Instruments and Student Response Sheets

Early Grade Reading Assessment

Assessor Instructions & Pupil Protocol

October, 2015

English Acoli Instructions

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.

Good morning. My name is ______and I live in ______. I’d like to tell you a little bit about myself. Icoo maber_____Nyinga______abedo______. Amito waciwu lok koma macekcek. [For example, number and ages of children; sports.] 1. Could you tell me a little about yourself and your family? 1. Iromo waca lok komi ki logangwu macekcek? [Wait for response; if the child is reluctant, ask question 2, but if she/he seems comfortable continue to verbal agree].
2. What do you like to do when you are not in school? 2. Ngo ma imaro timmo ne ka ipeke i gang kwan?

Verbal Agreement

·  Let me tell you why I am here today. I work with the USAID/Uganda and School Health and Reading Program and we are trying to understand how children learn to read. You were picked by chance, like in a raffle or lottery. Amito waci pingo atye kany tin. An atiyo bot/USAID/Uganda ki school health and reading program ki watye ka temo me nyang kit ma lutino pwonyo kwede kwan. Ki-ki kwanyi ki gum calo kwanyo kalulu.
·  We would like your help in this. But you do not have to take part if you do not want to. Wabimito kony ki boti. Ka pe imito, itwero weko ne.
·  We are going to play a reading game. I am going to ask you to read letters, words and a short story out loud. Wa bi cito ka tuku kit me kwan. Abi penyi me kwano nukta, nyig lok ma ki poko iye ki coc ma cegocego ma longo.
·  I am going to use the stopwatch. Abi tic ki caa.
·  This is NOT a test and it will not affect your grade at school. Eni pe peny ma twero balo rwom kwan ni.
·  I will also ask you other questions about your family, like what language your family uses at home and some of the things your family has. Abi penyi dok lok ikom jo gang wu. Leb ango ma jo gang wu loko? Jami ango ma jo gang wu tye kwede?
·  I will NOT write down your name so no one will know these are your answers. Pe abi coyo nyingi piny wek ngat mo ongee lagam ma megi.
·  Once again, you do not have to participate if you do not wish to. Once we begin, if you would rather not answer a question, that’s all right. Wek apo wii odoco, dic peke iye. Ka pe imito bedo iye ci itwero weko ne. Itye ki lapeny mo?
·  Are you ready to get started? Itye atera me cakone?

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:

Here is a page full of letters of the English alphabet. Please tell me the SOUNDS of as many letters as you can--not the NAMES of the letters, but the SOUNDS. Eni karatac ma opong ki nukta me leb munu. . Dong kong iwaca dwon mapol ma ini itwero pe nyinga nukta ento dwone.
For example, the sound of this letter [point to u] is /u/ as in “up”. Labole dwon nukta /u/ calo i nyig lok man, “up”.
Let’s practise: tell me the sound of this letter. Watem: Waca dwon nukta ni [point to f].
If the child responds correctly say: Good, the sound of this letter is /f/. Ber tutwal, dwon nukta eni tye /f/.
If the child does not respond correctly, say: The sound of this letter is /f/. Dwon me nukta eni ki lwongo ni /f/.
Now try another one: tell me the sound of this letter. Dok kong item mukene: Waca dwon nukta ni [point to L].
If the child responds correctly say: Good, the sound of this letter is /l/. Ber tutwal, nukta eni ki lwongo ni /l/.
If the child does not respond correctly, say: The sound of this letter is /l/. Dwon nukta eni ki lwongo ni /l/.
When I say “Begin,” please sound out the letters as quickly and carefully as you can. Tell me the sound of the letters, starting here and continuing this way. Ka awaco ni caki, waca dwon nukta magi maber oyot oyot kit ma itwero. Waca dong dwon nukta magi, cak ki kany ka idok kuman. [Point to the first letter on the row after the example and draw your finger across the first line].
If you come to a letter sound you do not know, go on to the next letter. I will keep quiet and listen to you. Ready? Begin. Ka ioo i nukta ma pe ingeyo lwongo ne, ci abi waci ni mede ki mukene. Ci abiling awinyo ki boti. Itye atera? Caki.

¹Start 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, “Please go on” “Iromo mede” Mark the skipped letter as incorrect.

§  If the child gives you the letter name, rather than the sound say, “Please tell me the SOUND of the letter” “Tim ber waca lok ma winye”This prompt may be given only once during the subtask.

AFTER 60 SECONDS SAY, “Stop” “Ogik” Mark the final letter read with a bracket ( ] ).

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

Examples: u f L

1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10
e / y / n / K / u / a / s / H / n / W / (10)
H / S / L / T / c / O / e / X / G / f / (20)
b / D / r / e / N / P / A / E / N / A / (30)
A / o / i / J / t / a / h / L / U / E / (40)
g / t / E / i / C / d / Q / s / V / D / (50)
Y / c / h / m / O / E / t / p / N / R / (60)
T / E / U / a / h / a / w / d / i / T / (70)
R / T / O / N / S / n / i / R / e / i / (80)
s / r / E / o / H / M / Z / L / o / e / (90)
i / S / t / i / O / e / A / T / L / F / (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 sounds. Remember, when you do the practice, say the “clipped” sounds /p/. DO NOT say “puh”. DO NOT say “pay”. Remove the pupil stimuli booklet from the child’s view. Say,

