Thursday, September 4, 2008

School Readiness Assessment



Background

The Department of Education in the Autonomous Region of Muslim Mindanao adapts the School Readiness Assessment (SRA) for Grade.

What does it mean for a child to be ready for school? Children need to know and be able to do certain things before they can enter school, and that these can be measured in a reliable and accurate way.

School readiness is perceived as the acquisition by the child of the appropriate knowledge, skills, attitudes, and abilities that will help him / her to cope with the primary school curriculum and other learning demands. Those children who are ready to learn, at the time they start primary school, are more likely to complete primary, secondary and tertiary education levels and make positive contributions to society as caring & productive citizens. Children who are not ready to learn at school entry are more likely to repeat a grade, need special education services, and dropout of school. This represents increased costs to government and society at large through: increased government spending decreased revenue decreased productivity and decreased ability to provide necessary societal functions.

Children’s ability to learn and acquire the right skills and attitudes depends to a large extent on their cognitive capacity and psychosocial adjustments that are determined during early years. Essentially, then, the effectiveness and efficiency of investment in primary and subsequent education depends on the children’s capacity to start school ready to learn.

The objective of pre-school program is to build a strong foundation for cognitive, socio-emotional and health development that will enable the child to maximize his/her learning potential upon entering primary school. The capacity of these children to learn is diminished due to the lack of appropriate care and psychosocial stimulation at the right age. Even when the primary education is free these children will start school disadvantaged.

The lack of adequate policies to address the linkage between the ECD (pre-school) programs and the formal (primary) education systems has resulted to little efforts to address the level of school readiness amongst the children as they enter formal school system. Therefore, in a primary one class, there will be those children from different preschool models and those directly from home. In such a scenario, the primary teacher is not only faced with large number of children but also the challenge in dealing with the children with varied levels of school readiness.



School readiness dimensions

The children were assessed in the following developmental and functional areas.

    1. GROSS MOTOR DEVELOPMENT

This dimension incorporated the following domains:

  • Runs without tripping

  • Jumps in place with both feet

  • Hops 1 to 3 steps on preferred foot

  • Skips with alternating feet

  • Moves body part as directed and

  • Throws the ball overhead with direction

    2. FINE MOTOR DEVELOPMENT

In this dimension, students are assessed with the following domains:

  • Holds crayons/pencil and scribbles spontaneously

  • Scribbles vertical and horizontal lines

  • Draws a human figure

  • Draws a house

  • Colors within the line

    3. RECEPTIVE/EXPRESSIVE LANGUAGE

  • Answers questions about oneself

  • Uses simple greetings and courteous expressions in appropriate Situation

  • Follows one-step directions with simple prepositions(e.g.,in, on, under, etc)

  • Follows 2-step directions in identifying objects in terms of position

  • Names 4 – 6 colors

    4. COGNITIVE

A. Sensory Discrimination and Seriation/Classification

  • Discriminates texture

  • Arranges objects based on 2 attributes

  • Sorts objects based on 2 attributes

  • Identifies same and different shapes

  • Draws geometric forms

    B. Concept Formation

  • Groups and states functions of common household items

  • Shows/points to left and right sides of body.

  • Completes statements showing simple analogy

  • Identifies absurdities in pictures (e.g.,Ano ang mali sa larawang ito?)

  • Conserves number

        C. Numeracy

  • Points out which has more or less

  • Counts up to 10 objects

  • Sequence numerals 1 – 10

  • Identifies the missing number in sequence

  • Adds and subtracts combinations to 10

  • Identifies words that are the same

  • Associates word with picture




    D. Construction and Visual-Motor Integration

Coordinate the motor movement with visual stimulus.

  • Replicates a pattern by drawing

  • Copies letter/numerical from model

  • Pass if the child copies the letter/numeral using the correct stroke.

  • Identifies the missing object in a given pattern

  • Identifies the pictures that gives the appropriate ending of events/situation

  • Assembles simple puzzles


E. Reading Readiness

    The reading readiness skills help prepare the learners for their task of reading the particular skills they need to learn will depend on their previous experiences with exposure to reading.

  • Recites or sings the alphabet

  • Identifies the missing part of picture/object

  • Names upper and lower case letters

  • Matches letter with sound of letter

  • Read 3-4 letter words

  • Sequences events in pictures

  • Identifies pictures that are the same

  • Identifies letters that are different

  • Identifies words that are the same
    Associates word with picture


Purpose, Description of the Assessment

The School Readiness Assessment Tool for Grade I (SRAT) is a tool to determine the level of progress of Grade One entrants across different developmental domains that are critical in tracking Grade I learning competencies. It follows from a similar developmental assessment of children in their early childhood years, using the ECCD Checklist.

The tool comes in two parts. Part 1 consists of items that measure the development of basic competencies on the following domains: Gross and Fine Motor, Receptive/Expressive Language, and Cognitive Domain which has five (5) sub-domains, namely: Sensory Discrimination and Seriation/Classification, Concept Formation, Numeracy, Reading Readiness and Construction and Visual Integration. Part 2 consists of a list of questions for the parents/caregivers.

