Early Grade Reading Assessment

Assessor Instructions & Pupil Protocol

October, 2015

Lugbarati

General Instructions:

Establish a relaxed rapport with the child to be assessed. This can be by engaging in a simple conversation with the child (see the example below). The child should perceive the assessment almost as a game to be enjoyed rather than a severe situation. It is important to read ONLY the sections in boxes aloud slowly and clearly.

Mi ifu ngoni? Ma ru ______i dikama oa______a. Ale e'yoece mini were ma dria.
[For example, number and ages of children; sports.]
  1. Mi eco manie'yoece were mi driaazini 'bamidriakua 'diyimadriaraya?[Wait for response; if the child is reluctant, ask question 2, but if she/he seems comfortable continue to verbal agreement].
  2. Afa mini le 'yesaa mini ovuzusukuluaku ri siria'duafa ni ya?

Verbal Agreement

  • Ife ma ecemidriasisilemaniovuzu 'doa andrurisiri.Maazinga USAID/Uganda azini Arakala onitaani, avitaani, AlataaaziniOtitaafalazani sukuluvusiribe dikaama le o'bie'yovaagerianziyinilataaonizuri ma dria. 'Ba pelu mi ru 'dani, ekile 'baniavitaa 'yezukanikukalulu 'bezu rile.
  • E'yo ni si le azakomaesuengazumivu. Te mi asi ka le ku, mi eco fi e'yondema alea ku ra.
  • Ama 'ye mu avitalataaniavi. Ma mu mi ai nukuta yi la o'dukoorusi, e'yo pie dikao'dukoaliaru ni be.
  • Manga sawa pasopi soso ri ayu i, lezu nizu mi sawa, ‘du afa lazu si ya ri?
  • 'Diri OVUNI obetanikudikanganimimaagataasukuluariojaaaluniku.
  • Dika ma ngae'yoaziniyiziimimatiaakuimidriri ma dria, ekileti 'bamidriakua 'diyiniayuakuasiriaziniafaazi imidriakua 'diyimadria.
  • Ma NGANI mi rusivaakuani 'baazialuningani eco nii 'diyimimaomvita niriku.
  • Dika vini, ika leku, mi eco fi e’yo nde ma alea kura. Ama ka e'do 'bo, mi asi ka le zitaaaziomviku, 'da ma e'yoyo.
  • Zitaaazini ci ya? Ile fi e’yo nde ma alea ra ya?

Check box if verbal agreement is obtained: YES

(If verbal agreement is not obtained, thank the child and move on to the next child, using this same form.)

A. Date of Assessment: / |____|____|
day / |____|____|
month / |____|____|
year / F. Is the teacher being observed? / ○1 = yes / ○2 = no
B. Assessor’s Name: / G. Class: / ○1 = P1
○2 = P2 / ○3 = P3
○4 = P4
C: District / H: Class Name: (stream)
D. School Name: / I. Pupil Age: / |______|______|
E. Multigrade Class: / ○1 = yes
○2 = no / J. Pupil’s Gender: / ○1 = boy / ○2 = girl
K. Time: / Start |_____|_____|: |____|____| Finish |____|____|: |____|____|

Section 1. Letter Sound Knowledge

Show the child the sheet of letters in the pupil stimuli booklet. Say:

Karatasi 'di madria woro nukuta amadri Lugbarati dri 'diyi. Kirikirisi mima ecemani O'DUKO nukuta ‘di yi ni kalafe mini ecozura ri vusi – ovuni nukuta ma RU niku, te yi ma O'DUKO.
Ecetasi, o'duko nukuta 'di vileri [point to A] eri /a/ ekile “agu”.
Ama o'biki di'ye: ilu mani o'duko nukuta 'di vileri [point to m].
If the child responds correctly say: Muke, o'duko nukuta 'di vileri /m/.
If the child does not respond correctly, say:O'duko nukuta 'di vileri /m/.
Mi o'bi di azini: mi ilu mani o'duko nukuta 'di vileri [point to L].
If the child responds correctly say: Muke, o'duko nukuta 'di vileri /l/.
If the child does not respond correctly, say: “O'duko nukuta 'di vileri /l/.
Aka 'yo 'Mi e'do’, kirikirisi mima 'yo nukuta nderi ma o'duko mini ecozu rari vusi mbeleru azini kililiru. Elu mani o’duko nukuta diyi ni e’dozu ‘dia pkere ‘dia. [Point to the first letter on the row after the example and draw your finger across the first line].
Mika ca nukuta mini o'duko ni nizu kuni madria, emu drile ri vu. Ma nga ovu ndi dika ma nga e'yo eri mi tia. Mi otu mi raya? Mi e'do.

