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Enabling Task 5
Sam
Sam is an English Language Learner, aged 6.5 years old. When examining the data collected from Sam’s tests,
it is indicated that he required extra support in the area of vocabulary development, which is very typical for
ELLs. His specific test scores are included in Appendix A.
GRTR:
 He scored significantly higher in the areas of letter recognition and literacy concepts, indicating
familiarity with book and the uses of print.
 He is able to recognize and name most letters, but has not yet made the connection of phonetic
letter/sound correspondences
 Phonics and the ability to break down the sounds of English into discrete parts is an area of lower
achievement, indicating that he will not at this time be able to “sound out” or blend simple, phonetically
regular words yet
 He is most likely reliant on a sight-word vocabulary to identify a few simple, familiar words
Story Dictation:
 Sam is demonstrated that he is reliant on the first 250 most commonly used words to communicate
 Vocabulary for the most part is very general
 Sam does use some more precise vocabulary from bands 6, 7 & 8,
Children’s Vocabulary Test
 Ceiling: #28, raw score: 23. Sam needs additional support to further develop his vocabulary/see below
Strategies and Recommendations
Sam needs explicit vocabulary instruction as well as instructional support in order to learn the phonetic structure
of the English language: the sounds each letter “says”, and how to blend them to make words. Children need to
be taught this in the context of literature. Sam would benefit from a pull-out Early Literacy Intervention
program where students read (both independently and as a group) a book at their level, and then spend time
focusing on 1-2 new vocabulary words and a phonetic rule. As well:
 Performance art: puppet shows, plays, reader’s theatre
 Prop games, as above, and then group a few students together to work with a group of 3-4 and make a
little “skit” using the props (end grade one)
 Treasure hunt – students hunt for items around the classroom from a written list, (next step: record name
of items found)
 Change-A-Prop: teacher changes an item, e.g. a pen becomes a toothbrush, comb, etc. Students guess,
then take turns with different props
 Flashcards! Make it fun by using one of the numerous vocab./flashcard games available online for free
on sites such as Everythingesl.net

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Jereign
Jereigh is an English Language Learner, aged 4years, 10 months old. When examining the data collected from
Jereign’s tests, it is apparent that he is in the very beginning stages of beginning English, and requires beginning
literacy support across the four strands of literacy: listening, speaking, reading, and writing. His specific test
scores are included in Appendix A.
GRTR:
 He scored slightly higher in the area of letter recognition, but did not demonstrate familiarity with
literacy concepts, likely because he has not had any formal schooling as of yet (will be beginning
Kindergarten in September 2010).
 He is able to recognize and name some letters, but has not yet made the connection of phonetic
letter/sound correspondences
Story Dictation:
 Jereign is reliant on the first 250 most commonly used words to communicate
 Vocabulary for the most part is very general
 Jereign surprised me by using words three words taken past Band 4 (up to Band 6). Indicative of his
parents beginning to read to him in English in order to introduce him to the language?
Children’s Vocabulary Test
 Ceiling: # 21, Raw Score: 12 – Jereign is in the very beginning stages of learning English and as such,
will benefit most from in-class experiences with other children, exposure to picture books, and
opportunities to speak (one-on-one or small group, at this point)
Strategies and Recommendations
Focus on teaching simple, familiar vocabulary that he will encounter on a daily basis. I would recommend at
this level lots of singing and rhyming games where Jereign can watch other students for “cues” – teach him how
to do that. Engage him in a literature-rich program with visual supports – vocabulary with illustrative pictures.
Below are some activities that I feel would work with a Kindergarten ELL.
 Make an “All About Me” collage, using cutouts, illustrations, simple, familiar words and phrases
 Make a “family tree”, using pictures or single-word descriptions (mom, dad, sister…)
 Action songs, (Head, shoulders, knees and toes, etc.) Use traditional songs from students own culture, if
possible
 Games like “Simon Says”, which allow students to recognize and utilize actions and body parts, and
allow for visual cuing as well
 “What time is it, Mr. Wolf” (number familiarization)
 “Freeze” – students move around classroom and become a piece of furniture, natural object (tree), fairytale character, etc.
 Prop games: students pull an item out of a bag and name it
 Alphabet Games: students pull a letter flashcard, then need to act out something that begins with that
letter, depending on the theme chosen (things that go, animals, action words)