This tool should NOT be treated as an entrance test or examination as children may get anxious about passing or failing. No child shall be refused entry to Grade I based on the results of this assessment. The result should be used to guide Grade I teachers in providing appropriate instruction and assistance to address specific needs of the pupils through the utilization of the 8-week ECD curriculum.

General Guidelines

Early and widespread advocacy is encouraged so that all incoming Grade I children will have the chance to be assessed. Parents shall be informed at the earliest possible time (i.e. as early as January, during the start of the enrollment period for the next school year) that an assessment will be conducted two weeks before the opening of the school year.

This assessment shall be administered twice. The first assessment will be administered two weeks before the opening of the school year. The second assessment shall be given after.

It is suggested that children be assigned a staggered schedule for assessment. In the case of gross and fine motor domains, the assessment can be conducted with a small group of not more than four children at a time. For easy identification have the children wear name tags. Any arrangement that may facilitate the process of administration may be tried-out. Assistance of co-teachers—even those teaching other grade levels - can be solicited if necessary.

Below are additional pointers for the effective implementation of this developmental assessment:

During the Enrollment Period:

Orient the parents on the purpose and process of the developmental assessment for Grade I children. Inform them that an interview with the child’s parent is included under socio-emotional domain.

Assign a specific date and time for the child and a parent to return to school for the assessment of the child.

On the Day of the First Assessment:

Before Administration:

Study the manual thoroughly.

Prepare all the necessary materials including the rating sheet for individual pupil.

Establish rapport with the child. Make the child feel comfortable or at ease with you.

During Administration

Begin the assessment as soon as the child is ready. Do not let the child wait for too long.

Use the first language/mother tongue/dialect that is familiar to the child.

Repeat instruction loud enough to be understood by the child.

To Begin The Test

Call in the students one at a time. Help each student to complete the personal profile and then proceed to assess each domain using the SRA Pupil Rating Sheet and the suggested manipulative/paper and pencil materials. Upon assessment, the teacher needs to take hold of the SRA Pupil Rating Sheet and fill in some marks under the PRESENT column and scribble some comments in the next column if necessary.


Domains

Highest Possible Score

Child A

Child B

Gross Motor

5

5

4

Fine Motor

5

2

2

Receptive Expressive

5

3

4

Cognitive Domain




  • Sensory Discrimination and Seriation/ Classification

5

2

4

  • Concept Formation

5

3

4

  • Numeracy

5

5

5

  • Reading Readiness

10

4

9

  • Construction and Visual Integration

5

3

4

    TOTAL

45

27

36

Rating, Scoring and Interpretation

Part 1 - The instrument has a total of 45 items. Each domain consists of five (5) items, except the reading readiness skills consisting of ten (10) items.The Cognitive domain has 30 items broken down into five (5) sub-domains.

A child is given a score of one (1) if he/she successfully performs the task/skill. Sum up all the scores from each domain. Get the total score by adding the number of checks from all domains.

Below is an example on how to determine whether the child is ready or not ready.


Passing score is 34 which is 75% of the highest possible score (45).

Therefore,

All entrants who scored 34 and above are “READY.”

All entrants who scored below 34 are “NOT READY.”

Example:

Child A has a score of 27, which is below 34, so he/she is “NOT READY.”

Child B has a score of 36, which is above 34, so he/she is “READY.”

A child who scores below 3 points in any domain needs further development in that set of competencies.

A child who scores 3 points and above in any domain manifests competency in that domain.


Part 2: If the parents/caregivers’ answer is 75% positive and above , i.e. 21 and above answered yes, the child is considered socio-emotionally ready. For the socio-emotional domain, the instrument used is a parent interview questionnaire composed of 27 items. If a child’s parent/caregiver indicates that 75% or more of the items asked are already present or observed in the child (i.e. the parent has 21 or more “yes” responses to the interview items), the child has the expected level of socio emotional development for a first grader.For those children whose parents have less than “21 yes” responses more support from both the teacher and the parents will be needed to further their socio-emotional progress.

It is typical for children to be more developed in some domains than in others. The task of the teacher is to identify the particular domains where each child needs more support, and provide appropriate activities that can help spur the child’s development in that domain.

Teacher's Notes- Gross motor skills

Gross motor skills refers to the abilities usually acquired during infancy and early childhood as part of a child's motor development. By the time they reach two years of age, almost all children are able to stand up, walk and run, walk up stairs, etc. These skills are built upon, improved and better controlled throughout early childhood. These movements come from large muscle groups and whole body movement.

Gross motor skills are simple, large-muscle group actions like squats, push ups and push/pull-type movements.

