Proformas

Record of reading
Individual reading assessment: Student summary sheet
Class/group accuracy and fluency recording sheet
Literacy plan
Guided reading planning sheet

FROM ASSESSMENT TO PROGRAMMING

Assisting students requiring additional support in reading

Part 1 Assessment
Proformas

COMMONWEALTH OF AUSTRALIA
Copyright Regulations 1969
WARNING
This material has been reproduced and communicated to you by or on behalf of the NSW Department of Education and
Training pursuant to Part VB of the Copyright Act 1968 (the Act).
The material in this communication may be subject to copyright under the Act. Any further reproduction or
communication of this material by you may be the subject of copyright protection under the Act.
Do not remove this notice.

This document is available online in pdf format at:

http://www.schools.nsw.edu.au/media/downloads/schoolsweb/studentsupport/
programs/disabilitypgrms/assessprogad.pdf

188

FROM ASSESSMENT TO PROGRAMMING

Part 1 Assessment

Assisting students requiring additional support in reading

Proformas

Teachers copy

Record of reading
Students name:
Key
Word
count

Date:

Semantic (meaning - m) Grammatical (structure or syntax - s) Graphological (visual - v) Phonological (p)

Error analysis
E

Title:

SC

Analysis
E
SC
msvp msvp

Strategies used
o Re-reads
o Reads on
o Self-corrects

o Reads for meaning

o Uses multiple cues (msvp)
o Uses syllables to problem-solve
o High frequency words accurate

o Uses punctuation
o Expression
o Fluent
o Makes substitutions/omissions

Fluency: correct words per minute

Guide
Y 3-4 80-100 cwpm
Y 5-6 100-120 cwpm

Accuracy %
Easy (96-100%)
Instructional (90-95%)
Hard (<90%)

Self-correction rate
E + SC
E.g. 15 + 5
SC
5
= ratio 1:
= ratio 1:4

Comments
Individual reading assessment

189

FROM ASSESSMENT TO PROGRAMMING

Part 1 Assessment

Assisting students requiring additional support in reading

Proformas

Individual reading assessment:

Student summary sheet
Students name:

Class/Year:

Date:

Text reading
Title

accuracy

cwmp

self
correction

comprehension
3 level guide
semantic

Text 1
Text 2
Text 3
Instructional level text:
Reading strategies demonstrated:

Additional specific level assessments: attach recording sheets

Educheck

Vowels to be learned
Circle: a e i o u
Consonants to be learned
Circle: b c d f g h

k l

Combinations to be learned
Circle: cvc
3 consonant

cvce

vowel digraphs

multi-syllables

miscellaneous

pseudo words

High frequency words

Johnson
/100

Sutherland
Phonological
AwarenessTest or
Phonological awareness
for older students

Area of concern
Circle: Segmenting

Summary and recommendations:

190

consonant

digraphs

Other
/100

Blending

Non-word reading Non-word spelling

ccvc

cvcc

FROM ASSESSMENT TO PROGRAMMING

Part 1 Assessment

Assisting students requiring additional support in reading

Proformas

Class/Group accuracy and fluency recording sheet

Class/Year:
Student
1

Text

Accuracy
%

Fluency
cwpm

Mean
fluency

Comments

1
2
3

1
2
3

1
2
3

1
2
3

1
2
3

1
2
3

1
2
3

1
2
3

1
2
3

10

1
2
3

Individual reading assessment

191

192

Outcomes

Indicators

Strategies/resources

Monitoring

Personnel
responsible

Time
frame

Review/
evaluation

Review date ...................................................

Assisting students requiring additional support in reading

This plan details the prioritised outcomes for this student identified through collaborative curriculum planning.
Other outcomes will be addressed through the class literacy program.

Area of
need

Relevant personnel in attendance:....................................................................................

SLSC: ..............................................................................

Coordinator of LST:...........................................................................

Parent/caregiver: ................................................................................

Class teacher:......................................................................................

STLA:..............................................................................

Year:................... Date:..............................

Class: ........................

Student/s: ....................................................................

Literacy plan

FROM ASSESSMENT TO PROGRAMMING

Part 1 Assessment
Proformas

...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...........................................................................................................
...........................................................................................................
...........................................................................................................
...........................................................................................................

Information skills

...........................................................................................................
...........................................................................................................
...........................................................................................................
...........................................................................................................
...........................................................................................................
...........................................................................................................

Grammatical information

...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

Phonemic awareness and letter-sound relationships

...............................................................................................................................

Recognising high frequency words

Graphological and phonological information

.........................................................................................................................................................................................................................................................................

.........................................................................................................................................................................................................................................................................

.........................................................................................................................................................................................................................................................................

Group

Individual reading assessment

ESL Scales: Levels 2/3: Reading and Responding

...........................................................................................................

...........................................................................................................

Home reading: ........................................................................

...........................................................................................................

...........................................................................................................

Assisting students requiring additional support in reading

Other texts to read: same topic or same author: .........................

...........................................................................................................

...........................................................................................................

Link with writing: ....................................................................

...........................................................................................................
...........................................................................................................
...........................................................................................................
...........................................................................................................

Assessment

Guided reading programming sheet: Focus outcome:........................................................................................... Linking outcomes: ...........................................................

Text: ............................................................................................... Class: ....................................................... Week: .........................................

...............................................................................................................

...............................................................................................................................

Contextual and semantic information

Guided reading planning sheet

FROM ASSESSMENT TO PROGRAMMING

Part 1 Assessment
Proformas

193

FROM ASSESSMENT TO PROGRAMMING

Assisting students requiring additional support in reading

Part 1 Assessment
Proformas

194