WHAT IS THE SPARKLE KIT? · Zac, run.” Zac wins and Hendrix slaps his hand. Evaluation Text - Page 2 SBWSW Travis has a talent. He holds the gold trumpet up to his lips. Hendrix

Systematic Phonics And Reading Knowledge Levelled Evaluationt ti Ph i A d R di K l d L ll d E l ti

W H A T I S T H E S P A R K L E K I T ?

The SPARKLE Kit is a testing series that has been created for teachers to evaluate and monitor the reading skills of their students. The SPARKLE Kit consists of 16 texts that assess decoding skills, text comprehension and fluency. Systematically sequenced into 8 levels, the SPARKLE Kit includes comprehensive student recording forms to assist teachers to accurately determine reading proficiency.

Individually administered, the student reading evaluation can be used for instructional planning purposes and to formulate interventions.

The SPARKLE Kit was predominantly designed as an assessment tool to be used alongside the Decodable Readers Australia Series 1 books. However, this resource is a tool that provides educators with a comprehensive report detailing the reading skills that a student has or has not acquired regardless of the instructional program used.

*What is a structured literacy approach?Structured Literacy is the umbrella term used by the International Dyslexia Association (IDA) to unify and encompass evidence-based programs and approaches that explicitly teach systematic word identification/ decoding strategies. These benefit most students and are vital for those with dyslexia.

The SPARKLE Kit was created in response to the growing problem of illiteracy in Australia. Significant gains have been made in drawing attention to the indisputable research that ALL students deserve the right to be taught to read using a structured literacy approach*. Despite these gains, an unfathomable number of students continue to slip through their years of primary schooling only to be faced with an uncertain future shadowed by inferior literacy skills.

Learning to read is a highly complex process. Consequently, teachers need to be adequately equipped with sophisticated tools that allow them to accurately and efficiently ascertain each individual student’s developmental reading progression.

What is the SPARKLE Kit?

Why was the SPARKLE Kit created?

The SPARKLE Kit can be used as a reading assessment tool regardless of the program being implemented.

ALL students deserve the right to be taught to read using a Structured Literacy Approach.

Components of the SPARKLE Kit

Evaluator’s Signature:

Student ProfileLevel 1 - Book B tested:

Level 1 Screener success: Y / N

Total Words (TW): 61 Decodable Words (DW): 53

Sounds: s,a,t,p,i,n

Sight Words (SW): 3 - and, the, on

Name of Evaluator:

Date of Level 1 A Evaluation:

Y / N

Name:

Age: DOB:

Year Level: Class:

A1

Scoring Guide for Story Prediction:2 points = Explained1 point = Some uncertainty

0 points = Inaccurate or no response-1 point = Additional prompting needed

Story Prediction

Teacher: Look at the front cover of this book. Turn each page and have a look through the story. See if you can work out what this story might be about.

1.

0Predicting Questions 1 2 Prompt

2.

3.

Who do you think the characters are in this book?Student’s response:

What do you think might happen in the story?Student’s response:

What do you think the pins in the story might be used for?Student’s response:

Total Score

Predicting Total Score 0 - 2 3 - 4 5 - 6

Inadequate Developing CompetentSkill Level


Student ProfileLevel 1 - Book A tested:



Sounds: s,a,t,p,i,n

Sight Words (SW): 3 - and, the, on

Name of Evaluator:

Date of Level 1 B Evaluation:

Y / N

Name:

Age: DOB:

Year Level: Class:

B1



Story Prediction


1.


2.

3.



Who do you think the dog in the story might belong to?Student’s response:

Total Score



READING EVALUATION





Sounds: s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r

Sight Words (SW): 8 - the, is, she, her, of, I, to, he

Name of Evaluator:


Y / N

Name:

Age: DOB:

Year Level: Class:



Story Prediction


1.


2.

3.



Do you think the cat in this story is going to be friendly? Why do you think that?Student’s response:

Total Score



2A

2B

READING EVALUATION - MASTER COPY





Sounds: s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r

Sight Words (SW): 6 - the, to, is, he, into, with

Name of Evaluator:


Y / N

Name:

Age: DOB:

Year Level: Class:



Story Prediction


1.


2.

3.



Who do you think the dog in the story might belong to?Student’s response:

Total Score







Sounds: s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, b, h, f, l, j, v, w, x, y, z

Sight Words (SW): 14 - the, of, to, has, is, he, for, as, his, she, her, with, into, was

Name of Evaluator:


Y / N

Name:

Age: DOB:

Year Level: Class:

Decoding EvaluationLevel 3 - The Big Box of Junk

Max gets the big box of

junk. He drops it on the

rug next to Jaz.

S B W SWEvaluation Text - Page 1

The box has lots of tins,

cans and lids in it. Max

lifts up the box to tip the

junk on the rug.


Max cuts and sticks bits

of junk to invent a rocket.

Jaz rips and twists bits of

junk to invent a dog.


The rocket is red and has

plastic cups as gas jets. It

will lift off and zip to the

planets. Max stands next

to his rocket and grins.


ErrorsSound Error Blending Error Wrong WordSight Word Error

= S= B= W= SW

Marking keyCorrect =

SCSelf Correct = Error = worderror example: satsit

NANA

NANA

3A

3B





Sounds: s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, b, h, f, l, j, v, w, x, y, z

Sight Words (SW): 15 - is, his, she, has, of, he, with, as, the, to, for, I, me, my, no

Name of Evaluator:


Y / N

Name:

Age: DOB:

Year Level: Class:

Decoding EvaluationLevel 3 - Hendrix

Hendrix is six. His mum

has a talent. She can help

sick dogs and cats. His

dad has a talent. He can

fix laptops. Hendrix is sad

as he has no talent.


Zac has a talent. He runs

across the sand to get the

flag. Hendrix yells, “Run,

Zac, run.” Zac wins and

Hendrix slaps his hand.


Travis has a talent. He

holds the gold trumpet

up to his lips. Hendrix

claps for Travis and his

rock and roll band.


Jet has a talent. He flips

and twists across the

mat. He lands in the best

spot at the end. “Yes,

Jet, yes,” Hendrix yells.



