Remedial Instruction Programme for Year 4 students

Root Cause Analysis,

CEFR Level Testing, &
Progress Checking

In collaboration with:
ROOT CAUSE ANALYSIS, CEFR LEVEL TESTING,
& PROGRESS CHECKING

On the following pages you will find a series of tools you can use for the
following purposes:
 To identify the Root Causes of your students’ English challenges

To identify the approximate CEFR level of your students so you can e

ectively use the Remedial Instruction Toolkit

To track your students’ progress over the academic year

Section 1: Root Cause Analysis

Use this process and series of tools to help you identify individual student challenges at
the start of the academic year. The information you get about your students from the Root
Cause Analysis will help you know how best to support your students using the activities
in the Remedial Instruction Toolkit.
Define the Problem Identify cause or Step 5
Step 2 causes Evaluate Outcomes
Collect and Step 4
analyse student data Create and
Step 3 implement solutions
Step 1

Note that the English Language Teaching Centre (ELTC) have already completed Step 1 on your behalf with the Training
Needs Analysis survey undertaken in 2020.

Step 2: Collect and Analyse Student Data

When: Complete Step 2 at the beginning of the Academic Year

Student Data

From the students in your school. To include:

Collect writing (appendix 1) Use the Speaking
samples (can be Use the Reading and Listening
Year 3
from Year 3 or Diagnostic Tool Rubrics to further
performance data
produced early in (where understand your
(mid-year and end
the academic appropriate; see students’ CEFR
of year
year) and use the CEFR Level levels (appendix 1)
assessments)
Writing Rubric Testing Section)
Step 3: Identify Cause or Causes

When: Complete step 3 at the beginning of the Academic Year Use the

writing rubric to establish possible root cause(s) (appendix 1)

Once you have collected samples of student work, use the writing rubric (appendix 1), to
establish approximately which CEFR level your students are at for writing.
 Try to arrange your students into 4 levels according to the writing rubric (Pre-A1, Low A1,
Mid A1, and High A1).

Students who seem to be writing at Mid A1 and High A1 level, are on track to be able to
follow the Year 4 curriculum with limited challenges. These are most likely not your
remedial students.

For students who are Pre-A1 and Low A1, proceed to use the Reading Diagnostic Tools
(see CEFR Level Testing Section) to further drill down into which CEFR level these students
are at.

Use data from the Reading Diagnostic Tool to establish possible root cause(s)
(see CEFR Level Testing Section)

1.
Find time to complete each of the 4 Reading Diagnostic Tools to establish:

Whether your students can recognise letters (graphemic awareness) Whether your students are
able to recognise sound patterns (phonological awareness) Whether your students can hear
individual letter sounds (phonemic awareness) Whether your students can comprehend simple
texts (reading comprehension)

2.
Use the information from the Reading Diagnostic Tool to define student’s most likely
CEFR level for reading. If necessary, use the information from the student’s writing
sample to help you decide the most appropriate level.

Use data from the Speaking and Listening Rubrics to establish possible
root cause(s) (appendix 1)

1.
Find time to interact with your students on an individual level over the first 2 or 3 weeks
of class. Make notes on their speaking and listening using the Speaking and Listening
Rubrics (appendix 1) to guide you.
Step 4: Create and Implement Solutions

When: Step 4 is an ongoing process throughout the Academic Year

Once you have identified the possible causes of low English proficiency for each student,
you will be able to:
Understand what extra support your students need to be able to progress (do they
Understand what extra support your students need to be able to progress (do they need
support in phonics, phonemic awareness, reading comprehension, vocabulary,
need support in phonics, phonemic awareness, reading comprehension, vocabulary,
grammar, speaking practice, listening practice, etc.?)
grammar, speaking practice, listening practice, etc.?)

Approximate your student’s CEFR level using all data sources from Step 2

Know which level of activities students should do from the Remedial Instruction
Toolkit
 Remedial Instruction Toolkit

The Remedial Instruction Toolkit was developed using data from ELTC’s Training Needs
Analysis. You will find that solutions and activities for language specific root causes have
been designed to help you support your remedial students.

