Can you write anybody else’s name?”

“Do you know how to write any other words?"

If the child exhausts their own list of words you might say:

“Let’s see if we can find some other words you might be able to write.”

Try the following words if they haven't been covered. N.B. This is not a spelling test. Do not put the child in a position of repeated failure.

I and the is to was

go mum at it am said

cat dad here me can

a see on we went

up look in my dog

As children are working observe how they form their letters, add this information to that gathered in the Written Language assessment.

Early Writing Vocabulary: Record Sheet

Name ....................................................................................................... Date ......./......./.......

Sounds in Writing

Aims

To determine:

whether children can form letters correctly whether children can segment spoken words into sounds, and record them as printed

words which parts of words children can write in this way (beginning, end, middle).

Materials

pen or pencil Sounds in Writing: Record Sheet

Instructions

This assessment takes the form of a dictation exercise. Say:

“I am going to read you a story. When I have read it, I will read it again slowly so that you can write it down.”

Read one of the following lines at normal speed:

Mum has gone up to the shop. She will get milk and bread.

The boy is riding his bike. He can go very fast on it.

A fox cub jumped over the fence. It ran along the path.

Say:

“Some of the words are hard. Say them slowly and think how you would write them.”

Dictate slowly, word by word if necessary. When children come to a problem word say:

“How would you start to write it?” “Say it slowly.” “What can you hear?”

“What else can you hear?” “Say it slowly.” “What can you hear?”

"What would you put at the end of the word?" "Say it slowly." "What can you hear?"

If the child cannot complete a word say:

“Put a dash for the rest of the word. The next word is ....”

As children are working observe how they form their letters, add this information to that gathered in the Written Language assessment.

After children have completed the task allow them time, then prompt them, to re-read what they have written. Write the original text below their version, and code any words they had difficulty in writing or in re-reading.

Children at the earliest stages of writing might be invited to tell you something of interest to them. Alternatively you could read and discuss a short story with them. After the child has drawn a picture about the topic, suggest that you agree on one or two sentences that could be written about the picture. Try to include some words the child knows and some with simple phonic patterns.

Write down the sentences for your own record. Read to the children at normal speed, then dictate the story slowly word by word. Where children can write very little you might write most of the words and encourage them to attempt one or two words or parts of words.

Rate children’s performance against the following criteria:

Were they able to:

Yes Sometimes Nohear that sentences can be broken into word units [ ] [ ] [ ]articulate words slowly [ ] [ ] [ ]break-up words into:

initial sounds [ ] [ ] [ ]final sounds [ ] [ ] [ ]medial sounds [ ] [ ] [ ]a sequence of 2 } [ ] [ ] [ ]

3 } sounds [ ] [ ] [ ]4 } [ ] [ ] [ ]

write:the initial letter sound of new or ‘difficult’ words [ ] [ ] [ ]the final letter sound of new or ‘difficult’ words [ ] [ ] [ ]the middle (vowel) sound of new or ‘difficult’ words? [ ] [ ] [ ]

Also note if children:Yes Sometimes No

made any changes of letter order [ ] [ ] [ ]made any word reversals e.g. was/saw [ ] [ ] [ ]omitted sounds in more than two words [ ] [ ] [ ]added any additional ‘sounds’ to words [ ] [ ] [ ]spaced the words on the page in an unusual way [ ] [ ] [ ]carefully re-read what they had written? [ ] [ ] [ ]

Sounds in Writing: Record Sheet

Name ....................................................................................................... Date ......./......./.......

Sound Linkage: Test of Phonological Awareness (Peter Hatcher)

Aim

This test may be used to measure the extent to which children, at an early stage of reading development, can manipulate sounds within words. Depending on the child’s performance the teacher may judge it unnecessary to undertake some of the earlier phonological exercises on words and syllables. Following an interval of at least 3 (preferably 6) months, the test may be re-administered in order to provide a measure of progress in acquiring phonological processing skills.