= S= B= W= SW


SCSelf Correct = Error = texterror example: satsit

NANA

NANA



Level 4 Y / N

Total Words (TW): 295 Decodable Words (DW): 199Sounds: s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, b, h, f, l, j, v, w, x, y, z, sh, ch, th (that), th (the), qu, ng, wh, ph, g (magic), c (city)

Sight Words (SW): 15 - of, the, his, he, to, for, do, me, I, has, is, no, my, go, so

Name of Evaluator:


Y / N

Name:

Age: DOB:

Year Level: Class:

Decoding EvaluationLevel 4 - Quick Cash

Phillip spots a box of magic

tricks in the shop on his laptop.

He begs his mum to get it for

him. “Do a job for me and I will

drop ten cents in the pig,” his

mum tells him.


The list of jobs is long.

- fold the socks - mash the spuds

- scrub the fish tank - help dust

- get rid of the rubbish - hang up the

pants. Phillip is in shock when he

adds up the jobs he must do to get

the cash for the box of magic tricks.


Phillip tells his mum that he

must get quick cash. He has a

plan. He is on a quest to get lots

of cash for the magic tricks.


Phillip thinks he will get cash

for his singing talent. He

stands next to the pet shop

and sings a song. An old man

stops. But Phillip gets no cash

for his singing.



= S= B= W= SW



NANA

NANA

4A



Level 4 Y / N

Total Words (TW): 304 Decodable Words (DW): 205Sounds: s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, b, h, f, l, j, v, w, x, y, z, sh, ch, th (that), th (the), qu, ng, wh, ph, g (magic), c (city)

Sight Words (SW): 17 - the, his, he, her, is, to, of, as, she, has, for, into, my, doing, go, be, was

Name of Evaluator:


Y / N

Name:

Age: DOB:

Year Level: Class:

Decoding EvaluationLevel 4 - The Magic Ring

The King gets back from his

quest. He hands Princess Lin

a gift. He tells her that he got

it from a land that was a long

trek from the kingdom.

Princess Lin hugs the King

and thanks him for the gift.


The gift is a ring with a gold

gem. Princess Lin rushes to

flash it to her mum. Her mum

tells her that the ring cost a

lot of cash. “This ring is the

best gift in the kingdom,”

yells Princess Lin.


Princess Lin sits on her pink,

velvet quilt. She has a thick

cloth to polish the gem. She

rubs it and gets a zip-zap. A

plump frog lands with a thud

on the quilt.


Princess Lin is in shock, but

not for long. She pats the

frog’s skin when he jumps into

her hands. “My ring is magic,”

she tells the frog. She lifts up

the frog to kiss his chin.



= S= B= W= SW



NANA

NANA

4B



Level 5 Y / N


New Sounds: ai (trail), ay (play), ea (beach), ee (tree), ie (pie), igh (sight), oa (boat), ow (slow), ew (few), ue (cue)

Sight Words (SW): 20 - the, her, is, my, she, to, I, no, he, has, me, for, do, too, be, as, of, his, have, going

Name of Evaluator:


Y / N

Name:

Age: DOB:

Year Level: Class:

Decoding EvaluationLevel 5 - Gail the Snail

Gail the snail feels the rain drip

on her back. She is soaking

wet. “My shell, my shell,” she

cries. Gail spins to the left and

the right. Her shell is missing.

“I will end up sick laying in this

squelching mud with no shell,”

she weeps.


When the rain stops, Gail sets

off on a slow trek to the

stream. Owen gets a fright

when he sees that she has no

shell. He ties a leaf to her back

as a coat. Gail pleads with him

to help her get a new shell.


Gail and Owen set off on a

quest. Owen spies a few rocks.

He shows Gail. “If I plonk a

rock on my back it will squish

me,” she tells Owen. Owen

agrees and tells her a rock is

a bad plan for a new shell.


Gail follows Owen at a slow

speed up a steep hill. On the

way he sees a drink lid.

Owen ties it to her back, but

it keeps slipping off. “I do

not think this lid is the right

shell for me. It is way too

big,” she tells him.



= S= B= W= SW



NANA

5

NANA



Level 5 Y / N



Sight Words (SW): 18 - the, is, her, to, has, do, for, of, into, go, she, be, have, so, we, I, you, he

Name of Evaluator:


Y / N

Name:

Age: DOB:

Year Level: Class:

Decoding EvaluationLevel 5 - Beast Stew

The Queen beast is on her way

to the hidden forest. Each beast

has to help plan for the feast.

The yellow beast lights the logs

to heat the pot. The green

beast reads the list of things

that must go into the stew.


“This stew might be difficult to

get right,” moans the green beast.

“The list that the Queen sent in the

mail is long.” 1. Must contain

things that crunch. 2. Must have

lots of liquid, so it is not thick.

3. Must smell horrid. 4. Must be

a bit sweet. From Queen beast.


The green beast fills the pot

with liquid. He tells the

beasts, “We need things

that crunch and smell.” Each

beast sprints into the forest

on a quest to get things for

the Queen’s stew.


The yellow beast is quick to run

from the forest holding a sack.

He unties the sack. He has at

least fifteen wet snails to tip

into the pot. Then the red beast

throws in an old toad that he

had spied sitting on a leaf.



= S= B= W= SW



NANA

NANA

5




Total Words (TW): 377 Decodable Words (DW): 275New Sounds: oi (soil), oy (boy), oo (book), oo (moon), ou (loud), ow (cow), er (term), ir (stir), ur (turn), ar (star), or (for)Sight Words (SW): 17 - the, was, of, we, into, to, she, as, he, go, said, have, is, I, going, be, there

Name of Evaluator:


Y / N

Name:

Age: DOB:

Year Level: Class:

Decoding EvaluationLevel 6 - A Day at the Farm

The farm was a long way

from the town. Cowboy Kurt

met us at the end of the dirt

track. We loaded the swags

into the truck and took off

up to the farmyard.


Cowboy Kurt took us to the

barn first. Resting on a soft,

round blanket was Scout. She

had given birth to three pups on

Thursday. Kurt told us not to

disturb or annoy her as she was

feeding them her milk. He let us

crouch down to get a few pics.


Next Kurt took us to see the

milking shed. A herd of cows had

been rounded up. We got to help

Kurt count the cows waiting to

go into the shed. The cows kept

mooing, which was loud.