This is a listening subtask. You know that each letter has a sound. For example, “pot”, can be sounded as /p/ /o/ /t/. I will say a word twice. Listen to the word, then tell me all the sounds in the word. Man aye dul tic me awinya, tika ingeyo ni nukuta moo keken tye ki dwone? Labolle, “pot” matwero winye calo /p/ /o/ /t/. Abi waci nyig lok tyen aryo, winy loki ka iwaca weng dwon ma tye ii nyig lok.
Let’s practice. What are the sounds in “fan” - “fan”? Dong wapwonye: dwon mene ma tye I “fan” – “fan”?
If the child responds correctly, say: Very good! The sounds in “fan” are /f/ /a/ /n/. Ber matek! Dwon ma tye i “fan” en aye /f/ /a/ /n/.
If the child does not respond correctly, say: The sounds in “fan” are: /f/ /a/ /n/. Now it’s your turn. Tell me the sounds in “fan”. Dwon eni aye /f/ /a/ /n/. Kom bedi dong oo ikom, wacca dong dwon ma iwinyo I “fan”. [Wait 3 seconds for the child to respond.]
Let’s try another one. What are the sounds in “miss” - “miss”? Watem mukene, dwon mene ma tye ii “miss” – “miss”?
If the child responds correctly, say: Very good! The sounds in “miss” are /m/ /i/ /s/. Ber matek! Dwon ma tye ii “miss” /m/ /i/ /s/.
If the child does not respond correctly, say: The sounds in “miss” are: /m/ /i/ /s/. Now it’s your turn. Tell me the sounds in “miss”. Dwon ma tye ii “miss” ni /m/ /i/ /s/. Kom bedi dok oo I komi. Awaca dwon ma tye I “miss” [Wait 3 seconds for the child to respond.]
Okay. Let’s start. I will say a word twice. Listen to the word, then tell me the sounds in that word. Ready? Aya. Dong wacaki. An abiwaco nyig lok tyen aryo. Winy nyig lok, ka iwacca dwon ma tye iye. Itye atera? Caki.

§  Pronounce each word slowly. Do not break the word into individual sounds.

§  Only say each word twice.

§  If the child gives you the letter, rather than the sound, say: “Tell me the sounds of the word” “Wac kit ma kipoko kwede i nying lok eni”

§  ” This prompt may be given only once during the subtask.

§  Put a slash ( / ) through each incorrect sound as well as any sounds that the child does not say.

§  If the child has not responded after three seconds, mark the sounds as incorrect and proceed to the next word.

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

What are the sounds in ______? Dwon mene ma poke ki i ______? [Say each word twice.]
if / /i/ / /f/
too / /t/ / /oo/
up / /u/ / /p/
me / /m/ / /ee/
say / /s/ / /ae/ / (5 words)
dog / /d/ / /o/ / /g/
map / /m/ / /a/ / /p/
bet / /b/ / /e/ / /t/
fish / /f/ / /i/ / /sh/
lick / /l/ / /i/ / /ck/
Check this box if the subtask was discontinued because the child had no correct answers in the first five words.

Section 3. Nonword Decoding

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

Here are some made-up English words. I would like you to read as many as you can. Do not spell the words, but read them. For example, this made-up word is: “ud”. Kany watye ki nyig lok magi ma kiteto ateta i leb munu. Amito ni ikwan gin weng kit ma itwero. Pe ilwong nukta me nyig lok ento kwan gi akwana. Labole, nyig lok eni ma kiyubu ni “ud”.
Let’s practise: please read this word. Kong watem eni. Tim ber kong ikwan nyig lok eni. [Point to the next word: bif].
If the pupil says “bif”, say: Very good: “bif” “Ber tutwal: “bif”.
If the pupil does not say “bif” correctly say: This made-up word is “bif.” Nyig lok ma ki yubu eni “bif”
Now try another one: please read this word. Kom bedi dok watem mukene:Tim ber ikwan nyig lok eni [Point to the next word: mep].
If the pupil says “mep”, say: Very good: “mep” Ber tutwal “mep”.
If the pupil does not say “mep” correctly say: This made-up word is “mep”. Nyig lok ma ki yubu eni “mep”.
When I say “begin”, read the words as quickly and carefully as you can. Read the words across the page, starting at the first row below the line. If you come to a word you do not know, go on to the next word. I will keep quiet and listen to you. Ready? Begin.
Ka awaci icak, ci kwan nyig lok ne weng oyot oyot ki diro kit ma itwero. Kwan nyig lok weny ma i karatac kun icako ki i rek mukwongo ma piny ni. Ka io inyig lok ma peingeyo, mede inyig lok mukene. An abiling ci awinyo ki boti. Itye atera? Caki.

¹Start 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, “Please go on” “Iromo mede” Mark the skipped word as incorrect.

AFTER 60 SECONDS, SAY “Stop” “Dong igiki” 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 “Thank you!” “Apwoyo!” discontinue this subtask, check the box at the bottom, and go on to the next subtask.

Examples: ud bif mep

1 / 2 / 3 / 4 / 5
dag / sim / yod / reg / maz / (5)
tob / gax / leb / bif / nad / (10)
lef / et / kib / fid / ved / (15)
jod / san / nom / kad / ret / (20)
dit / teb / lus / sig / huz / (25)
tat / yag / mib / tib / zib / (30)
peb / vom / fol / nep / wix / (35)
ver / nup / riz / fim / sen / (40)
gof / sal / fut / tup / hig / (45)
zon / paf / ral / rop / lut / (50)
¹Time 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.

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