Step 5: Evaluate Outcomes

When: Complete Step 5 throughout the Academic Year

Assessment for Learning

Continue to use Assessment for Learning strategies throughout the Academic year to
evaluate whether your solutions and the Remedial Instruction Toolkit are supporting
student progress.

Whole-school Assessments
Use the mid-year, end of year and any other whole-school assessments to gauge student
progress.

Midline Tool
Use the midline tool to reflect on student progress halfway through the Academic Year (see
Progress Checking Section).

Endline Tool
Use the endline tool at the end of the Academic Year to summarise student progress and
establish e ectiveness of your overall solutions, including use of the Remedial Instruction
Toolkit (see Progress Checking Section).

Lesson Observation Tool

Use data from your Lesson Observations to gain an understanding of how your Panel
Head and other observers perceive your application of the solutions from Step 3.
Section 2: CEFR Level Testing Using
Writing Samples to Gauge Student Proficiency

samples) Diagnostic test (see

Week 1 Week 2 Appendix 3)
Students who are Week 3
Writing samples from all
students (either new Pre-A1 and Low A1 Teacher places all
writing or end of Year 3 from writing samples students in
writing take Reading appropriate levels
Pre-A1 to Low A1 Reading Diagnostic Tools

Use these tools for students who did not perform well in the written sample. These
tools will help you understand:

Whether your students can recognise letters (graphemic awareness) Whether your students

are able to recognise sound patterns (phonological awareness) Whether your students can

hear individual letter sounds (phonemic awareness)

Whether your students can understand the main idea, specific information, and details of
short simple texts (reading comprehension)

Note: If a student does not perform well in the first 3 tools (recognising letters,
recognising sound patterns, & hearing individual sounds), there is no need to attempt
the 4th tool (reading comprehension).

Pre-A1 to Low A1 Reading Diagnostic Tools: Tool Scoring Overview

Tool Number Pre-A1 Low A1 Mid A1

1. Recognition Comfortable 8-10

Below 5
Individual Sound
2. 3. 4. Recognition 8-10
Below 5
Reading
Letter 6-8
Recognition Lots of hesitation

Sound

ComprehensionBelow 33-5
Tool 1: Recognising Letters

Children should be able to quickly identify all letters of the alphabet regardless of the font
used or whether they are capital letters. They should be able to do this without struggling
and without hesitation.

A hesitation shows that the child is not yet fully familiar with the letter, and that more
practice is needed.

A hesitation is when the child spends more than two seconds trying to identify a letter.

Instructions:
Student reads the full page of letters – capitals, smalls, di erent fonts, and other writing symbols (!,
?, etc.)
For marking responses, there are 3 categories for the teacher to choose from as the child reads –
Correct, Incorrect, Hesitant
Tick the appropriate box as the child reads – left to right, row by row – can be done slowly – no rush
Use this tool to check readiness and confidence e.g., able to decode letters, not confused by di erent
fonts, able to work out what is in front of them without too many instructions, etc.
If they do not have confidence in reading this page, these students are at the pre-reading stage and
would need to learn the letters and symbols of reading before proceeding further.
Record the student’s achievement in the Excel Spreadsheet.

CEFR Level Pre-A1 Low A1 Mid A1

Lo
Student Output Comfortable

a range of fonts, sizes, or written letters in a range

Possible Cause capitalisation. of fonts,
Does not - sizes, or
recognise written letters in Recognises some capitalisation.
Tool 1: Recognising Letters

Student Sheet
 Student Sheet –
print or show to your student to read
Teacher Answer Sheet