Kurt took us to see Jess. She

had been cooking us a treat for

morning tea. We sat next to her

herb garden to eat jam tarts

with fresh cream from the cows.

Jess was an expert cook. She

said that she tried to cook with

fresh things grown on the farm.



= S= B= W= SW



NANA

NANA

6




Total Words (TW): 389 Decodable Words (DW): 274New Sounds: oi (soil), oy (boy), oo (book), oo (moon), ou (loud), ow (cow), er (term), ir (stir), ur (turn), ar (star), or (for)Sight Words (SW): 16 - was, the, there, be, no, to, is, he,said, into, his, so, of, Mr, I, going

Name of Evaluator:


Y / N

Name:

Age: DOB:

Year Level: Class:

Decoding EvaluationLevel 6 - A Day at the Farm

It was Thursday which was

sport’s day. Troy stood at the

window looking at the rain

pelting down. “There will be

no sport due to the rain. That

means I am starting the day

in a bad mood,” he said with

a frown.


Troy sat down on the stool and

bit into his toast. The toast was

burnt. There was a flash of light

from the storm. Karl got a

fright, let out a bark and shook.

Mud from his fur landed in

splats on Troy’s shirt. “Now I am

in a bad, bad mood,” he said.


Troy went to feed his bird.

Tweet was not on her perch.

She was enjoying flapping

across the room. Troy stood up

on the couch and tried to grab

Tweet without harming her.

She was too smart and took off

out the window. Now Troy was

in a bad, bad, bad mood!


Troy waited at the bus stop

with his hood on. The spoilt

boy from down the street

tooted the horn as he sped

round the bend in his new car.

Troy was soaking wet and he

was in such a bad mood.



= S= B= W= SW



NANA

6

NA NA

7





New Sounds: a_e, e_e, i_e, o_e, u_e, a (baby), e (we), y (funny), i (find), y (sky), o (go)

Sight Words (SW): 12 - as, the, to, said, they, were, of, his,was, do, their, you

Name of Evaluator:


Y / N

Name:

Age: DOB:

Year Level: Class:

Decoding EvaluationLevel 7 - Three Cute Mice

We sat very still as Miss Cook

rested the cage on the bench.

“Boys and girls, say hello to

Terry, Jerry and Squeak,” she

said with a big smile. “They

will be pets in the room for

this term.” Inside the cage

were three cute mice.


Terry and Jerry were both

white, but Squeak was brown.

They had pink tails and a wheel

to spin on. They ate food scraps

and went to the toilet on the

base of the cage. Miss Cook told

us that each weekend a boy or

girl had to take the mice home.


Pete was so happy to be the

first to take the mice home. His

job was to feed them and clean

out the cage, so it did not get

too smelly. Miss Cook said, “Do

not let them out of the cage and

bring them back next week.”


When Pete got home his mum

let out a scream. “Place them

out of my sight!” she cried.

Pete sat the cage up high on a

shelf. June, the cat, kept

looking at the cage and licking

her lips. Eve, the baby, kept

shaking the shelf. Dad kept

complaining that they stunk.



= S= B= W= SW



NANA

NA NA





New Sounds: a_e, e_e, i_e, o_e, u_e, a (baby), e (we), y (funny), i (find), y (sky), o (go)

Sight Words (SW): 15 - you, are, is, to, do, your, said, the, his, was, into, there, as, where, what

Name of Evaluator:


Y / N

Name:

Age: DOB:

Year Level: Class:

Decoding EvaluationLevel 7 - Cody’s Wild Room

“Now that you are five, it is time

to do up your room,” mum said

to Cody. “We can take out the

baby things and make this room

a fantastic place for you to hang

out with your pals.” Cody gave

his mum a big smile. “This will

be so much fun,” he said.


Cody decided to make a plan for

his new room. He used a pencil

to sketch in a notebook. Now

that he was five, he did not like

cute things. He was planning

to get cool stuff. “My new room

will be wild!” he said.


Soon Cody had completed his

plan. His mum sat on the couch

while he told her what he had

drawn. “I will need a slide

from my bunk bed. When I

wake up, I will slide down the

curly tube and land on the nice,

soft carpet,” he said.


Next Cody told his mum that he

needed a trapeze swing hanging

up high in his room. “I need to

fly from side to side across the

room,” he said. “It will be fun to

hang upside down.” Cody’s mum

had an odd look on her face, but

she let him continue.



= S= B= W= SW



NANA

7B

NANA




Total Words (TW): 407 Decodable Words (DW): 312New Sounds: aw (draw), ew (drew), ou (touch), air (chair), are (dare), ear (pear), eer (cheer), ore (more), dge (edge), tch (match)Sight Words (SW): 16 - to, the, were, was, said, of, as,they, you, are, is, do, all, into, have, their

Name of Evaluator:


Y / N

Name:

Age: DOB:

Year Level: Class:

Decoding EvaluationLevel 8 - Scared of the Dark

It took a while to pitch the

tent, but the girls were happy

that it was up. “Let me crawl

in and lay out the sleeping

bags,” said Emily. Faith and

Jade set up the chairs and

then went to fetch the rest of

the food from the kitchen.


As the sun went down, the

girls sat outside the tent to

share the batch of fudge that

Jade’s mum had made. It was

quite cool so they each wore a

fluffy jacket. “Let’s share

secrets,” said Faith. “I dare

you both to share the thing

that you are most scared of.”


“I am scared of storms,” said

Emily. “When it storms, I crawl

behind the couch and bawl.”

“That is crazy!” said Faith.

“Storms do not frighten me at

all. I am not scared of a thing!”

Emily stared up at the sky. She

was feeling a bit shaken and

felt like crawling into the tent.


“I am scared of being eaten by

an angry bear,” said Jade. “I

even had a dream that a bear

was trying to catch me to chew

me up.” “That is so silly,” said

Faith. “We do not have bears

in this country. I am so brave.

I am not scared of a thing!”