Reminder

To administer this domain quickly, make sure you got all the materials needed:

  • Pupil Rating Sheet

  • pencil/pen

  • plastic ball (hand grip size ball

Activity A

To assess student's gross motor skills, make sure that instructions are given clearly and at the level of the students as examples below:

  • Runs without tripping

(Have the child run from one end of the room to the other end. Pass if the child can run without tripping or falling)

Jumps in place with both feet

(Ask the child to jump in place with both feet after you have demonstrated how to do this. Pass if the child jumps in place with both feet.)

  • Hops 1-3 steps on preferred foot

(Ask the child to lift his/her foot and hop at least three times on his/her preferred foot. Pass if the child is able to hop at least three times on his/her preferred foot without holding on anything.)

  • Skips with alternating feet.

(Ask the child to skip using alternating feet after you have demonstrated how to do this. Pass if the child skips with alternating feet.)

  • Moves body part as directed

(Say this: Please follow my instructions: Put your both hands up; Your right hand on your left knee; Swing your arms; Shake your body all around.)



  • Throws a ball overhead with direction

(Give the child a ball and stand at least 3 feet away from him/her. Ask the child to throw the ball to you using an overhead throw. Show the child how to do this. Pass if the child throws the ball within your arm’s reach and not sideways or underhand )

Teacher's Notes - Fine Motor Development

Fine motor development contributes to the development of communication skills in young children. Fine motor skills are those skills which require a child to manipulate and gain control over a range of materials and tools. These are often for communication purposes both functional and expressive, eg writing a name or message, manipulating a computer mouse, creating a sculpture. Opportunities to develop these skills exist in all six key learning areas of the primary curriculum. The components of fine motor skills can be considered to be:

  • Grasping - eg using a crayon, pencil, brush, glue stick, beater, blocks

  • Manipulating - eg play dough, clay, unifix, centicubes, paper, sewing, scissors, finger plays

  • Hand-eye co-ordination - eg writing, cutting, threading, moving a cursor, using a glue gun

Structured learning experiences such as developmental play and learning centers are opportunities for teachers to provide a range of activities which will help develop the fine motor skills of children. These will often include materials such as play dough, clothes pegs, sorting, Lego, construction toys, bottles and lids, paper, pens, paints and other media, computer-based technology.

This section provides some examples through work samples of children working on the development of these skills. The samples focus on the Early Stage One and Stage One outcomes and indicators.

Reminder

To administer this fine motor skills, you need to prepare the following materials:

_paper/magnetic slate/white board

_pencil/crayon

_activity sheet B-2 ( Ask students to scribble vertical/horizontal lines

_activity sheet B-5 ( Ask students to color within the line)

Activity - B

Carefully follow the steps below in administering this test.

  • Holds crayon/pencil and scribbles spontaneously

    (Use magnetic slate and then ask students to hold a pencil and let the child scribble. Or )Place a piece of paper and pencil/crayon on the table or flat surface and ask the child to draw anything he/she wants without showing him/her how to do it. Pass if the child uses a palmar/tripod grasp and makes purposeful marks on the paper.

  • Scribbles vertical and horizontal lines

    (Use magnetic slate and then ask students to scribble vertical and horizontal lines . Or Place a piece of paper and pencil/crayon on the table or flat surface and ask the child to draw vertical and horizontal lines after you have demonstrated these to him/her. Pass if the child produces a vertical or horizontal line. The lines may be wavy but not broken.)

  • Draws a human figure

    (Use magnetic slate and then ask students to draw a person Or Give the child a pencil/crayon and a piece of paper and ask him/her to draw a person. Pass if the child has drawn 3 or more body parts. A pair is considered one point (eyes, ears, arms, hands, legs, and feet) and must be drawn in pairs to get full credit. (consider stick figure)

  • Draws a house

    (Use magnetic slate and ask students to draw a house. Or Give the child a pencil and piece of paper and ask him/her to draw a house. Pass if the child has drawn at least the roof, main frame, and a door or window)

  • Colors within the line

    (Tell the child to color the house he/she has drawn.

    Pass if the child colors within the line. Or Use activity sheet B-5)

    Teacher's Notes - Receptive Expressive Language

    Receptive Expressive Language assessment measures student's to ask and answer questions about oneself and others; use simple greetings and courteous expression sin appropriate situations; follows one-step to two-step directions and name colors

Reminder

To assess receptive/expressive language skills, you need to prepare the following materials:

_Teacher's personal questions

_flag lets with courteous expressions

_6 pieces of paper of different colors (red, blue, yellow, green, orange, black)

_activity sheet

Activity -C

Carefully follow the steps below in administering this test.

  • Answers questions about oneself

    (Ask the child these questions:

What is your name? (Ano ang pangalan mo?)

How old are you? (Ilang taon ka na?)

What’s your father’s name? (Ano ang pangalan ng tatay mo?)

What’s your mother’s name? (Ano ang pangalan ng nanay mo?)

Where do you live? (Saan ka nakatira?)

Pass if the child answers correctly 3 or more questions.

