Instruments and Student Response Sheets s1

Early Grade Reading Assessment Assessor Instructions & Pupil Protocol October, 2015 English Lumasaaba 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.

Mulembe musale. Ise______imenya______. Ingana khukhubolelakho bitini bibiimambakho. [For example, number and ages of children; sports.] 1. Unyala wambolelakho bitini bibikhuwambakho ni mungo mwenywe? [Wait for response; if the child is reluctant, ask question 2, but if she/he seems comfortable continue to verbal agreement.] 2. Shina shyesi ukana khukhola nga suuli khwisomelo ta?

Verbal Agreement

 Let me tell you why I am here today. I work with the USAID/Uganda 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. Khekhubolele lwashina indi hano lunakhu luno. Inamba ni shitongole she bye khusoma ni kiminyawo. Nalundi khuli khukhakakho khumanya isambo iisi babaana beyika khusoma. Warobolebwa lwekhabi busa.  We would like your help in this. But you do not have to take part if you do not want to. Khulikhukana buyeti bwowo mubino byesi khulimo. Sikhukhurakho ni kamani khukhola byesi khulikho ta.  We are going to play a reading game. I am going to ask you to read letters, words and a short story out loud. Kumwinyawo kwefe kuno kwekhusoma. Itsya khukhulomba usome tsinyukuta, bilomo, ni khakano mwikono lye angaki.  I am going to use the stopwatch to see how long you take to read. Itsya khwiyetesa isaawa yino khubona inyanga shina isi unaila khusoma.  This is NOT a test and it will not affect your grade at school. Bino shibilibirebo bye mushibina ta. Sibikana khubira namwe khukwa ta, ukheyembelela ta.

 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. Kane ikhurebe bireebo bibindi biamba mungo mwenywe, lulimi isi murambisa, ni bibindu bibindi byesi muli ninabyo mungo  I will NOT write down your name so no one will know these are your answers. Mbawo unamanya byesi wililemo ta lwekhuba sina andikha lisina lyowo ta.  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. Lundi ne noola siwakanile ta, ulekhe. Ngakhwananikhile newakhunyalisa khukhwilamo sirebo , mbawo bubi ta.

 Are you ready to get started? Werekhile khunanikhe?

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 |____| F. Is the teacher |____|____| ____| |____|____| ○ 1 = yes ○ 2 = no Assessment: day month year being observed? B. Assessor’s G. Class: ○ 1 = P1 ○ 3 = P3 Name: ○ 2 = P2 ○ 4 = P4 H: Class Name: C: District (stream)

D. School Name: I. Pupil Age: |______|______| E. Multigrade ○ 1 = yes J. Pupil’s Gender: ○ 1 = boy ○ 2 = girl Class: ○ 2 = no

Good effort! Let’s go on. Wakholile buulayi! Khakhwilosele. English / Lumasaaba 1 K. Start |_____|_____|: |____|____| Finish |____|____|: |____| Time: ____|

Good effort! Let’s go on. Wakholile buulayi! Khakhwilosele. English / Lumasaaba 2 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. Ano khuli ni lupapula nga lwetsulekho tsinyukuta tsye alufabeti iye Luzungu. Mulebe, imbolele KAMAKONO ke tsinyukuta kamakali nga n’unyala, siili kamasina ke tsinyukuta ta, ne KAMAKONO.

For example, the sound of this letter [point to u] is /u/ as in “up”. Shekhubonelakho, likono lye nyukuta ino [point to u lili /u/ nga ni shinyolekhana mushilomo “up”.

Let’s practise: tell me the sound of this letter. Khakwikhakemo: imbolele likono lye inyukuta yino [point to f]: If the child responds correctly say: Good, the sound of this letter is /f/ Wanyala, likono lye nyukuta yino lili /f/. If the child does not respond correctly, say: The sound of this letter is /f/ Likono lye nyukuta yino lili /f/.

Now try another one: tell me the sound of this letter. Khakakho lilindi: imbolele likono lye nyukuta yino [point to L]: If the child responds correctly say: Good, the sound of this letter is /l/. Wanyala, likono lye nyukuta yino lili: /l/. If the child does not respond correctly, say: The sound of this letter is /l/. Likono lye nyukuta yino lili /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. Nga nalomile ndi rakikha, mulebe, loma kamakono ke tsinyukuta mangu nalundi mubulayi nga nunyala. Imbolele kamakono ke tsinyukuta, nga urakikhila ano wilosele luwande luno. [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. Nga woolile khunyukuta iye likono lyesi ukhamanyile, utsye khuyilakho. Kane isile busa ikhurekelese. Werekekhele? Nanikha.