NA NA

8A

NA NA

Marking keyCorrect = SCSelf Correct = Error = texterror example: satsit

ErrorsSound Error Blending Error

= S= B

Wrong WordSight Word Error

= W= SW




Total Words (TW): 407 Decodable Words (DW): 308New Sounds: aw (draw), ew (drew), ou (touch), air (chair), are (dare), ear (pear), eer (cheer), ore (more), dge (edge), tch (match)Sight Words (SW): 17 - were, of, the, to, was, his, your,said, are, their, they, you, as, do, onto, is, have

Name of Evaluator:


Y / N

Name:

Age: DOB:

Year Level: Class:

Decoding EvaluationLevel 8 - The Crazy Hair Contest

Twins Mitch and Molly were out

of bed before the sun came up.

Molly went to fetch hairbands,

bows and clips to wear. Mitch

had a tub of gel and a can of

hairspray. It was the day of the

crazy hair contest and both the

twins were keen to win.


Mitch used the gel to make his

hair stand up like a spike. “Let

me spray your spike green,” said

Molly. Mitch took care to tie

each bow tightly in Molly’s hair.

“These pony-tails are wild,” said

Mitch. When their hair was

complete, they went downstairs

to scare their mum and dad.


“You look quite queer,” mum

said as the kids ate their

porridge. “Do not let your pals

touch that spike,” dad said as

he nudged Mitch. “They might

get hurt!” The twins got their

lunch from the kitchen bench.

Mum cried out, “Good luck in

the contest!”


Kids with crazy hair crowded the

playground. There were kids with

yellow, red and green hair. There

were kids with curly hair, frizzy

hair and hair that stuck out to

the sides. Molly and Mitch saw

the stage on which the contest

was going to take place.


NA NA

NA NA

Marking keyCorrect = SCSelf Correct = Error = texterror example: satsit

ErrorsSound Error Blending Error

= S= B

Wrong WordSight Word Error

= W= SW

8

SCREENER EVALUATION

1. Letter / Sound Correspondence

2. CV and VC Score

=Achieved

=Required

Student ProfileName:

Age: DOB: Year Level: Class:

2. CV and VC Blending

9 / 9

fair saw bare

itch sore queer

wear edge deer

air aw are

dge ore tch

eer ou ew

ear1. Letter / Sound Score

=Achieved

=Required 12 / 12

* *

8

SCREENER EVALUATION - MASTER COPY 1


S t a

i p N

T A i

P n s

2. VC Word Blending

at in

it an

1. Letter / Sound Score

=Achieved

=Required

2. VC Score

=Achieved

=Required



4 / 412 / 12


o


=Achieved

=Required

2. CVC Score

=Achieved

=Required



k g m

c G r e

ck D M d

E K u R

cod gum

mug red

cuk geck

2. CVC Real and Nonsense Word Blending

6 / 616 / 16

2

SCREENER EVALUATION - MASTER COPY


b


=Achieved

=Required

2. CVC Score

=Achieved

=Required



w J z

v L y x

B F h Y

j l H f

wax yes

vet hug

fez


6 / 616 / 16

3

*

ch ng wh

c sh qu

ph g th* *



=Achieved

=Required

2. CVC Score

=Achieved

=Required




9 / 912 / 12

4

gem shut chop

phin

gel quiz whip



2. CV Score

=Achieved

=Required



2. CV Word Blending

9 / 9

pea high due

few pay tea

bee low pie

5

ea igh ue

ee ai ie

ew oa ay

ow1. Letter / Sound Score

=Achieved

=Required 10 / 10



2. CV Score

=Achieved

=Required



2. CV Word Blending

9 / 9

too boy now

fur for joy

her sir car

oi ar or

ow oy ur

er oo ir

ou1. Letter / Sound Score

=Achieved

=Required 12 / 12

6

*

*



2. CVC Score

=Achieved

=Required



2. CVC Word Blending

9 / 9

make nice bone

tape joke fuse

cute these like

i_e e_e a_e

u_e o_e i

a e y

o1. Letter / Sound Score

=Achieved

=Required 15 / 15

*

** *

*

7

Level 1 - Screener Evaluation MasterLevel 1 - Student Book - ScreenerLevel 1 A - Evaluation MasterLevel 1 A - Student BookLevel 1 B - Evaluation MasterLevel 1 B - Student Book








Teacher Evaluation Manual

See Appendix 3 for printable reference

Screeners are used to briefly assess a particular skill in order to predict a later outcome. To be effective, the SPARKLE Kit screeners have been designed to assess skills developmentally.

Each level in the SPARKLE Kit includes a separate screener to be administered prior to the reading evaluation. The screener provides specific data regarding the student’s phonic knowledge and blending skills, that will indicate whether to proceed with administering the levelled text.

About the SPARKLE Kit Screeners

Nonsense words have been included in the screener to test a student’s ‘true’ decoding skills.

Screener Evaluation Guide to Making Judgements

Each screener from Levels 1-4 requires students to decode both real and nonsense (pseudo) words. Nonsense words are phonically decodable words that are not actual words with an associated meaning. The inclusion of these words in the screener allows for a true test of decoding to be undertaken.

Data obtained from the screener is used to determine if a student is ready to be evaluated using the levelled text. A Guide to Making Judgements will assist in determining a student’s reading readiness.

Each screener assesses:

- The student’s knowledge of the grapheme/phoneme correspondences of the new sounds introduced within the level

- The student’s ability to blend these sounds to read whole words that are comprised of various spelling patterns

- The student’s ability to read the sight words that are used within the levelled texts