  • Use simple greetings and courteous expression sin appropriate situations

    (Give this situation to the child: If I give you a doll/ toy car, what will you say to me? (Kapag binigyan kita ng manika/laruang kotse, ano ang sasabihin mo sa akin?)

How will you greet your teacher if you meet him/her one morning on your way to school? (Paano mo babatiin ang iyong guro kung masasalubong mo siya isang umaga papasok ka sa paaralan?)

Pass if the child is able to give the appropriate expressions/greetings.

Or: Present one flag let of expression and then ask: When do you say this expression? If the student could answer one, present another expression and ask the same question. You may ask the following questions to facilitate interaction:” What will you say when you arrive home? What will you when you want to pass by two persons talking? What do you say when you are sorry? What will you say when you receive something? What do you say to your mother/teacher before leaving?)

  • Follows one-step directions with simple prepositions (e.g. In, on, under, etc)

    (Give the child a block/toy and have him/her put this on the table, under the table, and inside a container. Do not use gestures when giving the instructions. Or Use activity sheet C- 3)Pass if the child is able to follow all the directions.

  • Follows 2-step directions in identifying objects in terms of position

    (Ask the child to get a block/toy under the table and then place it on the table. Pass if the child is able to follow. Or Use activity sheets C-4-1 and C-4-2)

  • Names 4-6 colors

      (Ask the child, “What color is this? – Anong kulay ito?” Pass if the child can name at least 4 colors correctly. Or Use activity sheet C-5-1 /C-5-2)

Teacher's Notes- COGNITIVE

    SENSORY INTEGRATION refers to the ability to take in, sort out and connect information delivered by the senses. The organism (man) interacts with his environment, whether his social or physical environment). He gets to learn, to know about things by taking in information from his environment.

Reminder

To assess sensory motor integration, you need to prepare the following materials:

_ letter tiles with sandpaper

_ straw cut in different sizes/any materials of different sizes

_ plastic toys/any objects of different shapes/colors/texture/sizes

_magnetic slate

_2 sets of tactile material: one made up of coarse or rough and the other set is fine or smooth

_4 pieces of graduated-sized squares and 4 pieces of graduated-sized circles/straw

_4 pairs of different shapes that are of the same size and color

Activity -D

You may use other available materials to suit into the context of the learners. However, this time, you may use the materials provided and the series of activities below:

  • Discriminate texture

    (Present to the child the tactile materials. Ask him/her to touch these and tell you which one is smooth and which one is rough. Do the same with the other set. Pass if he/she succeeds twice.)

  • Arranges objects based on 2 attributes

    (You may use any objects/toys cut in different sizes. You may use the straw cut i n different sizes. Show the child the first set of squares spread out at random on the table. Say, “Here are 4 squares. Look, I can begin with the smallest, then the next bigger one, until the biggest one.” (Narito ang 4 na parisukat. Tingnan mo, sisimulan ko sa pinakamaliit, susunod ang mas malaki hanggang sa pinakamalaki.)

Demonstrate how to arrange the squares.Then disarrange these and tell the child, “Now do what I did starting with the smallest and ending with the biggest one.” (Ngayon gawin mo uli ang ginawa ko. Simulan mo sa pinakamaliit hanggang sa pinakamalaki.)Repeat this procedure using the circles without giving any demonstration. Pass if the child arranges at least one set of shapes in correct order from smallest to biggest. Allow one trial for each set of shapes.


  • Sorts objects based on two attributes

(You may use objects of different sizes/forms/colors/textures/sizes. In this assessment, you may use the set of toys provided. Show the child the shapes. Tell him/her, “Put together the ones that are the same”. (Pagsama-samahin ang magkakatulad/magkakapareho.) Ask, “Why did you put these together?” (Bakit mo pinagsama-sama ang mga ito?) They have the same size/color. (Pare-pareho sila ng laki/kulay.)

Pass if the child can sort all the shapes according to two attributes (e.g., size and color) )

  • Identifies same and different shapes

    (You may use different objects of different shapes. What is provided here for are sets of laminated shapes. Show the child the different shapes. Tell him/her, “Put together the ones that are the same.” (Pagsama-samahin mo ang magkakatulad.) After the child sorts and groups the shapes, point to the ones with the same shape. Pass if the child can group the same shapes. )

  • Draws different shapes

(You may use any paper and pencil or a magnetic slate and then ask the student to draw different shapes.)

  • Identifies the first and last in a row

Arrange the pictures in a row.

Say: Look at the pictures. The first in the row is a hen. The second is a cat. The last is a dog.

Rearrange the 3 pictures.Ask: Which is the first in the row? (Aling larawan ang nauuna sa hanay?)Which is the last? (Alin ang nahuhuli?)Do not coach. Pass if the child points out the first and last in a row.

    Teacher's Notes - Concept Formation

Concept formation, or concept learning, to refer to the development of the ability to respond to common features of categories of objects or events. Concepts are mental categories for objects, events, or ideas that have a common set of features. Concepts allow us to classify objects and events.