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, “Please go on” “Mulebe tsya mumoni”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” “Mulebe, mbolele likono lye nyukuta”This prompt may be given only once during the subtask. AFTER 60 SECONDS SAY, “Stop” “Yakama” 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!” “Wanyala naabi!” 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.

Good effort! Let’s go on. Wakholile buulayi! Khakhwilosele. English / Lumasaaba 3 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. Kuno kumulimo kwe khuurekelesa. Wamanya uri buli inyukuta ili ni likono. Khyekhuubonelakho, “pot”, inyala khukhalikhibwamo iri: /p/ /o/ /t/. Kane inome khyilomo khabili. Rekelesa khyilomo, lwanyuma lwayo umbolele kamakono koosi kakaali mukhyilomo ikhyo.

Let’s practice. What are the sounds in “fan” - “fan”? Lekha khwiikhakemo. Makono khyiina kakaali mukhyilomo “fan”- “fan”? If the child responds correctly, say: Very good! The sounds in “fan” are /f/ /a/ /n/. Wakholile buulayi naabi! Kamakono kakaali mukhyilomo ‘fan” niko kano: /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”. Kamakono kakaali mukhyilomo “fan” niko: /f/ /a/ /n/. Ari luli luuwalo lwoowo. Imbolele kamakono kakaali mukhyilomo “fan” [Wait 3 seconds for the child to respond.]

Let’s try another one. What are the sounds in “miss” - “miss”? Lekha khukhakekho khyikhyindi. Makona khyiina kakaali mukhyilomo “miss”—“miss” If the child responds correctly, say: Very good! The sounds in “miss” are /m/ /i/ /s/. Waarambile buulayi naabi.! s kakaali mukhyilomo “miss” niko /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”. Kamakono kakaali mukhyilomo “miss” niko? /m/ /i/ /s/. Ari luli luuwalo lwoowo. Imbolele kamakono kakaali mukhyilomo “miss” [Wait 3 seconds for the child to respond.]

I will say a word twice. Listen to the word, then tell me the sounds in that word. Okay. Let’s start. Kane nome shilomo khabili. Rekelesa shilomo umbolele kamakono kashilomo. Ari, khakhunanikhe.

. 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” “Mbolele kamakono kakaali mushilomo” 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! “Wanyala!” discontinue this subtask, check the box at the bottom of the page, and continue to the next subtask.

What are the sounds in ______? Makona khyiina kakaali mu ______? [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.

Good effort! Let’s go on. Wakholile buulayi! Khakhwilosele. English / Lumasaaba 4 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”. Ano khuli ni bilomo bipangiliile mu Luzungu. Ngana iwe usome bilomo mu bukali nga nunyala. Ukharumbula tsinyukuta ta ne bisome busa. Shekhubonelakho, shilomo shipangiliele nisho “ud”.

Let’s practise: please read this word. Khakwikhakemo: Mulebe, soma shilomo shino [Point to the next word: bif]. If the pupil says “bif”, say: Very good: “bif” Wanyala: shilomo shipangilile nisho “bif”. If the pupil does not say “bif” correctly say: This made-up word is “bif”. Shilomo shipangilile shili “bif”.

Now try another one: please read this word. Khakakho shishyiindi: Mulebe soma shilomo shino [Point to the next word: mep]. If the pupil says “mep”, say: Very good: “mep” Wanyala: shilomo shipangilile nisho “mep”. If the pupil does not say “mep” correctly say: This made-up word is “mep”. Shilomo shipangilile shili “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. If not, I will keep quiet and listen to you. Ready? Begin.

Nga nalomile ndi nanikha, soma bilomo mu bwangu nalundi mubulayi nga nunyala. Soma bilomo khukhwaama khundulo khwe lupapula khukhwoola khundulo khukhundi, nga unanikhila khulunyilili lunyoowa asi e kumusitale. Ngawolile khusilomo syesi ukhamanyile, utsye khusilomo sisilakho. Kane isile ikhurekelese. Werekekhele? Nanikha.

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, “Please go on” “Mulebe tsya mumoni” Mark the skipped word as incorrect.

AFTER 60 SECONDS, SAY “Stop” “Yakama” 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!” “Wanyala!” 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)

Time remaining on stopwatch at completion (number of SECONDS):

Good effort! Let’s go on. Wakholile buulayi! Khakhwilosele. English / Lumasaaba 5 Check this box if the subtask was discontinued because the child had no correct answers in the first line.