Item C IR H Item C IR H Item C IR H

 M ____ ____ ____ d ____ ____ ____ 5 ____ ____ ____ N

s ____ ____ ____ k ____ ____ ____ ____ ____ ____ L

a ____ ____ ____ Z ____ ____ ____ ____ ____ ____ Q

U ____ ____ ____ C ____ ____ ____ ____ ____ ____ W

V ____ ____ ____ b ____ ____ ____ ____ ____ ____ 4

! ____ ____ ____ u ____ ____ ____ ____ ____ ____ j

O ____ ____ ____ J ____ ____ ____ f ____ ____ ____ m

H ____ ____ ____ ____ ____ ____ S ____ ____ ____ i

q ____ ____ ____ ____ ____ ____ 8 ____ ____ ____ y

r ____ ____ ____ ____ ____ ____ A ____ ____ ____ t

T ____ ____ ____ ____ ____ ____ 2 ____ ____ ____ G

B ____ ____ ____ ____ ____ ____ Y ____ ____ ____ v

____ ____ ____ a ____ ____ ____ X
p ____ ____ ____
____ ____ ____ K ____ ____ ____ ?
x ____ ____ ____
____ ____ ____ l ____ ____ ____ c
g ____ ____ ____
____ ____ ____ R ____ ____ ____
E ____ ____ ____
____ ____ ____ g P ____ ____ ____
n ____ ____ ____
____ ____ ____ e D ____ ____ ____
w ____ ____ ____
____ ____ ____ I h ____ ____ ____
F ____ ____ ____
____ ____ ____ z ____ ____ ____
6 ____ ____ ____

Teacher Answer Sheet –

use this to record student responses
Tool 2: Recognising Sound Patterns

Children need to be able to recognise patterns in sounds. This is an essential

component of proficient reading.
In this section of the Reading Diagnostic Tool, proficient students will get a minimum
of 8 out of 10 correct answers.

Instructions:
Each sentence in the list has two main words – some rhyme, some do not. Teacher reads
the questions about the rhyming words.
Students answer yes or no – they do or do not rhyme.
Teacher takes note of the response in the table.
Record the number of correct answers in the Excel Spreadsheet. CEFR Level Pre-A1
 Low A1 Mid A1

Student Output 8 – 10 -
Is minimally aware that
Possible Cause spoken
Is not aware that spoken words are made
words are made up of up of sounds.
sounds.
Tool 2: Recognising Sound Patterns
Teacher Answer Sheet –
No. Ques�on Student said… Correct Answer Score
(Yes or No?)

Prac�ce Items: Yes N/A

Does MOO rhyme with No N/A
ZOO? Does WRAP rhyme Yes N/A
with RIP? Does CAR
rhyme with STAR?

List A

1 Does PILL rhyme with HILL? Yes

2 Does HEAD rhyme with NOSE? No

3 Does GAME rhyme with NAME? Yes

4 Does LAKE rhyme with MAKE? Yes

5 Does MOON rhyme with SPOON? Yes

6 Does FEAR rhyme with FAR? No

7 Does MOST rhyme with TOAST? Yes

8 Does BIKE rhyme with BAKE? No

9 Does GREEN rhyme with No

GRAIN?

10 Does SNAP rhyme with NAP? Yes

List B

1 Does LUCK rhyme with TRUCK? Yes

2 Does HAND rhyme with FOOT? No

3 Does FINE rhyme with PINE? Yes

4 Does HOSE rhyme with NOSE? Yes

5 Does SAME rhyme with GAME? Yes

6 Does SNAKE rhyme with No

SNACK?

7 Does WEST rhyme with TEST? Yes

8 Does LAKE rhyme with LIKE? No

9 Does SMOKE rhyme with SHOOK? No

10 Does BEND rhyme with END? Yes

Total
Score

Tool 3: Recognising Individual Letter Sounds

Understanding that words are made up of individual sounds and that each sound has a
corresponding letter is an essential skill for reading proficiency.

In this tool, look out for when children appear to be guessing, or if the child responds “yes”
to every item or “no” to every item. This means that they are not fully comfortable with
letter sound recognition, and you should aim to discontinue the task.

In this section of the Reading Diagnostic Tool, proficient students will get a
 minimum of 8 out of 10 correct answers.

Instructions:
Explain to students that words have sounds in them.
Ask ‘Do you hear the /k/ sound in the word KING? Listen ‘K – K – K – KING’ ‘Can
you hear the /oo/ sound in TOOK?’
‘Can you hear the /sh/ sound in TOOK?’
‘There is no /sh/ sound in TOOK. But there is in SHOOK.’
Proceed to ask students all questions from list A.
Use List B later in the year when you are checking for progress.
Record the students’ answers in the related table.
Record the number of correct answers in the Excel Spreadsheet.