Reminder

To assess concept formation, you need to prepare the following materials:

_ pictures/real/plastic toys of common household items

_ 3 pieces of drinking/eating utensils, writing materials, hair accessories, clothing articles

_ Picture of the a boy/girl (Activity sheet E-)

_ Activity Sheet E-)

_Activity Sheet E-)

_Wooden cubes/any other items/objects use for counting

Activity -E

You may use other available materials to suit in to the context of the learners. Suggested materials and activities are found below:

  • Groups and states functions of common household items.

    (You may use real objects or plastics household toys. Ask him/her to show you which ones can be used for the same activity.

Repeat twice using different sets of materials.

Ask the child: What is the use of _____? (Ano ang gamit ng _____? Saan ginagamit ang _____?)

Pass if the child correctly groups 2 out of 3 and can state the function of at least 2 items.)

  • Shows/Points to left and right side of the body

    (Say, “Show/point your left hand.” (Ipakita o ituro ang iyong kaliwang kamay.)Do the same for the following:

Right hand, left foot, right knee, left shoulder, right eye, left leg. Pass if the child can correctly point out the left and right side of at least 5 body parts.

  • Completes statements showing simple analogy

    (Ask the child to complete the following statements:

Mommy is a girl, Daddy is a _______.

(Ang Nanay ay babae, ang Tatay ay _____.)

A carabao is big, a mouse is ______.

(Ang kalabaw ay malaki, ang daga ay _____.)

Sugar is sweet, vinegar is ______.

(Ang asukal ay matamis, ang suka ay _____.)

You laugh when you’re happy, you cry when you’re _______.

(Tumatawa ka kapag ikaw ay masaya, umiiyak ka kapag ikaw ay _____.)

Pass if the child correctly answers 3 out of 4 questions.

  • Spot the difference in pictures

    (You may use the pictures provided in this kit and ask students to spot the differences. Show the pictured scenes to the child and ask, “What is wrong with this picture?”

(Ano ang mali sa larawang ito?)

Pass if the child correctly identifies what made the 2 pictures incorrect. )

  • Conserves Numbers

    (Arrange the chips in a row in front of the child with the 5 red chips and the 5 blue chips arranged in two separate rows in exactly the same manner, one row below the other. Ask “Do they have the same number of chips?” (Magkasindami ba ang 2 hanay ng chips?) If the child says yes, spread out the 5 blue chips to create longer intervals from one chip to another, and thus will appear to be “longer” than the row of red chips. Ask, “Do they have the same number of chips?” (Magkasindami ba ang mga chips?) If the child does not think so, ask “Which has more? Which has less?” You may use any objects/cubes provided this kit)

Teacher's Notes – Numeracy

    Numeracy involves not just basic number skills, but also the ability to integrate basic skills in contexts. It includes identifying which is more/less, count, sequence, identifies missing and adds or subtracts.

    Reminder

To assess student's numeracy skills , you need to prepare the following materials:

_ 4 coins of 25 cents

_ 1 peso coin

_ simple 4 – 6 piece puzzles

_ 2 transparent glasses of different forms and sizes (plastic glasses of the same size with water, 1 having more than the other

_ numbers 1-10

_ chips, buttons, or bottle caps, etc.

_ Numerals (11-20)

_ activity sheet F-

_ 10 chips, buttons, or bottle caps, etc.

_ picture/objects with missing parts

Activity -F

    You are given the option to use other available materials/activity sheets that you think effective and suitable to the context and level of your learners or you may use the materials provided in this kit.

  • Points out which has more or less

    (Show the child the glasses with water and ask, “Do they have the same amount of water?” (Magkasindami ba ang tubig nila?) If the child says no ask, “Which has more?” (Alin ang mayroong mas marami?) “Which has less?” (Alin ang mayroong mas kaunti?)

Pass if the child points to the one with more and the one with less. or You may use 4 coins of 25 cents and 1 peso coin. Present these to the child and ask this: “ Which value more the 4 coins of 25 cents or the 1 peso coin?”

  • Counts up to 10 objects

    (Place 10 objects in a row. Ask the child to count the objects aloud. Do not count the items for the child. Repeat using another set of objects. Pass if the child counts correctly Request student to count 1 up to 10 with or without the numbers)

  • Sequence numerals 1-10

    (Show the child the numeral cards arranged in random order and say “Put these number cards in order.” (Ayusin ang mga kard nang sunud-sunod.) Pass if the child correctly sequences the numerals from 1-10. You may use the numbers provided in this kit. Jumble the numbers and then ask the student to sequence them.)

  • Identifies the missing number in sequence

    (Show the numerals arranged consecutively, but 1 number is missing.

Ask: What number is missing? (Aling bilang ang nawawala?)

Pass if the child identifies the missing number in sequence. You may use the same numbers provided, take out some numbers and then ask the student which numbers are missing. . Show the other pictures that will serve as choices for the picture that should follow.