Materials

five coins or counters

Instructions

Items should only be presented once. However, if children ask for an item to be repeated do so, just once. Then explain that they must listen very carefully as you will only say the rest of the words/sounds once.

Score items as correct if the correct response is given within about 10 seconds.

To prevent children failing unnecessarily, the test should be discontinued when children have failed eight consecutive items.

Syllable blending

Say:

“I am going to pretend to be a robot who can only say words in a funny way. I want you to try and guess what I am saying.”

Pronounce the word ‘biscuit’ leaving a 1-second gap between each syllable:

Bis – cuit

Help the children if they cannot do it. Present the next exemplar in the same way:

Di – no – saur

Say:

“What do you think the robot is trying to say now? Listen carefully.”

Correct responseYes No

Win – dow [ ] [ ]Croc – o – dile [ ] [ ]Phot – o – graph [ ] [ ]Tel – e – scope [ ] [ ]Ad – ven – ture [ ] [ ]Mer – ry – go – round [ ] [ ]

Total [ ]/6

Phoneme blending

When pronouncing phonemes, leave a 1-second gap between each. Consonants such as ‘m’ should be pronounced ‘mmmmm’ not ‘mer’. The pronunciation of consonants such as ‘c’ needs to be short or they become syllables (e.g. kuh and tuh), rather than phonemes. Say:

“The robot is now going to say some short sounds. You see if you can make them into words.”

m – u – m

Help children if they cannot do it.

Present the next exemplar in the same way:

d – o – g

Say:

“What do you think the robot is trying to say now?”


E – gg [ ] [ ]R – ai – n [ ] [ ]S – ou – p [ ] [ ]D – i – s – c [ ] [ ]S – t – e – p [ ] [ ]S – o – f – t [ ] [ ]

Total [ ]/6

Rhyme

Say:

“Have you heard of Hickory, dickory dock? Hickory, dickory dock, the mouse ran up the …? Dock and clock are different words, but they sound a bit the same. Listen. Dock, clock.”

“Do you know Jack and Jill? Jack and Jill went up the …? Jill and hill are different words, but they sound a bit the same don’t they? Jill, hill. Can you think of another word that sounds a bit like Jill?”

“Does ‘fill’ sound a bit like ‘hill’? What about ‘pill’? Does ‘pill’ sound a bit like ‘hill’?”

“What about ‘did’? Does ‘did’ sound like ‘hill’ and ‘pill’?”

Give the children feedback after their answers, but do not tell them to listen to rhyming sounds or to the last sound.

Say:

“I am going to say three words and I want you to tell me the one that sounds the most different.”

Pronounce the following with equal emphasis, at 1-second intervals:

“Hat, Fat, Man”

If the child got it wrong, say:

“No. ‘Man’ was the one that sounds most different. Listen again:”

“Hat, Fat, Man”

“Now try these:”

“Peg, Hen, Beg”

If the child got it wrong, say:

“No. ‘Hen’ was the one that sounds most different. Listen again:”

“Peg, Hen, Beg”

Present the following sets of words and before each say:

“Tell me the word that sounds most different:”


Dog Pot Log [ ] [ ]Late Mate Fat [ ] [ ]Bad Cap Mad [ ] [ ]Bun Hug Mug [ ] [ ]Hill Pill Dim [ ] [ ]Net Ten Pen [ ] [ ]

Total [ ]/6

Phoneme segmentation

Say:

“Now it’s your turn to talk in robot language. How do you think the robot would say ‘ouch’?”

Help children if necessary by using two coins. Push a coin forward simultaneously with the pronunciation of each sound. If children are helped by the use of the coins, let them use them for the second example and for the six test items.

“How do you think the robot would say ‘toe’?”

Help children if necessary.

Say:

“Right. You see if you can say these words just like the robot would.”


