Root Cause Analysis CEFR Level Testing Progress Checking

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

effectively 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.
Step 1 Step 2 Step 3 Step 4 Step 5

Define the Collect and Identify cause or Create and Evaluate
Problem analyse student causes implement Outcomes
data solutions
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:
Year 3 Collect writing Use the Reading Use the Speaking

performance data samples (can be Diagnostic Tool and Listening
(mid-year and end from Year 3 or (where Rubrics to further
of year produced early in appropriate; see understand your
assessments) the academic CEFR Level students’ CEFR
year) and use the Testing Section) levels (appendix 1)
Writing Rubric
(appendix 1)
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
need support in phonics, phonemic awareness, reading comprehension, vocabulary,
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 effectiveness 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
Week 1 Week 2 Week 3

Writing samples from Students who are Teacher places all
all students (either Pre-A1 and Low A1 students in
new writing or end of from writing samples appropriate levels
Year 3 writing take Reading
samples) Diagnostic test (see
Appendix 3)
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. Letter
Recognition Lots of hesitation Some hesitation Comfortable
2. Sound
Recognition Below 5 5-8 8-10
3. Individual Sound
Recognition Below 5 5-8 8-10
4. Reading
Comprehension Below 3 3-5 6-8
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, different 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 different 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
Student Output Lots of hesitation Some hesitation Comfortable
Possible Cause Does not Recognises some -

recognise written written letters in a
letters in a range range of fonts,
of fonts, sizes, or sizes, or
capitalisation. 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 ____ ____ ____
s ____ ____ ____ k ____ ____ ____ N ____ ____ ____
a ____ ____ ____ Z ____ ____ ____ L ____ ____ ____
U ____ ____ ____ C ____ ____ ____ Q ____ ____ ____
V ____ ____ ____ b ____ ____ ____ W ____ ____ ____
! ____ ____ ____ u ____ ____ ____ 4 ____ ____ ____
O ____ ____ ____ J ____ ____ ____ j ____ ____ ____
H ____ ____ ____ f ____ ____ ____ m ____ ____ ____
q ____ ____ ____ S ____ ____ ____ i ____ ____ ____
r ____ ____ ____ 8 ____ ____ ____ y ____ ____ ____
T ____ ____ ____ A ____ ____ ____ t ____ ____ ____
B ____ ____ ____ 2 ____ ____ ____ G ____ ____ ____
p ____ ____ ____ Y ____ ____ ____ v ____ ____ ____
x ____ ____ ____ a ____ ____ ____ X ____ ____ ____
g ____ ____ ____ K ____ ____ ____ ? ____ ____ ____
E ____ ____ ____ l ____ ____ ____ c ____ ____ ____
n ____ ____ ____ R ____ ____ ____ P ____ ____ ____
w ____ ____ ____ g ____ ____ ____ D ____ ____ ____
F ____ ____ ____ e ____ ____ ____ h ____ ____ ____
6 ____ ____ ____ I ____ ____ ____ z ____ ____ ____
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.
Student Output Below 5 5-8 8 – 10
Possible Cause Is not aware that Is minimally aware -

spoken words are that spoken
made up of words are made
sounds. up of sounds.
Tool 2: Recognising Sound Patterns
Teacher Answer Sheet –
No. Ques�on Student said… (Yes or Correct Answer Score

No?)
Prac�ce Items:
Does MOO rhyme with ZOO? Yes N/A
Does WRAP rhyme with RIP? No N/A
Does CAR rhyme with STAR? Yes N/A
List A
1 Does PILL rhyme with HILL?
2 Does HEAD rhyme with NOSE?
3 Does GAME rhyme with NAME?
4 Does LAKE rhyme with MAKE?
5 Does MOON rhyme with SPOON?
6 Does FEAR rhyme with FAR?
7 Does MOST rhyme with TOAST?
8 Does BIKE rhyme with BAKE?
9 Does GREEN rhyme with GRAIN?
10 Does SNAP rhyme with NAP?
List B
1 Does LUCK rhyme with TRUCK?
2 Does HAND rhyme with FOOT?
3 Does FINE rhyme with PINE?
4 Does HOSE rhyme with NOSE?
5 Does SAME rhyme with GAME?
6 Does SNAKE rhyme with SNACK?
7 Does WEST rhyme with TEST?
8 Does LAKE rhyme with LIKE?
9 Does SMOKE rhyme with SHOOK?
10 Does BEND rhyme with END?
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.
Student Output Below 5 5-8 8 – 10
Possible Cause Is not aware that Is minimally aware -

spoken words that spoken
have individual words have
sounds within individual sounds
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?
2. Do you hear /m/ in GUM?
3. Do you hear /s/ in CARD?
4. Do you hear /oo/ in GLUE?
5. Do you hear /sh/ in SMELL?
6. Do you hear /ee/ in PEEK?
7. Do you hear /m/ in RAIN?
8. Do you hear /k/ in DAY?
9. Do you hear /z/ in MAZE?
10. Do you hear /p/ in SPOON?
TOTAL
List B Student Correct Score