Ask:Which picture should be next? (Alin kaya ang susunod na larawan?)Pass if the child selects the right picture of the story.

  • Adds and subtracts combinations to 10

    (Give the child 10 objects. Have him/her count them. Take away 3 and say “I took 3 away, how many do you have?” (Inalis ko ang tatlo, ilan ang nasa iyo?) Give the child 3 objects. Have him/her count them. Then give him/her 1 or 2 more. Ask him, “I gave you ___ more, now how many do you have?” (Binigyan kita ng _____ pa, ilan ngayon ang nasa iyo?) Have him/her count them. Pass if the child answers all tasks correctly. You may use the plastic numbers provided or the activity sheet F-5)

Teacher's Notes – Reading Readiness

    Reading Readiness is described as the teachable moment for reading. This is a point in time when the pupil is reading to learn how to read.

    Readiness depends on the child’s ability at the moment that the child is being asked to perform. Thus, it also depends on the child’s ability to respond to a specific method of teaching. The reading readiness skills help prepare the learners for their task of reading the particular skills they need to learn will depend on their previous experiences with exposure to reading. Readiness is something to develop rather something to wait for.

Reminder

To assess student's reading readiness skills, you need to prepare the following materials:

_ Activity Sheet G-1

_ Copy of the alphabet song

_ Alphabet Chart (Lower Case, Upper Case)

_ Letter Identification Score sheet

_ Dolch's words (Student Sheet and teacher sheets)

_ Activity Sheets -

_ picture/objects with missing parts

_Cards with upper and lower case letters printed on each (A, B, C, M, O, P, T, R, W, Y) (a, b, c, m, o, p, t, r, w, y)

_Cards with the letters A, B, M, O, P and T printed on each.

_4 sets of 3- to 4-letter words printed on index cards (mama, papa, cat, dog, sit, pet)

_pictures/cutouts

_set of letters

_set of words

_set of words/pictures

    Activity -G

    You are given the option to use other available materials/activity sheets that you think effective and suitable to the context and level of your learners or you may use the materials provided in this kit.

  • Identifies the missing part of picture/object

    (Ask the child to identify the missing part of the picture/object shown. Pass if the child identifies the part correctly. You may use activity sheet G)

  • Recites or sings the alphabet

    (Ask the child to recite or sing the alphabet.

Pass if the child can recite/sing the alphabet correctly. You may show a copy of the alphabet song)

  • Names upper and lower case letters

    (Present the letters in random order. Have the child name each of these. Pass the child if all letters are named. You may use the alphabet Chart (Lower Case and Upper Case )



To introduce the task:

  • What do you call these?

  • Can you find some that you know?

  • Pointing to each letter in the horizontal line: What is this one?

  • If the child does not respond, use one or more of these question and try to avoid bias toward any one of them: Do you know its name? What sound does it make? Do you know a word that starts like that?

  • Move to other letters and then ask: “What is this? And this?

  • If the child hesitates, start with the first letter in his/her name and then go to the first line. Point to every letter in turn, working across the line.

To record student's responses:

Use the Letter Identification Score Sheet and mark A column for an alphabetical response, the S columns for sound, or a Word column for a word beginning with that letter. Record what the child says when the response is incorrect in the I.R. Column (for Incorrect Responses).

Score as correct :

_either an alphabet name

_or a sound that is acceptable for that letter

_or a response which says... it begins like giving a word for which that letter is the initial letter or sound.

    _Find the sub totals for each kind of response – alphabetical, sound and word beginning.

    _ Total the child's score adding all three types of response together and consult stanine table for the appropriate age group.

  • Matches letter with sound of letter

    (Arrange the cards in random order. Give the letter sounds (e.g., “ah”, “buh”, “mmm”, etc.) and ask the child to pick out the letter with that sound. Pass the child if all 6 are correct. You may use the Letter Identification score sheets to record student's performance.

  • Read 3-4 letter words

(Have the child read the words on each card.Pass if the child is able to read 3 out of 4. You may use the Dolch's Words student sheets and score sheets to mark words students are able to recognize)

To administer the task

Ask the child to read one list. Use list A or list B or list C. Help the child with the practice word if necessary and never score it. Do not help any other words and do not use the list for teaching . Use alternative list for retesting.

Each word test takes about 2 minutes to administer. Help the children read the practice word, but do not help him with the rest of the words.

The child is asked to read each word aloud.

To record student's responses:

The reading teacher records the child’s responses and observes his behavior using the Teacher's Record Sheet. The score will indicate the extent to which a child is accumulating a reading vocabulary for the most frequently used words. Scores should gradually move from low to high levels.

  • Sequences events in pictures

    (Show the set of pictures/cutouts in a row.

Ask: “Which picture should be the first?” (Alin ang dapat mauna?) Let the child pick out the picture that should be the first.

    You may use pictures of your choice or the pictures provided in this kit. Ask student to arrange them as to the story they have in mind.)

