TEDE515-15 Assignment 1: Evidence and Planning in English

Part A: English
The Gulls reading group is comprised of four year 3 male students. The following reading assessments
were administered to all four students:
A phonemic awareness assessment (Gough-Kastler-Roper)
Alphabet names and sounds
Bryant (non words)
Burt Word Reading
Running Record information was collected by teacher
Contextual note:
The teacher collected running record information and provided me with students levels. Unfortunately it
was difficult to collect any additional comprehension information, therefore I have used this information to
select books. I am however aware that some of my data indicates that some students may be above these
levels and the books selected may be too easy.

Student Profile: Tyler

Gender:

Male

Year:

Ethnicity:

NZ Maori

Date of Birth:

02.07.2007

English as a Second
Language:

No

Age:

7.10 years old

School Identified Priority

Learner:

No

Priority Learner Group:

Yes

Overall Analysis of Assessment

Phonemic Awareness Blending and deletion of first phoneme
Strengths:

Alphabet

Letter names

Bryant (non words)

Blends, r & i controlled and two sound digraphs

Burt Word Reading

Reading words above age

Phonemic Awareness Phonemic segmentation and substitution of first phoneme

Areas for Support:

Alphabet

Letter sounds (f, h, s, i, hard and soft sounds)

Bryant (non words)

Short and long vowel sounds (e, u) and one sound digraph
(ai, oy)

Burt Word Reading

Running Record

Gold Level 21 (Information collected by teacher)

Attitude Profile:

A negative attitude towards reading.

Reading Habits:

Many negative reading habits.

New Zealand Literacy

Learning Progressions:

Successful at

Making connections between ideas in the text and their prior

knowledge in order to make simple inferences.
Automatically reading all high-frequency words.

Working on

Evaluating information and ideas within a text in terms of

their purpose for reading.
Identifying a writers purpose for writing and explaining how
they identified it, using evidence from the text.

Need Support

Articulating and using a variety of decoding strategies

appropriately when they encounter unfamiliar words (e.g.,
by recognising syllables within words or by applying their
knowledge of regular and irregular spelling patterns).

Student Profile: Vicente

Gender:

Male

Year:

Ethnicity:

Latin American/Hispanic

Date of Birth:

23.05.2007

English as a Second
Language:

No

Age:

7.11 years old

School Identified Priority

Learner:

No

Priority Learner Group:

No

Overall Analysis of Assessment

Strengths:

Phonemic Awareness

Deletion of first and last phoneme

Alphabet

Letter names and sounds

Bryant (non words)

Blends and single consonants

Burt Word Reading

Reading words at age

Phonemic Awareness

Substitution of first and last phoneme

Alphabet
Areas for Support:

Bryant (non words)

Short vowel sounds (e, o) and Long vowel sounds (a, e, i, u)

R and I controlled (ar)
Digraphs (wh, ee, aw, oa, oo)

Burt Word Reading

Running Record

Gold Level 21 (Information collected by teacher)

Attitude Profile:

A neutral attitude towards reading.

Reading Habits:

Some positive reading habits

Successful at

Automatically reading all high-frequency words.

Working on

Evaluating information and ideas within a text in terms of

their purpose for reading.
Identifying a writers purpose for writing and explaining how
they identified it, using evidence from the text.

Need Support

Articulating and using a variety of decoding strategies

appropriately when they encounter unfamiliar words (e.g.,
by recognising syllables within words or by applying their
knowledge of regular and irregular spelling patterns).
Monitor their reading, drawing on a variety of strategies (at
the sentence, paragraph, and whole-text level) when their
comprehension breaks down

New Zealand Literacy

Learning Progressions:

Student Profile: Lapuke

Gender:

Male

Year:

Ethnicity:

Fijian

Date of Birth:

20.02.2008

English as a Second
Language:

No

Age:

7.2 years old

School Identified Priority

Learner:

No

Priority Learner Group:

Yes

Overall Analysis of Assessment

Strengths:

Phonemic Awareness

Deletion of first and last phoneme and substitution of first

phoneme

Alphabet

Letter names

Bryant (non words)

Blends, r & i controlled and one and two sound digraphs

Areas for Support:

Burt Word Reading

Reading words above age

Phonemic Awareness

Phonemic segmentation and substitution of first phoneme

Alphabet

Letter sounds (l, y, s, hard and soft sounds)

Bryant (non words)

Short vowel sounds (i) and Long vowel sounds (e, i, o, u)

Burt Word Reading

Running Record

Gold Level 22 (Information collected by teacher)

Attitude Profile:

A positive attitude towards reading.