CEFR Level Pre-A1 Low A1 Mid A1

8 – 10 -
Student Output Is minimally aware that
Possible Cause spoken
Is not aware that spoken words have
words have individual individual sounds
sounds within them. within them.
Tool 1: Recognising Individual Letter Sounds
Teacher Answer Sheets –
use these, or the excel spreadsheet to record student responses
Prac�ce Items:
Do you hear /v/ in VAN? (Yes)
Do you hear /aw/ in THAW? (Yes)
Do you hear /h/ in GONE? (No)

List A Student Correct Score

Response Response

Student Name:
Date:

1. Do you hear /s/ in SAND? Yes

2. Do you hear /m/ in GUM? Yes

3. Do you hear /s/ in CARD? No

4. Do you hear /oo/ in GLUE? Yes

5. Do you hear /sh/ in SMELL? No

6. Do you hear /ee/ in PEEK? Yes

7. Do you hear /m/ in RAIN? No

8. Do you hear /k/ in DAY? No

9. Do you hear /z/ in MAZE? Yes

10. Do you hear /p/ in SPOON? Yes

TOTAL

List B Student Correct Score

Response Response

Student Name:

Date:

1. Do you hear /s/ in SIT? Yes

2. Do you hear /m/ in TRAM? Yes

3. Do you hear /s/ in BEARD? No

4. Do you hear /oo/ in FLEW? Yes

5. Do you hear /sh/ in PASS? No

6. Do you hear /ee/ in GREEN? Yes

7. Do you hear /m/ in TRAIN? No

8. Do you hear /k/ in GROW? No

9. Do you hear /z/ in WISE? Yes

10. Do you hear /p/ in SPILL? Yes

 TOTAL

Tool 4: Reading Comprehension

Being able to understand the main idea of a text is essential for students to be able to
access the curriculum. On top of this, understanding specific information within texts is a
foundational literacy skill that all emerging readers strive for.

Proficient readers will be able to answer 6 or more of the questions.

Instructions:
Ask the student to read the text to you.
You can help with pronunciation of unknown words.
When the student has finished, point to the questions and ask for verbal answers.
Record the number of correct answers in the

Excel Spreadsheet. This is My Family

Hi, I’m Sam. This is my family. I have a small family.

We’re very happy because we do lots of fun things
together. We live in Kuala Lumpur, in Malaysia.

This is me. I am 10 years old. My favourite colour is

green and I like riding my green bike. Every day, I
get up early and have a shower. I have bread for
breakfast and then I walk to school with my dad. In
the evenings, I play badminton. At the weekends, I
always go to the park with my friends.

This is my sister. Her name is Aishah and she is 16

years old. She’s a student in school but she wants
to be a doctor. She does a lot of homework
because she needs very good grades.

This is my dad. His name is Ahmad. He’s an 1. How many people are in Sam’s family? 2. Where
amazing dad. He’s a teacher in a school, but he
really loves cooking. Every day, he walks to school do they live?
with me. In the evenings, he makes pizza or plays
the guitar with his friends. He wants to be in a band! 3. How old is Sam?
FAMILY PORTRAIT 4. When does Sam play badminton?
5. Is Aishah a doctor?

6. Why does Aishah study a lot? 7. What is Ahmad’s

job?

8. Does Ahmad like cooking?

CEFR Level Pre-A1 Low A1 Mid A1

Student Output
 Belo
Har
mai6 and above
simpUnderstands the main idea,
sentspecific information and details of
repeshort simple texts with support
from the teacher.
to decode words. Does not awareness etc.) to be able
Possible Cause have enough vocabulary to decode words.
Does not have enough and/or grammar Has minimal
basic reading skills knowledge to extract vocabulary and/or
(phonics, phonemic meaning. grammar knowledge to
awareness etc.) to be able Has minimal basic reading extract meaning.
skills (phonics, phonemic
Pre-A1 to Low A1 Reading Diagnostic Tools: Student
Data
Complete the table with your student scores. If it is unclear which CEFR level a
student should go in, refer to the student’s writing sample. If it is still unclear, use
your judgement. You can always change students’ levels after you have had more
time to understand their English proficiency levels.