Response Response
Student Name:
Date:
1. Do you hear /s/ in SIT?
2. Do you hear /m/ in TRAM?
3. Do you hear /s/ in BEARD?
4. Do you hear /oo/ in FLEW?
5. Do you hear /sh/ in PASS?
6. Do you hear /ee/ in GREEN?
7. Do you hear /m/ in TRAIN?
8. Do you hear /k/ in GROW?
9. Do you hear /z/ in WISE?
10. Do you hear /p/ in SPILL?
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.
FAMILY PORTR
AIT
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 amazing dad. He’s a

teacher in a school, but he really loves cooking. Every day, he walks to
school with me. In the evenings, he makes pizza or plays the guitar
with his friends. He wants to be in a band!
1. How many people are in Sam’s family? 5. Is Aishah a doctor?
2. Where do they live? 6. Why does Aishah study a lot?
3. How old is Sam? 7. What is Ahmad’s job?
4. When does Sam play badminton? 8. Does Ahmad like cooking?

Student Output Below 5 Between 3 & 5 6 and above
Hardly understands Hardly understands Understands the
main ideas of very main ideas of main idea, specific
simple phrases and simple sentences information and
sentences after even after repeated details of short
repeated readings. readings. simple texts with
support from the
teacher.
Does not have enough Has minimal basic
Possible Cause basic reading skills reading skills (phonics,
(phonics, phonemic phonemic awareness
awareness etc.) to be etc.) to be able to
able to decode words. decode words.
Does not have enough Has minimal
vocabulary and/or vocabulary and/or
grammar knowledge to grammar knowledge to
extract meaning. extract meaning.
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 2 – Sound 3 – Individual 4 – Reading 5 – Listening 6 – Speaking CEFR & Remedial

Student Name Recognition Recognition Sound Comprehension (optional) (optional) Instruction Toolkit
Recognition Level
Example Mid A1 Mid A1 Low A1 Pre-A1 Low A1 Low A1 Low A1

1 – Letter 2 – Sound 3 – Individual 4 – Reading 5 – Listening 6 – Speaking CEFR & Remedial
Student Name Recognition Recognition Sound Comprehension (optional) (optional) Instruction Toolkit
Recognition 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.

rubric (appendix 2)

(appendix 3)
Mid A1 Progress Checking
Use this tool for students who were at the Mid A1 level at the beginning of the
academic year.

rubric (appendix 2)

(appendix 3)

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
Displays early Writes simple Uses cursive Can display

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

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

reproduces reproduces reproduces and reproduce
some limited some target some target some target
target language language language language
phonemes with phonemes with phonemes with phonemes with
a lot of support a lot of support a lot of support a lot of support.
from the from the from the Reading
teacher. teacher. teacher. Diagnostic Tool
Reading Reading Reading #2 & 3
Diagnostic Tool Diagnostic Tool Diagnostic Tool
#2 & 3 #2 & 3 #2 & 3 Can display
some
Understands a Understands a Displays understanding
few very simple few simple understanding of main idea,
questions, questions, of main idea, specific
instructions and instructions and specific information and
main ideas of main ideas of information and details of longer
the text with a the text with a details of short simple texts,
lot of support lot of support simple texts, narratives,
from the from the narratives, a longer questions
teacher. teacher. wide range of and classroom
short questions instructions with
and classroom a lot of support.
instructions with
a lot of support Can guess
from the meaning of
teacher. unfamiliar words
from clues
Guesses provided by
meaning of knowledge of
unfamiliar words topic.
using visual
clues with a lot
of support from
the teacher.
Appendix 1: Rubrics
Speaking Rubric
Use the Listening and Speaking Rubrics to assess the listening and
speaking levels of your students.
Produces a few Produces a few Communicates Can

meaningful simple simple communicate
words and fixed information with information simple
phrases with a a lot of support about basic information with
lot of support from the opinions, a lot of support.
from the teacher. everyday
teacher. routines, Can manage
Asks and directions and interaction and
Asks and answers a few simple classroom tasks
answers a few straightforward predictions with appropriately
straightforward questions using a lot of support with a lot of
questions using fixed phrases from the support.
one word or a with a lot of teacher.
fixed phrase support from Can describe
with a lot of the teacher. Describes people and
support from people and objects using
the teacher. objects using basic statements
suitable words with a lot of
and phrases support.
with a lot of
support from Can narrate
the teacher. short basic
stories with a lot
Keeps of support.
interactions
going in short
exchanges and
asks for
attention or help
with a lot of
support from
the teacher.
Narrates very
short basic
stories and
events with a lot
of support from
the teacher.
References
Gilmore, A., Croft, C., & Reid, N. (1981) Burt Word Reading Test, Burt Books, NZCER Press, [Internet]
Available at: <http://www.burtbooks.com/BURTWORDRECOGNITIONTEST.pdf>
Hertfordshire (n.d.) Hertfordshire Reading Test, [Internet] Available at:

<https://static1.squarespace.com/static/5742fe1c45bf2172616e7d43/t/5a99d8c353450a4f0fe69c59/1
520031939594/The+Hertfordshire+Reading+Age+Test.pdf>
Jemaah Nazir dan Jaminan Kualiti (2017). Standard Kualiti Pendidikan Malaysia Gelombang 2
(SKPMg2). Putrajaya: Kementerian Pendidikan Malaysia
Kementerian Pendidikan Malaysia (2017) Kurikulum Standard Sekolah Rendah: Bahasa Inggeris,
Dokumen Standard Kurikulum dan Pentaksiran, Tahun 1
Kementerian Pendidikan Malaysia (2017) Kurikulum Standard Sekolah Rendah: English Language
Scheme of Work for Phonics Primary Year 1
Syllabus Primary Year 1
Scheme of Work Primary Year 2
Syllabus Primary Year
Malaysian Ministry of Education (2013) Malaysian Education Blueprint. Available from

http://www.padu.edu.my/wpcontent/uploads/2018/01/3._Malaysia_Education_Blueprint_2013-2025.
pdf
Szabo, T. (2018) Collated Representative Samples Of Descriptors Of Language Competences

Developed For Young Learners: Council of Europe [Internet] Available from:
https://rm.coe.int/collated-representative-samples-descriptors-young-learners-volume-1-ag/16808b1
688
Wren, S. & Watts, J. (2002) The Abecedarian Reading Assessment, [Internet] Available from:
https://www.balancedreading.com/assessment/abecedarian.pdf

Root Cause Analysis CEFR Level Testing Progress Checking

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Remedial Instruction Programme for Year 4 students

Root Cause Analysis,

To identify the Root Causes of your students’ English challenges

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

To track your students’ progress over the academic year

Section 1: Root Cause Analysis

Step 1 Step 2 Step 3 Step 4 Step 5

Step 2: Collect and Analyse Student Data

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

From the students in your school. To include:

Year 3 Collect writing Use the Reading Use the Speaking

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

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

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

Whether your students can recognise letters (graphemic awareness)

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

Remedial Instruction Toolkit

Step 5: Evaluate Outcomes

When: Complete Step 5 throughout the Academic Year

Assessment for Learning

Lesson Observation Tool

Week 1 Week 2 Week 3

Pre-A1 to Low A1 Reading Diagnostic Tools

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

Tool Number Pre-A1 Low A1 Mid A1

CEFR Level Pre-A1 Low A1 Mid A1

Student Output Lots of hesitation Some hesitation Comfortable

Possible Cause Does not Recognises some -

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

Teacher Answer Sheet –

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

CEFR Level Pre-A1 Low A1 Mid A1

Student Output Below 5 5-8 8 – 10

Possible Cause Is not aware that Is minimally aware -

No. Ques�on Student said… (Yes or Correct Answer Score

1 Does PILL rhyme with HILL?

2 Does HEAD rhyme with NOSE?

3 Does GAME rhyme with NAME?

4 Does LAKE rhyme with MAKE?

5 Does MOON rhyme with SPOON?

6 Does FEAR rhyme with FAR?

7 Does MOST rhyme with TOAST?

8 Does BIKE rhyme with BAKE?

9 Does GREEN rhyme with GRAIN?

10 Does SNAP rhyme with NAP?

1 Does LUCK rhyme with TRUCK?

2 Does HAND rhyme with FOOT?

3 Does FINE rhyme with PINE?

4 Does HOSE rhyme with NOSE?

5 Does SAME rhyme with GAME?

6 Does SNAKE rhyme with SNACK?

7 Does WEST rhyme with TEST?

8 Does LAKE rhyme with LIKE?

9 Does SMOKE rhyme with SHOOK?

10 Does BEND rhyme with END?

CEFR Level Pre-A1 Low A1 Mid A1

Student Output Below 5 5-8 8 – 10

Possible Cause Is not aware that Is minimally aware -

List A Student Correct Score

List B Student Correct Score

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

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

This is my dad. His name is Ahmad. He’s an amazing dad. He’s a