prep assessments - decoding - ssp code level
DESCRIPTION
They can get 1 wrong, when doing the 'follow the sounds, say the word' activity- and only 1 when reading the text aloud (2 within Yellow). Record how many correct words in total. Even though some are already on Blue we wanted to check who needs extra help getting off the Green Code Level, and only had 2 hours to assess 135 Prep students. So what we did mattered! This was decoding, not encoding (no spelling or writing) This was the SSP Decoding Assessment Tool we used. It is VITAL that you assess the code at their level - so using 'assessment' tools from other programs are often useless, as they may teach the code in a different order. You need to scaffold the teaching of the code, and assess progress with regards to what you have been teaching. Remember, there are 90 sound pics explicitly taught within the 4 SSP Code Levels (the most commonly used) and the other 150 or so are discovered during their planned for and incidental ' Inquiry Learning - using the Spelling Clouds (they are all in there) So they learn ALL the phonics elements within 2 - 8 terms - every child moves through at their level. So if ready to move on to literacy teaching within 2 terms of Prep they do- they dont wait until Year 1 or 2?? However if they weren't really ready for Prep they may take longer. The 8 term time frame is really for children with Autism. Dyslexics get there in less than 6, max. If you use a mish mash of programs they are getting a mish mash of information. SSP enables you to teach the Coding elements ESSENTIAL for reading with fluency and comprehension, and spelling anything- and not needing a spelling program eg Spelling Mastery. As all enter Year 2 fluent, you dont need additional programs- just follow (and exceed) expectations set out by the National Curriculum. As for data collection- this is a ridiculous activity if they do not assess what you have been TEACHING them!!! Also, if they don't give you information you can USE. Let's use the KISS approach folks. Next year when we publish the NAPLAN results of a Year 2 class who have ONLY used SSP this year, and with a teacher who refused to PM benchmark them etc - there will be another alternative for school leaders. They can focus on HOW to get results, not data. Data that shows how badly children are doing should be burned. Use data to show what the children have been learning instead, and how they are progressing along the Learning to Code journey, before you even think about data to show their 'Becoming a Reader' journey. Miss EmmaTRANSCRIPT
Code Level Assessments in Prep – Green / Purple / Yellow
Decoding Top words – use Follow the Sounds Say the Word’. Sentence- ask the child to scan and read. Scoring – how many words correct – use unique words (some double up) They can only get 1 wrong from top, 1 from sentence for green and purple. 2 for Yellow- to move up a level.
They need to know these, and to be able to ‘Follow the Sounds, Say the Word’ They also need to be able to scan whole sentences, using these words, and (when ready) say the sentence without having to stop and sound out any words. The sentences will also include high frequency words (see Duck Levels 1 and 2)
If they ‘follow the sounds, and say the word’ for all but one, and can scan and say the sentence without having to stop and sound out more than two words, then they can move up a level.
Green Code Level
16 words – record how many correct.
Purple Code Level
28 unique words – Duck Level Words outside of Code Level – / the / was / want / she
Yellow Code Level
36 Unique Words – Duck Level words outside this Code Level – said/ was/
Want to put students on PM Readers? See if their brains are ready. They must be able to ‘follow the sounds, say the word’ for all but two (max) and code the paragraph without having to keep stopping to code the words. They scan it first, and then read it. They can then go through it again. No help. This will test whether they really are coding at the level needed to start using PM Readers and have to cope with the code being all over the place!
Yellow Code Level chops boxing quill yelp sank lightening gloat thank vain fuzz splitting spoon might sloppy sly
Jacky had a long green pencil and it was being silly. When she put it on the sheet of paper it kept slipping off ! ‘How can I stop this grumpy pencil from trying to stop me writing my book?’ she moaned.
What do you think happened next? Note: Helpful words was when she of being However these are all codable even at this level, other than one sound pic outside of the code level. w/a/s wh/e/n sh/e o/f b/e/i/ng
* Teacher points to this sentence and codes for them, if they can’t. Can they answer?
*