  • Identifies pictures that are the same

    (Show the same set of pictures/cutouts. Ask: “Which should be the last?” (Alin ang dapat mahuli?) Pass if the child selects the right picture. You may use pictures of your choice or you may use the pictures in this kit. Request student to identify which pictures are the same.)

    Pass if the child answers correctly.

  • Identifies letters that are different

    (Present the letters to the child. Ask: “Which letters are the same?” Aling mga titik ang magkakapareho?)Pass if the child chooses the correct letter. You may use activity sheet G- )

  • Identifies words that are the same

(Show the words to the child.Ask: “Which word in the box is same as the one on the left?” (Aling salita ang katulad ng nasa kaliwa?)

You may use activity sheet G- ) Pass if the child answers correctly

  • Associates word with picture

    (Present a picture with set of words to the child. Read each word cat, chicken, dog.

Ask: “Which names the picture?” (Alin ang pangalan ng larawan)

    You may use the pictures in this kit and the words to match with.) Pass if the child identifies the word correctly.

    Teacher's Notes –Construction and Visual-Motor Integration

Visual-motor integration refers to the ability to coordinate the motor movement with visual stimulus. The child with a difficulty in this area has problems coordinating what he/she sees with an appropriate motor response required in fine motor skills, as, for example, in copying or in gross motor as kicking a football or shooting a ball into a basket.

Reminder

To assess student's visual-motor integration skills, you need to prepare the following materials:

_magnetic slate to copy a picture/shapes/numbers or use paper

_Activity Sheet H-

_picture series

_simple 4 – 6 piece puzzles

_Paper and pencil/crayon

_pattern of bag-umbrella-bag-umbrella or any available objects

_Paper and pencil/crayon; A, B and C cards; 1, 2 and 3 cards

_1 set of pictures in series (a boy getting ready for school)

Activity - H

You use the materials provided in this kit to do the tasks or you use your own materials suited for the students.


  • Replicates a pattern by drawing

(Let the child copy a simple drawn pattern of a circle, triangle, and circle after demonstrating how this is done. Have him/her repeat the same pattern or series twice over. Pass if the child can draw the patterns correctly. Show the other pictures that will serve as choices for the picture that should follow Ask: Which picture should be next? (Alin kaya ang susunod na larawan?)

Pass if the child selects the right picture of the story. Or provide any objects/pictures as prompts and then request students to hold a magnetic slate /paper and then copy the picture/shapes provided.)

  • Copies letter/numerical from model

You may again use the magnetic slate/paper and then ask students to copy the letter/number.)

Show the child one of the A-B-C cards/1-2-3 cards and ask him/her to copy it. Do the same for the other letters/numbers.

Pass if the child copies the letter/numeral using the correct stroke.

  • Identifies the missing object in a given pattern

(Show the child the pattern of bag-umbrella-bag-umbrella.Show the same pattern with a missing object.)

Ask: “Which object is missing in the pattern?” (Aling bagay ang nawawala sa pagkakaayos?)

Let the child pick the picture that completes the pattern.

Pass if the child is able to identify the missing object in the pattern.


  • Identifies the pictures that gives the appropriate ending of events/situation

Present the first set of pictures. Ask: What is the first picture all about? the second? the third? (Tungkol saan ang unang larawan? ang pangalawa? ang pangatlo?)

  • Assembles simple puzzles

Ask the child to assemble the puzzle. Pass if the child can assemble the puzzle.




Background questionnaire for students

  • I attended preschool c yes c no

  • I started Grade 1 at the age of

c 5 years or below c 6 years c 7 years

c 8 years c 9 years or above

  • I came to school today by

c walking c public transport c private transport c other means

  • The time it takes me to get to school today is

c less than 1 hour c 1 to 2 hours c more than 2 hours

  • I eat breakfast

c always c sometimes c never

  • In a week, I am absent for

c 0 day c 1 day c 2 days c 3 days or more

  • If you were absent, check one to show your usual reason

c I was sick.

c I had to help my parents.

c The weather was bad.

c I did not have food.

c My family had problems.

c I did not have a clean uniform or proper clothes to wear.

c It was not safe or there was peace and order problem.


SRA Form 1


QUESTIONS FOR THE PARENTS/CAREGIVERS

The following items are part of SRA Form-1 which have to be derived from parental report when the child is in class already.

Say this: “During the assessment period, I had the chance to interact with your child, (mention name of pupil). However, in order to complete the assessment, I need to know more about him/her. Can you please tell me whether or not (name of pupil) is able to do the follow up.