Level 1

Level 2

Level 3

Level 4

Skill 1 Skill 2 Skill 3 Skill 4 Skill 5 Skill 6 Skill 7 Skill 8

Screener Evaluation - Guide to Making Judgements

Letter-Sound Correspondence

VC Word Blending

CVC & VCC Word Blending

CVC & VCC Nonsense Word Blending

CCVCC Word Blending

Sight WordsCCVC Real & NonsenseWord Blending

CVCC Real & NonsenseWord Blending


CVCReal & NonsenseWord Blending


CCVC Real & NonsenseWord Blending

CCVCC Real & Nonsense Word Blending


CVCCReal & Nonsense Word Blending





CCVCC Real & Nonsense Word Blending







CCVCC Word Blending



Required Score

Required Score

Required Score

Required Score

12/12 4/4 4/4 4/4 2/4 N/A3/4 3/4

16/16 6/6 6/6 5/6 4/6 N/A5/6 5/6

16/16 6/6 6/6 5/6 4/6 N/A5/6 5/6

12/12 9/9 9/9 8/9 4/6 N/A8/9 8/9

Level 5

Level 6

Level 7

Level 8


CVWord Blending

CVCWord Blending

CCVWord Blending

Multisyllabic Word Blending

Sight WordsCCVC Word Blending

CVCCWord Blending


CVWord Blending

CVCWord Blending

CCVWord Blending


Sight WordsCCVC Word Blending

CVCCWord Blending


CVCWord Blending

CVWord Blending

CCVCWord Blending


Sight WordsCVCCWord Blending



CV & VCWord Blending

CVCWord Blending

CCVWord Blending


Sight WordsCCVCWord Blending


Required Score

Required Score

Required Score

Required Score

10/10 9/9 9/9 9/9 4/6 N/A6/6 6/6

12/12 9/9 9/9 9/9 4/6 N/A6/6 6/6

15/15 9/9 9/9 9/9 4/6 N/A6/6 4/6

12/12 9/9 9/9 9/9 4/6 N/A6/6 4/6

Determining a final score100% correct to pass Says the sounds then says the whole word Says the whole word automatically

1 error permitted Says the sounds but cannot say the whole word Says the word incorrectly

2 errors permitted

Score not required for evaluation

Each of the SPARKLE Kit’s 16 original books have been purpose written as an assessment tool, solely for the contents of this resource.

Each level in the SPARKLE Kit includes two fiction texts. The books are decodable, in that they contain words that are only constructed from the new sounds introduced in that level, and those from previous levels. The SPARKLE Kit texts follow the sequence of sounds included in Appendix 1.

Two texts have been included in each level to allow a student to be evaluated at the same level, more than once, using an unseen text.

About the SPARKLE Kit Texts

The Sparkle Kit includes only highly controlled, decodable texts that evaluate a systematic introduction of sounds.

Level 1

Pin It Antsand Nits

Level 2

Cat Trap

The PetPug

Level 3

The BigBox of Junk

Hendrix

Level 4

Quick Cash

The MagicRing

Book A Book B Book A Book B Book A Book B Book A Book B

Level 5

Gail theSnail

BeastStew

Level 6

A Day atthe Farm

Troy’sBad

Mood

Level 7

The CuteMice

Cody’sWildRoom

Level 8

Scaredof theDark

The CrazyHair

Contest

Book A Book B Book A Book B Book A Book B Book A Book B

The two texts, within each level, are comparative in the following ways.- The approximate number of words in the text.- The composition of the words in the text. For example – words that include the new sounds, various spelling patterns and multisyllabic words.- The number and detailing of illustrations.- The depth of the theme.

Unlike other reading inventories, the SPARKLE Kit evaluation needs only to be administered when it appears evident that a student is ready to progress to the next set of sounds within the systematic, phonics program that they are following.

The recording forms provided within each level are a template on which specific data regarding the student’s decoding, comprehension and fluency skills can be documented. The reading data collected from the evaluation should be used to inform future instructional planning or to formulate intervention strategies.

Reading Response TableAssessors should use the following reading response symbols to maintain consistency in data collection.

About the SPARKLE Kit Evaluation Recording Forms

Type of Error Error Explanation

ReadingResponses Responses Explanation

Correct Word Sounds out then reads the word, reads the word on sight

Self-CorrectionAny sound or whole word correction which results in the word being read

accurately, without assistance.

Sound Error Voicing an incorrect sound for a phoneme

Blending ErrorSounds for phonemes voiced

correctly but incorrectly blended eg. s/a/t = sit

Word Error Voicing a whole word incorrectly on sight

Sight Word Error Any error when reading the word

worderrorRegardless of the type of error, the Assessor must cross

out the word in the text and scribe above it the word the student says.

Example

SC

Repetition Repeating a word within a sentence.

Recording Symbol

Recording Symbol

SC

S

B

W

SW

R

Pat sits in the tin.

Pat sits in the tin.sets

RPat sits in the tin.

Example

SPat sits in the tin.

pits

BPat sits in the tin.

sats

WPat sits in the tin.

spins

SWPat sits in the tin.

a

Pat sits in the tin.tap

studentreads:word

in text:








she weeps.










NANA

/Sdrop

/Bsoaked

/Wgone

/Slying

/SWa

/Spleds

R

1

1

1

11

11

2 1 1

A5

LEVEL 5 READING EVALUATION SUMMARY

Inadequate Developing Competent

Record Time = 1 minute. Read for 1 minute. Count words read.Count errors.

Comprehension

Phase 1 Phase 2 Phase 3Student Achievement

Decoding < 90% 91 - 96% 97 - 100%

< 50% 51 - 79% 80 - 100%

Story Retell Inadequate Developing Competent

Reading Rate 0 - 30 wpm 31 - 49 wpm 50+ wpm

Total

7

13

19

26

32

40

45

50

57

63

70

78

83

Gail the snail feels the rain dripon her back. She is soakingwet. “My shell, my shell,” shecries. Gail spins to the left andthe right. Her shell is missing.“I will end up sick laying in thissquelching mud with no shell,”she weeps. When the rainstops, Gail sets off on a slowtrek to the stream. Owen gets a fright when he sees that shehas no shell. He ties a leaf toher back as a coat.