Start the timer when the child reads the first letter.

  • Follow along with your pencil and clearly mark any incorrect letters with a slash (/).
  • Self-corrections are correct. If you already marked the self-corrected letter as incorrect, circle it ( ø ) and continue.
  • Stay quiet, except if the pupil hesitates for 3 seconds, point to the next letter and say, “Imudrile” Mark the skipped letter as incorrect.
  • If the child gives you the letter name, rather than the sound say,“Kirikirisi, mi ece maninukutande ma o'duko”This prompt may be given only once during the subtask.

AFTER 60 SECONDS SAY, "Dipi"Mark the final letter read with a bracket ( ] ).

Early stop rule: If you have marked as incorrect all of the answers on the first line with no self-corrections, say "Awa'difo!"discontinue this subtask, check the box at the bottom, and go on to the next subtask.

Examples:A m L

1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10
s / e / r / i / K / T / i / F / a / z / (10)
h / S / A / p / a / Z / W / r / i / u / (20)
b / A / N / a / K / e / L / E / U / s / (30)
T / M / o / i / O / R / a / m / R / w / (40)
L / j / K / z / Y / O / m / b / O / v / (50)
a / d / o / i / g / B / D / A / w / L / (60)
e / a / t / A / U / O / u / E / R / Z / (70)
u / L / i / k / A / k / O / t / z / A / (80)
o / c / k / L / y / o / r / A / k / i / (90)
a / R / L / o / P / A / n / o / E / y / (100)
Time remaining on stopwatch at completion (number of SECONDS):
Check this box if the subtask was discontinued because the child had no correct answers in the first line.

Section 2. Segmenting

This is NOT a timed subtask and there is no pupil stimuli. Read aloud each word twice and have the child say the syllables. Remove the pupil stimuli booklet from the child’s view. Say,

Diri azi eritaani. I nira e’yo alu-alu ma esele awaza ci. Ecetasi, “pati” e’yo esele awaza efupi‘dinile: /pa/ /ti/. Ma 'ye mu e'yo alu-alu Lugbarati niri omve paleko iri. Mi eri e'yo nde, vutinia mi ece mani e’yo esele awaza efupie’yo nde ri ma aleari.
Ama ye.E’yo esele awaza efupi "maku" alea ‘diyi ngo i?
If the child responds correctly, say: Muke tu! E’yo esele awaza efupi e’yo "maku" ni ‘diyi /ma/ /ku/.
If the child does not respond correctly, say. E’yo esele awaza efupie’yo "maku" ni ‘diyi /ma/ /ku/.
Saa 'disi mi omvi mi i. Mi ece manie’yo esele awaza efupi eyo "maku" ma alea 'diyi.
Wait 3 seconds for the child to respond.
Ama o'bi azini alu dika. E’yo esele awaza efupie’yo "dirisa" alea ‘diyi ngo i.
If the child responds correctly, say: Muke tu! E’yo esele awaza efupi e’yo “dirisa” ni ‘diyi /di/ /ri/ /sa/.
If the child does not respond correctly, say: E’yo esele awaza efupi e’yo "dirisa" ni ‘diyi /di/ /ri/ /sa/.
Saa 'disi mi omvi mi i. Mi ece mani e’yo esele awaza efupi ‘eyo /di/ /ri/ /sa/" ma alea 'diyi.
Wait 3 seconds for the child to respond.
Muke. Ama e'doki. Ma mu e'yo azini 'yo pale iri. Mi eri e'yo nderi, vutinia mi ece mani e’yo esele awaza efupi e'yo nde ma alea 'diyi. Mi otu mi raya? Mi e'do.
  • Pronounce each word slowly. Do not break the word into individual syllables.
  • Only say each word twice.
  • If the child gives you the word, rather than the syllable, say,"Kirikiri mi ecemanie’yo esele awaza efupi e’yo nde ma alea ‘diyi”This prompt may be given only once during the subtask.
  • Put a slash ( / ) through each incorrect syllable as well as any syllable that the child does not say.
  • If the child has not responded after three seconds, mark the syllables as incorrect and proceed to the next word.