Pet (3) [ ] [ ]Tick (3) [ ] [ ]Cost (4) [ ] [ ]Slate (4) [ ] [ ]Crest (5) [ ] [ ]Jumps (5) [ ] [ ]

Total [ ]/6

Phoneme deletion

Say:

“This time we are going to say a word like ‘cup’. Then we will say it again, but without one of its sounds. What would the word ‘cup’ become without the ‘c’ sound? What word would you hear?”

If necessary, help children by first pronouncing ‘cup’ and then segmenting it into its onset ‘c’ and rime ‘up’. The segmentation part of the process might be done a number of times with increasingly longer gaps between the onset and rime.

Cup, C – up, C – – up, C – – – up

Say:

“If we take away the ‘c’ sound from cup, it leaves the word ‘up’. What word would be left if we took away the ‘m’ sound from arm?”

If necessary, help children as above.

Say:

“Now. You see if you can do these. What word is left if we take away the:”


‘g’ sound from Gone (on) [ ] [ ]‘k’ sound from Fork (for) [ ] [ ]‘s’ sound from Stop (top) [ ] [ ]‘t’ sound from Hurt (her) [ ] [ ]‘s’ sound from Past (part or pat) [ ] [ ]‘w’ sound from Swift (sift) [ ] [ ]

Total [ ]/6

Phoneme transposition

Say:

“In this section we are going to say a word like ‘Pat’. ‘Pat’ has three sounds ‘P’ ‘a’ ‘t’. You say them. If we say the sounds for ’Pat’ backwards, ‘t’ ‘a’ ‘p’, we get another word. What word is that?”

If necessary help by saying:

“Say the sounds for ‘Pat’ like the robot would. Now say them backwards. What word does that make? Let’s try another one. What word would we get if we said the sounds for ’nip’ backwards?”

Help if necessary.

Say:

“Right. Let’s try these. What word would we get if we said the sounds for these words backwards?”


Net (ten) [ ] [ ]Pack (cap) [ ] [ ]Kiss (sick) [ ] [ ]Late (tail) [ ] [ ]Cheap (peach) [ ] [ ]Nice (sign) [ ] [ ]

Total [ ]/6

Spoonerisms

Say:

“In this last section we are going to say two words and listen for their beginning sounds. We will then change the beginning sounds round and say two new words. For example, ‘Ted Bime’ (pause) would become ‘bed time’. Listen to the steps, ‘Ted Bime’, ‘t’ ‘b’, ‘b’ ‘t’, ‘Bed time’.”

“You try this one. ‘Large boat’.”

If necessary help by saying:

“The new words do not make sense but that does not matter. Say the beginning sounds for ’large boat’. Now change them round (pause) and say the new words.”

Help if necessary.

Say:

“Right. Let’s try these. What words would we get if we changed the beginning sounds round?”


Kate Leigh (Late Keigh) [ ] [ ]Marsha Potter (Parsha Motter) [ ] [ ]Red Jug (Jed Rug) [ ] [ ]Gold Coat (Cold Goat) [ ] [ ]Jimmy Yarker (Yimmy Jarker) [ ] [ ]General Mutters (Meneral Jutters) [ ] [ ]

Total [ ]/6

Overall total [ ]/42

Sound Linkage: from Assessment to Teaching

There are no hard and fast rules about where you should start in the Sound Linkage programme. Cumbria Reading Intervention and the Sound Linkage element of it are individual programmes that should be used to meet the needs of your pupil.

There is not an exact match between the assessment and teaching sections of the Sound Linkage programme. This table provides a guide to the relationship between the two:

Test of phonological awareness Teaching section

1. Syllable blending

1. Identification of words as units within sentences

2. Identification and manipulation of syllables

2. Phoneme blending 3. Phoneme blending

3. Rhyme 4. Identification and supply of rhyming words

4. Phoneme segmentation

5. Identification and discrimination of phonemes

6. Phoneme segmentation

5. Phoneme deletion 7. Phoneme deletion

6. Phoneme transposition

7. Spoonerisms

8. Phoneme substitution

9. Phoneme transposition (includes spoonerisms)

As a general rule work with your pupil should start at the teaching section before the section at which the child begins to “fail” during assessment. (Throughout Cumbria Reading Intervention we generally start from what the pupil knows to promote confidence, self esteem and fluency.)