Reading Habits:

Positive reading habits.

Successful at

Automatically reading all high-frequency words.

Working on

Evaluating information and ideas within a text in terms of

their purpose for reading.
Identifying a writers purpose for writing and explaining how
they identified it, using evidence from the text.

Need Support

Articulating and using a variety of decoding strategies

appropriately when they encounter unfamiliar words (e.g.,
by recognising syllables within words or by applying their
knowledge of regular and irregular spelling patterns).
Knowing the meanings of some common prefi xes (e.g., un-,
re-, in-, dis-) and suffi xes (e.g., -s, -es, -ed, -ing, -ly, -er,
-less, -ful) and understanding how they affect the
meanings of words.

New Zealand Literacy

Learning Progressions:

Student Profile: Levi

Gender:

Male

Year:

Ethnicity:

NZ Maori

Date of Birth:

20.06.2007

English as a Second
Language:

No

Age:

7.10 years old

School Identified Priority

Learner:

Yes

Priority Learner Group:

Yes

Overall Analysis of Assessment

Strengths:

Areas for Support:

Phonemic Awareness

Phonemic segmentation and substitution of first and last

phoneme.

Alphabet

Letter names

Bryant (non words)

Blends, r & i controlled and two sound digraphs

Burt Reading Words

Reading words above age

Phonemic Awareness

Deletion of first phoneme

Alphabet

Letter sounds: q, u

Bryant (non words)

Short vowel sounds (e, o) and Long vowel sounds (e, i)

One sound digraph (ee, oy)

Burt Reading Words

Running Record

Gold Level 22 (Information collected by teacher)

Attitude Profile:

A somewhat positive attitude towards reading.

Reading Habits:

Negative reading habits

New Zealand Literacy

Learning Progressions:

Successful at

Making connections between ideas in the text and their prior

knowledge in order to make simple inferences

Working on

Evaluating information and ideas within a text in terms of

their purpose for reading.
Identifying a writers purpose for writing and explaining how
they identified it, using evidence from the text.

Need Support

Articulating and using a variety of decoding strategies

appropriately when they encounter unfamiliar words (e.g.,
by recognising syllables within words or by applying their
knowledge of regular and irregular spelling patterns).
Knowing the meanings of some common prefi xes (e.g., un-,
re-, in-, dis-) and suffi xes (e.g., -s, -es, -ed, -ing, -ly, -er,
-less, -ful) and understanding how they affect the
meanings of words.

Assessment Results and Analysis

Reading Results Summary

Vicente

Latin
7.11
American

6
2

7
7

7
7

6
5

Lapuke

Fijian

7.2

34
33

NZ Maori

7.1
0

36

50

4
7

5
6

Letter Sounds
Unknown

/52

Alphabet Sounds

SegmentationPhonemic

32

/7

/7

Letters Unknown

Phoneme)Deletion (Last

NZ Maori

/7

Alphabet Names

Phoneme)Deletion (First

/7

Phoneme)Substitution (Last

/7

Alphabet

Phoneme)Substitution (First

Blending
/7

7.1
0

Tyler

Overall Result

Studen
ts
Names

Levi

/42

Age

Gender

Ethnicity

Phonemic Awareness

/52

q, l

35

f, h, s, i

52
52

51
45

l, y, s

52

47

q, u

Notes:
Tyler had difficulty with the Alphabet sounds exercise, he had his head very close (510cms) to the piece of paper. He mumbled and did not clearly articulate each letter,
even after instructions to say the word nice and clearly so I can hear them. A lot of
the letters sounded like /i/. I have also observed during writing time that he puts his
head very close to the piece of paper on his desk, possible indicators of vision
issues.