Early stop rule: If a child gives no correct answers among the first five words, say, "Awa'difo!”discontinue this subtask, check the box at the bottom of the page, and continue to the next subtask.

E’yo esele awaza efupie'yo 'di ma alea 'diyi ngoni ya? ______? [Say each word twice.] ______?
mile / mi / le
kopo / ko / po
kiti / ki / ti
jotile / jo / ti / le
baraza / ba / ra / za / (5 words)
oguzu / o / gu / zu
oboloko / o / bo / lo / ko
perepere / pe / re / pe / re
ngilingili / ngi / li / ngi / li
anikanika / a / ni / ka / ni / ka
Check this box if the subtask was discontinued because the child had no correct answers in the first five words.

Section 3.NonwordDecoding

Show the child the sheet of invented words in the pupil stimuli booklet. Say,

'Diyi e'yo 'ba otu yi lugbaratisi. Ma mi ai e'yo nde lazu kalafe angirisi mini ecozura ri vusi. Mi olu e'yo nde yi ma nukuta alu-alu ku, te, le mi ma la eyi i. Ecetasi, e'yo 'bani otu eri:"al".
Ama o'bi 'ye: kirikiri ila e'yo 'di [Point to the next word tur].
If the pupil says “tur”, say: “tur”Muketu: "tur".
If the pupil does not say “tur” correctly say:E'yo 'bani otu eri"tur".
Mi o'bi azini saa 'disi: kirikiri ila 'eyo 'di [Point to the next word:cuco].
If the pupil says “cuco”, say: Muketu: "cuco".
If the pupil does not say “cuco” correctly say:E'yo 'bani otu eri"cuco".
Aka 'yo "mi e'do," I la e'yo ndeyi mini ecole rarisi mbelembele ru azini kililiru. I la e'yo nde yi kokobi dria ‘dia, e'dozu otitaa esele aluzu dia. Mika ca eyo mini ni ku ni madria, emu drile eyo vutini ri la. Ma nga ovu ndi dika ma nga e'yo eri mi tia. Mi otu mi raya? Mi e'do.

Start the timer when the child reads the first word.

  • Follow along with your pencil and clearly mark any incorrect words with a slash (/).
  • Self-corrections are correct. If you already marked the self-corrected letter as incorrect, circle it ( ø ) and continue
  • Stay quiet, except if the child hesitates for 3 seconds, point to the next word, and say, "Kirikiriimudrile”Mark the skipped word as incorrect.

AFTER 60 SECONDS, SAY,“Dipi"Mark the final word read with a bracket ( ] ).

Early stop rule: If you have slashed/marked as incorrect all of the answers on the first line, say "Awa'difo!" discontinue this subtask, check the box at the bottom, and go on to the next subtask.

Examples:alturcuco

1 / 2 / 3 / 4 / 5
weri / yambo / wile / gali / tani / (5)
yopu / sewa / yezi / diki / oze / (10)
nili / yina / eha / kahi / yama / (15)
giyi / kivi / eho / ozila / anye / (20)
paje / kipi / ange / vinu / rasi / (25)
wapu / ahi / epu / wero / aki / (30)
dila / rele / yino / mugu / feri / (35)
mino / nziga / egbo / unzi / pato / (40)
omuri / mezu / dise / kipi / gere / (45)
digi / vilo / ema / mengo / naye / (50)
Time remaining on stopwatch at completion (number of SECONDS):
Check this box if the subtask was discontinued because the child had no correct answers in the first line.

1

Mi o'bi 'ye mukera. Amuki esele azi drile ria. / Lugbarati

Section 4a. Oral Passage Reading

Show the child the story in the pupil stimuli booklet. Say,
O'duko 'diri aliaru. Ma mi ai eri lazu o'duko orusi, mbeleru te kililiru. Mika de 'bo, ma mu zitaa azini zi afa mini ebi lari madria. Ma ka 'yo "mi e'do," ila o'duko nde mini ecozu rari vusi. Ma nga ovu ciri dika ma nga e'yo eri mi tia. Mi otu mi ra ya? Mi e'do.
Start the timer when the pupil reads the first word.
  • Follow along with your pencil and clearly mark any incorrect words with a slash (/).
  • Self-corrections are correct. If you already marked the self-corrected letter as incorrect, circle it ( ø ) and continue.
  • Stay quiet, except if the pupil hesitates for 3 seconds, point to the next word, and say, "Imu drile"Mark the skipped word as incorrect.
AFTER 60 SECONDS, say, "Dipi" Mark the final word read with a bracket ( ] ).
Early stop rule: If the pupil does not give a single correct response on the first line of the pupil stimuli booklet, say "Awa'difo!"Draw a line through the words in the first row, check the box at the bottom, and continue to the next task. /