SRA Form 2

SELF-HELP

Number

Item

Remarks

1

  • Gets drink for self unassisted (Nakakukuha siyang mag-isa ng inumin)


2

  • Pours from pitcher without spillage (Nakapagsasalin ng inumin na walang tumatapon)


3

  • Eats without need for spoonfeeding during any meal (Kumakain nang hindi sinusubuan)


4

  • Can prepare his/her own snack except for getting items that are hard to reach (e.g., bowl, spoon).(Nakapaghahanda ng sariling pagkain/meryenda maliban sa pagkuha ng mga bagay na mahirap abutin)


5

  • Dresses without assistance (Nakapagbibihis na mag-isa)


6

  • Informs adult of need to urinate (pee) or move bowel (pooh-pooh) to be brought to a designated place (e.g. comfort room) (Nagsasabi kung maiihi o madudumi)


7

  • Goes to designated place to urinate (pee) or move bowel (pooh) (Nakapupunta sa ihian/palikuran upang umihi o dumumi)


8

  • Wipes/Cleans self after bowel movement (pooh) (Nakapaghuhugas/nakapaglilinis ng sarili matapos dumumi)


9

  • Bathes unassisted(Naliligo nang mag-isa)


10

  • Friendly with strangers but initially may show slight anxiety or shyness (Nakapagpapakita ng giliw sa mga taong hindi kilala bagamat nagpapakita ng pag-aalangan at pagkahiya sa simula)


11

  • Gives and accepts affection from those he is familiar with (Nakapagpapakita ng pagmamahal sa mga taong malapit sa kanya)


12

  • Able to make friends with other children (Nakikipagkaibigan sa kapwa bata)


13

  • Cooperates with adults and peers in group situations to minimize quarrels and conflicts (Nakikiayon sa kapwa bata at mga nakatatanda upang maiwasan ang gulo at di-pagkakaunawaan)


14

  • Can talk about difficult feelings (e.g., anger, sadness, worry) he/she experiences (Nakapagkukuwento ng karanasan tungkol sa mabibigat na damdamin tulad ng galit, lungkot at pag-aalala)


15

  • Manifests minimal temper tantrums (Nagagawang magpigil sa sarili kapag may sumpong)


16

  • Demonstrates respect for elders using terms like “po” and “opo” (Naipakikita ang paggalang sa nakatatanda)


17

  • Settles or keeps reasonably still inside places of worship. (Nakakikilos nang naaayon sa lugar na kinaroroonan tulad ng pook dalanginan.


18

  • Keeps to a schedule (Nakasusunod sa itinakdang oras sa mga gawain)


19

  • Helps with family chores (e.g., wiping tables, watering plants, etc.) (Nakatutulong sa mga gawaing pambahay)


20

  • Honors a simple bargain with caregiver (e.g., can play outside only after cleaning/fixing his/her room) (Iginagalang ang nagawang pangako sa tagapag-alaga, halimbawa: makapaglalaro lamang sa labas matapos ang gawaing itinakda)


21

  • Shows eagerness to attend school (e.g., talks about school) (Naipakikita ang kasabikang mag-aral)


22

  • Persists when faced with a problem or obstacle to his/her wants (Nagpupursige kapag nahaharap sa suliranin o balakid sa kanyang ninanais)


23

  • Waits for turn (Nakapaghihintay ng pagkakataon)


24

  • Asks permission to play with toys being used by others (Humihingi ng pahintulot na gamitin ang laruang gamit ng iba)


25

  • Shares toys with others (Nagpapahiram ng mga laruan sa iba)


26

  • Comforts playmates/siblings in distress (Inaaliw ang kalaro/kapatid na nalulungkot)





Reference

Manual on the Administration of the School Readiness Assessment for Grade One, Department of Education

BEAM iREAD Program


5 comments:

Behind the Lens said...

thank you for posting thing...

I am really glad that I may find some means to help me with my thesis. I'm an Ab eng student and my thesis topic is all about Reading readiness in Grade 1 : An Analysis... I would like and hoping if you can help me... I am trying to find some other related literature in this department and I hardy found any due to the freshness of the project & most SRA result of every school doesn't have any analysis in it... I really hope you can help me... I need more reference... Thank you and God bless.

Behind the Lens said...

thank you for posting thing...

I am really glad that I may find some means to help me with my thesis. I'm an Ab eng student and my thesis topic is all about Reading readiness in Grade 1 : An Analysis... I would like and hoping if you can help me... I am trying to find some other related literature in this department and I hardy found any due to the freshness of the project & most SRA result of every school doesn't have any analysis in it... I really hope you can help me... I need more reference... Thank you and God bless.

mercy said...

Thank you for posting about the school readiness assessment it really helped me in my assignment in my subject the eight week curriculum. I am an education student (BEEd) and once again thank you for posting it really help me understand this topic

Anonymous said...

The availability of SRA in net, helps me as an educator to fully understand the difference among my grade 1 pupils. my first year as grade 1 teacher, was a bit hard. but for this coming school year 2012-2013, i wish to bring inside the classroom the realization that being ready for school, still varies among children. thanks again!

Anonymous said...

hi iam aisah, i would like to ask if ur study is all about school readiness assessment tool for grade 1? I would just like to ask f u could give an information f that instrument is a standardized or not. I am hoping f u could lend a help in my thesis.... Thank you....