Reading Rate Words in 60 seconds

Reading Rate Score

WCPM

Errors

Words - Errors = WCPM

=-

Comprehension

%

Literal + Inferential + Evaluative + Vocab = Comprehension

+ =+ +

Reading Comprehension Scoring Guide for Comprehension: Correct Answer = 1 point

Evaluative Questions

Total Correct

10

7. What do you think happened to Gail’s shell? (Possible answers: a bird or other animal took it while she was sleeping, it fell off and she didn’t realise, it magically disappeared)

8. Where do you think the drink lid that Owen found came from? (Possible answers: someone dropped it when they were walking, a bird carried it from somewhere in its beak, it fell out of someone’s rubbish)

9. Why do you think Owen went to so much effort to get Gail a new shell? (Possible answers: he felt sorry for her, he was a really good friend, he didn’t like seeing her upset, Gail pleaded with him to help her)

Literal Questions

Total Correct

10

1. What went missing in the story? (Answer: Gail’s shell)

2. Name two things that Owen suggested that Gail use for her new shell. (Provide at least two: a rock, a drink lid, a shell from the beach)

3. What did Gail do when she saw the shells that Owen had collected from the beach? (Answer: screamed with glee)

Inferential Questions

Total Correct

10

4. What did Owen and Gail set off on a quest to do? (Answer: find a new shell for Gail)

5. Why do you think Owen and Gail agreed to keep going when the mum magpie flapped her wings? (Possible answers: the magpie was angry, the magpie might try to peck them, they were frightened of the magpie)6. How do you know that Gail wasn’t happy to live without a shell? (Answer: she groaned when she said she would be a snail with no shell, she wept when she realised her shell was missing)

100

Vocab Question

Total Correct

10. When Gail saw the shells that Owen had found it says she “screams with glee”. Does this mean she was: a) really happy? b) really angry? c) really scared?

10

READING EVALUATION - MASTER COPY






Sight Words (SW): 20 - the, her, is, my, she, to, I, no, he, has, me, for, do, too, be, as, of, his, have, going

Name of Evaluator:


Y / N

Name:

Age: DOB:

Year Level: Class:

Decoding EvaluationLevel 5 - Gail the Snail








she weeps.










Gail and Owen set off on a

quest. Owen spies a few rocks.

He shows Gail. “If I plonk a

rock on my back it will squish

me,” she tells Owen. Owen

agrees and tells her a rock is

a bad plan for a new shell.


Gail follows Owen at a slow

speed up a steep hill. On the

way he sees a drink lid.

Owen ties it to her back, but

it keeps slipping off. “I do

not think this lid is the right

shell for me. It is way too

big,” she tells him.



= S= B= W= SW



NANA

5

NANA

Story Retell

Beginning

0Features Given Prompts 1 2

Characters

Problem

Ending

How did the story begin?

Who were the characters in the story?

What was the problem in the story?

How did the story end?

Total Score

Prompt

Story Retell Total Score 0 - 3 4 - 5 6 - 8


Scoring Guide for Story Retell:2 points = Explained1 point = Some uncertainty


Gail follows Owen to an oak

tree. Next to the tree is the

shell from a magpie chick. Owen

tells Gail, “This might be the

right shell.” Owen tries to reach

the shell but the mum magpie

flaps her wings. Owen and Gail

agree to keep going.


At the end of the day Gail still

has no shell. “My pal Joan has

a web and not a shell. My pal

Clay has a nest and not a

shell,” she tells Owen. “I will

just be a snail with no shell,”

Gail groans.


The next day Owen has a plan.

The trail to the beach is long but

he is keen to help Gail. His aim

is to collect at least three new

shells to show Gail. It is a strain

for him to drag the shells back

up the trail, but Owen feels glad

that he is helping Gail.


When Gail sees the shells, she

screams with glee. She picks

the shell that is bright pink. “I

must have been due for a new

shell,” she tells Owen. “It is

just the right fit.”


Decoding1. DW - Errors = Score

-

2. Score DW x 100 = % Accuracy

=-: x 100267 %=267

-:

Errors (S + B + W)

NANA

NANA

Levels 1 and 2 in the SPARKLE Kit assess the following 6 key areas of reading:- Story prediction- Decoding- Story retell- Literal comprehension- Text-to-self comprehension- Reading rate

Levels 3 - 8 in the SPARKLE Kit assess the following 6 key areas of reading:- Decoding- Story retell- Literal comprehension- Inferential comprehension- Evaluative comprehension- Reading rate

Evaluating Decoding

Through the teaching of explicit phonics, students are taught the alphabetic principle of how to blend the sounds made by individual letters or combinations of letters into a whole word. This is the skill of decoding and is a critical component in early reading instruction. Being able to decode allows students to translate printed words into spoken language, giving them access to meaning.

It is imperative that students be taught the skills of decoding as early as possible. When students are skilled decoders, they have the capability to achieve reading comprehension that is equal to their language comprehension. The Simple View of Reading is a formula presented by Gough & Tunmer in 1986. All teachers of reading must have knowledge of this research in order to provide appropriate instruction.

Decoding is a teachable skill and when implemented systematically and explicitly, will lead to fast, accurate word recognition (Kamhi 2007). Consequently, it is essential to constantly and consistently check the decoding skills that a student has or has not acquired to adequately inform future instruction and/or intervention.

The SPARKLE Kit provides educators with a resource to accurately and sequentially assess and track the progress made by students as they embark on their journey of learning the English code.

Intent of the SPARKLE Kit

Kamhi, A. (2007) Knowledge deficits; the true crisis in education. ASHA Leader, 12(7), 28-29

Gough, P. and Tunmer, W. (1986) Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10.

Decoding Evaluation Example:

Nan sits on a

pin. Nan snaps

at Stan.


Pins in the tin.

Nan and Stan

pat Nip.


Decoding1. DW - Errors = Score

-

2. Score DW x 100 = % Accuracy

=-: x 10053 %=53

-:

Errors (S + B + W)

NANANANA

/Bsnips 1

1

4 49 49 92 924

Evaluating Comprehension

Ultimately, the goal of reading is to be able to understand text. Reading comprehension necessitates more than just the identification of individual words. A student is not literate when they can decode. The ability to decode certainly permits a student to understand and gain experience with text, however there cannot be an imbalance between the ability to decode and that of understanding what the words mean (Farrell et al 2010).

The ability to derive meaning from spoken words, when they are part of text, constitutes the term language comprehension. Proficiency in language comprehension comes from acquiring knowledge. A student with excellent decoding skills will achieve reading comprehension equal to his/her language comprehension skills in the subject area being tested (Farrell et al 2010).

It is important to remember that comprehension is not a skill and is not easily taught. It involves complex higher-order mental processes that include thinking, reasoning, imagining and interpreting. These processes are dependent on having specific knowledge in a content area. This makes comprehension largely knowledge-based not skill based (Kamhi 2007).

The texts included within the SPARKLE Kit have been written using common age-appropriate themes, characters and ideas. Every attempt has been made to align the complexity of the story content to the predicted age of the reader. Consequently, if the development of decoding skills and language comprehension are comparable, the comprehension questions at each level should provide evidence of progression.