Section 4b. Reading Comprehension

When 60 seconds are up or if the child finishes reading the passage in less than 60 seconds, REMOVE the passage from the child’s view, and ask the first question below. Say,
Saa 'disi ma mu e'yo zi mi tiawere o'duko mini ebi lari madria. Mi o'bi zitaa nde yi omvi mini ecozu ra ri vusi.
Give the child at most 10 seconds to answer the question, mark the child’s response, and move to the next question.
Read the questions for each line up to the bracket showing where the child stopped reading.
Do not read the English translation to the child.
Asio lives with her mother. She lives with a twin and a baby brother too. Their mother gave the girls two hundred shillings each. They went to school. They played on the way to school. The twin sister was hungry at lunch time. Her money was lost. She lost it playing. Asio bought bananas with her money.
  1. Who does Asio live with? (mother; twin sister; baby brother)
  2. What did their mother give them? (two hundred shillings each, money)
  3. What did they do on the way to school? (they played)
  4. What did they lose? (money)
  5. Who did they save the bananas for? (baby brother; mother; family)

/ / / Correct / Incorrect / No Response
Asio ni a’a erima andri be. /
6
/ Asioni o’a a’di be?[andri; amvi ojuru; adri odekua]
Eri a’a amvi ejuru ni be azini adri odekua runi be endi. E’yi ma andri fe ezoanzi yini sente turu iri ‘ba alu alusi.
/
30
/ E’yi ma andri fe eyini a’duni?[sente turu iri ‘ba alu alu si; sendeni]
Mu di sukulua. Avi geria eyini muria sukulua. /
38
/ Ede geria eyini muria sukulua a’duni?[avira]
Abiri fu eri ma amvi ejuru ri sawa enya etuvu risi ra. Erima sende avira.
/
53
/ Avi a’duni?[sende ni]
Avi erini aviria. Asio je a’bua erivele sendesi. Mba azini ma ta awazu e’yima ‘ba akua ‘diyi pie. /
72
/ Mba a’bua ta a’dini?[mva, andri; adri, ‘ba akua diyi]
Check this box if the subtask was discontinued because the child had no correct answers in the first line.
Time remaining on stopwatch at completion (number of SECONDS):_____

Mi o'bi 'ye mukera. Amuki esele azi drile ria.

Lugbarati 1

Section 5.Listening Comprehension

Remove the pupil stimuli booklet from the child’s view. Say,

Ma mu mini a'dikoazialiani la o'dukoorusi pale alu. Vutinia mami zi zitaaaziyisi. Kirikirisi mi erikililirudika vutinia mi omvizitaama ni mu zi mi tia diyi.
  • This is an untimed task.
  • Read the entire passage.
  • Ask all of the questions.
  • Do not allow the child to look at the passage or the questions.
  • Limit the child to 10 seconds to answer each question. Mark the child’s response, and continue to the next question.

O’du alu Bacia ri mu sukulua. Ndre ndima nipira ‘diyi pati-sia. Nga tu uru ndima sia. Nya ndima karakara. Erini cazu sukulua ria, eri ma yinifomu ini i te.

Say,

Saa si mi omvi zita diyi,
Correct / Incorrect / No Response
Bacia ni muzu sukulua ria ndre a’du ni ya? (ndima nipira diyi pati sia)
Bacia tu ndima sia a’du afa ‘ye ya? (tu ndima nya; tu ndima mbe)
Bacia ma yinifomu ondiru a’du si ya? (a’dusiku tri ndima; su i rua ri si)
Do not read the English translation to the child.
One day Bacia was going to school. She saw ripe oranges on a tree. She climbed up the orange tree. She ate a lot of oranges. When she reached school, her uniform was dirty.
  1. What did Bacia see when he was going to school? (ripe oranges)
  2. Why did Bacia climb the mango tree? (to eat oranges)
  3. Why was Bacia’s uniform dirty? (Orange juice; tree)

Mí mu’dálé

á é íú

Mi o'bi 'ye mukera. Amuki esele azi drile ria.

Lugbarati 1