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Kelly
She is aged 6 years, 8 months and is just finishing first grade. She has demonstrated significant strength in the
area of reading during the course of her grade-one year, and is a very proficient reader at this point.
GRTR:
 Kelly scored 100% in all areas, which is to be expected by the end of grade one
Story Dictation:
 Kelly used less of the first 250 word band to communicate her story – just over 76%
 She is beginning to use more precise vocabulary, and had vocabulary taken from each band up to and
including band 10
Children’s Vocabulary Test
Ceiling: # 70
Raw Score: 66
Benjamin
Benjamin, aged 4 years, 11 months. He is a NS, and will be beginning kindergarten in September 2010. His
specific test scores are included in Appendix A.
GRTR:
 Benjamin scored 100% on this test
 However, I believe that his correct answer to “Find turkey without the tur” (answer: key) was a lucky
guess! (Pointing to all four pictures, then resting his finger on ‘key’ but unable to articulate an
explanation)
Story Dictation:
 Benjamin was heavily reliant on the first 250 words to create his story (79.25%)
 He reached the 95% coverage by band 5, and his lexical plateau was at band 8
 He included 5 vocabulary words taken from bands 5-10, with no words falling in bands 8 & 9
Children’s Vocabulary Test
Ceiling: # 70
Raw Score: 64
Teacher recommendations:
I’ve chosen to include the recommendations for my two native speakers together. According to the results, a
balanced approach to literacy where new vocabulary is introduced and revisited in the context of other learning
(literature, projects, etc.) should be sufficient to further enhance vocabulary development. Examples:
 Drama games
 Story-retelling
 Fine arts integration, as much as possible! (music, art and drama)
Appendix A
Score sheet

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Name: ____Sam___________________
Date of birth: ________September 16, 2003_______
Date today: __June 20, 2010_________________
First language spoken: _Japanese___________
Child’s age today (years and months): __6 years__________ and in
months: ___6 months___________

17-20
13-16
10-12
7-9
0-6

Strong
Has necessary skills
Making progress
Developing
Few of the skills

Getreadytoread scoring:
1. ____y
Literacy concepts
2. ____y
Letter recognition
3. ____y
Letter recognition
4. ____y
Letter recognition
5. ____y
Letter recognition
6. ____n
Letter recognition
7. ____n
Letter recognition
8. ____n
Phonics
9. ____n
Phonics
10. ____y
Phonics
11. ____y
Letter recognition
Score:
12. ____n
Letter recognition
Literacy concepts: _____5__ /6
13. ____y
Literacy concepts
Letter recognition: ____5___/8
14. ____y
Phonics
Phonics: ___________2___/6
15. ____n
Phonics
TOTAL: __________12___/20
16. ____n
Phonics
17. ____y
Literacy concepts
18. ____y
Literacy concepts
19. ____y
Literacy concepts
20. ____n
Literacy concepts
Boy, dog, frog summary:
Words in text (TNW/tokens): 66
NDW (Number of different words/types): 30
t-t ratio (type-token ratio): 0.45
% of words in the first 250 word band: 71.21%
Lexical plateau: 9
Lexical stretch: How far until we see 95%+ coverage? Band 4
Informal vocabulary test:
Ceiling item: 28
Errors: 5
Raw score (ceiling item – errors):23
Interpretation according to guide (for children starting kindergarten): COULDN’T FIND THIS???
Comment on older children (those starting grade 1):
Score sheet
Name: ____Jereign___________________