Farrell, F., Davidson, M., Hunter, M. and Osenga, T. (2010) The Simple View of Reading; Research of importance to all educators. The Center for Development & Learning, Feb 1, pp1-14.

Kamhi, A. (2007) Knowledge deficits; the true crisis in education. ASHA Leader, 12(7), 28-29.


Comprehension Evaluation Example:

Comprehension

%

Literal + Inferential + Evaluative + Vocab = Comprehension

+ =+ + 103 3 2 1 9 90

Reading Comprehension Scoring Guide for Comprehension: Correct Answer = 1 point

Literal Questions

Total Correct

10

1. What went missing in the story? (Answer: Gail’s shell)

2. Name two things that Owen suggested that Gail use for her new shell. (Provide at least two: a rock, a drink lid, a shell from the beach)

3. What did Gail do when she saw the shells that Owen had collected from the beach? (Answer: screamed with glee)

Inferential Questions

Total Correct

10

4. What did Owen and Gail set off on a quest to do? (Answer: find a new shell for Gail)

5. Why do you think Owen and Gail agreed to keep going when the mum magpie flapped her wings? (Possible answers: the magpie was angry, the magpie might try to peck them, they were frightened of the magpie)6. How do you know that Gail wasn’t happy to live without a shell? (Answer: she groaned when she said she would be a snail with no shell, she wept when she realised her shell was missing)

3

3

Evaluative Questions

Total Correct

10

7. What do you think happened to Gail’s shell? (Possible answers: a bird or other animal took it while she was sleeping, it fell off and she didn’t realise, it magically disappeared)

8. Where do you think the drink lid that Owen found came from? (Possible answers: someone dropped it when they were walking, a bird carried it from somewhere in its beak, it fell out of someone’s rubbish)

9. Why do you think Owen went to so much effort to get Gail a new shell? (Possible answers: he felt sorry for her, he was a really good friend, he didn’t like seeing her upset, Gail pleaded with him to help her)

100

Vocab Question

Total Correct

10. When Gail saw the shells that Owen had found it says she “screams with glee”. Does this mean she was: a) really happy? b) really angry? c) really scared?

1

2

Evaluating Fluency

Fluency is being able to read text quickly, accurately and with expression (Konza 2011). Automaticity, on the other hand, is fast, effortless single word recognition. It is important to distinguish between these as they are often used interchangeably.

To develop fluency, students must first acquire speed and accuracy in reading single words – automatic word identification. To become fluent, students must then be able to apply prosodic features such as rhythm, intonation and phrasing to their reading.

In the very early stages of reading development when students are learning to map speech to print, it is important to begin assessing automaticity. By measuring a student’s reading rate as they develop decoding skills, students learn that fast word recognition is a necessary skill associated with learning to read.

It is not enough for a student to be an accurate decoder. Failing to reach a sufficient level of automaticity and then fluency will result in inefficient reading skills. If the processes involved in identifying words don’t become automatized, students cannot free up enough cognitive space for higher comprehension processes (Konza 2011). Reading rates increase as students develop and become more proficient in whole word recognition. Consequently, target reading rates increase.

Within the SPARKLE Kit, reading rate guidelines have been set to evaluate the speed and accuracy in which students can read words. The table below provides a summary of reading rate expectations set out in the SPARKLE Kit texts.

It is crucial that a balance is found between reading rate and prosody. Explicit instruction in reading fluency must ensure that students don’t see speed as the ultimate goal but that they can read text at a smooth pace that is well phrased and sounds like natural language.

Level Evaluation Context Competent Reading Rate1 Single word recognition 30 WCPM2 Story text 30 WCPM3 Story text 40 WCPM4 Story text 40 WCPM5 Story text 50 WCPM6 Story text 60 WCPM7 Story text 70 WCPM8 Story text 80 WCPM

*SPARKLE Kit Reading Rate Guidelines

*The following publications were used to formulate the tabled Reading Rate benchmarks: - 2006 Hasbrouck & Tindall Oral Reading Fluency Data - Armbruster, B.B., Lehr, F. & Osborn, J. (2001) Put reading first: The research building blocks for teaching student to read. Jessup, MD: National Institute for Literacy.


Konza, D. (2011) Fluency. Research into practice; Understanding the Reading Process. Department of Education and Children’s Services SA. Draft June 2011, pp1-6.

Sequence of Sounds

The texts used in the SPARKLE Kit have been written using the same sequence of sounds as the beginner reading books in the Decodable Readers Australia - Series 1.

The following diagram outlines the sounds that have been used to create the text at each level and consequently those that are evaluated.

Teaching Guidelines

Level 4Includes: s, a, t, p, i, n, m, d, g (girl), o, c (cat), k, ck, e, u, r, b, h, f, l, j, v, w, x, y, z

Introduces: sh, ch, th (them), th (thin), qu, ng, wh, g (gent), c (circle)

Introduces:s, a, t, p, i, n

Includes:s, a, t, p, i, n

Introduces: m, d, g, o, c, k, ck, e, u, r

Includes: s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r

Introduces: b, h, f, l, j, v, w, x, y, z

Level 1 Level 2 Level 3

Level 8Level 5 Level 6 Level 7Includes: s, a, t, p, i, n, m, d, g (girl), o, c (cat), k, ck, e, u, r, b, h, f, l, j, v, w, x, y, z, sh, ch, th (them), th (thin), qu, ng, wh, g (gent), c (circle), ai (trail), ay (play), ea (beach), ee (tree), ie (pie), igh (sight), oa (boat), ow (slow), ew (few), ue (cue), oi (soil), oy (boy), oo (book), oo (moon), ou (loud), ow (cow), er (term), ir (stir), ur (turn), ar (star), or (for), a_e, e_e, i_e, o_e, u_e, a (baby), e (we), y (funny), i (find), y (sky), o (go)

Introduces: aw (draw), ew (drew), ou (touch), air (chair), are (dare), ear (pear), eer (cheer), ore (more), dge (edge), tch (match)