1 – Letter
Student Name Recognition
2 – Sound Recognition
3 – Individual Sound
Recognition
4 – Reading Comprehension
5 – Listening (optional)
6 – Speaking (optional)
CEFR & Remedial Instruction Toolkit Level
Mid A1 Mid A1 Low A1 Pre-A1 Low A1
 Example Low A1
1 – Letter
Student Name Recognition
2 – Sound Recognition
3 – Individual Sound
Recognition
4 – Reading Comprehension
5 – Listening (optional)
6 – Speaking (optional)
CEFR & Remedial Instruction Toolkit Level

Section 3: Progress Checking

As well as using ongoing Assessment for Learning strategies, you can measure student
progress in the middle and at the end of the year by using these tools:

Pre-A1 Progress Checking

Use this tool for students who were at the Pre-A1 level at the beginning of the
academic year.

To help you collect data to complete this for each student, you can:

Collect and analyse recent writing samples using the writing

rubric (appendix 2)

Re-use the appropriate Reading Diagnostic Tools

(appendix 3)

Re-use the Speaking and Listening rubrics (appendix 5)

Low A1 Progress Checking

Use this tool for students who were at the Low A1 level at the beginning of the
academic year.

To help you collect data to complete this for each student, you can:

Collect and analyse recent writing samples using the writing

rubric (appendix 2)

Re-use the appropriate Reading Diagnostic Tools

(appendix 3)

Re-use the Speaking and Listening rubrics (appendix 5)

Mid A1 Progress Checking

Use this tool for students who were at the Mid A1 level at the beginning of the
academic year.

To help you collect data to complete this for each student, you can:

Collect and analyse recent writing samples using the writing

rubric (appendix 2)

Re-use the appropriate Reading Diagnostic Tools

(appendix 3)

Re-use the Speaking and Listening rubrics (appendix 5)

Appendix 1: Rubrics

Writing Rubric
 Use this writing rubric to assess your students’ written work. If a student does
very well and scores High A1, this student is not a Remedial Student.

Pre-A1 Low A1 Mid A1 High A1

range of familiar basic and
Displays early Organises basic high frequency personal
writing skills to information with a words, and information as
form letters as lot of support from connect well as describe
demonstrated by the sentences using people and
the teacher with teacher. basic objects using
some Uses cursive conjunctions basic statements
legibility. handwriting in a with a lot of with a lot of
limited range of support from support.
Uses fixed written work with the teacher.
phrases to a lot of Can spell words
communicate with support from Plans, drafts, and and use
appropriate the teacher. writes an punctuation in
language form increased range guided writing
and style with a Communicates of simple as well as
lot of support from basic sentences with a connect
the information and lot of support from sentences into a
teacher. gives the paragraph with a
Writes simple descriptions of teacher. lot of support.
sentences by people and Can display
using objects with a ability to use Can produce and
appropriate lot of support cursive writing modify a plan or
language form from the with a lot of draft of a
and style with a teacher. support. paragraph in
lot of support response to
from the Shows ability to Can feedback with a
teacher. punctuate, spell communicate lot of support.
an increased

Source: Kurikulum Standard Sekolah Rendah, Bahasa Inggeris, Dokumen Standard Kurikulum dan
Pentaksiran, Tahun 1, Tahun 2, Tahun 3, & Tahun 4
Appendix 1: Rubrics

Reading Rubric
The Reading Rubric shows which Reading Diagnostic Tools to use for
students at particular levels. Students who were a High A1 with their written
sample do not need to complete the Reading Diagnostic Tools.

