Pre-teaching Interview Teachers Form Learners nameTK.. Date5/04/2011 School ................ Date of Birth01/11/2001C.A...........9 years 5 months..................

Item

Use these questions and directions to gather information and note responses and results Rugby Tree climbing and football.

Notes

1. Interests, hobbies, sports etc. 2. Knowledge of common sequences

T plays a lot of rugby and his father is a tree surgeon.

Alphabet How many letters? Knows: 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 What comes after T? What comes before K? Days of the Week M T W Th F Sat Sun What comes after Tuesday? What comes before Monday? Months of the Year J F M A M J J Au S O N D What comes after August? What comes before January?

25 omitted N and placed XY before W muddled i/j

w i correct correct from day prompt got muddled with March/ April September incorrect /November

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3. Directed writing

Name Age Date of Birth Address Tel. number Pencil grip Handwriting style Sitting position Letter formation The quick brown fox jumps over the lazy dog. First, Sam had to unlock his bike. Then he pedalled to the park. His friend Jack was waiting for him. Number of sentences Knowledge of what a sentence is. Capital letters. Reasons for capital letters Full stops Vowels Consonants Suffixes Prefixes Syllables

Correct use of capitals Correct Correct Couldnt spell Didnt know Hold is low down on pencil Mostly joined not cursive. Crouched over paper Accurate formation

4. Terminology

3 sentence begins with a capital and ends with a full stop. No further information. Capitals for beginning of sentence people places Full stops are to have a breath. a t did not know suffix or prefix syllables are split up parts. correct

5. Phonological Processing Skills

Rhyming Syllable segmentation Phonemic segmentation SEGMENTATION NOT REQUIRED IF FORMALLY ASSESSING

6. Sight vocabulary

Correct

/100

ONLY IF REQUIRED FOR ADDITIONAL INFORMATION 7a. Basic Word Reading Correct /22 ONLY IF REQUIRED FOR ADDITIONAL INFORMATION

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7b. DILP Non-Word Reading

Correct

/33

NOT REQUIRED IF FORMALLY ASSESSING 8. Names Grapheme/phoneme Links t i p n s a d c h o r m e b l f g u k v w y j q x z Considerable evidence of shwas throughout sound phoneme exercise Changed d/b I for j q=p z=x

Sounds (note schwas): t i p n s a d c h o r m e b l f g u k v w y j qu x z

st sp sn sc cr pr dr tr br fr gr bl cl pl sl fl gl sw tw squ spr scr str spl th sh arc h ee or ay er oo ge ture ea tion ou igh ai ow oa ir ur oy ie au ph aw ew sion ue cian eu 9. DILP Spelling Correct /100 ONLY USE IF REQUIRED FOR ADDITIONAL INFORMATION

Numerous mispronunciations in blend groups. TK struggled with these sometimes guessing.

There were lots of mistakes made in this group - most were incorrectly pronounced. Some guessing TK read sion as sin.

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10. Free writing TIMED OVER 5-19 MINUTES

Time taken 5 minutes Ideas/Organisation TK wrote about rugby. He didnt make a plan. Vocabulary use of simple vocabulary. Spelling was very weak. Types of errors: frends (friends) contat (contact) mens (means) chirden (children) thair (their) wast (waist). Grammar Basic grammar/correctly used. Punctuation Used full stops and capitals.

Summary of strengths, weaknesses and needs in teaching

Background information on TK
TK is the younger of two children. He was identified by the headteacher as having specific literacy problems in particular with spelling and reading. These difficulties are not considered severe enough to be formally assessed by an Educational Psychologist. However, this problems are inhibiting his academic progress. Strengths: Reasonable knowledge of common sequences. legible joined script. Understands idea of sentences and simple grammatical rules. Quite articulate. Weaknesses: Lacks accurate grapheme phoneme knowledge. Weak Spelling Slow reading with inaccuracies. Concentration: easily distracted. Teaching needs: Improve phonological awareness back to basics Develop cursive writing Essay writing skills e.g. complex sentences; organisation of ideas Vocabulary extension Strengthen visual and auditory sequential memory Improve comprehension skills Improve spelling and reading abilities.

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