There are no “rules” about what “fail” means. It may mean that your pupil:

makes two or more mistakes during a section of the Sound Linkage assessmentor

makes one or even no mistakes but is hesitant and clearly lacks confidence etc.

To help you to decide where to start in the Sound Linkage programme you may also need to use:

your knowledge of the pupil (from other parts of the assessment) your knowledge of the programme (the section at which the pupil begins to “fail” may influence

your decision about where to start teaching).

Burt (Rearranged) Word Reading Test

Aim

To determine child’s level of word-reading ability.

Materials

Burt (Rearranged) Word Reading Test sheet Burt (Rearranged) Word Reading Test: Record Sheet

Instructions


1a. For a child who is at the beginning of the learning to read process, say:

“Here is a card with lots of words. Let’s see if you know some of them.”

The early reader might be helped by you using a blank card to cover the lines below the one he/she is reading.

Encourage the child to start at the first word ‘to’ and to continue across the page and then along each successive line of the sheet.

1b. For a child whose reading is reasonably advanced, say:

“Here is a card with lots of words. Let’s see how many you can read. Read them aloud to me.”

Encourage the child to start at the first word ‘to’ and to continue across the page and then along each successive line of the sheet.

2. Apart form general encouragement for working hard, no help should be given to the child.

3. If the child is clearly having difficulty (e.g. labouring over each word on a line and getting most of them wrong) ask them to look at the next line and to pick out any words that he/she knows.

4. Discontinue the test after the child has made ten consecutive errors.

5. Add the number of words read correctly.

to is he at upfor an of his or

sun went just big mythat girl day pot one

boys no water some toldwet things sad carry now

nurse quickly love scramble villageshelves return terror known journey

beware twisted luncheon explorer obtaintongue steadiness projecting serious commenced

scarcely domineer labourers fringe nourishmentbelief trudging exhausted formulate overwhelmed

universal circumstances urge destiny glycerinemotionless events reputation perambulating

melodrama

apprehend ultimate humanity contemptuousatmosphere

perpetual theory excessively emergencyphilosopher

autobiography economy binocular fatigue exorbitantchampagne melancholy physician efficiency influential

atrocious terminology mercenary renown refrigeratorencyclopaedia constitutionally unique contagion

palpable

hypocritical fallacious phlegmatic microscopical eccentricitysubtlety alienate ingratiating poignancy phthisis

Burt (Rearranged) Word Reading Test: Record Sheet

Name ....................................................................................................... Date ......./......./.......

to is he at upfor an of his or

sun went just big mythat girl day pot one

boys no water some toldwet things sad carry now

nurse quickly love scramble villageshelves return terror known journey

beware twisted luncheon explorer obtaintongue steadiness projecting serious commenced

scarcely domineer labourers fringe nourishmentbelief trudging exhausted formulate overwhelmed

universal circumstances urge destiny glycerinemotionless events reputation perambulating melodrama

apprehend ultimate humanity contemptuous atmosphereperpetual theory excessively emergency philosopher

autobiography economy binocular fatigue exorbitantchampagne melancholy physician efficiency influential

atrocious terminology mercenary renown refrigeratorencyclopaedia constitutionally unique contagion palpable

hypocritical fallacious phlegmatic microscopical eccentricitysubtlety alienate ingratiating poignancy phthisis

Number of words read correctly [ ]

Schonell Graded Word Spelling Test

Aim

To determine children’s level of spelling ability.

Materials

Schonell Graded Word Spelling Test: List B Schonell Graded Word Spelling Test: Record Sheet

Instructions


1. Say:

“I would like you to write some words for me. Here is the first one.”

“’See’. I can ‘see’ you. Write ‘see’.”

Continue with ‘cut’, ‘mat’, and ‘in’ etc., following the same format. Present the word alone, in a sentence, and then by itself again.