Pre-A1 Low A1 Mid A1 High A1

 names the lot of support from details of simple
Identifies and letters of the the texts of one or
recognises most alphabet with a teacher. two paragraphs
shapes of the lot of support Reading with a lot of
letters in the from the Diagnostic Tool support.
alphabet with a lot teacher. #4 Reading
of support from Reading Diagnostic Tool
the Diagnostic Tool Able to guess the #4
teacher. #1 meaning of
Reading unfamiliar words Can guess
Diagnostic Tool Blends and and use meaning of
#1 segments a few dictionary skills some unfamiliar
words (CVC, with a lot of words from
Blends and CCVC, CVCV, support from clues provided
segments a few CCV) with a lot of the teacher. by title and
phonemes (CVC, support from the Reading topic as well as
CCVC) with a lot teacher. Diagnostic Tool use limited
of support from Reading #4 range of
the teacher. Diagnostic Tool dictionary skills
Reading #2 & 3 Able to read A1 with a lot of
Diagnostic Tool short simple support.
#2 & 3 Hardly fiction or Reading
understands non-fiction print Diagnostic Tool
Hardly main ideas of and digital texts of #4
understands simple interest with a
main ideas of sentences even lot of support Can read A1
very simple after repeated from the fiction or
phrases and readings. teacher. non-fiction print
sentences after Reading Reading and digital texts of
repeated Diagnostic Tool Diagnostic Tool interest at a
readings. #4 #4 slower pace with a
Reading Understands the Can display lot of support.
Diagnostic Tool main idea, some Reading
#4 specific understanding of Diagnostic Tool
Identifies, information and the main idea, #4
recognises and details of short specific
simple texts with a information and

Source: Kurikulum Standard Sekolah Rendah, Bahasa Inggeris, Dokumen Standard Kurikulum dan
Pentaksiran, Tahun 1, Tahun 2, Tahun 3, & Tahun 4
Appendix 1: Rubrics

Listening Rubric
Use the Listening and Speaking Rubrics to assess the listening and
speaking levels of your students. You are also able to use Reading
Diagnostic Tools 2 & 3 as they focus on listening skills, too.

Pre-A1 Low A1 Mid A1 High A1

some limited lot of support Reading
Recognises and target language from the Diagnostic Tool
reproduces phonemes with a teacher. #2 & 3
 instructions and narratives, a #2 & 3
Understands a main ideas of the wide range of
few very simple text with a lot of short questions Can display
questions, support from the and classroom some
instructions and teacher. instructions with a understanding
main ideas of the Recognises and lot of support from of main idea,
text with a lot of reproduces the specific
support from the some target teacher. information and
teacher. language details of longer
Recognises and phonemes with a Guesses simple texts,
reproduces lot of support meaning of narratives,
some target from the unfamiliar words longer questions
language teacher. using visual and classroom
phonemes with a Reading clues with a lot of instructions with a
lot of support Diagnostic Tool support from the lot of support.
from the #2 & 3 teacher.
teacher. Can recognise Can guess
Reading Displays and reproduce meaning of
Diagnostic Tool understanding some target unfamiliar words
#2 & 3 of main idea, language from clues
specific phonemes with provided by
Understands a information and a lot of support. knowledge of
few simple details of short Reading topic.
questions, simple texts, Diagnostic Tool

Source: Kurikulum Standard Sekolah Rendah, Bahasa Inggeris, Dokumen Standard Kurikulum dan
Pentaksiran, Tahun 1, Tahun 2, Tahun 3, & Tahun 4
Appendix 1: Rubrics

Speaking Rubric
Use the Listening and Speaking Rubrics to assess the listening and
speaking levels of your students.

Pre-A1 Low A1 Mid A1 High A1

teacher. fixed phrase with from the
Produces a few a lot of support teacher.
meaningful Asks and from the teacher.
words and fixed answers a few Produces a few Asks and
phrases with a lot straightforward simple answers a few
of support from questions using information with straightforward
the one word or a a lot of support questions using
 fixed phrases support from classroom tasks
with a lot of Describes the teacher. appropriately with
support from people and a lot of
the teacher. objects using Narrates very support.
Communicates suitable words short basic
simple and phrases stories and Can describe
information with a lot of events with a lot people and
about basic support from of support from objects using
opinions, the teacher. the teacher. basic statements
everyday Can with a lot of
routines, Keeps communicate support.
directions and interactions simple
simple going in short information with a Can narrate
predictions with a exchanges and lot of support. short basic
lot of support asks for stories with a lot
from the attention or help Can manage of support.
teacher. with a lot of interaction and

Source: Kurikulum Standard Sekolah Rendah, Bahasa Inggeris, Dokumen Standard Kurikulum dan
Pentaksiran, Tahun 1, Tahun 2, Tahun 3, & Tahun 4
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