Reading Results Summary

NZ Maori

7.10

Vicente

Latin
American

7.11

Lapuke

Fijian

7.2

Levi

NZ Maori

7.10

30

30

wh

36

27

wh

e,
u
e,
o
i
e,
o

e, i

ar

ai, oy
ee,
aw

43
oa,
oo

38
57

ee, oy

Burt Word (age)

/
110

Vowels

u
a, e, i,
u
e, I, o,
u

Score)Burt Word (Raw

Digraphs Two
Sounds Unknown

Digraphs One
Sound Unknown

Long Vowels
Unknown

Blends Unknown

UnknownDigraphs

ph

Burt Word
Reading

UnknownR & I Controlled

Tyler

Consonant
s

UnknownShort Vowels

/50

UnknownConsonantsSingle

Stude
nts
Name
s

Overall Result

Age

Ethnicity

Gender

Bryant
(Non words)

47

8.018.07
7.078.01
9.019.11
8.058.11

P TV Cl

1ce

1h

Lapuke

P TV R Daily 30m

Levi

P TV R Never 1-5m

Notes:

Play with friends

Other

2h

-1h

-1h

1h

1h

1h

25+

Habits:Overall Reading

Reading
5

Question
10:

Playing Sport
1

Spare Time

Borrow
books

Watching TV
3

1-5
1520
25+

Title of
Question
last book
9:

Question
7:
When do you do most of
your reading
Lib

4+h

Question
8:

Question
6:
Books personally own

Question
4:
Time spent watching
TV/DVD's

Vicente

Question
5:

Question
3:
Time reading after
school/before bed

Question
2:
How often do you read for
fun

P TV Cl Never Don't 5+h

Time spent using a

computer/ipad

Tyler

Clean Room or Read

Students
Names

Watch TV or Read

Read or Play

Question
1:

Reading Habits Survey Summary

Rarely

Bed

Monkey and Spider

4 atacks
Weekly

Clas

1 Rold dhal

Rarely

The Shvin Chines

1 Brother

Month+

Clas

Tyler: has many negative reading habits. He does not read for fun or read after school and/or
before bed and spends 5+ hours watching television. He owns very few books and rarely borrows
books from the library.
Vicente: has some positive reading habits. He reads for fun less than once a week, but states
that he does read for an hour after school and/or before bed. He spends two hours watching
television and owns 15-20 books.
Lapuke: has positive reading habits. He reads for fun daily and spend 30 minutes after school
and/or before bed reading. He spends less than one hour watching television each day, but rarely
borrows books from the library.
Levi: has negative reading habits. He does not read for fun and only reads for 1-5 minutes after
school and/or before bed, however he does prefer reading over other activities. He spends an
hour watching television and owns more than 25 books.

Tyler
Vicente
Lapuke
Levi
Notes:

5
5
1
2

Overall Attitude:

Reading out
Question 9:
loud

How well you

Question 8:
read

Teacher
Question 7:
reads aloud

Question 6:
Reading
Program

Reading at
Question 5:
school

Bookstore Question 4:

Someone
Question 3:
reading to
you

Question 2:
Book for
Present

Students
Names

Reading for
Question 1:
fun

Reading Profile Survey Summary

5
5
5
5
5
5
1
5
5
2
3
1
1
1
4
5
5
3
3
1
1
1
3
1
1
1
1
2
2
2
1
1
1
2
1
2
Tyler: has a negative attitude towards reading. He does not enjoy reading for fun,
reading in the classroom or someone reading to him, however he feels he is a very good
reader.
Vicente: has a neutral attitude towards reading. He does not enjoy reading for fun and
does not feel that he is a very good reader, however he enjoys reading at school.
Lapuke: has a positive attitude towards reading. He enjoys reading for fun and feels he

is a very good reader, however he has neutral feelings towards his school reading
program.
Levi: has a somewhat positive attitude towards reading. He enjoys reading for fun,
however enjoys reading at school more and feel he is a good reader.