2. Where children are able, encourage them to write five words on each line. This isn’t necessary, but it makes scoring easier.

3. If the child has difficulty with a word, suggest that they write what they can and put a dash (short line) for any part of the word that they do not know.

4. Discontinue the test after the child has made eight consecutive errors.

5. Add the number of words spelled correctly.

Schonell Graded Word Spelling Test: List B

see cut mat in ranbag ten hat dad bed

leg dot pen yet haygood till be with from

time call help week pieboat mind sooner year dream

sight mouth large might broughtmistake pair while skate stayed

yolk island nerve join fareiron health direct calm headache

final circus increase slippery lodgestyle bargain copies guest policy

view library cushion safety patientaccount earliest institution similar generous

orchestra equally individual merely enthusiasticappreciate familiar source immediate breathe

permanent sufficient broach customary especiallymaterially cemetery leisure accredited fraternally

subterranean apparatus portmanteau politician miscellaneousmortgage equipped exaggerate amateur committee

Schonell Graded Word Spelling Test: Record Sheet

Name ...................................................................................................... Date ......./......./.......

Number of words spelt correctly [ ]

Summary Sheets

Cumbria Reading Intervention:

Summary Test Record Sheets

Name ...................................................................... Period of assessment ....../......./....... to ......./......./.......

Concepts about print

Indicate whether or not children were credited with complete success.

Complete success

Yes No

Orientation of book, and concept of print carrying the message [ ] [ ]

Directional rules [ ] [ ]

One-to-one matching of spoken and written words [ ] [ ]

Use of meaning to predict words [ ] [ ]

Concepts of first, and last part, and top, and bottom of the page [ ] [ ]

Punctuation marks [ ] [ ]

Letter and word awareness [ ] [ ]

Running record

Hatcher Level Text Titles % Accuracy SC%

a) Easy ……………….. ……………………………………………… ……………. ……….

b) Instr. ……………...… ................................................................. …………….. ……….

c) Hard ........................ ................................................................. …………….. ……….

High-frequency words

Number of words read correctly [ ]

Letter identification

Total number of letters identified by name and sound

Letters confused

Preferred mode of identification

Written language

Language level

Indicate the level of language used.

Punctuation

Indicate the number of punctuation conventions used. [ ]/4

Reading-back

Could the child read their story back without error? [ ]

Spelling

Indicate the child’s level of spelling accuracy? (C/W) x 100 = .......%

Early writing vocabulary

How many words was the child able to write correctly? [ ]

Name Sound TotalsUpper Case [ ]/52Lower Case [ ]/52Totals [ ]/52 [ ]/52 [ ]/104

Sounds in writing

Was the child able to record:Yes Sometimes No

initial letters [ ] [ ] [ ]final letters [ ] [ ] [ ]medial letters [ ] [ ] [ ]a sequence of two sounds [ ] [ ] [ ]a sequence of three sounds? [ ] [ ] [ ]

Did the child omit, insert, or record changes to the order of anysounds in words? [ ] [ ] [ ]

Handwriting

(please refer to information from all 3 writing tests – Written Language, Early Writing Vocabulary and Sounds in Writing)

Did the child consistently write from left to right? [ ]

Were there any letters that the child did not appear to be able to write? [ ]

What were they?

Were there any letters that the child formed incorrectly? [ ]

What were they?

Phonological awareness (see Sound Linkage programme)

Indicate the number of correct responses within each section.

Syllable blending [ ]/6

Phoneme blending [ ]/6

Rhyme [ ]/6

Phoneme segmentation [ ]/6

Phoneme deletion [ ]/6

Phoneme transposition [ ]/6

Spoonerisms [ ]/6

Total [ ]/42

Burt word reading test

Number of words read accurately [ ]

Schonell spelling test

Number of words spelled accurately [ ]


Summary Strategy Sheet

Name ...................................................................................................... Date ......./......./.......