Good effort! Let’s go on. Wakholile buulayi! Khakhwilosele. English / Lumasaaba 6 Section 4a. Oral Passage Reading Section 4b. Reading Comprehension

Show the child the story in the pupil stimuli booklet. Say, When 60 seconds are up or if the child finishes reading the passage in less than 60 Check this box if the subtask was discontinued because the child failed to read a single word on the firstseconds, line. REMOVE the passage from the child’s view, and ask the first Here is a short story. I want you to read it aloud, quickly but carefully. When question below. Say, youTime have remaining finished, on I stopwatchwill ask you at somecompletion questions (number about of whatSECONDS): you have _____ read. When I say “begin” read the story as best as you can. I will keep quiet and Now I will ask you a few questions about the story you just read. Try to answer listen to you. Ready? Begin. the questions as well as you can.

Ano khuliyo ni lukano lulwimbi. Ngana ulusomele angaki, mubwangu ni Ari kane ikhurebe birebo bifiti bibihamba khulukano lwesi wama khusoma. mubulayi. Nga wamalile, kane ikhurebe birebo bifiti bibihamba khubyesi wama Khakakho khukhwilamo birebo mubulayi nga nunyala. khusoma. Nga inoma indi “nanikha” soma lukano mubulayi nga nunyala. Kane isile ikhurekelese. Werekekhele? Nanikha. . Give the child at most 10 seconds to answer the question, mark the child’s Start the timer when the pupil reads the first word. response, and move to the next question. . 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, . Read the questions for each line up to the bracket showing where the child circle it ( ø ) and continue. stopped reading. . Stay quiet, except if the pupil hesitates for 3 seconds point to the next word, and say, “Please go on” “Mulebe, tsya mumoni” Mark the skipped word as incorrect.

AFTER 60 SECONDS, say, “Stop” “Yakama’’ Mark the final word read with a bracket ( ] ). Sam lives on a farm. He has goats. Sam likes the goats. They are funny. They eat anything! He feeds the goats after school. Sam puts his homework near the goats. He plays football. Then Early stop rule: If the pupil does not give a single correct response on the first line of the his sister calls him. His homework is gone! A goat is eating something white. Now he knows pupil stimuli booklet, say “Thank you!” “Wanyala!” Draw a line through the words in the first row, check the box at the bottom, and continue to the next task. where his homework is. No Incorre Correct Respon ct se Sam lives on a farm. 5 Where does Sam live? [on a farm] He has goats. Sam likes the goats. They are funny. They eat anything! He 24 What does Sam have? [goats] feeds the goats after school. Sam puts his homework near the goats. He plays football. 34 What did Sam play? [football]

Then his sister calls him. His homework is gone! 43 Who calls Sam? [his sister]

What happened to Sam’s homework? [a goat A goat is eating something white. Now he knows where his homework is. 56 ate it]

Good effort! Let’s go on. Wakholile buulayi! Khakhwilosele. English / Lumasaaba 7 Subtask 5: English Vocabulary

You will ask the child to show parts of his/her body, objects in the environment, and check their understanding of spatial terms in English. The directions can be read in local language or English but the vocabulary words are stated in English. Note the answers in the following manner:

. Error: Mark a slash ( / ) through each item for which the child gives a wrong answer.

. Self-correcting: If the child initially gives a wrong answer but then corrects before the next item, count this item as correct. If you already marked the self-corrected letter as incorrect, circle it ( ø ) and continue.

. Materials: a sheet of paper, pencil, rubber

A. Body Parts:

Say, I'll say words in English that represent parts of the body. Show me what part of your body the word means. Let’s practice. “nose” [Point to your nose so that you model for the child] “head” [Wait for the child to gesture to his/her head. Thereafter say,] Good! Let’s start.

Inaloma bilomo muluzungu bibyokesa bisitsa bye khumubili. Itsokese shisitsa shiina khumubili kwowo ishokesa shilomo shyo. Khakhwikhakemo “nose” [Point to the nose so that you model for the student.] “head” [Wait for the child to gesture to his/her head. Therefore say,] Wanyala! Khakhurakikhe.

foot arm chin knee mouth back elbow shoulde r

B. Words from the Environment:

Casually, set the pupil stimuli and a pencil with a rubber on the desk. Say,

Now I will say other words and you show me examples of those words around us.

Ari Inaloma bilomo bibindi ubitsokese.

pencil shoe book rubber paper ground (floor)

C. Spatial Words

Place a pencil and sheet of paper side by side in front of the child. Say,

This is a pencil. [Hand the pencil to the child.] This is paper. [Point to the paper]. You will place the pencil where I tell you to put it. Put the pencil… ino ikalamu/pencil [Hand the pencil to the child]. Luno luupapula/paper [Point to the paper]. Unara ikalamu isi inakhubolela. Nuure ikalamu …

on the paper next to the paper behind you under the paper to the right of the paper

Good effort. Let’s go on! Wakholile buulayi! Khakhwilosele. English / Lumasaaba 8 Good effort. Let’s go on! Wakholile buulayi! Khakhwilosele. English / Lumasaaba 9