X

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Date of birth: ____August 25, 2005_____________
Date today: ___June 16, 2010________________
First language spoken: __Tagala__________
Child’s age today (years and months): _____4 years_______ and in months: __10 months____________
Getreadytoread scoring:
1. ____N
Literacy concepts
2. ____Y
Letter recognition
3. ____Y
Letter recognition
4. ____Y
Letter recognition
5. ____Y
Letter recognition
6. ____Y
Letter recognition
7. ____N
Letter recognition
8. ____Y
Phonics
9. ____Y
Phonics
10. ____N
Phonics
11. ____N
Letter recognition
12. ____Y
Letter recognition
13. ____N
Literacy concepts
14. ____N
Phonics
15. ____N
Phonics
16. ____N
Phonics
17. ____N
Literacy concepts
18. ____Y
Literacy concepts
19. ____N
Literacy concepts
20. ____N
Literacy concepts

17-20
13-16
10-12
7-9
0-6

Strong
Has necessary skills
Making progress
Developing
Few of the skills

Score:
Literacy concepts: ______1_ /6
Letter recognition: ______6_/8
Phonics: _____________2_/6
TOTAL: ______________9_/20

Boy, dog, frog summary:
Words in text (TNW/tokens): 51
NDW (Number of different words/types): 30
t-t ratio (type-token ratio): 0.56
% of words in the first 250 word band: 78.43%
Lexical plateau: Band 8
Lexical stretch: How far until we see 95%+ coverage? Band 5
Informal vocabulary test:
Ceiling item: 21
Errors: 9
Raw score (ceiling item – errors): 12
Interpretation according to guide (for children starting kindergarten):
Score sheet
Name: ____________________

X

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Date of birth: ___October 11, 2003______________
Date today: ___June 17, 2010________________
First language spoken: ___English_________
Child’s age today (years and months): __6 years__________ and in months: ____8 months________
Getreadytoread scoring:
1. ____y
Literacy concepts
2. ____y
Letter recognition
3. ____y
Letter recognition
4. ____y
Letter recognition
5. ____y
Letter recognition
6. ____y
Letter recognition
7. ____y
Letter recognition
8. ____y
Phonics
9. ____y
Phonics
10. ____y
Phonics
11. ____y
Letter recognition
12. ____y
Letter recognition
13. ____y
Literacy concepts
14. ____y
Phonics
15. ____y
Phonics
16. ____y
Phonics
17. ____y
Literacy concepts
18. ____y
Literacy concepts
19. ____y
Literacy concepts
20. ____y
Literacy concepts

17-20
13-16
10-12
7-9
0-6

Strong
Has necessary skills
Making progress
Developing
Few of the skills

Score:
Literacy concepts: ______6_ /6
Letter recognition: ______8_/8
Phonics: _____________6_/6
TOTAL: _____________20_/20

Boy, dog, frog summary:
Words in text (TNW/tokens): 138
NDW (Number of different words/types): 64
t-t ratio (type-token ratio): 0.46
% of words in the first 250 word band: 76.09%
Lexical plateau: Off list – she had words in each band including Band 10
Lexical stretch: How far until we see 95%+ coverage? Band 6
Informal vocabulary test:
Ceiling item: 70
Errors: 4
Raw score (ceiling item – errors): 66
Interpretation according to guide (for children starting kindergarten):
Comment on older children (those starting grade 1):

X

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Score sheet
Name: _______________________
Date of birth: _______July 28, 2005__________
Date today: _____June 17, 2010______________
First language spoken: ___English_________
Child’s age today (years and months): _______4 years___________
and in months: ____11 months____
Getreadytoread scoring:
1. ____y
Literacy concepts
2. ____y
Letter recognition
3. ____y
Letter recognition
4. ____y
Letter recognition
5. ____y
Letter recognition
6. ____y
Letter recognition
7. ____y
Letter recognition
8. ____y
Phonics
9. ____y
Phonics
10. ____y
Phonics
11. ____y
Letter recognition
12. ____y
Letter recognition
13. ____y
Literacy concepts
14. ____y
Phonics
15. ____y
Phonics
16. ____y
Phonics
17. ____y
Literacy concepts
18. ____y
Literacy concepts
19. ____y
Literacy concepts
20. ____y
Literacy concepts

Strong
Has necessary skills
Making progress
Developing
Few of the skills

Score:
Literacy concepts: __6_____ /6
Letter recognition: ____8___/8
Phonics: ________6______/6
TOTAL: _______20________/20