This form is for summarising the child’s strengths and weaknesses. Before completing this form please read through the headings and sub headings that are

used. When completing this form there will probably be some repetition and overlap between the

sections. To help you to complete this form please use:

o information from all the CRI assessmentso any additional information you may have about the childo the last page of Section 6 (areas of weakness related to CRI support strategies).

1. Strategies Relating to Text

a) Concepts about print

For example, the child’s knowledge about:

where to start in the book the directional rules the difference between letters and words one-to one-correspondence the use of punctuation.

Useful Strategies Problem Strategies

Cumbria Reading Intervention Support Strategies

b) Reading text

For example, the child’s ability to:

match spoken and printed words use punctuation when reading use meaning, syntax, visual and auditory cues (in isolation and in combination) self-correct text reading errors.



c) Writing text


set out words correctly on the page match spoken and written words use punctuation conventions when writing.



2. Strategies Relating to Words

a) Reading words


recognise words individually and in context use letters and sounds to help them to read words know the difference between letters and words.



b) Writing words


spell words use letters and sounds to help them to write words know the difference between letters and words.



3. Strategies Relating to Letters and Sounds

a) Recognising, writing and using letters


identify letters write letters and form them correctly know the difference between letters and words use letters to help with reading and writing words/text.



b) Discriminating, manipulating and using sounds


identify and manipulate sounds use sounds to help with writing use sounds to help with reading.




Pre- and Post-Intervention Test Summary(to be completed after the first assessment (t1) and again after the second assessment (t2))

Leave no blank spaces and double-check for accuracy prior to sending to your tutor

Name ........................…………………………………... No. of (t1+t2) 35-min. asses. sessions [ ]/8Teacher/Teaching Assistant (please delete) No. of support sessions [ ]/40

Name of child .............................................................. School ....................................…………………..…

Pre-intervention (t1) Post-intervention (t2)

Date …..../…..../….... Date …..../…..../…....

D.O.B. …..../…..../…....

Age ….... yrs ..….. mths Age ….... yrs ..….. mths

(t1) (t2)1. Hatcher text level for instructional reading Final Running Record book in CRI programme

level at which book read: easy/instructional/hard(please circle)

Hatcher Level

Title

2. S.C. % [SC/(E +SC)] x 100

[..….. / (…....+…....)] x 100 = % [……. / (…….+……..)] x 100 = %

3. High Frequency Words total

4. Raw score on Burt reading test

5. Raw score on Schonell spelling test

6. Writing

Language Level

7. Letter Identification (t1) Letter Identification (t2)

Total Number Identified

Name Sound Totals

Upper Case [ ]/52Lower Case [ ]/52Totals [

]/52[ ]/52

[ ]/104

Total Number Identified

Name Sound Totals

Upper Case [ ]/52Lower Case [ ]/52Totals [

]/52[ ]/52

[ ]/104

8. Phonological awareness (t1) (t2)

Syllable blending [ ]/6 [ ]/6

Phoneme blending [ ]/6 [ ]/6

Rhyme [ ]/6 [ ]/6

Phoneme segmentation [ ]/6 [ ]/6

Phoneme deletion [ ]/6 [ ]/6

Phoneme transposition [ ]/6 [ ]/6

Spoonerisms [ ]/6 [ ]/6

Totals [ ]/42 [ ]/42

9. Attitude and attention

Rate the child, at t1 and t2, on each of the given attributes according to the scale:

1 (very poor), 2 (poor), 3 (average), 4 (good), 5 (very good). Add any additional attributes, in column 1, that you consider to have been affected by the period of reading intervention and rate the child on them at t1 and t2.

t1

t2

Attribute 1 2 3 4 5 1 2 3 4 5Eagerness to attend sessionsAbility to concentrate for 35-minutesAbility to listen attentively to directionConfidence with booksConfidence with writingGeneral confidence/self-esteem

Documents

READING INTERVENTION - Cumbria · Web viewUse of meaning to predict unknown words Say: “Let's go back and read that again.” Read pages 1 to 5. On page 6, raising your tone to