Includes: s, a, t, p, i, n, m, d, g (girl), o, c (cat), k, ck, e, u, r, b, h, f, l, j, v, w, x, y, z, sh, ch, th (them), th (thin), qu, ng, wh, g (gent), c (circle), ai (trail), ay (play), ea (beach), ee (tree), ie (pie), igh (sight), oa (boat), ow (slow), ew (few), ue (cue)

Introduces: oi (soil), oy (boy), oo (book), oo (moon), ou (loud), ow (cow), er (term), ir (stir), ur (turn), ar (star), or (for)

Includes: s, a, t, p, i, n, m, d, g (girl), o, c (cat), k, ck, e, u, r, b, h, f, l, j, v, w, x, y, z, sh, ch,th (them), th (thin), qu, ng, wh, g (gent), c (circle), ai (trail), ay (play), ea (beach), ee (tree), ie (pie), igh (sight), oa (boat), ow (slow), ew (few), ue (cue), oi (soil), oy (boy), oo (book), oo (moon), ou (loud), ow (cow), er (term), ir (stir), ur (turn), ar (star), or (for),

Introduces: a_e, e_e, i_e, o_e, u_e, a (baby), e (we), y (funny), i (find), y (sky), o (go)

Includes: s, a, t, p, i, n, m, d,g (girl), o, c (cat), k, ck, e, u, r, b, h, f, l, j, v, w, x, y, z, sh, ch, th (them), th (thin), qu, ng, wh, g (gent), c (circle)

Introduces: ai (trail), ay (play), ea (beach), ee (tree), ie (pie), igh (sight), oa (boat), ow (slow), ew (few), ue (cue)

For schools and educators choosing to use the SPARKLE Kit alongside the Decodable Readers Australia – Series 1 books, the following table provides a guideline for the sequential implementation of both the readers and the evaluation tool.

Teaching Guidelines

Implementation Guidelines

Staged Implementation of the Decodable Readers Australia SeriesStage 1: Explicitly teach each phoneme in the Sound Set Goal: Automatically recognises each phoneme in the

Sound Set

Stage 2: Explicitly teach blending, segmenting & manipulating using phonemes in the Sound Set

Goal: Reads words comprised of phonemes in the Sound Set (and those taught in previous Sound Sets) that use various spelling patterns

Stage. 3: Modelled, guided and independent reading practice using readers in the Sound Set

Goal: Reads words in continuous text with increased fluency

Stage 4: Developing rate of fluency through consistent practice using readers in the Sound Set

Goal: Fluent reading of books within the Sound Set

*some students will remain at this stage to develop fluency while moving to the next level for the explicit teaching of the next Sound Set

For a student to make successful progress through the stages in this guide he/she must be engaged in a program that explicitly teaches systematic, synthetic phonics.

Prep /Kindergarten

Grade Term ChronologicalAge

Decodable Readers Australia

LevelStage Time

Alignment to ACARA Learning

Progressions

Evaluation Beginning of Term

Evaluation End

of Term

Term 14 yrs - 7m

-5 yrs - 7m

4 yrs - 10m-

5 yrs - 10m

5 yrs - 1m-

6 yrs - 1m

5 yrs - 4m-

6 yrs - 4m

Level 1

Level 1

PhonologicalAwarenessProgram

1

Level 2

Level 2

Level 3

Level 3

234123412

End of Term 1All of Term 2

All of Term 1



Level 1Sound

Screener

PhonemicAwarenessScreener

Level 2Sound

Screener

Level 1Reading

Evaluation

Level 3Sound

Screener

Level 2Reading

Evaluation

PhA1PhA2PhA3PhA4PhA5

PKW1PKW2

PhA4*PhA5*

PKW3*

PhA4*PhA5*

PKW3*PKW5(part)

PhA4*PhA5*

PKW3PKW4PKW5(part)PKW6 & 7(part)

Grade 1 Term 15 yrs - 7m

-6 yrs - 7m

5 yrs - 10m-

6 yrs - 10m

6 yrs - 1m-

7 yrs - 1m

6 yrs - 4m-

7 yrs - 4m

Level 4

Level 4

1

Level 5

Level 5

Level 6

Level 6

234123412




Level 4Sound

Screener

PhA4*PhA5*

PKW5(part)PKW6 (part)PKW 7(part)

PhA4*PhA5*

PKW5PKW6* PKW 7(part)

PhA4*PhA5*

PKW6* PKW 7

Level 334

Level 3Reading

Evaluation

Level 4Reading

Evaluation

Level 5Sound

Screener

Level 5Reading

Evaluation

Level 6Sound

Screener

Level 6Reading

EvaluationLevel 7 1 End of Term 1

Level 8

Grade 2 Term 1

Term 2

Term 3

Term 4

6 yrs - 7m-

7 yrs - 7m

6 yrs - 10m-

7 yrs - 10m

7 yrs - 1m-

8 yrs - 1m

7 yrs - 4m-

8 yrs - 4m

Level 8

Age appropriatechapter books

1

2

3

4

All of Term 2

Level 7Sound

Screener

PhA4*PhA5*

PKW6* PKW 7

PhA4*PhA5*

PKW6* PKW 7PKW 8(part)

PhA4*PhA5*

PKW6* PKW 7PKW 8(part)

Level 7 34

Grade 2

Grade 2

Grade 2

Level 7Reading

Evaluation

Level 8Sound

Screener

Level 8Reading

Evaluation

All of Term 3

2 All of Term 1

Prep /Kindergarten

Term 2

Prep /Kindergarten

Term 3

Prep /Kindergarten

Term 4

PhA4*PhA5*

PKW5(part)PKW6 (part)PKW 7(part)

Grade 1 Term 2

Grade 1 Term 3

Grade 1 Term 4

All of Term 1

(*) indicates that the skill level required is working beyond the numbered progression with that

specific Sound Set

This table is a guideline only and provides a benchmark to assist with planning instruction. Individual developmental stages need to be taken into consideration as students will move through the stages and levels at varying rates.

34

Systematic Phonics And Reading Knowledge Levelled Evaluationt ti Ph i A d R di K l d L ll d E l ti

www.decodablereadersaustralia.com.au

Documents

WHAT IS THE SPARKLE KIT? · Zac, run.” Zac wins and Hendrix slaps his hand. Evaluation Text - Page 2 SBWSW Travis has a talent. He holds the gold trumpet up to his lips. Hendrix