Boy, dog, frog summary:
Words in text (TNW/tokens): 106
NDW (Number of different words/types): 50
t-t ratio (type-token ratio): 0.46
% of words in the first 250 word band: 79.25%
Lexical plateau: Band 7
Lexical stretch: How far until we see 95%+ coverage? Band 5
Informal vocabulary test:
Ceiling item: 70
Errors: 6
Raw score (ceiling item – errors): 64

17-20
13-16
10-12
7-9
0-6

x

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Interpretation according to guide (for children starting kindergarten):
Appendix B
Sam – A Boy, a Dog and a Frog
Freq. Level
Families
Types
Tokens
Kid250 - 1:
19
20
47
Kid250 - 2:
1
1
1
Kid250 - 3:
3
3
3
Kid250 - 4:
3
3
12
Kid250 - 5:
Kid250 - 6:
1
1
1
Kid250 - 7:
1
1
1
Kid250 - 8:
1
1
1
Kid250 - 9:
Kid250 - 10:
Off-List known:
Off-List unknown:
?
0
0
Total
29+?
30
66

Coverage%
71.21
1.52
4.55
18.18
0.00
1.52
1.52
1.52
0.00
0.00
0.00
0.00
100%

Cum%
71.21%
72.73%
77.28%
95.46%
95.46%
96.98%
98.50%
100.00%
100.00%
100.00%
100.00%
100.00%
100%

Coverage%
78.43
5.88
1.96
7.84
1.96
1.96
1.96
0.00
0.00
0.00

Cum%
78.43%
84.31%
86.27%
94.11%
96.07%
98.03%
99.99%
99.99%
99.99%
99.99%

Jereign - A Boy, a Dog and a Frog
Freq. Level
Kid250 - 1:
Kid250 - 2:
Kid250 - 3:
Kid250 - 4:
Kid250 - 5:
Kid250 - 6:
Kid250 - 7:
Kid250 - 8:
Kid250 - 9:
Kid250 - 10:

Families
22
2
1
1
1
1
1

Types
23
2
1
1
1
1
1

Tokens
40
3
1
4
1
1
1

9
Off-List known:
Off-List unknown:
Total

?
29+?

0
30

0
51

0.00
0.00
100%

99.99%
100.00%
100%

10

Kelly– A boy, a Dog and a Frog
Freq. Level
Kid250 - 1:
Kid250 - 2:
Kid250 - 3:
Kid250 - 4:
Kid250 - 5:
Kid250 - 6:
Kid250 - 7:
Kid250 - 8:
Kid250 - 9:
Kid250 - 10:
Off-List known:
Off-List unknown:
Total

Families
39
5
3
2
3
2
2
1
1
1

Types
44
5
3
2
3
2
2
1
1
1

?
59+?

0
64

Tokens
105
6
4
12
3
2
3
1
1
1
0
138

Coverage%
76.09
4.35
2.90
8.70
2.17
1.45
2.17
0.72
0.72
0.72
0.00
0.00
100%

Cum%
76.09%
80.44%
83.34%
92.04%
94.21%
95.66%
97.83%
98.55%
99.27%
99.99%
99.99%
100.00%
100%

Coverage%
79.25
1.89
4.72
9.43
1.89
0.94
0.94
0.00
0.00
0.94
0.00
0.00
100%

Cum%
79.25%
81.14%
85.86%
95.29%
97.18%
98.12%
99.06%
99.06%
99.06%
100.00%
100.00%
100.00%
100%

Benjamin – A Boy, a Dog and a Frog
Freq. Level
Kid250 - 1:
Kid250 - 2:
Kid250 - 3:
Kid250 - 4:
Kid250 - 5:
Kid250 - 6:
Kid250 - 7:
Kid250 - 8:
Kid250 - 9:
Kid250 - 10:
Off-List known:
Off-List unknown:
Total

Families
36
1
4
1
2
1
1

Types
39
1
4
1
2
1
1

Tokens
84
2
5
10
2
1
1

1

1

1

?
47+?

0
50

0
106